Writing in the Content Areas

Dec 16-20th, 2019

Dec 16  Mon

Intervention- Final exam review packet

Dec 17 Tues

Intervention- Final Exam review packet

Dec 18  Wed 

Final Exam review - 9th Lit EOC Vocabulary

Extension- play QUIZLET LIVE in Teams to review

Dec 19  Thurs

1st and 2nd block Final exams

Early Release 11:30am- You do not see me today.

 

Dec 20th Fri

3rd and 4th block Final exams

Early Release 11:30am your final is today!  


Dec 9-13th, 2019

ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy)

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Final Research Paper-

Greatest Mysteries of the World

Monday Dec 9

Greatest Mysteries in Science and History-identify main points and what you want to write about.

https://www.livescience.com/11361-history-overlooked-mysteries.html

https://interestingengineering.com/the-6-greatest-unsolved-mysteries-of-the-universe

Tuesday Dec 10

Greatest Mysteries writing- complete your graphic organizer and identify sources for your paper.

Get quotes and put down proper citations. 

 

Wednesday Dec 11th

Write Introduction and Body 1

Thursday Dec 12th

Write Body 2 and Conclusion

Friday Dec 13th

Final type of your paper due today for a grade.


Dec 2-6th

ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or
phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy)

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 

Monday Dec 2

World English Unit 10 Mysteries

Lesson A

 

Tuesday Dec 3

World English Unit 10 Mysteries

All class work from Monday and Tuesday is due today for a classwork grade.

Lesson D

Wednesday Dec 4

World English Unit 10 Mysteries

B- Listening exercises- A, B, C  p. 126-127

Listen- Loch Ness Monster video

Read article- Legend of Loch Ness monster will be tested
with DNA samples and answer comprehension questions. 

 

Thursday Dec 5

World English Unit 10

Lesson C Listening- p. 128-129

Lesson D Writing A  p. 132

Lesson E  Listening -watch video p. 133 

 

Friday Dec 6

Review World English Unit 10

World English Unit 10 TEST today.


Nov 18-22, 2019

Learning Target- Elements of Poetry-

What does the title mean, paraphrase in your own words,  identify figurative language, author's attitude, shifts in tone, subject, theme. 

Language Objective-

Students will read and analyze Shakespearean sonnets, poems from Emily Dickinson, Robert Frost, Langston Hughes  Students will speak and write their own poems. 

Content Objective

Students will learn about end rhyme, rhyme scheme, figurative language, word meaning in Shakespearean sonnets, poems from Emily Dickinson, Robert Frost, Langston Hughes 

Standards-

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations

 

Monday Nov 18th

(Reading/Writing/Speaking) Intervention/Extension- Poetry Vocabulary assessment from Friday

Intervention- work in leveled groups and write the correct answers to five questions you missed.

Extension- utilize vocabulary from last week's quiz to identify figurative language in Shakespearean sonnets.

Listening/Reading- Learn about Robert Frost and Emily Dickinson Download Emily Dickinson

How does their life reflect in their poetry? Download Emily Dickinson

Emily Dickinson -Hope is the thing with feathers ,

Much Madness is Divinest Sense complete a TPFASST on both poems

Download TPFASTT Emily Dickinson

(Reading/Writing/Speaking/Listening)

Robert Frost  The Road Not Taken, Fire and Ice complete a TPFASST on both poems.

 

Tuesday November 19th

(Listening) Harlem Renaissance- Review timeline activity  Download Great Migration Review-Guided Notes

(Listening, Reading) Who is Langston Hughes?- Watch Biography clip

Use the PPT to help analyze Dreams and Dreams Deferred 

Download Hughes - Dreams and Dream Deferred

(Reading/Writing/Speaking/Listening)  Analyze the poem  Dreams

(Reading/Writing/Speaking/Listening )Analyze the poem   Dreams Deferred

(Reading/Writing) Compare/Contrast both poems.  Utilizing a graphic organizer Download Poetry Compare Contrast

(Reading/Speaking) KAHOOT- Poetry Test Review  (time permitted if not tomorrow)

 

Wednesday November 20th

Intervention/Extension

Poetry Test Review- Intervention

Extension- further analysis of Langston Hughes - I Too am American poems looking for figurative language 

(Reading/Writing) Poetry TEST  (summative assessment) 

(Reading/Listening)Learn about Walt Whitman

 

Thursday November 21st

(Reading/Listening) Complete lesson on Walt Whitman

Walt Whitman video

(Listening) watch the movie Dead Poets Society

(Reading/Writing) Watch and answer questions THESE ARE DUE TOMORROW FOR A GRADE

 

Friday November 22nd

(Listening)Dead Poets Society

(Reading/Writing)Watch and answer questions- TURN QUESTIONS IN TODAY FOR A GRADE!!!!

Mrs. Suarez is out today.

Have a wonderful holiday break!!

See you in December.


Nov 11-15th 2019

Learning Target- Elements of Poetry-

What does the title mean, paraphrase in your own words,  identify figurative language, author's attitude, shifts in tone, subject, theme. 

Language Objective-

Students will read and analyze Shakespearean sonnets.  Students will speak and write their own poems. 

Content Objective

Students will learn about end rhyme, rhyme scheme, figurative language, word meaning in Shakespearean sonnets. 

Standards-

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations

Monday Nov 11 th

GO TO Computer Lab 219

Writing- Type and submit final draft  (this is from last week's assignment)

  • Type your final draft of the argumentative essay  (Summative Assessment)
  • in MLA format 12 pt font Times New Roman
  • Email to me today- mrs.suareziel@gmail.com

Topic- Are cell phones addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

Complete summative assessment online for the article on commonlit.org

Reading- https://www.commonlit.org/en/texts/students-work-ethic-affected-by-peer-groups-desire-to-be-popular  This is due today for a grade.

Intervention/Extension-  Writing assignment- how to not write with personal pronouns.  How to paraphrase informational text.

 

Tuesday Nov 12th- New unit Poetry

Listening/Reading- Quizlet- Shakespearean Poetry EOC  - Fill in missing words

Listening/Writing- Shakespearean Verse and Prose PPT notes 

Listening, Reading, Writing- Students will answer these questions while watching a TED TALK by Akala

Studying Sonnet 18

IS IT HIP HOP OR SHAKESPEARE?

“To destroy the beauty from which one came”
“Maybe it’s hatred I spew, maybe it’s food for the spirit”
“Men would rather use their broken records than their bare hands”
“I was not born under a rhyming planet”
“The most benevolent king communicates through your dreams”
“Socrates, philosophy and hypotheses can’t define me”

Listening/Reading - KAHOOT- Figurative Language in Rap

Wednesday  Nov 13th

Lab- 217    Complete RI and MI Inventory (we need to do this several times a year)

When DONE work on:

Listening/Reading Quizlet- Shakespearean Poetry EOC

  • Flashcard
  • Match
  • Small Test= Score 100%

Sonnet Quiz (formative)- Is it Hip Hop or Shakespeare?   Sonnet 18 Rhyme Scheme

INTERVENTION- 45 minutes If you did not finish the writing on Monday- type your assignment and submit to me.  Common Lit, Informational article- answer comprehension questions. 

 

Thursday Nov 14th

Listening/Reading/Speaking Quizlet LIVE- Friday Nov 15th- Vocabulary Quiz

Listening Rhythm- Sonnet 29 Video https://www.youtube.com/watch?v=HzwArikQ_YM

Listening/Reading/ Writing- Shakespearean Sonnets- analyzing the rhyme scheme and stomping out with their feet the rhythm.  Download Shakepearean Sonnets

Listening/Speaking- Review Rhyme Scheme for Sonnet 19, 29 on quiz tomorrow.

Listening- Watch biography on William Shakespeare

Reading/Writing Students will learn how to complete a TPFASST- Download TPFASTT - Poetry Analysis Blank

Learn about and Identify- In Shakespearean Sonnets

  • Title/Author
    Paraphrase the poem
    Figurative Language
    Attitude- narrators tone
    Shifts
    Title
    Theme

Test tomorrow on Sonnet 18, Sonnet 29, and Poetry Vocabulary

 

Friday Nov 15th

Listening/Reading- Quizlet Review, Sonnet End Rhyme review

Reading/Writing- Vocabulary Quiz

Reading/Writing- Poetry Quiz- Sonnet 18, 29 on Rhyme Scheme 

Reading/Writing Complete TPFASST on Shakespearean Sonnets- 60, 147, 43

Identify and analyze figurative language, tone, shift, paraphrasing sonnets. 


Nov 4th- Nov 8th

Standards-

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims

Learning Target- Author's purpose, Summarizing, Evidence from the text, writing an argumentative essay.

NO Friday quizlet- we are writing an argumentative essay for Friday's assessment.

Monday  Nov 4th 

Intervention/Extension- Friday quiz results

Tuesday Nov 5th 

NO SCHOOL- Teacher Workday

Wednesday Nov 6th

GO TO LAB 219

  • Reading/Writing- answer online commonlit.org questions "Watch out cell phones can be addictive"
  • Listen- video Simon Sinek- cell phones and dopamine - whole group.
  • Reading/ Listening/Speaking We will read the article The Power of Like together and annotate online.
  • Reading/Writing- answer comprehension questions to article on commonlit.org, including the writing.
  • Reading- article The Power of LIKE
  • Highlight- central idea/ main purpose, while reading the article.

Lab Goal- answer comprehension questions online for Watch out cell phones can be addictive"

and "The Power of Like" articles.  Comprehension questions identify- author purpose, evidence, summarizing, central idea. (formative assessment)

 

Thursday Nov 7th 

Friday Nov 8th

  • Listen- how to write a CEI paragraph
  • Listen/Writing- take notes on writing CEI paragraphs using the main points from two informational articles we read this week.
  • Writing- write your Argumentative essay on paper.  Turn in rough draft today.
  • We will type the final essay on Monday Nov 11th.

Topic- Are cell phones  and social media addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

TURN IN YOUR ROUGH DRAFT TODAY!

 

Monday Nov 11 th

Writing-

  • Type your final draft of the argumentative essay  (Summative Assessment)
  • in MLA format 12 pt font Times New Roman
  • Email to me today- mrs.suareziel@gmail.com

Topic- Are cell phones addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

Complete summative assessment online for the article on commonlit.org

Reading- https://www.commonlit.org/en/texts/students-work-ethic-affected-by-peer-groups-desire-to-be-popular

This is due today for a grade.

 


Oct 28- Nov 1st

https://www.commonlit.org/en

 Power Points for Monday-  Download Gothicism Notes

Download _Edgar Allan Poe

Standards-

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL3: Analyze how complex characters(e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims

Content Objective-Students will read gothic/romantic literature from 1843-1845 to determine theme, complex characters, the point of view of the author Edgar Allen Poe, tone, figurative and connotative meanings, and write a compare and contrast synthesis essay about Tell-Tale Heartand The Raven gothic short stories. 

Language Objective- students will read gothic literature, speak and listen to discussions about theme, characterization, author's point of view.  Students will write about the author's changing point of view, compare and contrast two pieces of gothic literature, citing evidence from the text appropriately. 

Differentiation- students with lower language levels will be provided with graphic organizers for writing, sentence frames, word banks, PPT notes, reduced answer choices and assistance from content teacher and student teacher.   Common Lit also provides Guiding Reading for students with lower language levels and opportunities to search unknown words in their native language. 

Monday Oct 28th

Vocabulary - Gothic Literature quizlet- fill in missing words https://quizlet.com/_7ceail

Listening/Reading/ Writing Introduction to Gothic Literature and Edgar Allen Poe- Take notes during PPT

Power Points notes Download Gothicism Notes

Edgar Allen Poe Notes- Download _Edgar Allan Poe

Reading/ Listening- Tell Tale Heart by Edgar Allen Poe begin reading

Keep this in your binder, you will finish it tomorrow in class and turn it in.

 

Tuesday Oct 29th

Listening- Watch video on Edgar Allen Poe

Write- 10 sentences about the video and turn it in today.

Reading/ Writing- Finish Reading and Answer comprehension questions

about Tell Tale Heart , turn it in today.

Wednesday Oct 30th

Go to Lab 219

Vocabulary- Gothic Literature quizlet- fill in missing words https://quizlet.com/_7ceail

  • Complete Flashcards
  • Complete Match
  • Small Test Multiple Choice 100%

IF YOU DID NOT SCORE 50/50 on your paper----correct it and re-send today- Intervention-

Reading/Writing/ Speaking- Intervention/Extension- analyzing 5 paragraph essays from Friday 10/25/19 making corrections in grammar, paragraph format- CEI, MLA formatting. 

IF YOU DID SCORE 50/50 on your paper-  work with Mrs. Suarez on Tell Tale Heart questions-

answer online on Commonlit.org - Extension

Listening- Tell Tale Heart video

Reading/ Writing- Tell Tale Heart comprehension questions. 

Thursday Oct 31st 

Vocabulary- Quizlet LIVE- play 3 rounds

Read The Raven by Edgar Allen Poe

Speaking/ Listening-Students will take turns reading aloud, highlighting main idea and supporting details (quotes)

Write- Answer Comprehension questions.

Homework- Study Tell Tale Heart and The Raven for assessment on Friday.

 

Friday November 1st

Review- Vocabulary, Tell Tale Heart/ The Raven comprehension questions. 

Vocabulary quiz - no notes or phones

Reading assessment- The Raven, Tell Tale Heart - you can use your notes.


Oct 21-25, 2019

Homecoming week dress up days:

  • Monday – PJ Pant Day
  • Tuesday – College/Jersey/Greek Day
  • Wednesday –Meme Day
  • Thursday – Throw-Back Thursday
  • Friday – School Day Theme: KMHS Spirit     Game Theme: Toga

LINKS and Downloads of class materials:

Content Objective:  Students will read closely to determine what a text says, make logical references from it, determine central ideas, interpret words and phrases, integrate and evaluate content presented in diverse formats and media, read and comprehend literary and informational texts, develop thematic connections across genres.

Language Objective:  students will read about the play 12 Angry Men, discuss key vocabulary words for the judicial system, write answers to comprehension questions, Write  five-paragraph essay about if  you they think the defendant is guilty or not guilty including a counter claim.

Standards-

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums(e.g., a
person’slife story in print and multimedia), determining which details are emphasized in
each account.

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

MONDAY- 10/21/19

  • Review Juror quiz results from Friday.
  • Intervention/Extension- based off of quiz results. 
  • Intervention- Test corrections
  • Extension- identifying quotes to support a claim.

 

  • NO Vocabulary quiz on Friday- assessments- ACT I and II today and ACT III quiz on 
  • Review main points Act I and  Act II
  • Take Act I and Act II open note quiz 
  • (this will determine Intervention/Extension groups for Tuesday)
  • Finish reading Act III
  • Write-answer study guide questions.

 

TUESDAY 10/22/19

  • Intervention/Extension group based off of Act I and Act II quiz results

Intervention- review commonly missed questions.

Extension- continue identifying quotes to support your claim.  This will help with your paper.

  • Read end of Act III
  • Watch the end of the movie of Act III
  • Write answers to study guide questions Act III
  • Kahoot- Act III Review

Make sure you complete your study guide, you can use it tomorrow on Act III quiz. 

 

WEDNESDAY  10/23/19

  • Act III quiz- you can use your notes.
  • Start Graphic Organizer for writing  Download 12 Angry Men graphic organizer
  • Begin writing prompt for the questions below:
  • Do you feel the defendant is guilty or not guilty?
  • Defend your answer with quotes from the play.

This will be a five paragraph essay:

Introduction  (Hook sentence, 2 topic sentences, thesis)

Body 1 with 1 quote to prove innocence or guilt  (Claim, "Evidence", Interpretation)

Body 2 with 1 quote to prove innocence or guilty (Claim, "Evidence", Interpretation)

Body 3 COUNTER CLAIM- Opposite of what you are claiming either Guity or Innocent (Claim, "Evidence", Interpretation)

Conclusion 3- 5 concluding sentences. 

Download Twelve Angry Men Writing Prompt- 5 paragraph

THURSDAY 10/24/19

  • Use your graphic organizer to complete

Introduction  (Hook sentence, 2 topic sentences, thesis)

Body 1 with 1 quote to prove innocence or guilt  (Claim, "Evidence", Interpretation)

Body 2 with 1 quote to prove innocence or guilty (Claim, "Evidence", Interpretation)

  • Type in Microsoft Word, Times New Roman 12 pt font, MLA Format save in My Documents.

 

FRIDAY 10/25/19

Pep rally schedule- 4th Period 2:08-3:30

  • Finish your 5 paragraph essay today
  • Do you feel the defendant is guilty or not guilty?
  • Defend your answer with quotes from the play.

Body 3 COUNTER CLAIM- Opposite of what you are claiming either Guity or Innocent (Claim, "Evidence", Interpretation)

Conclusion 3- 5 concluding sentences. 

Type in Microsoft Word, Times New Roman 12 pt font, MLA Format save in My Documents.

  • EMAIL as an attachment to mrs.suareziel@gmail.com
  • This is due today even if you are absent. 

Oct 14-18th, 2019

LINKS and Downloads of class materials:

Content Objective:  Students will read closely to determine what a text says, make logical references from it, determine central ideas, interpret words and phrases, integrate and evaluate content presented in diverse formats and media, read and comprehend literary and informational texts, develop thematic connections across genres.

Language Objective:  students will read about the play 12 Angry Men, discuss key vocabulary words for the judicial system, write answers to comprehension questions, Prepare to write the following week a four-paragraph essay about if they think the defendant is guilty. 

Standards-

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone.)

ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums(e.g., a
person’slife story in print and multimedia), determining which details are emphasized in
each account.

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

 

Monday  Oct 14th

(Reading/Writing)  Intervention- Students will write a sentence with two of the words they missed on Friday's vocabulary quiz.  Extension- Students will determine a writers opinion if they are pro or con juries.

Learn new vocabulary words on Quizlet- (quiz Friday Oct 18th) 12 Angry Men Jurors

(Reading/ Listening/Writing) Review and Answer Act I Study Guide (formative)

(Reading/Listening/Speaking) Read the play Act I

(Reading/Writing) Grammar- Adjective + Noun  p. 34, 35  Write combining sentences

 

Tuesday Oct 15th

1. Apartment Guide- formative assessment.

Use your Act I script to answer the questions.

2. Learn new vocabulary words on Quizlet- 12 Angry Men Jurors

Complete in Quizlet Flashcards, Match, Small Test 12/12 =100%

3. (Listening)  Watch video clip of Act I 12 Angry Men

4. (Reading/ Listening/Writing) Review and Answer Act I Study Guide (formative)

5. (Reading/Listening, Speaking) Finish Reading Act I aloud in class 

 

Wednesday Oct 16th-               PSAT DAY

(Reading/ Listening)  Play Match 2 times.  Quizlet- 12 Angry Men Jurors

(Reading/Writing) Grammar-Be + Adjective  p. 36, 37 practicing adjectives 

(Reading/ Listening/Writing) Review and Answer Act II Study Guide (formative)

(Reading/Listening) Read Act II aloud in class 

 

Thursday Oct 17th

(Reading/Speaking) Play Quizlet LIVE  3 rounds for quiz points

(Reading/Listening) Read Act II aloud in class last page

Watch video of Act II

(Writing) Answer study guide questions while watching

(Listening/Reading/Speaking) Extension 12 Angry Men Act I and II- KAHOOT

(Reading/Writing) Grammar- p. 36.37,38 Describing a scene with adjectives write 9 sentences

adjective + noun and linking verb + adjective 

This will be on your quiz tomorrow.

 

Friday Oct 18th

(Listening/Reading)  Review Quizlet Set

(Reading/Writing) 12 Angry Men Jurors vocabulary quiz + grammar (summative)

(Reading/ Listening/Writing) Review and Answer Act II Study Guide (formative)

We will have ACT I and ACT II test next Monday 10/21

 

Writing prompt for next week- Do you feel the defendant is guilty or not guilty? 

                                                                  Defend your answer with quotes from the play.