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Honors English 9

Honors English 9. Week 2: August 29 – September 2, 2011. Due Today:. Monday, August 22, 2011. Walk-In: Turn to your Reader’s Notebook and a clean sheet of paper. Write today’s date and the title of the memoir we are going to read: Total Eclipse Learning Objective:

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Honors English 9

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  1. Honors English 9 Week 2: August 29 – September 2, 2011

  2. Due Today: Monday, August 22, 2011 • Walk-In:Turn to your Reader’s Notebook and a clean sheet of paper. Write today’s date and the title of the memoir we are going to read: Total Eclipse • Learning Objective: • Readers select, apply, and self-monitor their use of skills, strategies, and processes in order to comprehend all types of texts. • Students will track the author’s use of color and punctuation and explore how they function as devices to structure or move the writing. • Agenda: • Reading Skills and Strategies • Total Eclipse • Transfer and Reflections Homework: Study for the Vocabulary Quiz tomorrow

  3. Reading Strategies and Skills What skills, strategies, or processes do you recall or do you already use that can help you better understand a text? See Stages of CAP What do you know in particular about memoirs?

  4. Total Eclipse Reader’s Notebook • Before Reading • Preview and Wonder • During Reading • Notice where the author uses color throughout the piece. What impact does it have on the reader? What is the function? • Notice where the author uses the semicolon throughout the piece. What impact does it have on the reader? What are the different ways it is used and its function? • Be sure to use any strategies that work for you in order to self-monitor your comprehension.

  5. Due Today: Vocab of Vocab Definitions Tuesday, August 30, 2011 • Walk-In:Take out your vocabulary of vocabulary and take five minutes to review. • Learning Objective: • Students will demonstrate their understanding of important vocabulary skills related to the English language. • Students will track the author’s use of color and punctuation and explore how they function as devices to structure or move the writing. • Agenda: • Vocab of Vocab Quiz • Reading Like a Reader: Total Eclipse • Transfer and Reflections Homework: Nothing

  6. Total Eclipse Reader’s Notebook: After Reading • Reading Like a Reader • Go back into the story. Notice where the author uses color throughout the piece. • Make a list of the different colors that appear throughout the memoir. What impact does it have on the reader? What is the function? • Notice where the author uses the semicolon throughout the piece. • Copy down some sentences where the author uses the semicolon. What ways is it used structurally. What impact does it have on the reader? What are the different ways it is used and how does it affect the overall pace and structure of the memoir.

  7. Due Today: Nothing Wed-Thurs, August 31-September 1, 2011 Walk-In:Please take out a pen or pencil, and listen for instructions when the bell rings. Learning Objective: • Students will demonstrate their knowledge of English Content standards through a multiple choice Acuity test. • Students will demonstrate their understanding of how to construct a short constructed response to short answer questions, and provide support and analysis to their response. Agenda: • Acuity Multiple Choice Test • Acuity Short Answer Test • Acuity Grammar Test Homework: Semicolon research and exploration and

  8. Acuity Directions • Open Internet Explorer • From the BCHS Homepage select Important Links and Documents • Select Acuity • Log-in using your username, which is jpsstudent id and your password, which is your 6 digit birthdate • From the page What would you like to do today click Take Test. • Start with the Language Arts Form A test • Skip questions 6 and 27. • When you are done click Finish and report your score to the teacher

  9. Acuity Directions • Complete the two short constructed response paragraphs. • Remember a strong response consists of a direct answer to the question, specific examples from the text to support your answer and a explanation or analysis about why those examples support your answer. • Acuity Grammar • This is a short test specifically focusing on grammar skills, we would like all students to take this, however if there was one section that you did not get to, that would be alright.

  10. Total Eclipse Writer’s Notebook • Reading Like a Writer • What do you notice about how the author uses a semicolon. • Copy down at least four to six different sentences where the author uses the semicolon. Try to select sentences that use it differently or appear to use it differently. • Look up in a Writers INC book, on-line, or another resource of your choice, the basic rules for using a semicolon and when and/or why it is used. • Look at each sentence you copied down? What ways is it used structurally. What impact does it have on the sentence, the movement, or flow? What does it tell you as a reader? Write down your thoughts or noticings.

  11. Total Eclipse Writer’s Notebook Reading Like a Writer: “We cast shadows on the blowing grass; freezing, we waved our arms” (47-48). “A piece of the sun was missing; in its place we saw empty sky” (48). “The sun simply shaves away; gradually, you see less sun and more sky” (48). “The grasses were wrong; they were platinum” (49). “My mind was going out; my eyes were receding the way galaxies recede to the rim of space” (49). “At first it was pleasant; now there was no stopping it” (49). “We found the grasses on the hillsides; we built our shelter beside them and cut them down” (49).

  12. Due Today: Semicolon Exploration Friday, September 2, 2011 Walk-In: Take out your semicolon exploration homework. Learning Objective: • Students will Students will determine which techniques and traits always, sometimes, and never appear in writing when using a semicolon, based on their close explorations and analysis of mentor texts. • Monitor and record personal use of strategies that support comprehension; reflect on the successes and challenges of these strategies. • Students will understand that authors make deliberate choices about plot structure, the order of events, and the manipulation of time to shape a compelling, meaningful story. Agenda: • Semicolon Exploratory Review • Shooting Dad Homework: Finish Reading Shooting Dad Semicolon, Color Incorporation, and Flashback Writing Practice

  13. Total Eclipse What did you notice? “We cast shadows on the blowing grass; freezing, we waved our arms” (47-48). “A piece of the sun was missing; in its place we saw empty sky” (48). “The sun simply shaves away; gradually, you see less sun and more sky” (48). “The grasses were wrong; they were platinum” (49). “My mind was going out; my eyes were receding the way galaxies recede to the rim of space” (49). “At first it was pleasant; now there was no stopping it” (49). “We found the grasses on the hillsides; we built our shelter beside them and cut them down” (49).

  14. Always, Sometimes, Never • In your groups create an Always / Sometimes / Never chart in your Writer’s Notebook • In order to narrow down techniques and traits that you will always need to do, sometimes have the option to, or things to avoid, when using a semicolon, you will to go over what your group noticed and draw some conclusions about the genre and complete their ASN charts as you discuss. • After you are done we will reflect as a class and post a working final draft as a class.

  15. Shooting Dad Reader’s Notebook: Write today’s date and the title of the memoir. Before Reading: • Preview and Wonder During Reading: • When reading you will need to monitor and record personal use of strategies that support comprehension; reflect on the successes and challenges of these strategies. • Decide what strategies you would like to use today? • Also while you are reading, record what you notice about how the author organizes the essay? How does the organization affect or change the impression of the characters?

  16. Total Eclipse and Shooting Dad Writer’s Notebook: Further Exploration (homework) • Think of a time in your life, and a story you could tell, where you experienced something, that you could truly never expect what it would be like, or turn out to be until after you experienced it. • OR • Think of a relationship you have had for a long time, that you could tell a story about that has changed from the beginning of the relationship until now. • What colors would guide this piece. Chose colors in terms of your understanding of the plot chart. • Now, try to create four sentences of your own, that mimic the way this author has used semicolons in this piece of writing and try to use the colors to provide the shift in tension, and mood throughout. • Lastly, try to incorporate flashbacks into your piece of writing that shows the change of perspective in your piece of writing. • Oh, and have fun telling your story.

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