seventh grade language arts. august 23, 2010 to october 21, 2010
TRANSCRIPT
Jan Bennitt Lesson Plans
2010-2011Seventh Grade Language Arts
First Nine WeeksAugust 23, 2010 to October 21, 2010
Florida’s Sunshine State Standards for Seventh Grade Language Arts
The student will: LA.7.1.6.1 - use new vocabulary that is introduced and taught directly; LA.7.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text; LA.7.1.6.3 - use context clues to determine meanings of unfamiliar words; LA.7.1.6.4 - categorize key vocabulary and identify salient features; LA.7.1.6.5 - relate new vocabulary to familiar words; LA.7.1.6.6 - distinguish denotative and connotative meanings of words; LA.7.1.6.7 - identify and understand the meaning of conceptually advanced
prefixes, suffixes, and root words; LA.7.1.6.8 - identify advanced word/phrase relationships and their meanings; LA.7.1.6.9 - determine the correct meaning of words with multiple meanings in
context; LA.7.1.6.10 - determine meanings of words, pronunciation, parts of speech,
etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and LA.7.1.6.11 - identify the meaning of words and phrases derived from Anglo-Saxon,
Greek, and Roman mythology.
Vocabulary Development Standard: The student uses multiple strategies to develop gradeappropriate vocabulary.
The student will: LA.7.1.7.1 - use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection; LA.7.1.7.2 - analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect meaning; LA.7.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details; LA.7.1.7.4 - identify cause-and-effect relationships in text; LA.7.1.7.5 - analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text; LA.7.1.7.6 - analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections; LA.7.1.7.7 - compare and contrast elements in multiple texts; and LA.7.1.7.8 - use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.
Reading Comprehension Standard: The student uses a variety of strategies to comprehendgrade level text.
The student will: LA.7.2.1.1 - identify and analyze the characteristics of various genres (e.g., poetry, fiction, short
story, dramatic literature) as forms with distinct characteristics and purposes; LA.7.2.1.2 - locate and analyze elements of characterization, setting, and plot, including rising
action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction; LA.7.2.1.3 - locate various literary devices (e.g., sound, meter, figurative and descriptive language); LA.7.2.1.4 - identify and analyze recurring themes across a variety of works (e.g., bravery,
friendship, loyalty, good vs. evil); LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples
and contextual evidence; LA.7.2.1.6 - compare the use of the same theme in two different literary genres, using their
structural features as the basis for the comparison (e.g., novel and play, poem and short story); LA.7.2.1.7- locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative
language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis;
LA.7.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
LA.7.2.1.9 - describe changes in the English language over time, and support these descriptions with examples from literary texts; and
LA.7.2.1.10- use interest and recommendation of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture.
Grade 7: Literary AnalysisFiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.
The student will: LA.7.2.2.1 - locate, use, and analyze specific information from organizational text
features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words);
LA.7.2.2.2 - use information from the text to state the main idea and/or provide relevant details;
LA.7.2.2.3 - organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting);
LA.7.2.2.4 - identify the characteristics of a variety of types of text and how they are alike and
different (e.g., reference works, reports, technical manuals, newspapers, magazines, biographies, periodicals, procedures, instructions); and
LA.7.2.2.5 - use interest and recommendation of others to select a variety of age and ability
appropriate nonfiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.
Nonfiction Standard: The student identifies, analyzes, and applies knowledge ofthe elements of a variety of nonfiction, informational, andexpository texts to demonstrate an understanding of theinformation presented.
LA.7.3.1.1- generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests;
LA.7.3.1.2 - making a plan for writing that addresses purpose, audience, main idea, and logical sequence; and
LA.7.3.1.3 - using organizational strategies and tools (e.g., technology, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.
Grade 7: Writing Process
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.
The student will prewrite by:
LA.7.3.2.1 - developing main ideas from the pre-writing plan using primary and secondary sources appropriate to the purpose and audience;
LA.7.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and
LA.7.3.2.3 - analyzing language techniques of professional authors (including concrete and abstract word choices), and infusing a variety of language techniques to reinforce voice.
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.The student will draft writing by:
LA.7.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;
LA.7.3.3.2 - creating clarity and logic by rearranging words, sentences, and paragraphs and developing relationships among ideas;
LA.7.3.3.3- creating precision and interest by using a variety of sentence structures (including the use of participles and participial phrases at the beginning and end of sentences), creative language devices, and modifying word choices using resources and reference materials (e.g.,dictionary, thesaurus); and
LA.7.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).
Revising Standard: The student will revise and refine the draft for clarity andeffectiveness.The student will revise by:
LA.7.3.4.1- spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary;
LA.7.3.4.2 - capitalization, including regional names (e.g., East Coast), historical events and documents;
LA.7.3.4.3- punctuation of sentence structures, including participles and participial phrases, colon in introductory lists and to punctuate business letter salutations, semicolon in compound sentences, dash for additional emphasis or information, and apostrophes for plural possessives;
LA.7.3.4.4 - the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,interjection), regular and irregular verbs, and pronoun agreement; and
LA.7.3.4.5 - consistency in verb tense in simple, compound, and complex sentences.
Editing for LanguageConventions Standard: The student will edit and correct the draft for standard language conventions.The student will edit for correct use of:
LA.7.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g.,manuscript, multimedia);
LA.7.3.5.2 - use elements of spacing and design for graphics (e.g., tables, drawings, charts, graphs) when applicable to enhance the appearance of the document; and
LA.7.3.5.3 - share the writing with the intended audience.
Publishing Standard: The student will write a final product for the intended audience.The student will:
LA.7.4.1.1- write narrative accounts with an engaging plot (including rising action, conflict, suspense, climax, falling action, and resolution), and that use a range of appropriate strategies and specific narrative action (e.g., dialogue, movement, gestures, expressions) and include effectively developed and complex characters, a clearly described setting, figurative language, and descriptive words or phrases to enhance style and tone; and
LA.7.4.1.2- write a variety of expressive forms (e.g., realistic fiction, one-act play, suspense story, poetry) that according to the type of writing employed, incorporate figurative language, rhythm, dialogue, characterization, plot, and appropriate format.
Grade 7: Writing ApplicationsCreative Standard: The student develops and demonstrates creative writing.The student will:
LA.7.4.2.1 - Write in a variety of technical/informational forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);
LA.7.4.2.2- record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information, as appropriate, and attribute sources of information;
LA.7.4.2.3- write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;
LA.7.4.2.4 - write a variety of informal communications (e.g., friendly letters, thank-you notes, messages) and formal communications (e.g., conventional business letters, invitations) that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and
LA.7.4.2.5 - write detailed directions to unfamiliar locations using cardinal and ordinal directions, landmarks, streets, and distances, and create an accompanying map.
Informative Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.The student will:
LA.7.4.3.1- write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, using appropriate supporting arguments and detailed evidence; and
LA.7.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony).
Persuasive Standard: The student develops and demonstrates persuasive writingthat is used for the purpose of influencing the reader.The student will:
LA.7.5.1.1-use fluent and legible handwriting skills. LA.7.5.2.1- use effective listening strategies for informal and
formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic;
LA.7.5.2.2 - analyze persuasive techniques in both formal and informal speech; and
LA.7.5.2.3- organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology.
Grade 7: CommunicationPenmanship Standard: The student engages in the writing process and writes to communicate ideas and experiences.
Listening and Speaking Standard: The student effectively applies listening and speaking strategies.
The student will:
LA.7.6.1.1 - explain how text features (e.g., charts, maps, diagrams, sub-headings, captions,illustrations, graphs) aid the reader’s understanding;
LA.7.6.1.2- use information from a variety of consumer (e.g., warranties, instructional manuals), workplace (e.g., applications, contracts) and other documents to explain a situation and justify a decision; and
LA.7.6.1.3 - create a technical manual or solve a problem.
Grade 7: Information and Media Literacy
Informational Text Standard: The student comprehends the wide array of informational text that is part of our day to day experiences.
The student will:
LA.7.6.2.1 - select a topic, develop a prioritized search plan, and apply evaluative
criteria (e.g., relevance, objectivity, scope of content in print and online sources) to select appropriate resources for research;
LA.7.6.2.2- assess, organize, and check the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources;
LA.7.6.2.3 - write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used; and
LA.7.6.2.4- understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.
Research Process Standard: The student uses a systematic process for the collection,processing, and presentation of information.
The student will:
LA.7.6.3.1 - analyze ways that production elements (e.g.,, graphics, color, motion, sound, digital technology) affect communication across the media;
LA.7.6.3.2 - demonstrate ability to select and ethically use media appropriate for the purpose, occasion, and audience; and
LA.7.6.3.3 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media.
LA.7.6.4.1 - select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.7.6.4.2 - evaluate and apply digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to publications and presentations.
Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.
Technology Standard: The student develops the essential technology skills forusing and understanding conventional and current tools,materials and processes.
The student will:
I will contribute to a highly productive classroom that has a pleasant and respectful feeling for everyone in it.
I will be supportive of classmates, teachers, and staff, and welcoming to visitors and guests.
My words and actions will contribute to the positive progress of the class.
I will dress, speak, and behave appropriately for the academic workplace.
Mrs. Bennitt’s Classroom Standards
Assessment is a continuous process. Students who achieve mastery after practice over time will earn a final grade that reflects mastery. Practice activities should never contribute more to the final grade than final outcomes.That may mean that the average shown on the electronic gradebook is modified to give greater weight to final performance tasks.
If a student makes a genuine effort, an “F” will receive a grade of 50, and another assessment will be given after further practice.
A zero will be given if a student refuses to perform or has made no effort to successfully complete an assignment.
Missing assignments due to absence must be made up within a week.
Mrs. Bennitt’s Grading Standards
I highly recommend that you require your child to read at home every day and that you limit television and video gaming to two hours a day or less. Outside reading will not be a grade requirement for my class.
There are not textbooks to issue to each student, and if absences occur for many students at the same time due to field trips, performances, etc., there may not be books available to take home. In those cases, students may come in before school to make up class activities.
Wednesdays and Thursdays are meeting days for me, so Mondays and Tuesdays are the best days to catch up work or ask for help before school.
Outside Reading Requirements
Email: [email protected] School Phone: 850-488-6287 Home Phone: 850-668-5078 (before 9:00 pm
and after 10:00 am on Saturday and Sunday) Website: www.inetteacher.com/teacher/102901 Parent visitation is encouraged. I invite you to
visit at least once per semester.
Contact Mrs. BennittIf you email and ask about your child’s work or performance, I may ask you to call me at home after 7:00. I am usually at school until 6:00. Email is not the best tool for discussion and problem-solving. Don’t let a small issue get bigger. Call me.
Fire Drills, surprise concerts, guidance activities, field trips, and all kinds of school-related activities will interrupt, reschedule, and modify this plan.
Different classes move at different paces due to student differences, time of day, and other factors.
Your child should keep a planner or assignment book to record the day’s plan from the board each day.
Using this Calendar of Assignments
Your child will be provided with a Classroom folder and notebook. Class assignments will be done/stored in these and they do not leave the room without permission. These materials may be viewed by teachers, administrators, and other staff as part of the classroom evaluation process and at scheduled parent conferences. Students are asked not to draw or write on the covers.
A zippered bag with pens, pencils, highlighters, a hand-held pencil sharpener, and, perhaps, a flash drive is a great thing to carry all day.
Many students find it helpful to have one pocket-folder that is carried all day to transport work-in-progress. The left pocket is for assignments needing to be completed, and the right pocket is for work ready to be turned in. Many parents find it helpful to be able to find everything that needs to be completed at home in one place.
Classroom Supplies
Literature: Literature: Florida Treasures Course 2 published by Glencoe 2010 edition◦ If a reading selection on the calendar shows page numbers,
but no book title, the selection is in this main textbook. Reading Skills: Preparing for FCAT Grade Seven
published by Amsco◦ This is referred to as “Blue Book”.
The Greek Gods by Evslin, Evslin, and Hoopes Mythology by Edith Hamilton (It’s the classic.) Grammar activities are pulled from a variety of
sources including my own collection of sentence combining practice I call “The Nuts and Bolts of Writing”.
Books we will use
On Wednesdays, students will be assigned to individual materials in two centers. Students will take a pre-test to determine their start point.
Reading for Understanding (RFU) develops skills in vocabulary, inference, judgement, conclusion, cause-effect, and evaluation.
Multiple Skills Series (MSS) develops word skills, and skills in main idea, cause-effect, sequence, fact-opinion, inference, and conclusion.
Reading Centers
Let the ADVENTURE begin…
Welcome Set up folder and notebook Distribute parent information sheet and
class planning calendar
Monday, August 23, 2010
Distribute cursive writing guidelines to be used for bell-ringer words.
Discuss bell-ringer word procedures. Bell Ringer Words
◦ From R-1 Literary Handbook: act, alliteration, illusion Big Idea: What makes a hero?
◦ Read “Heroes” on pages 561-565 and participate in the “Media Workshop” on page 566. How does media propaganda affect our ideas about heroes. Write the letter on page 565 to The Tallahassee Democrat about someone you think they should feature as a hero or about someone you think they should not keep writing about because you do not think they are a hero. Complete the writing at home. Read it out loud to an adult. Make corrections. Be prepared to share it with your seat partner in class tomorrow.
Tuesday, August 24, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: analogy, anecdote,
antagonist◦ Introduce Wednesday Reading Centers. Complete
RFU placement test.◦ Read “The Primer Lesson” on page 568 and
complete all of the activities on page 569 in your notebook.
Wednesday, August 25, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: anthropomorphism,
aside, assonance◦ Discuss “Primer Lesson”◦ Introduce “The Nuts and Bolts of Writing”
View PowerPoint Distribute Fact Sheet Introduce the rules Partner Practice: Practice Test #1
Thursday, August 26, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: author’s purpose,
autobiography, ballad Big Idea: Hidden Opportunities
◦ Read “from the Autobiography of Malcolm X” pages 640-647 and “New Directions” pages 648-654
Journal Writing: “The Recipe for Success”
Friday, August 27, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: biography, character, characterization
Introduce the genre: Classical Mythology ◦ Read “Genre focus: Short Fiction” pages 84-85◦ Distribute/discuss how to complete a plot diagram◦ Read “Echo and Narcissus” pages 862-867 and
“Orpheus the Great Musician” pages 868-873 Choose one of the two myths and complete a plot
chart with your seat partner
Monday, August 30, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: climax, comedy,
conflict Complete the plot chart of “Echo and
Narcissus” or “Orpheus, the Great Musician”.
Journal Writing:◦ page 873:Write to Compare
Tuesday, August 31, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: consonance,
description, details Reading Center: RFU Blue Book:
◦ Chapter Eight pages 205-213
Wednesday, September 1, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: dialect, dialogue,
drama Blue Book
◦ Pages 213-219◦ Create a plot chart for “Persephone”
Thursday, September 2, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: essay, exposition,
extended metaphor Review Persephone plot chart The Greek Gods
◦ Read “The Pantheon” pages 3-14 and create a chart of the gods, their relationships, their powers, and their symbols
Friday, September 3, 2010Sixth Grade Dance Today. Spirit Day: “Twins Day”No School on Monday!
Bell Ringer Words◦ From R-1 Literary Handbook: fable, falling action,
fantasy Mythology
◦ Read pages 63-74 and create an illustrated timeline of the classical Greek creation myth
Tuesday, September 7, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: fiction, figurative
language, figure of speech Reading Center: Multiple Skills Series (MSS) Blue Book
◦ Pages 220-221 Mythology
◦ complete pages 63-74 and the illustrated timeline of the classical Greek creation myth
Wednesday, September 8, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: first-person
narrative, flashback, folklore Nuts and Bolts of Writing:
◦ Review the Rules◦ Complete Practice Activity
The Greek Gods Read “The Pantheon” pages 15-30 and add to the chart
of the gods, their relationships, their powers, and their symbols
Thursday, September 9, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: folktale,
foreshadowing, free verse
Media Center Orientation
Friday, September 10, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: genre, haiku, hero
FAIR TESTING
Monday, September 13, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: historical fiction,
humor, idiom
FAIR TESTING
Tuesday, September 14, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: imagery,
informational text, irony Reading Center: RFU Individual students complete FAIR testing in
the lab as needed Blue Book: pages 222-225
Wednesday, September 15, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: legend, limerick, local
color Individual students complete FAIR testing in
the lab as needed Nuts and Bolts of Writing Activity The Greek Gods
◦ Read “The Pantheon” pages 31-39 and add to your chart of the gods, their relationships, their powers, and their symbols
◦ Introduce www.mythweb.com Search the gods of ancient Greece
Thursday, September 16, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: lyric, lyric poetry,
main ideas Individual students complete FAIR testing in
the lab as needed The Greek Gods
◦ Continue “The Pantheon” pages 45-54 and complete your chart of the gods, their relationships, their powers, and their symbols
◦ Explore www.mythweb.com Search the gods of ancient Greece
Friday, September 17, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: memoir, metaphor,
meter The Greek Gods
◦ “Prometheus” and “Pandora” pages 57-64◦ Video: Myths of Ancient Greece
Monday, September 20, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: monologue, mood,
myth The Greek Gods
◦ “Cupid and Psyche” pages 95-106 Narrative Writing:
◦ Now that you know the Greek Pantheon of gods, write an original “myth” explaining how something in nature came into existence. Feature gods of the Pantheon in your narrative.
Tuesday, September 21, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: narration, narrative
poetry, narrator Reading Center: Multiple Skills Series (MSS) Blue Book: Pages 226-229 “The Pinching
Man”
Wednesday, September 22, 2010Progress Reports Today
Bell Ringer Words◦ From R-1 Literary Handbook: nonfiction, novel, novella
Nuts and Bolts of Writing: Practice Activity The Big Idea: Fictional Heroes
◦ Most fiction has heroes that are more like you and me than the heroes of classic mythology. Erma Bombeck wrote that heroes are “ …those who, given a set of circumstances, will react with courage, dignity, decency, and compassion- people who make us fell better having seen or touched them.”
◦ Read “The Amigo Brothers pages 18-35; complete selected activities
Thursday, September 23, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: onomatopoeia, oral
tradition, parallelism Literature Selection:
◦ “The Scholarship Jacket” pages 472-480◦ Journal Writing:
Write about an experience you have had like the friends in “The Amigo Brothers” or like Marta in “The Scholarship Jacket”.
Friday, September 24, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: personification, plot,
plot twist Literature Selection:
◦ “ A Mason-Dixon Memory” pages 482-493 This personal narrative is not fiction. It is a memoir.
Choose an experience in your life when your friends “had your back”…or NOT. Journal it.
Monday, September 27, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: poetry, point-of-view,
propaganda Nuts and Bolts of Writing: Practice Activity Heroes of myth:
◦ www.mythweb.com Jason
Tuesday, September 28, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: props, prose,
protagonist
Reading Center: RFU Blue Book:
◦ Read and Review page 234◦ Complete pages 230-233 “Johanna”
Wednesday, September 29, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: pun, refrain,
repetition Nuts and Bolts of Writing: Practice Activity Mythology
◦ “The Quest of the Golden Fleece” pages 117-130
Thursday, September 30, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: resolution, rhyme,
rhyme scheme Mythology
◦ Complete “The Quest of the Golden Fleece” pages 117-130
◦ Writing Workshop pages 154-159 Use realistic or mythical hero and situation
Friday, October 1, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: rhythm, rising
action, scene Continue narrative writing activity begun on
Friday. Participate in the SLV workshop on page
160.◦ Prepare your narrative for class presentation.
Monday, October 4, 2010
Writes Upon Request (No Period One) Nuts and Bolts of Writing: Practice Activity Continue narrative writing activity begun on
Friday. Participate in the SLV workshop on page
160.◦ Prepare your narrative for class presentation.
The New York Times Upfront news magazine◦ Selected Silent Reading◦ Discussion
Tuesday, October 5, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: science fiction,
screen play, sensory imagery
Reading Center: Multiple Skills Series (MSS) Complete narrative writing activity begun
on Friday.◦ Prepare your narrative for class presentation.◦ Complete at home if needed.
Wednesday, October 6, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: sequence of events,
setting, short story Nuts and Bolts of Writing: Practice Activity Begin narrative presentations.
Thursday, October 7, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: simile, sound
devices, speaker Continue narrative presentations.
Friday, October 8, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: stage directions,
stanza, stereotype Complete narrative presentations. Begin SLV Workshop
◦ Video: Jason and the Argonauts
Monday, October 11, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: style, suspense,
symbol Nuts and Bolts of Writing: Practice Activity SLV Workshop
◦ Video: Jason and the Argonauts
Tuesday, October 12, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: tall tale, teleplay,
theme
Reading Center: RFU SLV Workshop
◦ Complete video Jason and the Argonauts
Blue Book: pages 57-65◦ Set up a chart to compare Greek heroes to
modern heroes
Wednesday, October 13, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: third-person
narrative, title, tone Nuts and Bolts of Writing: Practice Activity Literature Selection:
◦ “Thank You, Ma’am” pages 124-133◦ Discuss how Hughes’s word choice creates the
tone of the story
Thursday, October 14, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: tragedy, visual
imagery, voice Mythology
◦ Pages 134-139 Bellerophon◦ www.mythweb.com Bellerophon
Friday, October 15, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: PowerPoint Review of
Literary Terms Mythology
◦ Perseus pages 141-148◦ www.mythweb.com Perseus
Monday, October 18, 2010
Bell Ringer Words◦ From R-1 Literary Handbook: PowerPoint Review of
Literary Terms Nuts and Bolts of Writing: Test Begin SLV Workshop
◦ Video: Clash of the Titans (Old School)
Tuesday, October 19, 2010
Bell Ringer Words◦ PowerPoint Review of Literary Terms
Reading Center: Multiple Skills Series (MSS) Continue SLV Workshop
◦ Video: Clash of the Titans (Old School)
Wednesday, October 20, 2010
Bell Ringer Words◦ Literary Terms Test
Complete SLV Workshop◦ Video: Clash of the Titans (Old School)
Thursday, October 21, 2010No school for students tomorrow!