Informational Essays

imgres.jpgAs we review informational writing, please copy the resources below into your Class Notebook.

Ms. Ellis’ Notes on Informational Essay Writing


 

Legend:

Any information that is grade specific will be highlighted in the appropriate color below.

10th Grade Specific

11th Grade Specific


 

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Introductory Paragraphs

  • Expectations:

    1. Intriguing Hook (lead) that is unbiased. (1-2 sentences)

    2. Substantial background information that tells your audience about your topic. What is it? What is important to know prior to hearing your reasons? (2-3 sentences)

    3. Clear and concise thesis Statement (using the umbrella or list method). (1 sentence)

  • Resources:


Student Examples:imgres-1.jpg

Click below to see images of student examples and the in-class activities completed w/ Ms. Ellis.


 

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(Yes, I do realize this picture contains a grammatical error. Live a little.)

Body Paragraphs

Expectations:

  1. Clear topic sentence or transitional sentence at the beginning of each paragraph including reason. (1 sentence)

  2. Explanation of reason.

  3. Evidence #1 to back up reason.

  4. Explanation of evidence #1.

  5. Evidence #2 to back up reason.

  6. Explanation of evidence #2.

  7. Evidence #3 to back up reason.

  8. Explanation of evidence #3.

  9. Clear and concise closing statement or transitional sentence that leads into next reason. (1 sentence)

  10. You must use 6-7 pieces of evidence in your entire essay. (Includes intro and conclusion). NOTE: 11th grade = 7-8 pieces

    • i.e.- You may have a quote for your hook (1), five pieces of evidence in your body paragraphs (5), end your conclusion with a notable quote (1) = 7 total pieces of textual evidence utilized in your essay.

  11. Vary the ways you integrate quotations in your essay.

    Essay Requirements

    (10th Grade= 6-7 pieces of textual evidence)

    Reg.- Use 3 types of quotation integration strategies & 1 paraphrased piece of evidence.

    -paraphrase (1)

    -explanatory phrase + comma (1)

    -complete sentence + colon (1)

    -make quotation part of  your sentence (1)

    Hon.- Use all types of quotation integration strategies & at least 1 paraphrased piece of evidence.

    (11th Grade= 7-8 pieces of textual evidence)

    1. Paraphrasing (2)

    2. Complete sentence w/ a colon (1)

    3. Explanatory phrase w/ comma (1)

    4. Make quote part of own sentence (2)

    5. Short quotations part of own sentence (2)

      Resources:

  • Cite Evidence Notes
  • Integrating Quotations

    • Reminders:

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in.” Note the location of the period.

    • Thoreau ends his essay with a metaphor: “Time is but the stream I go a-fishing in” (paragraph 3). Note the location change of the period after citation.

    • Vary your tags! (Do not repeat “said”). i.e.- gasped, replied, stated, explained, informed, proclaimed, rebutted, suggested, etc.

    • Paraphrasing: Rule #1: Do NOT repeat the same keywords as the original author. Rule #2: Do NOT look at the quotation more than twice. If you stare at the author’s words too long, you will be unable to come up with your own original synonyms.

    • Know the difference:

      • Comma= ,

         (Use an introductory dependent clause prior to the comma)

        • If you use the word “that” you DO NOT use a comma.

      • Colon= :

           (Must be preceded by a complete sentence)

      • Semicolon= ;

        (May NOT be used to introduce a quotation)

    • When quoting poems, include the line break. i.e.- “Roses are red,/ Violets are blue…”

    • Only use an ellipsis (…) when it won’t change the meaning of the quotation.

    • In- Class Practice: (10th Grade)

  • Transition Words and Clauses

  • Transition Words List #2

  • Transition Sentences and Words- Student Copy


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Concluding Paragraph

Expectations:

  1. Mirror your introduction’s hook. (optional)

  2. Restatement of your thesis. (1 sentence)

    • You must REWORD your thesis. Do not write your thesis statement in the exact same way!

  3. Recap major points in body paragraphs. (2-3 sentences)

    • DO NOT mention new information. This is a summary section.

  4. Discuss controlling idea and set it in a larger context. How will others be affected? OR Redefine key terms to help audience better understand your topic.

Resources:

  • Types of Conclusions

  • Look in the Student Examples section to see conclusions from your own peers.


Proofreading:c1c68270db939e7409533c26529216bb.jpg

  1. Do you have clear and concise Sentences?

  2. Writing Checklist

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Directions: Revising your Fall Writing Interim

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  1. Rewrite your essay based on the notes you received.

  2. I will review each portion of the essay and then you will rewrite just that piece.

  3. The following class I will check your rewrites and review the next section.

    • i.e.- I will teach introductory paragraphs; you will rewrite your introduction; I will check your revised introductory paragraph.

  4. By the end of the workshop, you will have revised your introduction, body paragraphs, and conclusion.

  5. Type up the revised paragraphs into a final draft. Please use the following set up when typing.

    • Font= Times New Roman

    • Size of Font= 12 points

    • Line Spacing= Double Spaced

    • Header in Left- Hand Corner= Name, Teacher, Date, Period

    • Title of Essay= Centered in the Middle

    • Use this template for assistance: Student Essay Template

  6. Legend

      


 

Let’s Take It Digital!

  1. Upload your final essay onto your Digital Portfolio under “Informational Writing.”

Resume Workshop

Resume Picture

Creating a resume is one of the most important tasks you should learn in high school. Whether you’re asking your teacher for a recommendation or applying for a job, a stellar resume is the key to putting your best foot forward. Please use this page to help you draft and perfect your first resume. Note: Keeping  your resume current (up-to-date) is something you will have to do throughout your entire career.

Creating a Resume:

Step 1:

Take out a sheet of paper and brainstorm the following information:

  1. Objective

    • What kind of position do you hope to gain with this resume?

    • Although this section is not always mandatory, it is important to consider why you need the resume in the first place.

  2. Education

    • Where do you go to school?

    • What is your expected graduation date?

    • What is your current weighted/ unweighted GPA?

    • Any relevant classes that you want to highlight? (Place these in a separate section to make them stand out).

  3. Leadership

    • Think of any instances where you have held a leadership position.

      • Club officer? Special Leadership role within the classroom? Start your own business? Apart of the Student Government Association? Captain of your sports team or competition squad?

    • Now give that leadership role a title and tell your audience (using specific language) what you did in that leadership position.

    • Include dates of beginning and ending if possible.

  4. Employment

    • Brainstorm any official jobs you have held.

    • What was the company?

    • Where was the company located? (i.e.- city, state)

    • What was your position?

    • What did that position entail? (What did  you do?)

    • How long did you hold that position or are you currently still in it?

  5. Community Service

    • Have you given back to your community by doing philanthropic activities?

      • 5K Walk to Raise Money for Cancer Prevention, Donate clothes to Camillus House, Volunteer at a Soup Kitchen, Canned food drive for your Church?

    • What is the specific name of the event?

    • When did the event occur?

    • Where was the event?

    • What was your role? (coordinator, participant, cheer squad?)

    • How many hours did you volunteer?

  6. Skills

    • Languages

      • Are you bilingual? Multilingual? How many languages do you speak and are you fluent?

      • It is O.K. to say you have a working knowledge of a language. (i.e.- You know enough of the language to get by in a work environment, but you are not fluent like a native speaker.)

    • What computer skills do you possess?

      • Microsoft Suite Products (Word, Excel, etc.)?

      • Coding? (Be specific with which languages- Html, Java, C++)

      • Adobe Photoshop

      • It is important to think of everything you know. You are competing with individuals who are extremely tech savvy.

  7. References

    • Choose three (3) individuals who know your work ethic and can vouch for you if an employer calls.

    • Reach out and ask these three people BEFORE you put them on your resume.

    • Take down their full name, title (position), contact number, email address.

    • You can either choose to put your references at the bottom of your resume or say “References available upon request.”

Check out this sheet with keywords on page two.

Writing a Resume with Key Words

Step 2:

Type up your resume.

  1. Your header should be your name, address, professional email address, and best contact phone number.

  2. Ensure that it is in order.

  3. Use complete, clear, concise sentences.

  4. Choose an organizational style that highlights your strengths and downplays your weaknesses.

  5. Utilize keywords from the job application to draw the employer’s eyes to those skills.

Need Examples?

High School Resume Ex1 High School Resume Ex2 High School Resume Ex3

Adult Examples:

Lizek’s Resume

Stephens’ Resume

Step 3:

Write a cover letter.

  1. A cover letter is to inform your employer what position you are applying for.

  2. Sometimes your employer does not ask for a cover letter.

  3. In case they do, it is vital that you know how to write one.

    1. Be sure to address it properly.

    2. Know who to address it to. (Do your research!)

    3. Be clear about which position you are applying for.

    4. Highlight reasons why you are the ideal candidate.

    5. Do NOT make it too long.

  4. Need Examples?

Sample Resume Cover Letter

Step 4:

Proofread your resume at least five (5) times before you send it to a potential employer.

  • Have your parents, teachers, friends, proofread your resume! Get as many eyes looking for errors as possible.

  • It is a huge negative to have a typo on your resume.

Need more advice?

Take a look at these helpful articles.

“Top Recruiter Share 8 Things She Can Spot In a Resume”

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Socratic Circle: Immigration in America

Essential Question:

What does it mean to be an immigrant in America?

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After exploring various texts throughout the first quarter, you displayed your collective knowledge in a Socratic Circle to discuss our essential question above. Although any text read this quarter was viable, everyone should have four specific texts analyzed prior to the discussion:

  1. “Blaxicans” by Richard Rodriguez (essay)

  2. “Mother Tongue” by Amy Tan (essay)

  3. HMHFYI.com article (from “A New Birth of Freedom” section)

  4. one article from a credible source (your choosing)

Note- You could have incorporated our other relevant texts (“Immigrant in Our Own Land” – Baca (poem) or “Song of Myself”- Whitman (poem))

This is an evaluation image and is Copyright Pamela Perry. Do not publish without acquiring a license. Image number: 0515-1105-0620-2900. http://www.acclaimimages.com/_gallery/_pages/0515-1105-0620-2900.html

Reminder: You should have…

  •  a bulleted list of the major points from all the texts of your group members

  • a stance on the essential question that you can explain in one concise sentence

  • created five (5) questions to utilize during the scholarly discussion


Ntoes picNotes from Socratic Circle on Immigration in America

Find notes from our class discussions below.

Period 4:

 Period 4 Socratic Circle- ImmigrationPeriod 4 -Immigration 2

Period 6:

P.6 Socratic Circle- Immigration



Writing Assignment:

Over the first quarter, we have discussed the immigrant experience. Based on both the texts we have examined and our Socratic Circle discussion, what does it mean to be an immigrant in America? In three argumentative paragraphs, fully address your stance on the immigrant experience incorporating at least four correctly cited pieces of textual evidence. You must address a minimum of two (2) counterarguments presented during the discussion.

Essay Scoring

Grading essays pic

How were your essays scored?

Recently, I scored your Fall Writing Interim essays. Even though we have discussed the writing rubric in detail, I wanted to provide an additional breakdown of the points system. Please view the number- letter system explained below.

Scoring System:

10-9= A

8-7= B

6-5= C

4-3= D

2-0  or UNSCORABLE= F

  • Your largest weakness is written on the front of your essay beside the corresponding category.

    • i.e.- “clear thesis” means you needed a clearer thesis in your introduction.

Reminders/ Patterns Found in Fall Interim Writing Assessments:

  • A title is not optional.

    • Come up with an original title and center it at the top of your essay.

  • Remove yourself from your essay.

    • No “I” statements.

    • No “I think” or “I believe”

  • Your thesis should be one (1) clear and concise sentence at the END of your introduction.

    • i.e.- When it comes to genetically modified foods, there are many benefits and risks. (p.1.)

    • OR

    • i.e.- “While the formation is above sea level, people come to see its fascinating features with different points of view- the “no mortal understands” versus the “we know” approach. (p.4)

  • Read the prompt and determine the type of essay at the BEGINNING.

    • Many of you wrote argumentative essays by giving your own advice instead of simply providing the readers with the facts.

National Novel Writing Month (NaNoWriMo)

NaNoWriMo IconNovember is National Novel Writing Month or NaNoWriMo!


Because of our stringent schedule, I cannot have the entire class participate in NaNoWriMo, but I would like to offer extra credit to students who participate.

Sometimes we simply need a bit of motivation to help our writing come to life. Sign up for NaNoWriMo here and get started.

NaNoWriMo How To

Need more incentive? Check out this blog post.

Note:

  • To receive the extra credit you must show me the badges you have collected during the month of November, as well as your completed novel.

  • You will not receive credit for only a few pages of writing.

Good luck and happy writing!

Writing w colors

Ms. Ellis’ Literary Duel: How Bookish Are You Really?

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I officially challenge you to a duel of literary proportions! Each quarter you will compete against your teacher to see who can read the most books (nonfiction or fiction). If you beat me, you will receive an automatic “A” to use on any project (that same quarter) of your choosing. If you read at least ten (10) books each quarter, I will give you extra credit for the quarter.

Note: It is possible to receive the automatic “A” AND the extra credit. 

Here are the rules:

  1. Your book must be within the Lexile range for your grade level.

    • Screen Shot 2015-10-07 at 5.20.25 PM

    • The “Stretch” Lexile Band is for those readers who want to challenge themselves.

  2. Check Lexile levels here by typing the title of your text in the right-hand corner.

  3. You must submit a book review on Goodreads for every book you read. Follow Ms. Ellis on Goodreads so she can see your progress. Your book review must contain the following information:

    • Write a summary of the book including its central idea.

    • Discuss the book’s strengths and weaknesses.

    • Tell whether or not you would recommend the text to other readers.

  4. Keep a hard copy of your reading log posted in the classroom: Ms. Ellis’ Literary Duel Log 

Perpetual Return Writing Assignment

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Directions: (to be completed in your class journal)

Write about a foreign place that reminds you of some aspect of home. Or introduce some aspect of the traveler’s home world into this foreign world. (i.e.- Think about a very familiar smell, which takes you to the home of your neighbor across the street, except you’re sitting in a dusty spice merchant’s stall in Quito, Ecuador. Make the completely unfamiliar seem unfamiliar).

(Minor revisions to make assignment appropriate for a classroom setting. Brian Kiteley. The 3 A.M. Epiphany: Uncommon Writing Exercises That Transform Your Fiction. 223. 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

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