Welcome to english 9 week of tuesday september 4th
1. MRS. NAVEJAR
MR. CURLEY
Tuesday,
September 4 th
English 9
2. SPONGE
YOU 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 SYLLABUS
The 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 employing
research skills.
Students will apply these skills as they continue to
develop their abilities as creative and critical thinkers.
The goal of this course is to engage students in a
meaningful survey of various genres of literature and
writing.
Equipping students with effective foundational reading
and writing skills is paramount.
There are no prerequisites for this course.
8. 21ST CENTURY GRADING POLICY
Hamilton is enforcing the 21st Century Grading
Policy. A student’s grade is dependent upon several
factors.
Foremost, the grade is determined by academic
achievement during the mark period.
High quality work is achieved through the daily
practice and review of class skills and ideas learned
during the class hour.
A student’s grade is dependent upon active daily
participation and skills mastery based upon standards
which 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.
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 375
CLASSROOM PROCEDURES
Review
1. Walk in quietly
2. Enter the room BEFORE the bell rings
Do not stand outside the door
3. Sit in your assigned seat
4. 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
cover
5. Write down the notes for the day or begin the activity that is posted on
the overhead
Remember:
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
_______.
16. SPONGE
YOU HAVE 5 MINUTES
Walk in quietly, sit down in your assigned seat and
begin writing
17. WEDNESDAY, SEPTEMBER 5TH
Today 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. SPONGE
YOU HAVE 5 MINUTES
Walk in quietly, sit down in your assigned seat and
begin writing
21. THURSDAY, SEPTEMBER 6TH
Today 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. SPONGE
YOU HAVE 5 MINUTES
Walk in quietly, sit down in your assigned seat and
begin writing
24. FRIDAY, SEPTEMBER 8TH
Today 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 Kennedy's 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, I
Have a Dream Speech (group)
What do you What do you What did you
KNOW want to KNOW LEARN?
President
Kennedy
Dr. King
I Have a Dream
Speech
Civil Rights
29. Small group- Read Kennedy's 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)