Imaginary Cities Writing Assignment

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Directions: (to be completed in your class journal)

Describe a city that doesn’t exist. Concentrate, if you have trouble inventing a city whole – focus on the clothing, the food, the houses, the organization of the streets, and the hand gestures that are somehow related to the geography of the place (a steep hilly town’s coordinates would look different than a water- bound citizen’s sense of spatial organization; so too would someone’s directions inside this space).

(Minor revisions to make assignment appropriate for a classroom setting. Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 221. Cincinnati, OH. 2005)

Remember: 

  1. Date your journal entry.

  2. Plan. Brainstorm your ideas before writing.

  3. Come up with a creative title.

  4. Specificity (use specific details to enhance your writing)

  5. Vocabulary (utilize the words learned throughout high school career)

  6. Writing Techniques (i.e., incorporate figurative language, sensory details, imagery, tone)

Length: at least three (3) paragraphs

Quarter 1- English III Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject:11th Grade/ English 3
Lesson and/or Unit: HMH Collection 1: Coming to America/ FSA Retake Prep
Amount of Time: 10 Weeks
LAFS:

LAFS.1112.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.1112.L.2.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
LAFS.1112.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
LAFS.1112.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.1112.L.3.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
LAFS.1112.L.3.5.b Analyze nuances in the meaning of words with similar denotations.
LAFS.1112.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.1112.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RI.1.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
LAFS.1112.RI.1.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
LAFS.1112.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
LAFS.1112.RI.2.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
LAFS.1112.RI.2.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
LAFS.1112.RI.4.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.1112.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
LAFS.1112.RL.2.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
LAFS.1112.RL.3.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
LAFS.1112.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
LAFS.1112.SL.1.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
LAFS.1112.SL.1.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
LAFS.1112.SL.1.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
LAFS.1112.W.1.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
LAFS.1112.W.1.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
LAFS.1112.W.1.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
LAFS.1112.W.1.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Student Learning Objective: The student will be able to write an argument about why people come to America or what significant changes occur when they do.

Objectives by Text: The student will be able to…

  • Of Plymouth Plantation- identify and analyze central ideas of a foundational text
  • “Coming of Age in the Dawnland”- determine the author’s purpose for writing
    • NOTE: The Tempest moved to 2nd Quarter because of FSA Retake Prep
      • The Tempest- cite effective textual evidence to support an argument
      • The Tempest (film)- analyze an interpretation of a drama
      • The Tempest (images)- analyze an interpretation of a drama
  • “Blaxicans” – trace and evaluate an argument
  • “New Orleans”- determine a theme of the poem
Assessment For Learning (Summative or Formative):

  • Research paper/ Documented Essay: Argumentative Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  • 1: English 3 Reading/ Writing Baseline
  • 2: Goal Setting Sheet
  • 3: Summer Reading Assignments
  • 4: Collaborative Pilgrim Project Presentations
  • 5: Quiz- Comma Splices and Fused Sentences
  • 6: HMH Common Core Writing Practice (Retakers)/ GOP Essay Research and Peer Editing
  • 7: Timed Writing= District Fall Writing Interim (All students take it for writing practice)
  • 8: FSA Retake Exam/ Final GOP Essay
  • 9: Fragments #5 Quiz
  • 10: ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome: see FSA Writing Rubric
Key/Essential Questions:

How has America always been a land shaped by immigrants?

 

Key/Academic Vocabulary: HMH Collections and Sadlier- Oxford Vocabulary Workshop

Weeks 1-6: adapt, coherent, device, displace, dynamic (frayer model)

Weeks 7-10: (S-O Unit 1) approbation, assuage, coalition, decadence, elicit, expostulate, hackneyed, hiatus, innuendo, intercede, jaded, lurid, meritorious, petulant, prerogative, provincial, simulate, transcend, umbrage, unctuous

 

Materials/Items Needed:

  • The 3 A.M. Epiphany by Brian Kiteley
  • HMH Collection 1 (digital or copies made by teacher)
  • Sadlier- Oxford Vocabulary Workshop Level F
  • HMH Common Core Writing 10-11th Grade
  • Grammar Bytes Handouts
    • Comma Splices/ Fused Sentences
    • Fragments
    • Irregular Verbs
    • Parallel Structure
    • Misplaced and Dangling Modifiers
    • Apostrophes
    • Commas
    • Pronoun Agreement
    • Pronoun Case
    • Pronoun Reference
    • Subject- Verb Agreement
    • Word Choice
Bellringer/Engage:

  • Grammar Practice: Parts of Speech review. (Put list on board: Noun, Verb,  Pronoun, Adjective, Adverb, Preposition, Conjunction, Interjection, Article)
  • Reading Practice
  • Journal/ Writing Practice
  • Group Discussion
  • Vocabulary Practice
  • Other:

By Week:

  1. Bellringer 1 Writing Assignment
  2. Parts of Speech Review
  3. The Day After Writing Assignment
  4. Comma Splices and Fused Sentences Practice
  5. Comma Splices and Fused Sentences Practice
  6. Fragments Practice
  7. Fragments Practice, Unit 1 vocab(S-O) pp.21-23
  8. Unit 1 vocab pp. 24-25: Completing the Sentence, Unit 1 vocab p. 25: Synonyms and Antonyms
  9. Unit 1 vocab. p.26: Choosing the Right Word, Unit 1 vocab p. 27: Vocabulary in Context
  10. Imaginary Cities Writing Assignment p.221 (B.K.), Irregular Verbs #1, Irregular Verbs #3
Activities: 

Week 1: Introduction, syllabus, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Coming to America. Pilgrim Group Project.

Week 3: Khan Academy Sign-up, from Of Plymouth Plantation by William Bradford (Historical Account) ANCHOR TEXT & from The General History of Virginia  by John Smith (Historical Account) CLOSE READER, Introduce argument essay.

Week 4: Review ThinkCERCA HW, Review Comma Splices and Fused Sentences Ex1, Begin DI on NRI for FSA Retakers, “Coming of Age in the Dawnland” by Charles Mann (Historical Writing)

Weeks 5-7: Group Rotations for FSA Retaker Prep

  • Review essay writing
  • See section below.

——————————————————————————————————————-

REVISED FOR FSA RETAKERS

(All lessons revised until Oct. 12)

ALL

-Comma Splice/ Fused Sentences #5 Quiz

-Review Writing Rubric

Retakers

-Unit 2 Informative Essay (teacher modeling)

-Unit 1 Argumentative Essay (teacher modeling)

-FSA Retaker Rotations w/ 11th Grade Teachers

Non-Retakers

-GOP Argumentative Essay (Collaborative Research, Essay writing, Peer Editing, Final Draft)

-Poetry Analysis (SOAPSTone)

——————————————————————————————————————-

Week 8: “Blaxicans’ and Other Reinvented Americans” by Richard Rodriguez (Argument) & “Mother Tongue” by Amy Tan (Essay) CLOSE READER

Week 9: “New Orleans” by Joy Harjo (poem) & “Indian Boy Love Song (#2)” by Sherman Alexie (poem) CLOSE READER

Week 10: No ThinkCERCA this week. Khan Academy Weekly Practice. Perpetual Return Writing Assignment. Spelling Quiz #3-4 Vocab. Unit 1. Irregular Verbs #2-3. Immigration Socratic Circle.Data Chats for Fall Writing Interim. PSAT THIS WEEK! 

DI: HMH Close Reader: Collection 1/ Common Core Writing Review 10th Grade (Retakers)

  1. from The General History of Virginia by John Smith
  2. “Mother Tongue” by Amy Tan
  3. “Indian Boy Love Song (#2)” by Sherman Alexie

Exit Slips:

  • Review EQ and Objectives
Differentiation Notes: Technology Integration
Honors/ Students Who Passed the FSA:

  1. New SAT Overview: https://www.khanacademy.org/test-prep/new-sat/new-sat-tips-planning/new-sat-about-sat/v/walk-through-sat-practice-platform
  2. www.hmhfyi.com Extended Activities
  • No Red Ink
  • Khan Academy New SAT Prep
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time
ELL

  •  Extended time
Other: as stated in IEP or 504
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

 Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • TPCASTT
  • SOAPSTONE
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND posts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: ThinkCERCA #1, Finish pilgrim project

Week 3: Khan Academy New SAT Reading Quiz #1 & 2, ThinkCERCA #2

Week 4: Khan Academy New SAT Writing/ Language Quiz #3 & #4, ThinkCERCA #3

Week 5: ThinkCERCA #4, NRI Practices/ Quizzes & FSA Practice Test, Khan Academy Weekly Practice

Week 6: ThinkCERCA #5, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 7: ThinkCERCA #6, NRI Practices/ Quizzes, Khan Academy Weekly Practice

Week 8: ThinkCERCA #7

Week 9: ThinkCERCA #8

Week 10: ThinkCERCA #9

Quarter 1- English II Lesson Plan

Teacher:           Ms. Ellis                                               Robert Morgan Educational Center
Grade Level & Subject: 10th Grade/ English 2
Lesson and/or Unit: HMH Collection 1: Ourselves and Others
Amount of Time: 11 Weeks
 
LAFS:

LAFS.910.L.2.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
LAFS.910.L.3.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
LAFS.910.RL.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.910.RL.1.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RL.2.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
LAFS.910.SL.1.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 Learning Focus: Close Reading and evidence tracking through annotation.

Student Learning Objective: The student will be able to use digital technology to practice close reading and evidence tracking when analyzing multiple selections presented in diverse formats. The student will synthesize ideas about these analyses and will present their findings in a variety of products.

Objectives by Text: The student will be able to…

  • “What of This Goldfish, Would You Wish?”- analyze the impact of cultural background on point of view.
  • “The Wife’s Story”- analyze structures of a story and character development.
  • Court Opinion from Texas v. Johnson & “American Flag Stands for Tolerance”- analyze a Supreme Court decision, cite evidence used to make inferences in an editorial, and compare tone in two texts by analyzing the impact of word choice.
  • “My So-Called Enemy”– analyze how a director unfolds a series of ideas to advance a purpose and a point of view.
  • from The Universal Declaration of Human Rights unpack the aspects of a seminal document and examine its meaning.
  • “The Lottery” – analyze a writer’s choice in terms of pacing, word choice, tone, and mood.
  • “Without Title”- support inferences about theme.

 

Assessment For Learning (Summative or Formative): 

  • Research paper/ Documented Essay: Analytical Essay (Summative)
  • Portfolio Reflection Assessment
  • Peer Assessment
  • Oral Assessment/ Discussion Participation
  • Project-based Presentation/ Assessment
  • Timed Writing Assessment
  • Standardized Test Practice Assessment
  • Analytical Reading Log/ Dialectical Journal
  • Other:

By Week:

  1. English 2 Reading/ Writing Baseline
  2. Summer Reading Assignments
  3. Social Justice Manifesto Presentation
  4. Frayer Model- Collection 1 Vocab
  5. NRI Identifying Sentences and Fragments Quiz
  6. NRI Components of a Sentence #1 Quiz
  7. NRI Components of a Sentence #2 Quiz/ Fall Writing Interim
  8. NRI Connecting Clauses with Colons and Semicolons Quiz
  9. NRI Punctuating with conjunctions Quiz
  10. NRI Parts of Speech #3 Quiz
  11. ThinkCERCA Quarter 1 Average
Characteristics of the Exemplary Work Product/Lesson Outcome:

 see FSA Writing rubric

Key/Essential Questions: What is the impact of cultural background and point of view?

 

Key/Academic Vocabulary: HMH Collection 1 & Write Starts

discriminate, diverse, inhibit, intervene, rational (frayer model)

 (See weekly daily Starts Words)

Materials/Items Needed: HMH Collection 1 (digital or copies made by teacher), Write Starts Grade 10
Bellringer/Engage:

  • Grammar Practice (No Red Ink Quizzes)
  • Journal/ Writing Practice (Write Starts)
  • Group Discussion
  • Vocabulary Practice (Write Starts)
  • Other:

Write Starts Vocab./ No Red Ink (NRI)

Week 1: Acquiesce

Week 2: Banal, Chide/ NRI Diagnostic

Week 3: Dogmatic, Efface/ NRI Identifying Sentences and Fragments Practice

Week 4: (sign-up for HRW) Fastidious, Garner, Heresy/ NRI Iden. Sent. and Frag. Quiz, NRI Components of a Sentence #1 Practice

Week 5: Innocuous, Jettison, / NRI Components of a Sent. #1 Quiz, NRI Components of a Sent. #2 Practice

Week 6: Sagacious, Languid/ NRI Components of a Sent. #2 Quiz, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Mitigate, Novel, Orthodox, Parsimonious, Quail/ NRI Conn. Clauses w/ Colons & Semicolons Quiz, NRI punctuation w/ conjunctions practice

Week 8: Recalcitrant, Sonorous, Trenchant/ NRI punctuation w/ conjunctions quiz, NRI adjectives practice

Week 9: Umbrage, Volition, Waft/ NRI adjectives quiz, NRI Identifying Parts of Speech #3 practice

Week 10: Sanguine, Yammer, Zenith/ NRI Identifying Parts of Speech #3 quiz, NRI Commonly Confused Words #2 practice

Week 11: Abrogate, Belie, Capricious/ NRI Commonly Confused Words #2 Quiz, NRI Active and Passive Voice practice

Activities: 

Week 1: Introduction, syllabus, tablets, Summer Reading projects due.

Week 2: Introduction to HMH Collection 1: Ourselves and Others. Group Manifesto Project/ presentations

Week 3: Finish group presentations. Teach NRI Sentences and Fragments. Sign up for Digital HRW textbook (my.hrw.com). “What of This Goldfish, Would You Wish?” by Etgar Keret, Introduce analysis essay (tablet distribution)

Week 4: Wrap up group presentations. Teach NRI Components of a Sentence #1. Review ThinkCERCA questions missed on HW. Interim Essay (District), “The Wife’s Story” by Ursula Le Guin, character development chart, Speaking Activity: discussion, Introduce parts of an essay/ types of essays (tablet distribution)

Week 5: Teach NRI Components of a Sentence #2. Review ThinkCERCA questions missed on HW. Court Opinion from Texas v. Johnson by William J. Brennan & “American Flag, Stands for Tolerance” by Ronald J. Allen, Writing activities: comparison, analysis, Teach introductory paragraphs

Week 6: Teach NRI Connecting Clauses w/ Colons & Semicolons. Review ThinkCERCA questions missed on HW.  “My So-Called Enemy” Directed by Lisa Gossels, Speaking activity: argument, Teach body paragraphs

Week 7: Teach NRI punctuation w/ conjunctions. Review ThinkCERCA questions missed on HW. from The Universal Declaration of Human Rights by UN Commission on Human Rights, Teach conclusions

Week 8: Teach NRI adjectives. Review ThinkCERCA questions missed on HW. “The Lottery” by Shirley Jackson, Writing activity: letter, Examine analysis essays

Week 9: Teach NRI Identifying Parts of Speech #3. Review ThinkCERCA questions missed on HW.”Without Title” by Diane Glancy and The Story of Us: American Buffalo (HISTORY video), Speaking activity: Oral Narrative, Synthesize articles read 1st quarter

Week 10: Teach NRI Commonly Confused Words #2. Review ThinkCERCA questions missed on HW.Write drafts 1-2 of analysis essay

Week 11: Teach NRI Active and Passive Voice. Review ThinkCERCA questions missed on HW.Teacher- student writing conferences. Peer review/ final editing of analysis essay. Analytic essay due.

DI: HMH Close Reader: Collection 1

  1. “The Wife’s Story” by Ursula K. Le Guin
  2. from The Universal Declaration of Human Rights by UN Commission on Human Rights
  3. from Towards a True Refuge by Aung San Suu Kyi
  4. Student- Teacher Writing Conferences

Exit Slips:

  • Review daily EQ and objective
Differentiation Notes: Technology Integration
Honors

  1. www.hmhfyi.com Extension activities
  • HP Tablets
  • One Drive
  • One Note Class Notebook
  • No Red Ink
  • ThinkCERCA
  • Padlet
  • Kahoot!
  • Word Processing
  • PowerPoint
  • Internet Resources
  • Graphics/Charts
  • Internet Research
  • Web Cam
  • Interactive whiteboard
  • Class Dojo
  • Remind
  • Teacher Website
  • Movie/ Film
  • Other:
ESE (IEP/ 504)

  •  Extended time
ELL

  •  Extended time
Other: Specified in IEP or 504 plan.
Teacher Strategies – Best Practices

  • Student choice
  • Teacher modeling
  • Cooperative learning
  • Hands-on learning/ manipulatives utilized
  • Small group
  • Higher-ordering thinking skills
  • Real-world connections
  • Criteria charts created (student-driven; supports learning by defining and clarifying a task )
  • Rubrics created (student-centered)
  • Mentor texts
  • Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts previously introduced)
  • Research/research materials
  • Evidence of assessment for learning (teacher modifies instruction based on students’ understanding)
  • Socratic Circle/ Seminar
  • Other:

Reading Skills

  • Annotation
  • Paraphrase
  • Summarize
  • Chronology/ Timeline
  • Literary Element Analysis
  • Questioning
  • Prediction
  • TPCASTT
  • SOAPSTONE
  • Independent Reading
  • Writing before and after reading
  • Implementing pre, post, or during reading activities
  • Teaching metacognitive strategies/reading strategies
  • Classroom/Literacy library

Vocabulary Skill

  • Greek/ Latin Roots
  • Analogies
  • Context Clues
  • Synonyms/ Antonyms
  • Prefixes/ Roots/ Suffixes
  • Usage

Writing Skill

  • Literary Analysis
  • Pre-Writing
  • Revision/ Peer Editing
  • Reflection/ Self Analysis
  • Informational/ Explanatory
  • Persuasive/ Argumentative
  • Narrative
  • Writing workshop time
  • Teaching grammar and mechanics in context
  • Conferencing
  • Other

 HW: See REMIND texts.

Week 1: Get all appropriate paperwork signed. Summer Reading projects are due on Thursday/ Friday.

Week 2: Daily Voice Journal entries, ThinkCERCA #1, No Red Ink Diagnostic Assessment, Bring mobile device agreement, and technology fee.

Week 3: Daily Voice Journal entries, ThinkCERCA #2, No Red Ink Sentences and Fragment Practice Exercises

Week 4: Daily Voice Journal entries, ThinkCERCA #3, NRI Components of a Sentence #1 Practice

Week 5: Daily Voice Journal entries, ThinkCERCA #4, NRI Components of a Sent. #2 Practice

Week 6: Daily Voice Journal entries, ThinkCERCA #5, NRI Connecting Clauses w/ Colons & Semicolons Practice

Week 7: Daily Voice Journal entries, ThinkCERCA #6, NRI punctuation w/ conjunctions practice

Week 8: Daily Voice Journal entries, ThinkCERCA #7, NRI adjectives practice

Week 9: Daily Voice Journal entries, ThinkCERCA #8, NRI Identifying Parts of Speech #3 practice

Week 10: Daily Voice Journal entries, ThinkCERCA #9, NRI Commonly Confused Words #2 practice

Week 11: Daily Voice Journal entries, ThinkCERCA #10, NRI Active and Passive Voice practice

English 3 FSA Retakers

FSA LOGO image

The FSA Retake begins on Oct. 12, 2015. Please come to school well rested and ready to test for three (3) straight days.


Read Instructions Sign

Schedule:

Day 1: Writing Exam

  • Timed: 90 minutes
    • You will only receive an extra 30 mins. if you ask your proctor for extended time.
    • This will be an electronic test like last year. Please review your typing skills. (i.e.- formatting your paper, using the writing tools, positioning your hands on the keyboard.)

Day 2: Reading Exam Day 1

  • Timed: 90 minutes

Day 3: Reading Exam Day 2

  • Timed: 90 minutes

Don't Panic Sign


Review pic

Resources: The links are blue.

Writing Practice:

Spice Up Your Wording:

Grammar Practice:

(For extra grammar practice, please click below.)

Reading Practice:

(Time yourself! Do not spend more that 15 mins on one article)


Remember: NO CHEATING

cheating image- SIMPSONS

You represent yourself and this school. Pirates are clever enough to complete their assignments on their own.


If you would like an additional resource that I have not provided, please email me at msdrellis@gmail.com and I will do my best to post it within 24 hours.

Prefixes, Suffixes, and Roots Project

Prefixes, Suffixes, and Roots Project

Due: December 14 (even classes) or December 15 (odd classes)

Prefixes, Suffixes, and Roots Booklet -Updated

Full List of Prefixes, Suffixes, and Roots

Paper Booklet Example from Last Year

(Note: Your booklet will be a digital representation.)

 
PSR Booklet Cover

Your opening slide or screen must contain the cover page information.

PSR Table of Contents

Your table of contents MUST come after your first slide. If you are using Padlet or Glogster, ensure that your order the content in the screen in a logical progression according to my directions.

PSR Prefix Example Page

Example of how to create a prefix page. Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Suffix Example Page

Example of how to create a suffix page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).

PSR Root Example Page

 

 

 

 

 

 

 

 

Example of how to create a root page.Your pictures must be appropriate (whether drawn in Photoshop or downloaded from the internet).


Grades

Your scores are based on the rubric that is at the end of your Prefix, Suffix, and Roots packet. (Look up! There is a digital copy at the beginning of this post.) Please find the points to letter grade breakdown below.

images-3

Scoring

16-14= A

13-11= B

10-8= C

7-5= D

4-0= F

 

 

 

 

 

 

Dead Word Tombstone Assignment

RIP TombstoneDead Word Tombstone Assignment

Directions:

In order to improve our vocabulary skills and minimize repetitiveness, we are going to eradicate our elementary terms.

  • Create a tombstone for a dead word according to the list below. No words may be reused. Check with your teacher for availability.
  • At the top of your tombstone, write the deceased word.
  • Honor’s Students: Write a eulogy to accompany your term. Your eulogy may be a piece of prose, poetry, or rap. (optional for other classes)
  • Use your thesaurus to locate at least three (3) adequate replacements for the departed word. Include your replacements at the bottom of your tombstone.
  • Please be creative and proofread your work.
  • I will grade you on grammar and the adequacy of the three alternative words you recommend.

Dead Words List:

  1. good
  2. bad
  3. sad
  4. scary
  5. happy
  6. a lot
  7. big
  8. small
  9. first
  10. last
  11. said
  12. gross
  13. like (I Like)
  14. got
  15. exciting
  16. wrong
  17. tired
  18. right
  19. sleepy
  20. take
  21. angry
  22. confused
  23. smart
  24. complicated
  25. dumb
  26. nice
  27. mean
  28. dirty
  29. because
  30. thing/ stuff
  31. funny
  32. beginner
  33. late
  34. new
  35. forgot

Student Example: Tombstone- Student Example

Death Awaits TombstoneDead Word Funeral

The following class period we will have a funeral for our fallen words. Please dress in black to create a somber mood in the classroom.Dead Word Funeral