TREY MORRONE

TEST: Romeo and Juliet, Act I

LESSON FOCUS: To read and understand a newspaper article.

• Students will read the newspaper article, Tale of Doomed Lovers Pulls Romantic to Verona (TB, p. 578)
• Students will respond to the two questions found at the end of the article.
• Students will complete Analyzing a Newspaper Article (Activity 18, TRM/Media Connection Activities, p. 18).

LESSON FOCUS:

To read and analyze an essay about culture and theatre in Shakespeare’s day

To gain insight into Romeo and Juliet by learning about its creation

• Students will read Understanding Shakespeare and Elizabethan Drama (TB, pp. 574-577).
• Students will answer the following questions:

1. What was the Globe Theatre?
2. What was the meaning of a black flag flying over the Globe Theatre?
3. Why was part of the English Renaissance referred to as the Elizabethan Age?
4. Who was William Shakespeare?
5. Name five tragic masterpieces written by William Shakespeare?
6. Who were Romeo and Juliet?
7. Where did Shakespeare get his idea to write Romeo and Juliet?
8. Why are the main characters in Romeo and Juliet unlike any of Shakespeare’s other tragic heroes?
9. Name a popular musical inspired by Romeo and Juliet.
10. Write one famous line from Romeo and Juliet.

LESSON FOCUS:

To enjoy reading drama

To analyze the literary elements in plays

To apply strategies for reading plays

• Students will view the painting Comdia dell’Arte, 1991. Andre Rouillard (TB, p. 560).
• Students will respond to the art by answering the following questions:
1. What emotions are expressed in the painting?
2. What do you think the figures represent?
3. What do you think each plane of space (the two “walls” and the floor) represents?

• Students will read and analyze the quotation by Hannah Cowley (TB, p. 561).
• Students will respond to the quote by answering the following questions:
1. In what sense is each of us an actor?
2. How does drama show us “as we are”?
3. What makes a drama compelling to you?

GENRE FOCUS: To understand the elements of a drama

• Students will scan Drama and Elements of Drama (TB, pp. 562-563)
• Students will respond to the following:
1. Define “drama”
2. Define “stage directions”? Explain and give details.
3. List and define the elements of a “drama.”
4. Recall and note the elements of fiction (see pp. 2-3).
5. Compare and contrast the elements of drama with the elements of fiction.
6. Write a short paragraph describing the similarities and differences between the elements of drama and the elements of fiction.

LESSON FOCUS: Complements

*Retake test on Complements (WB, p. 55)

• Give students handouts on poetry and begin review.

LESSON FOCUS: Complements

• Reteach direct object, indirect object, predicate nominative and predicate adjective.

• Give multiple examples of each being used in a sentence.

• On overhead, show how to identify each complement and how to label it correctly.

RETEST on Tuesday.

LESSON FOCUS: Writing Roadmap Assignment (essay writing)

• Students will go to computer lab (Room 218) and log on to www.writingroadmap2.com and complete new assignment.

• Students will write a persuasive essay on the prompt titled, “Definition of Success.”

LESSON FOCUS: Complements

• Students will be tested on Complements (Review C, WB, p. 55).

• Students will be given ten sentences with one word underlined in each sentence.
• Students will be required to decide what kind of complement the underlined word is and to identify the word accordingly (i.e., direct object, indirect object, predicate nominative, or predicate adjective).
• Students will be given ten additional sentences.
• Students will be required to underline the complement(s) in each sentence.
• Students will be required to decide what kind of complement the underlined word is and to identify the word accordingly (i.e., direct object, indirect object, predicate nominative, or predicate adjective).

LESSON FOCUS: Sentence Fragments, Kinds of Sentences

• Review of prior learning.
• Students will be given twenty groups of words (WB, p. 56).
• Students will decide whether the group of words is a sentence or a sentence fragment.
• Students will be required to identify the complete sentences as either declarative, interrogative, exclamatory, or imperative.

LESSON FOCUS: Predicate Nominatives and Predicate Adjectives

• As a review, students will define a subject complement.

• Students will define a predicate nominative and identify it as a type of subject complment. Students will give examples.

• Students will define a predicate adjective and identify it as a type of subject complement. Students will give examples.

• Students will demonstrate an understanding that predicate nominatives and predicate adjectives are both subject complements.

• Given examples of each, students will compare and contrast predicate nominatives and predicate adjectives.

• As a class, students will reviews examples of predicate nominatives and predicate adjectives.

• Given ten sentences, students will identify and underline the subject complement.

• In the same ten sentences, students will evaluate the subject complement and specify (by labeling) whether the subject complement is a predicate nominative or a predicate adjective.

• Given five word groups (incomplete sentences), students will create and add predicate nominatives or predicate adjectives (as directed) to make complete sentences.

LESSON FOCUS: Subject Complements – Predicate Nominatives and Predicate Adjectives

• Define subject complement and states its purpose.

• In a group discussion, students will demonstrate an understanding of the definition of a subject complement and its purpose.

• Define predicate nominative.

• In a group discussion, students will demonstrate an understanding of a predicate nominative, recognizing it as a type of subject complement. Give examples.

• Given twenty sentences (WB, p. 45), students will identify and underline the predicate nominative in each sentence.

• Define predicate adjective.

• In a group discussion, students will demonstrate an understanding of a predicate adjective, recognizing it as a type of subject complement. Give examples.

• Given twenty sentences (WB, p. 46), students will identify and underline the predicate adjective in each sentence.

LESSON FOCUS: Complements

• Students will be able to define a complement (a word or word group that completes the meaning of a verb).

• Students will recognize that a complement may be a noun, pronoun, or an adjective.

• Students will recognize tha a complement may also be compound.

• Using examples provided, students will recognize the use of a noun, pronoun and an adjective as complements in three sentences.

• Given twenty sentences, students will identify the subject, verb and complement in each sentence.

• Students will complete Complement on p. 44 of workbook.

NO CLASSES: ISE DAY

LESSON FOCUS: Poetry Recitation

• Students will attend the Poetry Out Loud school competition at SVHS.

• Students will hear and observe recitations by contestants in the competition.

NO SCHOOL: SNOW

LESSON FOCUS: Compound Subjects and Verbs

QUIZ: Students will take a quiz on compound subjects and compound verbs.

• Given five sentences, students will identify the subject(s) and verb(s).

• Given five groups of two to three sentences, students will rewrite each designated group of sentences to make one sentence containing a compound subject, verb or both.

LESSON FOCUS: Compound Subjects and Compound Verbs

COMPOUND SUBJECT

• Students will define a compound subject (consists of two or more subjects that are joined by a conjunction and that have the same verb).

• Students will identify a compound subject in an example provided to the class.

• Given ten sentences, students will identify the compound subject and the conjunction or conjunctions joining the compound subject.

• Given five sets of two or three sentences, students will rewrite as one sentence with a compound subject.

• Students will complete Compound Subjects on p. 41 of workbook.

COMPOUND VERB

• Students will define a compound verb (consists of two or more verbs that are joined by a conjunction and that have the same subject).

• Students will identify a compound verb in an example provided to the class.

• Given ten sentences, students will identify the compound verb and the conjunction or conjunctions joining the compound verb.

• Given five sets of two or three sentences, students will rewrite as one sentence with a compound verb.

• Students will complete Compound Verbs on p. 42 of workbook.

2nd BENCHMARK TESTING – Reading

• Students will take 2nd Benchmark Test (Reading) in media center (library).

2nd BENCHMARK TESTING – Language Arts

• Students will take 2nd Benchmark Test (Language Arts) in media center (library).

NO SCHOOL: SNOW

NO CLASS: EARLY RELEASE (SNOW)

SCHOOL CLOSED: SNOW

LESSON FOCUS: Direct and Indirect Objects

• Reteach direct object and indirect object.

• Compare and contrast direct object and indirect object.

• Give examples of each and distinquish between the two.

QUIZ: Direct and Indirect Objects (WB, p. 50)

LESSON FOCUS: Direct Objects & Indirect Objects

QUIZ: Students will take quiz on direct objects.

• Students will identify the transitive verb (circle) and the direct object (underline) in each of ten sentences provided.

• Students make complete up to ten additional sentences in same manner for bonus points.

• Indirect Objects will be defined and discussed with the class.

• Examples will be provided to class.

• Class will complete worksheet (WB, p. 49) to identify indirect objects.

• Students will re-write five sentences, changing the objects of prepositions to indirect objects in the sentence.

BONUS ACTIVITY:

• Students will be given the opportunity to work on multi-media assignment for bonus points.

• This activity will facilitate reading comprehension skills and introduce students to key terms and ideas with regards to movies, video, theatre and dance.

LESSON FOCUS: Direct Objects

• Review worksheet completed on Tuesday.

• Reteach direct objects.

• Notify students of upcoming benchmark tests (Feb. 6th & 8th)

LESSON FOCUS: Writing Roadmap Assignment (essay writing)

• Students will go to media center (library) and log on to www.writingroadmap2.com and complete new assignment.

• Students will write a narrative essay on the prompt titled, “Being Kind.”

LESSON FOCUS: Language Arts – Direct Objects

• Discuss and reteach transitive verbs.

• Define direct objects and give examples of direct objects in sentences.

• Students will complete exercise (WB, p. 48) to identify direct objects in twenty (20) sentences.

Literature – Poetry Recitation

• Students will complete their recitation of poetry for a test grade.

• Class winners will be selected to participate in the school competition on February 14, 2007.

• Students will be given the opportunity to complete any outstanding make-up work or missing assignments from 3rd grading period.

• Reteach, as necessary.

SCHOOL CLOSED – SNOW

POETRY RECITATION

• Students will begin reciting their selected poems (Poetry Out Loud) for test grade.

• Students will be selected from classroom competition for school competition on February 14, 2007.

POETRY RECITATION

• Students will work in pairs and practice reciting their selected poems (Poetry Out Loud) for test grade.

• Students will be selected from classroom competition for school competition on February 14, 2007.

EARLY RELEASE DAY – Last Day 3rd Grading Period

*Students will report to media center (library) to complete any oustanding assignments on writing roadmap and to take quizzes on Reading Counts.

LESSON FOCUS: Poetry Recitation

• Students will recite poem selected from Poetry Out Loud anthology.

• Recitation will be performed on stage in auditorium.

• Initial recitation will count as quiz grade.

• Subsequent recitation of same selection will be performed for test grade next week.

LESSON FOCUS: Poetry Recitation

• Students will recite poem selected from Poetry Out Loud anthology.

• Recitation will be performed on stage in auditorium.

• Initial recitation will count as quiz grade.

• Subsequent recitation of same selection will be performed for test grade next week.

LESSON FOCUS: Poetry Recitation – An Oral Artform

• Students will write out a copy of their poem, at least once.

• Students will listen to selected poem recitations which are considered excellent recitations.

HOLIDAY – NO SCHOOL!

Martin Luther King Birthday

LESSON FOCUS: Literature – Drama

• Students will be introduced to a copy of the script of a play, “Addict.”

• Students will take turns reading parts of characters aloud from selected scenes in the play.

Review 1st Benchmark Language Arts Test (##1-20)

LESSON FOCUS: Parts of Speech

• TEST: Students will complete “Parts of Speech” (Review C) (WB, p. 28)

BELLRINGER: Review 1st Benchmark Language Arts Test (##13-20)

LESSON FOCUS: Parts of Speech

• As a class, we will list the eight parts of speech, discuss each and distinguish them from one another using examples.

• QUIZ: Students will complete “Parts of Speech” (Review B) (WB, p. 27)

BELLRINGER: Review 1st Benchmark Language Arts Test (##9-12)

LESSON FOCUS: Parts of Speech

• Students will complete “Determining Parts of Speech” (WB, p. 25). Students will identify the parts of speech of the same words used differently in three different sentences.

• Students will complete “Parts of Speech” (Review A) (WB, p. 26)

BELLRINGER: Review 1st Benchmark Language Arts Test (##5-8)

LESSON FOCUS: Literature – Reading Comprehension

• Students will go to media center (libarary) and will take quizzes on books read as part of Reading Counts Competition.

• Students may also complete any outstanding assignments on writingroadmap2.

BELLRINGER: Language Arts Benchmark Test #1 (Questions 1-4).

TEST: “The Charge of the Light Brigade”

• The test will be open-book.

LESSON FOCUS: Literature – Poetry Genre

• Define rhythm and meter. Identify stressed and unstressed syllables. Discuss usage in poetry.

• Listen to “The Charge of the Light Brigade,” by Alfred Lord Tennyson.

• Evaluate and interpret the poem. Compare and contrast variouis lines in the poem.

• Complete Review Questions ##1-6 (TB, p. 444).

• Review for open-book test on Wednesday.

Class will meet in media center (library) for essay writing activity.

OBJECTIVES:

• SWBAT create a well-developed composition from a writing prompt.

• Students will continue working on www.writingroadmap2.com.

• Students have site id, log-in and password.

• A writing prompt will be assigned and essays will be scored. Grades will be taken on this assignment.

WVCSOs:

RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.

RLA.9.2.3 employ drafting strategies for specific writing tasks.

RLA.9.2.4 create a well-developed composition from a prompt.

RLA.9.2.5 use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.9.2.6 use a clear, logical progression of ideas (e.g., spatial order in a descriptive essay, chronological order in a process essay) to develop a composition that is focused and coherent.

RLA.9.2.7 use different transitional devices (e.g., introductory and transitional phrases/conjunctions) between paragraphs.

RLA.9.2.8 use complete and varied sentences to develop a composition.

RLA.9.2.9 use appropriate and precise word choice to develop a composition.

LESSON FOCUS: Literature – Poetry

• After discussing and defining a “meter,” play audio recording of Alfred, Lord Tennyson’s “The Charge of the Light Brigade.”

• Students will evaluate the poem to determine whether the pattern of stressed and unstressed syllables creates a regular rhythm.

• Students will analyze the meter of the final stanza and consider whether it is consistent with the rest of the poem?

• Students will complete Active Reading Guide and Quick Checks for this poetry selection.

LESSON FOCUS: Parts of Speech (Conjunction)

• Given the definition of a “conjunction,” students will identify conjunctions used in sentences.

• Given examples of each, students will recognize, identify and distinguish between coordinating conjunctions and correlative conjunctions.

• Given a pair of words or word groups, students will write complete sentences using coordinating or correlative conjunctions.

• Students will complete “The Conjunction” (WB, p. 23).

LESSON FOCUS: Parts of Speech – Interjection

• Given the definition of an “interjection,” students will recognize and identify interjections in sentences.

• Given a complete sentence lacking an interjection, students will rewrite the sentence adding an interjection and using the appropriate punctuation.

LESSON FOCUS: Literature – Poetry

• Students will list and define the elements of poetry (TB, pp. 436-437).

Class will meet in media center (library) for essay writing activity.

OBJECTIVES:

• SWBAT create a well-developed composition from a writing prompt.

• Students will continue working on www.writingroadmap2.com.

• Students have site id, log-in and password.

• A writing prompt will be assigned and essays will be scored. Grades will be taken on this assignment.

WVCSOs:

RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.

RLA.9.2.3 employ drafting strategies for specific writing tasks.

RLA.9.2.4 create a well-developed composition from a prompt.

RLA.9.2.5 use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.9.2.6 use a clear, logical progression of ideas (e.g., spatial order in a descriptive essay, chronological order in a process essay) to develop a composition that is focused and coherent.

RLA.9.2.7 use different transitional devices (e.g., introductory and transitional phrases/conjunctions) between paragraphs.

RLA.9.2.8 use complete and varied sentences to develop a composition.

RLA.9.2.9 use appropriate and precise word choice to develop a composition.

LESSON FOCUS: Parts of Speech (Adverbs)

• Students will define a noun and an adverb.

• Students will recognize that the some words that can be used as adverbs can also be used as nouns in different sentences.

• Students will review examples of each.

• Students will evaluate whether a specific word is being used as an adverb or a noun. The same word will be used in two different sentences, to enable the student to see the contrast.

• Students will complete “Noun or Adverb” (WB, p. 21)

LESSON FOCUS: Parts of Speech (Prepositions)

• Given the definition of a preposition, the students will identify prepositions used in sentences.

• The object of the preposition will be defined and students will identify the object of each preposition used in each sentence.

• Students will complete “The Preposition” (WB, p. 22)

LESSON FOCUS: Literature – Poetry

• Introduce five sound devices used in poetry (i.e., alliteration, assonance, consonance, onomatopoeia and rhyme).

• Define each sound device.

• Give examples of each sound device.

• Project interactive sound device activity on wall for student response (www.glencoe.com).

QUIZ: Matching sound devices with definitions and matching sound devices with examples.

LESSON FOCUS: Parts of Speech—The Adverb

• SWBAT define an adverb.

• SWBAT to describe what an adverb tells (i.e., where, when, how or to what extent).

• SWBAT identify adverbs and the words they modify in sentences.

• Define adverb and give examples of adverbs and the words they modify in sentences.

• Assign “Adverbs and the Words The Modify” (WB, p. 20) to be completed in class.

• Complete No. 1 with the students.

• Provide assistance to the students, as needed.

LESSON FOCUS: Parts of Speech—The Adverb

• SWBAT define an adverb.

• SWBAT to describe what an adverb tells (i.e., where, when, how or to what extent).

• SWBAT identify adverbs in sentences.

• Define adverb and give examples.

• Assign “The Adverb” (WB, p. 19) to be completed in class.

• Complete No. 1 with the students.

• Provide assistance to the students, as needed.

• Students will complete 2006-2007 PRIDE Survey (unless parents have signed document stating that students are not to participate.

• The PRIDE Survey is designed to assist the Wayne County Board of Education to develop and implement programs that promote student health and safety, such as reductions in adolescent smoking, bullying behavior, and illegal drug and alcohol use.

• The Survey will take approximately 45 minutes.

Class will move to Room 218 for essay writing activity.

OBJECTIVES:

• SWBAT create a well-developed composition from a writing prompt.

• Students will continue working on www.writingroadmap2.com.

• Students have site id, log-in and password.

• A writing prompt will be assigned and essays will be scored. Grades will be taken on this assignment.

WVCSOs:

RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.

RLA.9.2.3 employ drafting strategies for specific writing tasks.

RLA.9.2.4 create a well-developed composition from a prompt.

RLA.9.2.5 use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.9.2.6 use a clear, logical progression of ideas (e.g., spatial order in a descriptive essay, chronological order in a process essay) to develop a composition that is focused and coherent.

RLA.9.2.7 use different transitional devices (e.g., introductory and transitional phrases/conjunctions) between paragraphs.

RLA.9.2.8 use complete and varied sentences to develop a composition.

RLA.9.2.9 use appropriate and precise word choice to develop a composition.

FOCUS: Literature Genre – Poetry

• Class will go to Room 213 (computer lab) and conduct search on www.poetryoutloud.org for selection to recite.

• Students will print a two copies of the selected poem and provide one copy to Mr. Morrone.

• Students will be required to recite a poem for a grade.

• Students must choose a poem from the anthology provided on the website.

• Students may elect to participate in the SVHS Poetry Out Loud Recitation Contest.

FOCUE: Literary Elements

• Review of literary elements.

• Using projection from www.glencoe.com, class will engage in interactive game on literary elements.

• Using web-generated game presentation, definitions will be presented and class will select the correct term as various terms are presented on the screen.

LESSON FOCUS: Literature Genre – Poetry

• Introduce “Poetry Out Loud” National Recitation Contest

• Play portion of compact disc to introduce students to importance of poetry and application in life skills.

• Play portion of compact disc to introduce students to a variety of poems and authors.

• Play portion of compact disc to introduce students to a variety of recitations by well-known actors and others.

QUIZ – Introduction to Poetry Out Loud

WAYNE COUNTY SCHOOLS – ISE Day

Class will meet in media center (library) for essay writing activity.

OBJECTIVES:

• SWBAT create a well-developed composition from a writing prompt (“Planning a House”)

• Students will continue working on www.writingroadmap2.com.

• Students have site id, log-in and password.

• A writing prompt will be assigned and essays will be scored. Grades will be taken on this assignment.

WVCSOs:

RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.

RLA.9.2.3 employ drafting strategies for specific writing tasks.

RLA.9.2.4 create a well-developed composition from a prompt.

RLA.9.2.5 use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.9.2.6 use a clear, logical progression of ideas (e.g., spatial order in a descriptive essay, chronological order in a process essay) to develop a composition that is focused and coherent.

RLA.9.2.7 use different transitional devices (e.g., introductory and transitional phrases/conjunctions) between paragraphs.

RLA.9.2.8 use complete and varied sentences to develop a composition.

RLA.9.2.9 use appropriate and precise word choice to develop a composition.

LESSON FOCUS: Verbs

• Define “linking verbs,” give examples and use in sentence.

• Complete “Linking Verb” worksheet (WB, p. 17).

• Define “verb phrase” and “helping verb” (auxiliary verb). Give examples of each and use each in sentence.

• Complete “Verb Phrase” worksheet (WB, p. 18).

LESSON FOCUS: Verbs

• Define “verb,” give examples and use in sentence.

• Complete “The Verb” worksheet (WB, p. 14).

• Define “transitive verb” and “intransitive verb.” Give examples of each and use each in sentence.

• Complete “Transitive and Intrasitive Verbs” worksheet (WB, p. 15).

• Define “action verbs,” give examples of both physical action and mental action. Explain that some verbs do not state any action. Use all three in sentences.

• Complete “Action Verbs” worksheet (WB, p. 16).

TEST on nonfiction works, ” Field Trip.”

• HAVE A GREAT HOLIDAY WEEK!

• WE WILL RETURN ON NOVEMBER 27TH.

LESSON FOCUS: Nonfiction Genre of Literature

• As a group, students will read nonfiction works, ” Field Trip.” (TB, pp. 340-343). Audio CD will be played to facilitate auditory learners and students can read along.

• Students will complete “Active Reading Guide,” which uses a web diagram. Students will identify and list four examples to support the main thesis of the nonfiction works.

• Students will complete “Selection Quick Check” in review for TEST on Friday.

• Wayne County Reading/Language Arts 1st Benchmark Test

• 1st Reading Benchmark Test will be administered on computers in the media center (library). Students will be directed on log-in and passcode.

• Upon completion of the Benchmark Test, students will read nonfiction works, ” Field Trip.” (TB, pp. 340-343).

• Students will complete “Vocabulary Practice” for six new vocabulary terms introduced in the story (severance, tediously, excruciating, mortality, parched and console).

• Take up study guides completed last Thursday in class.

TEST: Literature Test on “from Night.” (TB, pp. 304-310).

GRAMMAR: Discuss endmarks or punctuation: period, exclamation point and question mark.

• Define purpose or usage of each endmark.

• Give examples of usage of each endmark.

• Students will complete exercise to identify sentences which have correct endmarks or punctuation.

• Students will complete exercise to add endmarks or punctuation to sentences, as needed.

• Wayne County Reading/Language Arts 1st Benchmark Test

• 1st Language Arts Benchmark Test will be administered on computers in the media center (library). Students will be directed on log-in and passcode.

• As students finish this test, they will complete the daily buzzword (canoe) and editing (President Theodore Roosevelt).

TEST on Tuesday on the excerpt from “Night.”

NO SCHOOL DUE TO HOLIDAY (Veteran’s Day)

• Coverage teacher did not understand assignments, so we will complete tasks originally planned for November 8th.

BELLRINGER: Class will complete buzzword (“ingredient”) and editing (“Stock Market Crash of 1929”).

LITERATURE: Genre Focus – Nonfiction

• To refresh the story in their minds, the class may listen to audio compact disc of nonfiction works, “from Night,” on (TB, pp. 304-310). (The story is approximately 15 minutes).

• Class will complete study guide (handout) to study for TEST on TUESDAY! Handouts to be turned in for grade prior to test on Tuesday, November 14th.

BELLRINGER: Class will complete buzzword (“ingredient”) and editing (“Stock Market Crash of 1929”).

LITERATURE TEST ON THURSDAY!

LITERATURE: Genre Focus – Nonfiction

• To refresh the story in their minds, the class may listen to audio compact disc of nonfiction works, “from Night,” on (TB, pp. 304-310). (The story is approximately 15 minutes).

• Class will complete study guide (handout) to study for TEST on THURSDAY!

NO SCHOOL DUE TO HOLIDAY (Election Day)

BELLRINGER: Class will complete buzzword (“oppose”) and editing (“Mount Rushmore”).

LITERATURE: Genre Focus – Nonfiction

• Class has read nonfiction works, “from Night,” on (pp. 304-310).

• Class will complete analysis and review (##1-15) (TB, p. 310). Incomplete assignments will be completed as homework.

Class will meet in media center (library) for essay writing activity.

OBJECTIVES:

• SWBAT create a well-developed composition from a writing prompt.

• Students will continue working on www.writingroadmap2.com. (Students were oriented to this program on 10/27/06. No grades were taken on initial assignment.)

• Students will need site id, log-in and password.

• A writing prompt will be assigned and essays will be scored. Grades will be taken on this assignment.

WVCSOs:

RLA.9.2.2 generate topics and plan approaches to writing by using pre-writing strategies.

RLA.9.2.3 employ drafting strategies for specific writing tasks.

RLA.9.2.4 create a well-developed composition from a prompt.

RLA.9.2.5 use a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

RLA.9.2.6 use a clear, logical progression of ideas (e.g., spatial order in a descriptive essay, chronological order in a process essay) to develop a composition that is focused and coherent.

RLA.9.2.7 use different transitional devices (e.g., introductory and transitional phrases/conjunctions) between paragraphs.

RLA.9.2.8 use complete and varied sentences to develop a composition.

RLA.9.2.9 use appropriate and precise word choice to develop a composition.

LESSON FOCUS: Drawing and Supporting Inferences

QUIZ: Vocabulary Terms

Class discussion of “from Night.”

Define and discuss “what is drawing an inference.”

Use “from Night” to illustrate drawing inferences.

Worksheet (Lesson 23) on “Drawing and Supporting Inferences”

QUIZ: Genre Focus – Nonfiction (pp. 280-281)

Class will read nonfiction works, “from Night,” on (pp. 304-310). Compact disc will be played as we read along, to assist the auditory learners.

Vocabulary words will be introduced and “Vocabulary Practice” will be completed. If not completed during class, the worksheet will be homework.

Class discussion of the “Genre Focus – Nonfiction” (TB, pp. 280-281).

QUIZ on Wednesday (“Genre Focus – Nonfiction”).

Class will read magazine article, “Pete Gray,” to establish a media connection with nonfiction works. (see TB, pp. 294-295). Class will answer three questions, in sentence form, and turn in by end of class. Class should answer two questions at end of passage (TB, p. 295) and the third question: (3) What is the author’s purpose in writing the magazine article about Pete Gray?

BELLRINGER: Buzzword (quack) and Editing (President Eisenhower).

• To enjoy reading nonfiction
• To analyze the literary elements in nonfiction

“Genre Focus – Nonfiction” (TB, pp. 280-281). Introduce new genre to class.

Class will look at picture (TB, p. 278) and answer four questions listed on worksheet (“Genre Focus – Nonfiction”).

Introduction of vocabulary for “Genre Focus – Nonfiction.” Class will complete wordsearch with twelve new terms.

Define and describe “nonfiction works.” Give examples of nonfiction works (i.e., Narrative Nonfiction and Informative Nonfiction).

Identify and define types of narrative nonfiction works (i.e, autobiography, memoir, biography and narrative essage).

Define and discuss concepts of chronological order and flashback.

Identify and define types of informative nonfiction (i.e., expository essays and persuasive essays).

Identify and define the general structure of informative nonfiction essays.

Define and discuss lead, thesis, body, supporting details and conclusion.

Class will complete worksheet “Genre Focus – Nonfiction,” by writing definitions for terms listed (see TB, pp. 280-281).

If not completed during class, do as homework and turn in on Tuesday.

NOTE: Class will meet in Room 218!

Class will begin working with computerized essay writing program (The Writing Roadmap).

Class will receive and complete first essay assignment.

Students who are absent, or who do not complete the assignment during class, will need to make up the assignment prior to Friday, November 3rd.

Students who were absent need to get log-in and password information from Mr. Morrone right away!

BELLRINGER: Buzzword (rigmarole) and editing (William Penn).

POP QUIZ: Five Stages of Plot Development.

LESSON FOCUS: Essay writing. Establish steps and structure.

Introduce and define the first step of planning an essay—the thesis (the main idea or point you wish to make in your essay).

Introduce and define the basic structure of the essay: (1) introduction (tell what you are going to say); (2) body (give illustrations, details and examples to support the main idea; and (3) conclusion (summarize your main point and reasons).

BELLRINGER: Buzzword (money) and editing (Pablo Picasso).

Lesson: Literature Genre: Short Story Focus: Elements

POP QUIZ: Elements of Short Story.

Continue discussion from Tuesday. Recap discussion.

Analyze Plot in detail, discussing and defining the five stages of plot development (exposition, rising action, climax, falling action and resolution).

Discuss the plot of all three stories read to date.

Discuss and define the literary elements or literary devices used in each of the three stories.

BELLRINGER: Buzzword (maintain) and editing (“Peanuts” Comic Strip).

Lesson: Literature Genre: Short Story Focus: Elements

REVIEW: Outline and define the five elements of the short story (setting, characters, point of view, theme and plot).

In-Depth Discussion: Class will discuss each element of the short story, using examples from the three short stories covered in class thus far: “The Gift of the Magi,” “The Lady, or the Tiger?” and “The Most Dangerous Game.” Discussion will include comparing and contrasting, where appropriate.

Setting: time and place; also includes ideas, customs, values and beliefs

Characters: actors in story’s plot; protagonist (main character); antagonist (in confict with main character)

Point of View: first person, third person limited and third person omniscient

Theme: main or central idea of the story (stated or implied)

Plot: sequence of events; external and internal conflict

Class will visit the book fair in the media center during the first one-half of the period.

BUZZWORDS & EDITING: Class will do two exercises today. Buzzords are “extravaganza” and “slapstick.” Editing exercises are “The White House” and “Eleanor Roosevelt.”

BELLRINGER: Brainteaser – figure out how the word “fish” can be spelled “ghoti,” by using “spelling reform.” For example, the “f” sound in fish is spelled “gh” in “rough”; the “sh” sound in fish is spelled “ti” in “nation.” To complete the puzzle, identify a common word in the English language which is spelled with “o,” yet is pronounced like “i” in fish.

MINDJOGGER VIDEO QUIZZES: Using a gameshow atmosphere, students will review the first literature unit—”The Short Story.” The class is divided into five teams. Each team has four cards (A, B, C and D). Questions will be presented on television screen with multiple choice answers. Each team holds up the card for the answer. Score is kept and the team with the highest point total at the end of the three rounds will win a prize!

BELLRINGER: Daily buzzword (stigma) and editing exercise (Tecumseh).

RETEACH: Define ADJECTIVE and give examples.

QUIZ: “Adjectives in Sentences” (WB, p. 13).

Students will locate and underline adjectives in twenty sentences, and the draw an arrow from the adjective to the noun or pronoun it modifies.

BELLRINGER: Daily buzzword (querulous) and editing (Sputnik Launched).

RETEACH:

Define ADJECTIVE & define PRONOUN.

Instruct that some words may be used as either pronouns or adjectives. Give examples (i.e., this, that, these and those).

Demonstrate, by examples, that the words used as examples may be used as “demonstrative pronouns” when they take the place of nouns or pronounds. However, the same words may be used as “demonstrative adjectives” when they modify nouns or pronouns.

Demonstrate the difference between “standing in” and “modifying.”

Class will complete exercises in workbook on p. 11 (“Pronoun or Adjective?”) and on p. 12 (“Noun or Adjective?”). If not completed in class, do as homework. Turn in first thing on Wednesday.

RESTEST: vocabulary quiz and comprehension test on short story, “The Most Dangerous Game.”

Students may elect to keep initial grade on each, or to take highest grade from retest.

Handout graded vocabulary quizzes and comprehension tests on short story, “The Most Dangerous Game.”

Review and reteach material covered in both assessments.

Will retest on TUESDAY!

Students may elect to keep initial grade on each, or to take highest grade from retest.

ISE Day!

HAVE A GREAT WEEKEND!!

BELLRINGER:

RETEACH: Identifying pronouns, nouns, and antecedents in a sentence. Use examples from last test. Go over together as a class.

Complete exercise, “Identifying Pronouns.” (WB, p. 9).

DEFINE and DISCUSS “adjectives.” Give examples. Complete exercise, “The Adjective.” (WB, p. 10)

TEST: “The Most Dangerous Game”.

VOCABULARY QUIZ: “The Most Dangerous Game.”

REVIEW for TEST on WEDNESDAY (“The Most Dangerous Game”).

Comlpete audio read-a-long of short story, “The Most Dangerous Game.”

Complete “Active Reading Guide.”

Complete “Selection Quick Check” together as a class. Discuss “Understanding Suspense” worksheet. Work not completed during class will be assigned as homework.

BELLRINGER: Complete “Vocabulary Practice” for “The Most Dangerous Game.”

Continue audio read-a-long of short story, “The Most Dangerous Game.”

Begin “Active Reading Guide.”

BELLRINGER: Identify words written on board.

Complete worksheet, “Developing Vocabulary.”

Students should turn in vocabulary word search handed out yesterday, as well as second worksheet completed today.

Begin audio read-a-long of short story, “The Most Dangerous Game.”

Discuss the following literary elements: Characterization, Plot (foreshadowing), Plot (rising action); Imagery, Setting, Foil, Theme, Figurative Language, Irony, Plot (Conflict) and Diction.

BELLRINGER: Buzzword (luminary) and Editing (Jimmy Carter).

POP QUIZ: Listening and Following Instructions.

Introduce vocabulary for next short story, “The Most Dangerous Game.”

Complete word search with terms found in story. If not finished in class, do as homework for grade.

Students will retake the TEST today. The section on nouns and pronouns is exactly the same as yesterday. The buzzword section has been added. The section for identifying nouns, pronouns and antecedents has been modified and should be clearer to students.

TEST: Students will take test on buzzwords, nouns, pronouns and antecedents. Match buzzwords with definitions. Match terms regarding types of nouns and pronouns with definitions of each. Identify the following in a sentence: nouns, pronouns and antecedents.

BELLRINGER: Buzzword (wreak) & Editing (Ghandi)

TEST: Students will take test on nouns and pronouns. Matching types of nouns/pronouns with definitions of each. Will also be required to identify the following in a sentence: nouns, pronouns and antecedents.

Due to poor performances on QUIZ. The TEST on nouns and pronouns will be delayed to Monday!

Students provided with study guide of each type of noun and pronoun studied, along with a definition and examples of each.

Students go to computer lab (library) and review the buzzwords for the entire month of September with interactive tutorial on www.wordcentral.com. Students required to list each word; listen to each word; repeat each word; write down definition for each word.

Worksheet from Friday may be taken home and used for study guide. Worksheet MUST BE TURNED IN on Monday for credit.

TEST ON MONDAY! The test will include buzzwords, nouns and pronouns.

BELLRINGER: Buzzword (prevalent) and Editing (Johnny Appleseed).

QUIZ: Match the daily buzzwords from the past two weeks with the best definition for each. State the part of speech for each buzzword. Match the type of pronoun with its best definition.

QUIZ: Identifying pronouns (label pronouns by type). (WB, p. 9)

Test on Friday (nouns and pronouns).

BELLRINGER: Buzzword and Editing (George Gershwin).

Discuss pronouns and various forms of pronouns.

Define the following pronouns: demonstrative, interrogative, relative and indefinite.

Discuss examples of each.

Complete worksheets to identify each type of pronoun (WB, pp. 7-8).

Quiz on Thursday (pronouns) and Test on Friday (nouns and pronouns).

BELLRINGER: Buzzword (verify) & Editing (Desegregation at Central High)

Take up homework assignment.

Begin discussion of Pronouns.

Define “pronoun” and “antecedent” and give examples of each.

Complete exercise “Pronouns and Antecedents” in class. (WB, p. 5).

Define “personal,” “reflexive” and “intensive” pronouns and give examples of each.

Complete exercise “Personal, Reflexive, and Intensive Pronouns” in class (WB, p. 6). Complete as homework, if not finished in class.

BELLRINGER: Buzzword & Editing (Chusok: Korea’s “Thanksgiving”)

Hand out graded tests (The Lady, or the Tiger?) & discuss.

Discuss figurative language (simile, metaphor & idiom).

Worksheet: “Understanding Figurative Language and Idioms” (simile, metaphor & idiom). Define each and do exercises with examples of each.

Assign worksheet on Idioms and Expression of Clarity. Complete as homework to be turned in at beginning of period on Tuesday.

BELLRINGER: Daily buzzword and editing assignment.

TEST: The Lady, or the Tiger?

Discuss figurative language (simile, metaphor & idiom).

Worksheet on simile, metaphor & idiom.

BELLRINGERS: Students will be introduced to new “buzzword” of the day, which will include the word, definition, usage and an interesting fact about the word or its origin. Students will edit a typewritten paragraph provided teacher, and will note at least ten corrections to be made to the writing.

Students will watch a video of the short story, “The Lady, or the Tiger?” This method will assist visual learners.

Students will discuss the video in class.

Students will engage in a question and answer review with teacher for test on Friday, September 22, 2006.

Editing and buzzword exercise.

Assisted reading of the short story, “The Lady, or the Tiger?” Will use audio CD to aid auditory learners. Students to follow along in text.

Analysis: Complete worksheet regarding reasons why the princess might direct her lover to choose the Lady, or the Tiger.