Saint Paul American Schools
English Composition
Curriculum > High > Clark > Language Arts- Course Description
-
In this class students will develop their abilities to comprehend and interpret varied
forms of literature and written information, while gaining a solid command of the
structural elements of literature, and commonly used literary devices. Works of
literature to be read and interpreted include Of Mice and Men by John Steinbeck, and
William Shakespeare’s Romeo and Juliet, as well as a number of short stories and poems.
Students will also gain exposure to concise and expressive vocabulary, in the context of the selected readings, and from supplemental sources. Students must then concisely use this vocabulary as they write.
Students will practice and develop their abilities to express and organize information and ideas with clear and well‐structured writing, consisting of fluid sentences, paragraphs, essays and other compositions. Students will write descriptive, expository, and persuasive essays, as well as interpretive responses to literature. In this process, students will learn fundamental persuasive techniques, and use them in their compositions.
Students will also complete a research paper, requiring the reading and citing of a number of external sources. Sources must be formally cited, and the paper must be formatted in accordance with to formal, academic standards. Students will also improve advanced grammar skills, especially in their writing.
- Pre‐Requisites
- Students need to be in grades 9‐12 in order to qualify to take this course.
- Texts
- English Composition 2nd edition, Glencoe 2008 Edition
- Learning Objectives
-
- Students will be able to generate effective compositions using various methods for critical thought.
- Develop ideas to achieve a specific rhetorical goal
- Able to revise and edit
- Demonstrate understanding for language and communication
- Analyze and describe rhetorical contexts to increase efficacy of communication
- Be able to use forms and conventions of academic writing
- Use style, form, and tone
- Understand the importance of research to explain writing, compose effective Texts.
- Synthesize different and divergent information, using the integration of information from multiple sources.
- Meet STATE requirements for graduation.
- Learning Objectives(II)
-
In addition to the learning objectives listed above, a primary goal of this course is to
facilitate development of social theory skills and their application. The course will
“ladder” student skills to read, write, listen and speak in English and with proper
terminology.
- a. Read and summarize news articles
- b. Write essay articles that could be published
- c. Comprehend the readings.
- d. Communicate effectively‐ via class discussion, debates and presentations.
- Supplies
-
Students are required to bring the following supplies to class every day of the year:
Notebook and Pencil: Bound with at least two subjects for note taking which is very important for study periods. Three‐Ring Binder: Students should store and organize class handouts and homework assignments in a three‐ring binder. Laptop or Tablet: As we are updating information, using maps, reference guides and current events, a laptop or tablet is very advisable.
- Grading / Evaluation
-
Final grade will be the average grade of the first and second semester. The semester
grade will be determined by a weighted average of: Final (mid‐term) exam 35 %,
tests/quizzes 25%, homework, essay, projects, speeches 30% and class participation 10%.
I will NOT grade on a curve, scores will be graded using the linear (objective absolute) method.
| A+ | 100 - 97% |
| A | 96 - 93% |
| A- | 92 - 90% |
| B+ | 89 - 88% |
| B | 87 - 83% |
| B- | 82 - 80% |
| C+ | 79 - 78% |
| C | 77 - 73% |
| C- | 72 - 70% |
| D+ | 69 - 68% |
| D | 67 - 63% |
| D- | 62 - 60% |
| F | 59 - 0% |
Exams/Tests/ 0‐100% absolute percentage score Essays within tests/ or stand alone essay= Grammar, linguistic structure, spelling, persuasiveness, relevant discourse, key points covered in class and book should be used in the essay, amount of analysis.
Projects Rubric: How close the project follows directions, quality and care shown in preparation and presentation of project, turning in the project on time.
Homework: Being turned in on time, quality and care shown in preparation and presentation of homework, grammar and spelling and accuracy.
Speeches/Debates: Keeping within timelines, speaking loud and clear, speech covering salient points within the timeline, overall presentation, use of English grammar and pronunciation.
Class participation: participation relevant to class discussion, not disruptive participation, original thought/analytical participation not off the cuff remarks. Students must attend class, be on time and complete all assignments.
- Expectations
-
I expect that you will:
A. Respect yourself, others and the school environment.
B. Be in class and on time
C. Give your best effort and be honest in your work
D. Help create a safe and a productive learning environment
E. Be a positive leader and a good class and school citizen!
- Procedures
-
What to do and NOT do in class:
Being on time to class means you are ready to learn: You should be in your seat with materials out by the time the bell rings. Passing time is 10 minutes, which provides plenty of time to use the restroom, socialize with friends and be to class on time.
Missed class: You are responsible for material covered when you are absent. If you have an unexcused absence when an assignment is due, you will receive a zero grade.
For excused absences, you are given two make‐up days for every day you are absent. This means that if you miss class on Monday and return on Wednesday, the work you missed on Monday is due Friday.
Students are responsible to make sure that missed assigned are completed on time!
Cell Phones are not allowed in class. The phone must be turned off and stowed away during class, if caught using the cell phone during class your phone will be kept until the end of the day‐ after that, the phone will be turned in to the Headmaster.
Plagiarism & Cheating: Students involved in any type of plagiarism will be given a zero for the assignment. The instructor will not write a letter of recommendation for any student who is involved with plagiarism, regardless of the size of the infraction.
- Units of Study
-
Literacy Narrative
Rhetorical analysis
Literature Review
Reflective Introduction
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be introduced to the topics they will learn in English composition.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to organize their course books for assignments this week.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to understand the goals and requirements of this class.
- Language Objective:
- Students will be able to vocally introduce themselves and express their hopes and anxieties about this class. I will introduce myself, the scope of the course, my requirements and expectations. Issue textbooks.
- Main Activity:
- • General Orientation with the school administration. • Getting to know activities with the whole elementary students.
- Evaluation:
- Vocabulary:
- Homework:
- Familiarize with kindle
- Learning Objective:
- Students will be able to answer a questionnaire in writing.
- Language Objective:
- Students will be able to compare and discuss their answers with a partner and answer questions with complete sentences. Students will answer questionnaires seeking educational background information and personal background information.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Organize their notebooks
- Learning Objective:
- Students will be able to navigate their course books and locate information.
- Language Objective:
- Students will be able to listen and follow instructions. Students will receive textbooks and workbooks. We spend class time exploring the layout and features of the course materials.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to use grammar and mechanics of writing correctly.
- Language Objective:
- Students will be able to understand test questions and answer them according to instructions. Students will complete a formative assessment quiz on English grammar and mechanics of writing. This assessment will help me decide how best to tailor my instruction to the class by revealing prevailing weaknesses and strengths.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to read a prompt, plan a response, and write within time limits.
- Language Objective:
- Students will be able to read a prompt, plan a response, and use time efficiently to write a complete response. Students will provide writing samples completed in class. These are a formative assessment to help me decide how best to tailor my instruction to each class of students as a whole and also to identify special needs or abilities of individual students.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbooks, readings
- Weekly Informational Knowledge Overview - (Students will know...)
- How to structure and make and outline for a 5‐paragraph essay, and how to correct sentence fragments and tense shifts.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Make essay outlines and correct mechanical errors I writing.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to discuss the goals of the 6 traits of writing and list the steps of the writing process in order. Text book pp 26‐31. The goal of this lesson is to make students think about the qualities of good writing and provide insight how they can achieve it through planning. In class we will list students’ ideas on the board and then compare their ideas to the traits of writing.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- See narrative
- Learning Objective:
- Students will be able to form a plan for beginning a composition using the prewriting and drafting steps of the writing process.
- Language Objective:
- Students will be able to explain different methods, strategies and goals of prewriting and drafting. Students will use graphic organizers to learn how they can be used to select topics, select details and supporting information, and organize information.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- See narrative
- Learning Objective:
- Students will be able to understand the purpose of revising and various strategies of revising.
- Language Objective:
- Students will be able to express their opinions to partners to provide input for revision. Students will listen to their partners' ideas for revision. Students will learn that revising is different than proofreading and editing. Students will learn four practices of revision including adding, deleting, moving, and rewriting. They will practice revising samples of bad writing to improve clarity and to strengthen argument.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- See narrative
- Learning Objective:
- Students will be able to understand the purpose of and strategies for editing and publishing.
- Language Objective:
- Students will be able to use a checklist to evaluate their spelling, grammar, usage, and mechanics in their writing. After learning the checklist, students will practice their editing skills.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- See narrative
- Learning Objective:
- Students will be able to explain the traits of writing and the steps of the writing process.
- Language Objective:
- Students will be able to understand written questions about the writing process and answer them in writing. Students will take a quiz on the traits of writing and the writing process. After the quiz students will read Ch. 13 Nouns and Pronouns, and complete the exercises in the textbook.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- See narrative
- Materials / Resources (including technology)
- Lots of handouts. Exercises from class text.
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to conceptualize that each sentence and paragraph supports the composition as a whole. Students will be able to write stronger sentences and paragraphs.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to understand the scope and forms of nonfiction narration. Students will be able to analyze example nonfiction narratives on how they illustrate the characteristics of autobiographical narration. : Students will be able to plan details of a nonfiction narrative using a conflict/resolution organizer
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will turn in their prewriting assignment at the beginning of class. I will hand back quizzes and answers questions briefly. In this class students will begin experiencing development of ideas from single sentences, to paragraphs, and finally to a whole composition.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to embrace the traits of writing to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
- Language Objective:
- Students will be able to read, analyze, and discuss example paragraphs in terms of the 6 traits of writing. Students will work with partners to examine how example paragraphs illuminate the traits of ideas, organization, voice, word choice, sentence fluency, and conventions.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to explain the differences between biography, personal accounts, memoirs, and reflective essays. Students will learn the characteristics of autobiographical narrative by reading an account that I wrote about surviving a riptide. Students will look for: an engaging story, a well‐developed conflict, a well‐developed resolution, literary strategies such as dialogue and suspense, sensory details, strong characterization of real people, and a theme that shares a lesson.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to read autobiographical narration and identify the characteristics thereof. Students will practice identifying the characteristics of autobiographical narrative in two examples from their text book. Students will work with partners to identify or explain the following characteristics: an engaging story, a well‐developed conflict, a well‐developed resolution, literary strategies such as dialogue and suspense, sensory details, strong characterization of real people, and a theme that shares a lesson.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to form an outline for a nonfiction autobiographical narrative. Students will examine the conflict resolution model to see how plot is developed, then begin prewriting their own nonfiction narrative.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, notebooks
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to evaluate a narrative's effectiveness according to the characteristics of narration. Students will be able to use a writing process with various charts or outlines to plan before they write. Students will be able to use a writing process to complete a first draft.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use a writing process to revise and edit their writing and to reciprocally provide input with classmates. Language Objective: Students will be able to evaluate their own and their partners writing using a rubric for the purpose of revision.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to express orally story details such as sensory details, conflict, resolution, characterization, and reader engagement. Students will begin class by self‐correcting their grammar homework (13.2 Verbs EX. A‐D). The class will explore methods to provide input for classmates' writing using common abbreviations for the characteristics of narration and like/dislikes symbols (+/‐). Students will complete a story map as prewriting for their own autobiographical narrative.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Follow up on Chapter 2
- Learning Objective:
- Language Objective:
- Students will be able to use a story map or a conflict chart to plan the plot of a narrative essay. Students will begin class by self‐correcting their grammar homework (13.3 Adjectives Ex. A‐D). In class, students will complete their prewriting for their autobiographical narrative and begin their first drafts. Students who had difficulty using a story map organizer will be given assistance.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- read chap 3
- Learning Objective:
- Language Objective:
- Students will be able to write a narrative essay that is complete with introduction, body, and conclusion. Students will begin class by self‐correcting their grammar homework (13.3 Adverbs Ex. E‐F). Students will bring their in‐process writing assignment with them to class and continue working on it. Students may consult with each other for peer input. I will continue to provide assistance to students who require extra help.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Finish their strategies for peer input.
- Learning Objective:
- Students will begin class by self‐correcting their grammar homework (13.4 Prepositions Ex. A‐B). Students will be reminded of the strategies for peer input for revising and editing and then give assistance to their partner. I will provide assistance to those who need it.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Draft of narrative essay due tomorrow Materials /
- Learning Objective:
- Students will be able to use a writing process to edit and publish a narrative essay.
- Language Objective:
- Students will be able to help their partner proofread and edit a narrative essay. Students will begin class by selfcorrecting their grammar homework (13.4 Conjunctions and Interjections Ex. C‐D). Students who have completed a final draft of their autobiographical narrative may turn it in. Others may continue writing, revising, or editing.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to identify the 8 parts of speech and provide various examples of each
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to explain the function of an individual words in sentences using correct grammar terms.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Of Mice and Men
Class Essay
Seat assignment due at end of the period.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- handout‐ autobiography HOW TO:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- common grammar mistakes handout
- Learning Objective:
- Students will complete Grammar Mistakes fill in and correction assignment seat assignment
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Rough draft: about myself
- Learning Objective:
- Language Objective:
- Students will hand in their finished writing assignments (autobiographical narrative) at the beginning of class. I will give students a study guide with practice questions for tomorrow's unit test (Chapter 13 ‐ 8 parts of speech).
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- handout‐ 8 parts of speech
- Learning Objective:
- Students will be able to identify the 8 parts of speech and provide various examples of each.
- Language Objective:
- Students will be able to explain the function of a individual words in sentences using correct grammar terms.Students will complete their unit test.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- review for quiz
- Materials / Resources (including technology)
- Textbook, notebooks
View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- exposition is writing that teaches or explains. Language Objective: Students will be able to explain the purpose of expository writing in their own words
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and
evaluate the evidence and claims of
analytical writing.
Students will be able to identify and distinguish complete and simple subjects and predicates; to avoid fragments; and to compound subjects’ predicates.
Students will be able to identify and understand hard‐to‐find subjects.
Monday
Tuesday
Wednesday
Thursday
Friday
- Content Objective:
- A new chapter is introduced today ‐ exposition (chapter 8). Through reading and discussion (pp 144‐147), the class will examine the different ways in which a topic can be analyzed. Their writing assignment for this unit is a problem‐solution essay. After students have noted key terms and concepts, they may begin reading the mentor text (pp 148‐149) in preparation for discussion tomorrow.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Content Objective:
- Students will be able to understand the style of organization of various types of essays.
- Language Objective:
- Students will be able to discuss how evidence is organized and presented in an example essay. The class will discuss the mentor essay they ready last night. Although this essay is cause and effect (not problem‐solution) it illustrates the main characteristic of an analytical essay in that it presents evidence to support its thesis. After the discussion, students may preview the student example used in tomorrow's discussion.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Content Objective:
- Language Objective:
- Students will be able to discuss how evidence is organized in a student example of a problem‐solution essay. In discussion and with notes from the board, students will see the elements necessary to organize a problem‐solution essay. Students also discuss different ways to organize a problem solution essay. Students will have until Friday to complete their prewriting of a problem solution essay.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Content Objective:
- Language Objective:
- Students will be able to write complete simple sentences and sentences with compound parts. After the grammar lesson, students may begin their homework. Students may also use class time to finish and show me their prewriting for their problemsolution essay.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to reorganize sentence word order to make subjects clearer. Students will examine how word order is different in declarative, interrogative, imperative, and exclamatory sentences. After the grammar lesson, students may begin their grammar assignment, or show me their prewriting for problem‐solution.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, notebooks
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to Students will be able
to identify and distinguish complete and
simple subjects and predicates; to avoid
fragments; and to compound subject’s
predicates.
Students will be able to identify and distinguish complete and simple subjects and predicates; to avoid fragments; and to compound subjects predicates
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and understand hard‐to‐find subjects.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to write complete simple sentences and sentences with compound parts. After the grammar lesson, students may begin their homework: Exercises 14.1 A & B Workbook page 12.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Workbook page 13 as practice
- Learning Objective:
- Language Objective:
- Students will be able to write complete simple sentences and sentences with compound parts. After the grammar lesson, students will complete exercises 14.1 C & D
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Workbook pages 14‐15
- Learning Objective:
- Students will be able to identify and understand hard‐to‐find subjects.
- Language Objective:
- Students will be able to reorganize sentence word order to make subjects clearer. Students will examine how word order is different in declarative and interrogative sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Workbook pages 16‐17
- Learning Objective:
- Language Objective:
- Students will be able to reorganize sentence word order to make subjects clearer. Students will examine how word order is different in imperative and exclamatory sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- First draft of problem/solution essay
- Learning Objective:
- Students will be able to follow a writing process to guide their work and improve their writing.
- Language Objective:
- Students will be able to read each other’s papers and suggest improvements in organization, clarity, word choice, and grammar
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review for Monday
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to identify 1) direct and
indirect objects, 2) object and subject
complements, and 3) predicate nominatives
and predicate adjectives.
Students will be able to identify and use direct and indirect objects.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and use
object complements.
Students will be able to identify and use subject complements (predicate nominatives and adjectives).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to write complete simple sentences and sentences with compound parts. After the grammar lesson, students may begin their homework: Exercises 14.2 A & B Workbook page 1.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Complete workbook pages 18‐19
- Learning Objective:
- Language Objective:
- Students will be able to write complete simple sentences with direct and indirect objects. Students will turn in their problem/solution essay today. After this is practice using identifying sentences with direct objects and identifying indirect objects.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Practice using exercises 14.3C and workbook page 20.
- Learning Objective:
- Language Objective:
- Students will be able to explain that a complement is a word that completes the meaning of another word.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Adjectives with exercise 14.3D and workbook page 21.
- Learning Objective:
- Language Objective:
- Students will be able to write informative or descriptive sentences using precise language in predicate nominatives and predicate. Students will practice identifying and forming predicate nominatives and predicate
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review
- Learning Objective:
- Students will be able identify and form in writing the basic parts of sentence, to write complete sentences, and to identify and fix fragments in their own writing.
- Language Objective:
- Students will be able to read each other’s papers and suggest improvements in organization, clarity, word choice, and grammar. Students will receive and discuss their essays. The remainder of class time is devoted to reviewing chapter 14 Basic Parts of Sentences in prepation for a chapter quiz.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to identify and label
the basic parts of sentences.
Students will be able to demonstrative their knowledge of basic parts of sentences
Students will be able to distinguish between types of phrases.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to distinguish between
types of phrases.
Students will be able to distinguish between types of phrases.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to explain what direct objects, indirect objects, object complements, predicated adjectives, and predicated nominatives are. Students will review for a combined quiz on chapters 8 and 14, (exposition and basic parts of sentences, respectively.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- review for quiz
- Learning Objective:
- Language Objective:
- Students will be able to identify basic parts of sentences and form them correctly as instructed. Students will take a combined quiz on chapters 8 (exposition, analytical essay) and 14 (subject, predicate, complements).
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to use prepositional phrases and appositive phrases to join sentences and add detail.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 A‐D in their textbooks and page 22 in their workbooks for practice.
- Learning Objective:
- Language Objective:
- Students will be able to use participles and participial phrases to add detail to sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 E‐F in their textbooks and page 23 in their workbooks for practice.
- Learning Objective:
- Language Objective:
- Students will be able to use gerund and infinitive phrases to add detail to sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 G‐J in their textbooks and page 24 in their workbooks for practice.
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to distinguish between
types of phrases.
Language Objective: Students will be able to use gerund and infinitive phrases to add detail to sentences.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use participles and participial phrases to add detail to sentences
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to use prepositional phrases and appositive phrases to join sentences and add detail. Students will complete exercises 15.1 A‐D in their textbooks and page 22 in their workbooks for practice.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to distinguish between types of phrases.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 E‐F in their textbooks and page 23 in their workbooks for practice.
- Learning Objective:
- Students will be able to distinguish between types of phrases
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 G‐J in their textbooks and page 24 in their workbooks for practice.
- Learning Objective:
- Students will be able to..
- Language Objective:
- Review Gerund cases
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- workbook 15.2A
- Learning Objective:
- Review for Quiz
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review for Quiz
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to use participles and
participial phrases to add detail to
sentences.
Students will be able to use gerund and infinitive phrases to add detail to sentences
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to form descriptive
phrases properly and insert them into
sentences.
Students will be able to recognize and use independent and subordinate clauses, adjectival clauses, restrictive and unrestrictive relative clauses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to distinguish between types of phrases.
- Language Objective:
- Students will also turn in their first writing assignment of this quarter. A long paragraph with labelled appositive, adverbial, and adjectival phrases.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 E‐F in their textbooks and page 23 in their workbooks for practice.
- Learning Objective:
- Students will be able to distinguish between types of phrases.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.1 G‐J in their textbooks and page 24 in their workbooks for practice.
- Learning Objective:
- Students will be able to distinguish between types of phrases and use each type correctly.
- Language Objective:
- Students will review the different types of phrases, and assess their knowledge and understanding of appositive, prepositional, participial, gerund, and infinitive phrases.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review exercises 15.2
- Learning Objective:
- Language Objective:
- Students will be able to form complex sentences with adjectival clauses and punctuate their sentences correctly. Students will review or learn the meanings of independent and subordinate clauses, adjectival and relative clauses, and restrictive and unrestrictive relative clauses
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.2 A‐F for practice.
- Learning Objective:
- Students will be able to identify, use, and understand aspects of clauses including relative pronouns, relative adverbs, and adverbial clauses.
- Language Objective:
- Students will be able to form complex sentences with adverbial clauses and punctuate their sentences correctly
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 15.2 G‐H and workbook pages 25, 26, 27, and 28 for practice. (Due Monday)
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to identify, understand,
and use relative pronouns, relative adverbs,
adverbial clauses.
Students will be able to identify, use, and understand aspects of clauses including elliptical adverbial clauses, noun clauses, and introductory words.
Students will be able to recognize the four structures of sentences and to correctly combine sentences.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and use parts of speech, phrases, and clauses
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to write sentences with adverbial clauses punctuated correctly. Students will review their homework by checking and correcting their answers to Thursday's and Friday's assignments. Students will investigate the grammar of relative clauses and see that relative pronouns can function as subjects, direct objects, objects of prepositions, and as adjectives in relative clauses. Students will also learn that adverbial clauses begin with subordinating conjunctions.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to identify and write noun clauses. Students will learn that the introductory words of noun clauses are shared with adjective clauses, though there are some additions. Students will learn that the introductory words can function as various parts of speech within their clause and that noun clauses can function as subjects, direct objects, indirect objects, objects of prepositions, predicate nominatives, and as appositives.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Worksheet‐ handout: prepositions
- Learning Objective:
- Language Objective:
- Students will be able to use a variety of correctly structured sentences when speaking and writing. Students will learn the definitions of simple, compound, complex, and compound‐complex sentences. By using these definitions and by labeling clauses, they will be able to determine the structure of sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- worksheet: Labeling clauses handout
- Learning Objective:
- Language Objective:
- Students will be able to. Students will review cumulative lessons on parts of speech, phrases, and clauses.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review
- Learning Objective:
- Students will be able to use phrases and clauses to combine sentences.
- Language Objective:
- Students will be able to use phrases and a variety of sentence structures in the speech and writing. Students will study phrases and clauses for a chapter quiz on Monday.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
- View PDF
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to recognize and identify various phrases and clauses in writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to choose a suitable style of organization for a compare and contrast essay.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to identify and use parts of speech, phrases, and clauses.
- Language Objective:
- Students will review basic terms and definitions of phrases and clauses and answer practice quiz questions. QUIZ over last week's lessons
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will review for short quiz
- Learning Objective:
- Students will be able to identify and use parts of speech, phrases, and clauses
- Language Objective:
- Students will be able to recognize and identify various phrases and clauses, sentence structures, and be able to join sentences properly. Students will complete a quiz to assess their ability to recognize, identify, and properly use phrases and clauses.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Read: Block style Essays‐ worksheet
- Learning Objective:
- Students will be able to discuss the structure and organization of compare and contrast essays.
- Language Objective:
- Students will be able to able to identify pointby‐ point and block style essays. Students will receive notes about the organization of compare and contrast essays
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Read two sample essays
- Learning Objective:
- Language Objective:
- Students will be able to discuss the intended organization of their essay. Students will discuss the sample compare and contrast essays they have read. Next they will choose topics to write about and begin prewriting activities.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Begin prewriting activities as outlined in class
- Learning Objective:
- Students will be able to use various methods of planning and organizing their writing
- Language Objective:
- Students will be able to show me and discuss with me the structure and organization of their compare and contrast essay. Students will complete prewriting activities in class and discuss their plans for writing with me. This will be listed as a homework assignment in order to show progress towards completion of another writing assignment.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to combine sentences
using a variety of strategies. Language
Objective: Students will be able to combine
ideas and express them in clearly written
sentences.
Students will be able to create variety in their writing.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to improve their writing style by using coordination correctly and avoiding stringy sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will study and practice how to combine sentences by forming compounds within sentences, by forming compound sentences, by using phrases and descriptive clauses, and by forming complex sentences.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 16.2 A,B, C.
- Learning Objective:
- Language Objective:
- Students will be able to write sentences in a variety of styles. Students will learn and practice writing using a variety of sentence lengths, writing using a variety of sentence beginnings, and writing sentences with inversed word order.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 16.3 A,B
- Learning Objective:
- Students will be able to write complete, correct sentences.
- Language Objective:
- Students will be able to avoid writing sentence fragments and run‐on sentences. Students will learn and practice identifying sentence fragments and to correct them in three ways; to recognize and correct run‐on sentences.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete exercises 16.4 A,B.
- Learning Objective:
- Language Objective:
- Students will be able to evaluate their sentences for correct coordination and improve stringy sentences. Students will learn to avoid correctly joined sentences that nevertheless suffer from poor style because there are just too many independent clauses joined with and, but, or so.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Review
- Learning Objective:
- Students will be able to review writing effective sentences.
- Language Objective:
- Students will be able to edit their writing for clarity and style. Students will hand in compare/contrast essays. Since many students will be travelling already, remaining students will receive an editing review worksheet.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Textbook, workbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to identify and correct
misplaced and dangling modifiers
Students will be able to recognize and create parallelism in sentences.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to explain the purpose and structure of a cause and effect essay
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Students will be able to identify which word a modifier belongs to. Students will learn that a modifying phrase needs to be correctly placed within a sentence in order for that sentence to have clear meaning and educated style
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice with exercises 16.5 A & B.
- Learning Objective:
- Language Objective:
- Students will be able to correct faulty parallelism in series and in comparisons. Students will learn that one element of good writing style is to present a series or information in similar grammatical structures, and that similar grammatical structures be used in comparisons.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice with exercises 16.6 A & B.
- Learning Objective:
- Language Objective:
- Students will be able to explain the difference between affect and effect. Students will take notes on the purpose and organizational structure of a cause and effect essay. Later, they will receive two sample essays to read and analyze. In tomorrow's class, students will discuss the main ideas and organizational structure of these essays.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Students will be able to identify the organizing structure of a cause and effect essay.
- Language Objective:
- Students will be able to explain the cause and effect relationships in sample essays. Students will discuss the organizational structure of two cause & effect essays. In one essay several factors cause an event; in another essay, one event produces several effects. After the discussion
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice identifying cause/effect relationships for various topics.
- Learning Objective:
- Students will be able to identify and correct faulty coordination.
- Language Objective:
- Students will be able to avoid stringy sentences and improve a rambling writing style. Students will learn to improve their writing style by using coordinating conjunctions selectively
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice with exercises 16.6 C & D.
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to Recognize faulty
coordination.
Students will be able to write effective sentences avoiding any of the basic mistakes.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to identify and use the 6 major verb tenses correctly, understand the 4 principle parts of verbs, and conjugate verbs correctly.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to correct faulty coordination by separating into clauses and subordinating.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Study lesson 16.6 in the book, and complete exercises 16.6 C&D and Workbook pages 43‐45.
- Learning Objective:
- Language Objective:
- Students will be able to write sentences that are not run‐ons or fragments
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will review Chapter 16 Effective Sentences in preparation for a quiz tomorrow.
- Learning Objective:
- Students will complete an assessment of Chapter 16 Effective Sentences.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Students will be able to use verb tenses correctly in their writing. This is a large lesson covering basic information, much of it hopefully is review
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- I will spend time teaching one on one or in small groups for students that need remedial support.
- Learning Objective:
- Students will be able to use a variety of techniques to gain input for revising.
- Language Objective:
- Students will be able to collaborate with classmates to revise and proofread their essays.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will complete workbook pages 46‐49 as homework.
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will be able to revise and edit essays using a variety of techniques. Students will be able to conjugate verb tenses.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to use verb tenses correctly. Language Objective: Students will be able write sentences using the correct tense to express their ideas
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Students will be able to collaborate to revise,
proofread, and edit their essays. Today is a writer's workday.
Students may bring their laptop computers or copies of their drafts to class in order to revise their essays.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Essay revisions
- Learning Objective:
- Language Objective:
- Students will be able to conjugate regular and
irregular verbs. Students' cause and effect essays are due today and
students may use class time to print their essays in the IT room.
When they have handed in their essays, they may begin their assignment ‐
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Workbook pages 46‐49 in order to practice identifying verb tenses, using the principle parts of verbs, and conjugating tenses.
- Learning Objective:
- Students will study how to select which tense to use.
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice with written work from their books. 17.2 Ex A‐F.
- Learning Objective:
- Students will be able to establish sequencing through the proper use of verb tenses.
- Language Objective:
- Students will be able to write complex sentences with more than one even. Students will study how to establish sequencing in their sentences, with actions occuring in different times.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Students will practice with written exercises from their books. 17.2 Ex G‐J.t.
- Learning Objective:
- Students will be able to us grammar‐specific vocabulary as indicated in exam‐style questions.
- Language Objective:
- Students will be able to use grammar‐specific vocabulary to answer exam questions. Students will receive their study guides and use class time to study and ask questions.
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Students will join sentences correctly.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Students will be able to provide a quality journal and essay in a short time limit.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Students will learn to join sentences correctly using either coordinating conjunctions or subordinating conjunctions. Students will listen to my presentation and take notes
- Evaluation:
- Vocabulary:
- Homework:
- Correct your notes
- Learning Objective:
- Language Objective:
- Main Activity:
- Parallel structure
- Evaluation:
- Vocabulary:
- Homework:
- Provide examples of parallel structure‐due tomorrow
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Introduce each of the main ideas ‐ 6 verb tenses, 4 parts of verbs, and conjugating verbs ‐ then let students work at their own paces
- Homework:
- Review
- Learning Objective:
- Language Objective:
- Main Activity:
- Writing workshop. Students may bring copies of their drafts and/or laptop computers to class for editing and proofreading.
- Evaluation:
- Vocabulary:
- Homework:
- Make corrections to drafts
- Learning Objective:
- Language Objective:
- Main Activity:
- Spelling BEE
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- textbook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- FINAL EXAM
- Weekly Procedural Knowledge Overview - (Students will be able to...)
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- FINAL EXAM
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- FINAL EXAM (use flashcards today)
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- FINAL EXAM
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- FINAL EXAM
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- FINAL EXAM
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- State of Minnesota Standards Covered
-