1. MRS. NAVEJAR MR. CURLEYTuesday,September 4 th English 9
2. SPONGEYOU HAVE 5 MINUTES Walk in quietly, sit down in your assigned seat and begin writing Write about what you are thinking and feeling.
3. TUESDAY, SEPTEMBER 4TH Welcome! Take attendance/check your schedule Are you in the right class? Please take out Notebook Pencil or pen Wait for class to start Bell rings
4. INTRODUCTIONS Instructors in the room Mrs. Navejar Mr. Curley English 9-1st semester Today we will: Course Overview Grading Policy Grade Scale Required Class materials Classroom expectations
5. INSTRUCTORS Instructors in the room Mrs. Navejar Mr. Curely Mrs. Navejar B.A. -Mount Mary College English/History Middle-Secondary Education M.S.- UW-Madison Educational Psychology Ph.D doctoral student- UW-Milwaukee Educational Psychology- learning and development MPS Teacher for 12 years 10 years at Pulaski I’m in my 4rd year at Hamilton High School
6. WELCOME TO ENGLISH 9! A Few Things to Remember• Take notes• Attendance is critical, be on time• Be prepared, always bring required materials• No cell phones or electronic devices• Enter the classroom and begin work quietly• If you respect your fellow students, teachers, and environment, you will be respected too• All Hamilton HS conduct rules apply in this class• Take notes
7. COURSE DESCRIPTION LOOK AT SYLLABUSThe central purpose of this course is to expand students’foundational skills in all communication arts.These include reading, analyzing literature, writing,listening, speaking, discussing, using language,understanding media, using technology, and employingresearch skills.Students will apply these skills as they continue todevelop their abilities as creative and critical thinkers.The goal of this course is to engage students in ameaningful survey of various genres of literature andwriting.Equipping students with effective foundational readingand writing skills is paramount.There are no prerequisites for this course.
8. 21ST CENTURY GRADING POLICYHamilton is enforcing the 21st Century GradingPolicy. A student’s grade is dependent upon severalfactors.Foremost, the grade is determined by academicachievement during the mark period.High quality work is achieved through the dailypractice and review of class skills and ideas learnedduring the class hour.A student’s grade is dependent upon active dailyparticipation and skills mastery based upon standardswhich require regular attendance.
9. GRADE SCALE• Advanced: Demonstrates in-depth understanding of academic knowledge and skills tested at the 9th grade level.• Proficient: Demonstrates competency in the academic knowledge and skills tested at the 9th grade level.• Basic: Demonstrates some academic knowledge and skills tested at the 9th grade level.• Minimal Performance: Demonstrates very limited academic knowledge and skills tested at the 9th grade level.
10. REQUIRED CLASS MATERIALSPens/pencilscollege ruled loose leaf paper,notebookfolder (please have an extra supply of these itemsas we will need them throughout the 18 week semester).
11. CLASSROOM EXPECTATIONS:1. Please arrive on time. If you are late, enter in quietly. Students who are repeatedly late will require disciplinary action.2. This classroom is a “safe-zone”. We do not allow students to make fun of others, or make them feel unsafe in any way. We believe that each student deserves the right to learn in an environment where we can all relax, have fun, learn, and be equals.3. Come prepared to learn. We have designed this class in an “honors” format. We have high expectations, and we expect each student will arrive with the necessary materials and attitudes to fully realize themselves as successful scholars.4. Hamilton High School and room 375 has a no cell phone policy. Do not take out your phone for any reason. Students who break this important school rule will be taken to the administrator.
12. ROOM 375CLASSROOM PROCEDURESReview1. Walk in quietly2. Enter the room BEFORE the bell rings Do not stand outside the door3. Sit in your assigned seat4. Take out notebook and pen/pencil You must bring your own pencil/pen and notebook You will keep your notebook in the class Write your name on the top of the notebook and on the inside cover5. Write down the notes for the day or begin the activity that is posted on the overheadRemember:1. We begin on time, and we do not waste time.2. Do not get up from your seat without permission.3. When the class ends, you must stay in your seat and wait till I dismiss you.
13. SPEAKING AND LISTENING Speaking and Listening is a part of your grade What does “speaking” look like? Reflect on the question (think time) Write down a response before you speak (prepare) Raise your hand (we want to give everyone a chance) What does listening look like? Why is it important to hear everyone’s thoughts and opinions? What are your experiences with people who “hog” the conversation? How do you feel when people interrupt you? Talk over you? The body language of listening Looking at the speaker The white of your eyes should be facing the speaker Do not write or play with items on your desk when someone is speaking
14. GET TO KNOW YOU Handout Fill out questionnaire-6 minutes Pair up with the person on your right Pick out three questions from your handout that you are willing to share with your partner Share those three points with each other Introduce your partner and tell us one thing about that person Hi, my name is ______________. I would like to introduce __________________. _____ likes to _______.
15. TUESDAY, SEPTEMBER 4TH Review what we discussed Preview what we will be doing tomorrow
16. SPONGEYOU HAVE 5 MINUTES Walk in quietly, sit down in your assigned seat and begin writing
17. WEDNESDAY, SEPTEMBER 5THToday we will: Review Preview Take assessment on Grammar, usage and mechanics Writing Discuss homework Preview tomorrow’s lesson
18. LESSON PLAN Objectives Students will take an assessment to measure their level of knowledge on the following: Grammar Mechanics Usage Writing Wisconsin Common Core State Standards Covers both Writing and Language standards Activities Students will take a multiple choice writing and language assessment Students will write a brief persuasive essay Instructional Materials Test Writing paper Scan-tron pencils Accommodations/Modifications (*see iep binder) Homework Focus on punctuation handout Comma, semi-colon, spelling, using the right word Handwriting
19. HOMEWORK Punctuation Handout Practice/Review Handwriting Why is it important to have good handwriting? What happens if you fill out a job application and the employer can’t read the app? Why do you think people over the years have developed poor writing habits?
20. SPONGEYOU HAVE 5 MINUTES Walk in quietly, sit down in your assigned seat and begin writing
21. THURSDAY, SEPTEMBER 6THToday we will: Review HOMEWORK CHECK IN- DISCUSS ESIS GRADEBOOK Preview what we are learning today Review our curriculum map Review text book Discuss what we are learning and why we are learning it Discuss homework Focus on spelling, comma, semicolon, using the right word, sentence combining Handwriting Preview tomorrow’s lesson
22. LESSON PLAN-THURSDAY, SEPTEMBER 6TH Objectives Students will understand what they are expected to learn this semester Wisconsin Common Core State Standards We will be discussing the CCSS and why it was created Activities Students will: Review 9th Grade curriculum map Text book Review the contents (layout) and items in the book Instructional Materials Class set of Curriculum Maps Textbooks Sentence combining handout and handwriting worksheet Accommodations/Modifications (*see iep binder) Homework Focus on spelling, comma, semicolon, using the right word, sentence combining Handwriting
23. SPONGEYOU HAVE 5 MINUTES Walk in quietly, sit down in your assigned seat and begin writing
24. FRIDAY, SEPTEMBER 8THToday we will: Review HOMEWORK CHECK IN Preview what we are learning today Review Discuss homework Preview tomorrow’s lesson
25. LESSON PLAN Objectives Students will: Recognize Persuasive techniques (reading strategies) Audience Purpose Persuasive points Wisconsin Common Core State Standards I can identify a central idea and explain how it develops using specific details throughout the text in an informational text. (RI.9.2) I can describe how an author constructs an analysis by looking at the order of points made, how they are introduced and developed, and the connection of ideas. (RI.9.3) I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4) I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims. (RI.9.5) I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6) I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8) Activities Review homework Discuss how we break into groups KWL- Civil Rights, President Kennedy, Dr. King, I Have a Dream Speech (group) Whole group discussion- review our KWL Small group- Read Kennedys Birmingham speech Whole group- Discuss comprehension questions– review reading strategies and terms Review homework Instructional Materials President John Kennedy’s Birmingham Speech Dr. King’s I Have a Dream Speech (homework) Handwriting handout Accommodations/Modifications (*see iep binder) Homework I Have a Dream speech by Dr. King (Handout) Handwriting (handout)
26. Discuss how we break into groups Small group Pairs- in pair groups, you will work with the person next to you Small group of 3-4 Each person is expected to participate There will be no criticizing of each other’s ideas You need to encourage each other to contribute Introduce yourself to each other Usually, group notes are fine unless the teacher tells you otherwise (one person takes notes for the whole group) Keep your voices down- if everyone speaks at their normal speaking level, it will be too loud in the classroom Ask for help if you or your group is confused (really, you should ask your group members any questions, and then call upon the teacher to clarify) When the teacher calls the class to order, you must stop your discussions and stop writing. Wait for the teacher to tell you what to do next.
27. KWL- Civil Rights, President Kennedy, Dr. King, IHave a Dream Speech (group) What do you What do you What did you KNOW want to KNOW LEARN?PresidentKennedyDr. KingI Have a DreamSpeechCivil Rights
28. Whole group discussion- review our KWL Each group will share one thing they wrote down
29. Small group- Read Kennedys Birmingham speech With a partner, review the reading Discuss margin questions and terms Each person will WRITE DOWN THEIR OWN RESPONSES ON THEIR OWN PAPER You may discuss questions and share answers Keep your voices down Be prepared to share with the class
30. Whole group- Discuss comprehension questions–review reading strategies and terms We will go around the room and each group will answer one question per group
31. Review homework I Have a Dream speech by Dr. King (Handout) All margin questions must be filled out Consider how Dr. King’s speech and President Kennedy’s speech: Use similar persuasive techniques Used different persuasive techniques Other similarities and differences Handwriting (handout)