Monday, February 1
LATE START
Class introductions and overview
Discuss syllabus
“Magnetic” Poetry Group Activity
materials: word envelope, construction paper, glue sticks
HW: New students to the class must return signed syllabus on 2/3
Be sure to bring in a notebook for journaling, if you haven’t yet
Wednesday, February 3
Groups finish and present magnetic poetry project
Share source poems
Introduction to writing poetry: Playing with Words and Thoughts
- Clustering & the Design vs. Sign Mind
- Model clustering
- Clustering practice: “Time”
Distribute Term 1 Poetry Packets
Introduction to Sound Devices
- Why incorporate sound devices?
- Alliteration
- Examples: Tongue Twisters
- Poetry Reading: “Eight O’Clock”
- Poetry Prompt #1 (try to incorporate alliteration): Write 100 words (any kind, in any form including clustering) about a particular time of day.
HW: Complete poetry prompt #1 in your journal if necessary
Friday, February 5
Volunteers share poetry prompt #1
Poetry Prompt #2: Pick a number (un/lucky, favorite, significant, etc.), make that number the title, and write a poem that is about it or features it. Cluster first. Incorporate alliteration wherever possible.
Introduction to Assonance:
- definition
- Make an example: Tongue twisters (partner work) → volunteers share
- Poetry Reading: “Nothing Gold Can Stay” – identify assonance
HW: Poetry Prompt #3: Write a poem about a color without naming the color (or using a synonym!) anywhere but in the title. Cluster first to generate associations and characteristics of that color.
Saturday, January 30, 2010
Weekly Agenda: February 1-5, 2010
Monday, February 1
LATE START
Review course syllabus
Intro to Steinbeck and the novel (packet)
Begin to watch “Riding the Rails” (complete viewing guide)
HW: Students new to the class must have syllabus signed for 2/3
Wednesday, February 3
Complete “Riding the Rails” and viewing guide → discuss
New Vocabulary Activity #1
Check out Of Mice and Men
Make unit journals
In-class journal #1: Friendship
Read pp. 1-7 aloud
HW: Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions
Friday, February 5
Vocabulary #1 Quiz/ Ch. 1 Quiz
Discuss RG and Ch. 1
Discuss theme:
- What is a theme?
- How do you find a theme?
- Major themes in Of Mice and Men
Read Chapter 2 with reading guide
HW: Finish reading through p. 26, if necessary; complete Ch. 2 RG
LATE START
Review course syllabus
Intro to Steinbeck and the novel (packet)
Begin to watch “Riding the Rails” (complete viewing guide)
HW: Students new to the class must have syllabus signed for 2/3
Wednesday, February 3
Complete “Riding the Rails” and viewing guide → discuss
New Vocabulary Activity #1
Check out Of Mice and Men
Make unit journals
In-class journal #1: Friendship
Read pp. 1-7 aloud
HW: Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions
Friday, February 5
Vocabulary #1 Quiz/ Ch. 1 Quiz
Discuss RG and Ch. 1
Discuss theme:
- What is a theme?
- How do you find a theme?
- Major themes in Of Mice and Men
Read Chapter 2 with reading guide
HW: Finish reading through p. 26, if necessary; complete Ch. 2 RG
Thursday, January 28, 2010
Weekly Agenda: February 1-5, 2010
Welcome to Second Semester!
Monday, February 1
LATE START
Review course syllabus
ORF testing
Intro to Steinbeck and the novel
Begin watching “Riding the Rails” (if time permits)
HW: Students new to the class must have syllabus signed for 2/3
Wednesday, February 3
In-class:
District reading comprehension testing (30 mins)
Watch “Riding the Rails” (and complete viewing guide)
HW: New Vocabulary Activity #1
Friday, February 5
In-class:
Make unit journals
In-class journal #1: Friendship
Check out Of Mice and Men
Read pp. 1-7 aloud
HW: Review vocabulary for quiz
Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions
Monday, February 1
LATE START
Review course syllabus
ORF testing
Intro to Steinbeck and the novel
Begin watching “Riding the Rails” (if time permits)
HW: Students new to the class must have syllabus signed for 2/3
Wednesday, February 3
In-class:
District reading comprehension testing (30 mins)
Watch “Riding the Rails” (and complete viewing guide)
HW: New Vocabulary Activity #1
Friday, February 5
In-class:
Make unit journals
In-class journal #1: Friendship
Check out Of Mice and Men
Read pp. 1-7 aloud
HW: Review vocabulary for quiz
Read Chapter 1, pp. 8-16; complete Ch. 1 Reading Guide questions
Friday, January 15, 2010
Weekly Agenda: January 19-28
Tuesday, January 19
In-class:
Discuss homework reading and reading guide
Section 5 RG DUE
Book Review Assignment:
- Discuss requirements and outline
- Model outlining
- Outline time
HW: Complete outline for Thursday, 1/21
Thursday, January 21
In-class:
Outline Peer Review/Optional Teacher conferencing (30 minutes)
Watch Elie Wiesel interview
HW: Finish book review
Monday, January 25
In-class:
Book Review DUE
Exam Review session
HW: Review for final exam
Wednesday, January 27
In-class:
First Semester Final Exam
HW: None
In-class:
Discuss homework reading and reading guide
Section 5 RG DUE
Book Review Assignment:
- Discuss requirements and outline
- Model outlining
- Outline time
HW: Complete outline for Thursday, 1/21
Thursday, January 21
In-class:
Outline Peer Review/Optional Teacher conferencing (30 minutes)
Watch Elie Wiesel interview
HW: Finish book review
Monday, January 25
In-class:
Book Review DUE
Exam Review session
HW: Review for final exam
Wednesday, January 27
In-class:
First Semester Final Exam
HW: None
Weekly Agenda: January 19-28
Tuesday, January 19
In-class:
Share/trade exemplification journals
Select and mark one nonfiction journal to revise and expand
Trade for peer feedback/optional teacher conferencing
Begin nonfiction journal revision:
- must be in ink
- include a title
- follow with a 1-paragraph reflection on why you chose this journal as your final piece for the unit (why it interests you, why you feel it’s your best, etc.)
- tuck into the front cover of the journal (must be loose-leaf)
HW: Complete revised journal for Thursday
If your fiction is saved to a disk or thumb drive, bring it in for Thursday
Thursday, January 21
In-class:
Journals and revised nonfiction essay DUE
Select fiction story to revise
In-class revision/conferencing time
HW: Take home graded story to revise
Monday, January 25
In-class:
In-class revision/conferencing time
HW: Complete revised fiction story for 1/27
Wednesday, January 27
In-class:
Revised Portfolio Story DUE (attach graded first draft and rubric)
Circular story activity
Course Feedback Survey & Personal Reflection
HW: None
In-class:
Share/trade exemplification journals
Select and mark one nonfiction journal to revise and expand
Trade for peer feedback/optional teacher conferencing
Begin nonfiction journal revision:
- must be in ink
- include a title
- follow with a 1-paragraph reflection on why you chose this journal as your final piece for the unit (why it interests you, why you feel it’s your best, etc.)
- tuck into the front cover of the journal (must be loose-leaf)
HW: Complete revised journal for Thursday
If your fiction is saved to a disk or thumb drive, bring it in for Thursday
Thursday, January 21
In-class:
Journals and revised nonfiction essay DUE
Select fiction story to revise
In-class revision/conferencing time
HW: Take home graded story to revise
Monday, January 25
In-class:
In-class revision/conferencing time
HW: Complete revised fiction story for 1/27
Wednesday, January 27
In-class:
Revised Portfolio Story DUE (attach graded first draft and rubric)
Circular story activity
Course Feedback Survey & Personal Reflection
HW: None
Saturday, January 9, 2010
Weekly Agenda: January 11-15, 2010
Tuesday, January 12
Assembly Schedule
Trade process journals; volunteers share
Introduce classification essays
- What are they? How do you write one?
- Example: Read and discuss “Friends, Good Friends” (handout)
- Brainstorm other topics for classification essays
Journal: Write a 2-page entry that is a classification essay titled (prompt):
“______ Types/Kinds of ______”
HW: Complete journal, if necessary. Be prepared to share it.
Thursday, January 14
Trade classification journals; volunteers share
Introduce exemplification essays
- What are they? How do you write one?
- Example: Read and discuss “What I’ve Learned From Men” (handout)
- Brainstorm other topics for exemplification essays
Journal: Write a 2-page exemplification journal with the title “What I’ve Learned
From ______________” OR “What’s Wrong With _____________” OR
“The WHS Experience” OR a title of your choice. Remember: the point
of this type of writing is to make a few points and then give examples
(facts, personal experiences, anecdotes, etc.) to illustrate them.
HW: Complete your journal, if necessary.
Assembly Schedule
Trade process journals; volunteers share
Introduce classification essays
- What are they? How do you write one?
- Example: Read and discuss “Friends, Good Friends” (handout)
- Brainstorm other topics for classification essays
Journal: Write a 2-page entry that is a classification essay titled (prompt):
“______ Types/Kinds of ______”
HW: Complete journal, if necessary. Be prepared to share it.
Thursday, January 14
Trade classification journals; volunteers share
Introduce exemplification essays
- What are they? How do you write one?
- Example: Read and discuss “What I’ve Learned From Men” (handout)
- Brainstorm other topics for exemplification essays
Journal: Write a 2-page exemplification journal with the title “What I’ve Learned
From ______________” OR “What’s Wrong With _____________” OR
“The WHS Experience” OR a title of your choice. Remember: the point
of this type of writing is to make a few points and then give examples
(facts, personal experiences, anecdotes, etc.) to illustrate them.
HW: Complete your journal, if necessary.
Weekly Agenda: January 11-15, 2010
Tuesday, January 12
Assembly Schedule
Discuss homework reading and reading guide responses
Read and discuss “The First Amendment and Denial” (handout)
Read pp. 72-80
Discuss, complete and turn in Reading Guide, Section 4
HW: Read pp. 81-92
Thursday, January 14
Discuss homework reading
Introduce Night book review essay assignment
- What is a book review?
- How is a book review organized?
- Model: Book and sample review
- Journal: Thinking of a favorite children’s book (or other book), write one
complete body paragraph summarizing its strengths. This needs to
include a topic sentence and evidence.
HW: Finish the novel and the Reading Guide
For Tuesday, bring in a favorite children’s picture book
Assembly Schedule
Discuss homework reading and reading guide responses
Read and discuss “The First Amendment and Denial” (handout)
Read pp. 72-80
Discuss, complete and turn in Reading Guide, Section 4
HW: Read pp. 81-92
Thursday, January 14
Discuss homework reading
Introduce Night book review essay assignment
- What is a book review?
- How is a book review organized?
- Model: Book and sample review
- Journal: Thinking of a favorite children’s book (or other book), write one
complete body paragraph summarizing its strengths. This needs to
include a topic sentence and evidence.
HW: Finish the novel and the Reading Guide
For Tuesday, bring in a favorite children’s picture book
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