Friday 1/3
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Journal #4 : Make a list of 5 goals you wish to achieve between now and graduation. Write a paragraph about how you will achieve those goals. Discuss.
2. Get out Successful College Writing books and open to page 689.
3. Read the author's background to the class and discuss what the time frame (1960s) and location (Arizona near Mexican border) might imply about the story.
4. Read the story together as a class. Discuss using the literary elements on pp. 693-95.
5. Have students view reading of "A Rose for Emily."
5. When they are finished, have them get into groups of 3 or 4 and distribute a DIDLS handout to each group to analyze the short story.
6. Discuss together and collect DIDLS sheet from each group.
HOMEWORK:
- Read "The Story of an Hour" and complete the handout of questions.
Tuesday 1/7
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Homework: Check "Story of an Hour" study questions in Schoology while students complete journal. Journal #4 - In "The Story of an Hour," the wife stays in the marriage and fulfills her expected roles (even though she felt stifled and trapped) because societal norms deemed that it should be so. Does this still happen today? For what reasons to men and/or women remain in marriages today?
2. Discuss together.
3. Distribute the 5 poems to class. Have students complete the 5 poem learning walk, filling in one part of the analysis at each station:
- symbols/imagery
- tone
- figurative language
- vocabulary/diction
- summary/meaning
Discuss the poems together.
4. Read "The Bean Eaters" p. 684, "Two Look at Two" pp. 700-701, and "Filling Station" pp. 702-703.
5. Have groups complete the 10 questions on the bottom of page 699 for one of the three poems.
HOMEWORK:
- Read "A Poison Tree" poem and complete the SIFT chart on the handout.
- In Schoology -"The Lottery" and "A Rose for Emily". Read one of the stories and complete the DIDLS chart and submit it.
Thursday 1/9
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Journal #5 - What was your favorite story when you were a child? What is your favorite book, poem, or short story now? Why is it important to be read to (and later read yourself) as a child. Why is it important to still read literature as an adolescent?
2. Read "The Importance of Literature" together.
3. Homework: Check "Poison" SIFT analysis. Discuss together.
4. Have students Socratic Seminar questions against the Bloom's Question Starters to analyze the level of their questions for "A Rose for Emily" or "The Lottery." Revise questions as necessary.
3. Form two circles. Each circle will conduct a Socratic seminar about the story they read.
HOMEWORK:
- Read either "The Bean Eaters" p. 684, "Two Look at Two" pp. 700-701, or "Filling Station" pp. 702-703 (whichever one your group did NOT already analyze). Complete the TPCASTT graphic organizer for 1 of the 3 poems.
- In-class literary analysis next class.
Monday 1/13
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Check poetry homework.
2. Distribute and explain literary analysis guidelines.
3. Students will write in-class literary analysis. They may use handouts, textbook, and class notes, but they may not use the internet.
4. Turn in your literary analysis and begin organizing your papers for the semester exam Portfolio.
5. Distribute and discuss ENG 111 Portfolio guidelines (semester exam). Talk about papers written this semester:
1. In-class timed essay scored with VCCS rubric
2. Personal Narrative Final Draft
3. Descriptive Final Draft
4. Definition rough draft
5. Classification/Division rough draft
6. Process Analysis rough draft
7. Choice Final Draft (choice of 4,5, or 6 above)
8. Research Final Draft
HOMEWORK:
- Gather all of your essays and begin portfolio. Bring Chromebook to class next time.
Wednesday 1/15
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Join No Red Ink and complete diagnostic.
2. Discuss portfolio guidelines (1/14)
3. Show portfolio samples.
- http://tritetravesty.weebly.com/
- http://edenflorence.weebly.com/
4. Do Weebly intro.
5. Conduct lottery for choosing portfolio conferences.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Join No Red Ink and complete diagnostic.
2. Discuss portfolio guidelines (1/14)
3. Show portfolio samples.
- http://tritetravesty.weebly.com/
- http://edenflorence.weebly.com/
4. Do Weebly intro.
5. Conduct lottery for choosing portfolio conferences.
HOMEWORK:
- Work on portfolio. Portfolio is due at the grading conference (you signed up for it).
Friday 1/17
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Complete Sentence 1 Quiz on No Red Ink
2. Pass back literary analyses and discuss.
3. Distribute portfolio rubric and discuss key points.
4. Show portfolio samples.
- http://sarahwoodhamportfolio.weebly.com/
- http://malloryjones111.weebly.com/
5. Work on semester portfolio exam.
HOMEWORK:
- Work on portfolio. Portfolio is due at the grading conference (you signed up for it).
Wednesday 1/30
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
PROCEDURES:
1. Have the students write Journal #1 - Constitutional Rights - In your opinion, what are the 3 most important rights that are guaranteed to you in the Constitution. Explain why these 3 are the most important. Is there a right that you believe should be added as an amendment (you may only choose one)? Explain what it is. Discuss.
2. Distribute Flag Burning essay written by Luke Saginaw and have students read and annotate it.
- claim and main points to support that claim
- evidence (facts, statistics, appeals, etc.)
- vocabulary
- parts you agree with
- parts you disagree with
- faulty reasoning
- questions that you have
- etc.
3. Have the students get into groups of 3 or 4 and use the chart on the back to analyze the essay and its implications. (They may record their work on one chart with all of their names at the top, but they have to staple everyone's handouts together so that I can look at their annotations).
4. Watch Flag Burning Video. Discuss together. Should people be allowed to burn the flag? Is it offensive? To whom?
5. Have groups staple their work together and collect it.
6. With rights come responsibilities! What are the responsibilities of a high school student? Write a letter to an underclassman about how to succeed in high school. In one of your body paragraphs, suggest three classes that the student should take here at Cox. Be specific about your reasons. Also, include a paragraph about tips to be successful and pitfalls to avoid. What do you wish that someone had told you two or three years ago? etc.
Announcements:
- Tell students to remind their parents that tuition for second semester is $135 payable to Cox High School - tuition is due mid-February.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
PROCEDURES:
1. Have the students write Journal #1 - Constitutional Rights - In your opinion, what are the 3 most important rights that are guaranteed to you in the Constitution. Explain why these 3 are the most important. Is there a right that you believe should be added as an amendment (you may only choose one)? Explain what it is. Discuss.
2. Distribute Flag Burning essay written by Luke Saginaw and have students read and annotate it.
- claim and main points to support that claim
- evidence (facts, statistics, appeals, etc.)
- vocabulary
- parts you agree with
- parts you disagree with
- faulty reasoning
- questions that you have
- etc.
3. Have the students get into groups of 3 or 4 and use the chart on the back to analyze the essay and its implications. (They may record their work on one chart with all of their names at the top, but they have to staple everyone's handouts together so that I can look at their annotations).
4. Watch Flag Burning Video. Discuss together. Should people be allowed to burn the flag? Is it offensive? To whom?
5. Have groups staple their work together and collect it.
6. With rights come responsibilities! What are the responsibilities of a high school student? Write a letter to an underclassman about how to succeed in high school. In one of your body paragraphs, suggest three classes that the student should take here at Cox. Be specific about your reasons. Also, include a paragraph about tips to be successful and pitfalls to avoid. What do you wish that someone had told you two or three years ago? etc.
Announcements:
- Tell students to remind their parents that tuition for second semester is $135 payable to Cox High School - tuition is due mid-February.
HOMEWORK:
- Read these articles about success in college and take notes on them in your journal (Journal #2)–
- Secrets of the Most Successful College Students
- How to Achieve Success in College
Monday 1/28
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Have students get into groups of 3 or 4.
2. Groups will read the chapter on cause & effect and fill in the open book quiz.
3. Groups will then select a children's book.
4. While I conduct portfolio conferences, students will read the book and complete the cause & effect activity for their chosen children's book.
5. Record answers on the handout.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Have students get into groups of 3 or 4.
2. Groups will read the chapter on cause & effect and fill in the open book quiz.
3. Groups will then select a children's book.
4. While I conduct portfolio conferences, students will read the book and complete the cause & effect activity for their chosen children's book.
5. Record answers on the handout.
HOMEWORK:
- No homework
Friday 1/25
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. While I conduct portfolio conferences students will complete the college webquest in pairs.
2. Get in pairs with laptops and complete the College Webquest.
http://www.offtocollege.com/first_time/college-move.html
http://www.today.com/id/14267611/ns/today-back_to_school/t/how-get-your-teen-ready-college
http://www.usnews.com/education/best-colleges/slideshows/10-ways-to-prepare-for-your-freshman-year-of-college
3. Record answers on the handout.
HOMEWORK:
- No homework unless your portfolio is not finished.
Friday 1/18 & Wednesday 1/23
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Students will continue work on their portfolios.
2. Students who need to take the Sentence Skills 1 quiz in No Red Ink will complete it.
HOMEWORK:
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
The student will demonstrate command of the standards of written language.
PROCEDURES:
1. Students will continue work on their portfolios.
2. Students who need to take the Sentence Skills 1 quiz in No Red Ink will complete it.
HOMEWORK:
- Work on portfolio. Portfolio is due at the grading conference that you signed up.