09 27-11english8
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1) The document provides instructions and assignments for an English class, including completing homework, practicing vocabulary words, building arguments, and discussing a reading. 2) Students are asked to complete a daily language review, grammar usage and mechanics exercises, and continue reading assigned chapters. 3) Vocabulary and building an argument are practiced in class, and a quiz on 5 vocabulary words will be given the next day.
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09 28-11english8
The document provides instructions for an English class assignment on the book Warriors Don't Cry by Melba Pattillo Beals. Students are asked to:
1) Complete an in-class assignment called DLR and swap papers with a neighbor for grading.
2) Review GUM part three.
3) Build an argument claiming that Melba and others from the Little Rock Nine are appropriately called "warriors" by providing 3 quotes as evidence from the text.
4) Students should continue reading assigned chapters, work on vocabulary, and prepare for a quiz.
09 29-11english8
1) Students are instructed to complete assignments in their DLR notebooks for Thursday and Friday and to remain silent while working.
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3) The homework assigned is to finish reading chapters in the book "WDC" and complete vocabulary and grammar assignments due the next day.
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1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
09 26-11english8
This document provides instructions and assignments for an English class. It outlines the daily tasks which include completing exercises in a DLR workbook, taking notes on direct and indirect objects, summarizing chapters 6-10 from a book called WDC, and homework assignments such as finishing parts of books and a vocabulary worksheet. Students are expected to come prepared to class with a summary and evidence to support a claim about the Little Rock Nine.
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09 28-11english8
The document provides instructions for an English class assignment on the book Warriors Don't Cry by Melba Pattillo Beals. Students are asked to:
1) Complete an in-class assignment called DLR and swap papers with a neighbor for grading.
2) Review GUM part three.
3) Build an argument claiming that Melba and others from the Little Rock Nine are appropriately called "warriors" by providing 3 quotes as evidence from the text.
4) Students should continue reading assigned chapters, work on vocabulary, and prepare for a quiz.
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1) Students are instructed to complete assignments in their DLR notebooks for Thursday and Friday and to remain silent while working.
2) Students are told to swap papers with a neighbor for grading and to include their name and the name of the grader on the paper.
3) The homework assigned is to finish reading chapters in the book "WDC" and complete vocabulary and grammar assignments due the next day.
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1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
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This document provides instructions and assignments for an English class. It outlines the daily tasks which include completing exercises in a DLR workbook, taking notes on direct and indirect objects, summarizing chapters 6-10 from a book called WDC, and homework assignments such as finishing parts of books and a vocabulary worksheet. Students are expected to come prepared to class with a summary and evidence to support a claim about the Little Rock Nine.
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The document provides instructions for an English class. Students are asked to take out their journals and choose whether they prefer Things Fall Apart or Ender's Game, explaining their reasoning. The class will then spend time working on drafts of essays comparing Ender's Game and causality, with one-on-one reviews. Homework includes a rough draft due Friday, vocabulary due Friday, and a final draft due the following Tuesday.
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This document contains the weekly schedule and lesson plans for English classes at an unspecified school during the week of September 9th. On Mondays, the English 9 class covered point of view, characters, Latin roots, and synonyms. The English 10 class reviewed a short story and focused on foreshadowing, safety instructions, and vocabulary. Subsequent days covered topics like short story analysis, grammar, and comparing/contrasting characters. The schedule provides an overview of the instructional focus for each English class each day that week.
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3) Vocabulary words from "WDC" are defined, and students are asked to demonstrate their understanding of these words by using them in original sentences on their own.
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This document provides a weekly schedule for English classes during the week of September 9th. On Mondays, English 9 students learned about point of view, character types, Latin roots, subjects and predicates, and synonyms. English 10 students reviewed "The Monkey's Paw" and read "The Bridegroom". Tuesday's English 9 class involved writing stories and reviewing grammar terms, while English 10 practiced identifying subjects and predicates. The schedule outlined activities for each day that week.
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The document discusses different types of context clues that can help determine the meaning of unfamiliar words in a text. It provides examples of definition, synonym, restatement, contrast, explanation, and inference context clues. It also notes some limitations of relying solely on context clues to define a word and provides examples of applying different context clue types to define unfamiliar words.
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09 27-11english8
- 1. English 8 September 27, 2011
- 2. Do Now Complete Tuesday in DLR. (5 minutes)
- 3. DLR Be sure your name, date and period is on your paper. Please put my name on their, too. Please swap papers with a neighbor. Be sure your name is on the paper you corrected. It should say, “Corrected by . . .” This way, you will receive credit for grading the paper. Some classmates lost points for not filling out the progress grid on previous DLRs. ;-(
- 4. GUM GUM part two for homework.
- 5. Vocabulary Window Let’s practice writing sentences using our vocabulary words. Reprimand: an official (often public) punishment or criticism Concede: reluctantly accept something to be true Harrowing: very dangerous Articulate: put into words Aspiration: hopes, dreams
- 6. How to Talk about WDC Our minds . . . Predict! Visualize! Ask Questions! Summarize! Clarify! Make connections! Evaluate!
- 7. Building an Argument Claim: YES, Melba and the other members of the Little Rock Nine are appropriately referred to as warriors Evidence: 3 excerpts from the text Page 18, Paragraph 1: Melba, like many warriors, turns to g-d for strength. Even warriors have worries. Page 57, paragraph 5: You’ll make this your last cry. You’re a warrior on the battlefield of your lord. This is an example of how strong a warrior must be in adversity. Page 50, paragraph: image of Elizabeth entering the mob.
- 8. What evidence are you using? Let’s share our evidence:
- 9. Explaining and Supporting Evidence In your own words, explain how your evidence supports your claim.
- 10. Homework WDC through Chapter 12 Continue Vocabulary Window GUM Part 2 Vocabulary: Create flashcards with a sentence for each word Vocabulary Quiz tomorrow on the five words we worked on today.