6 30-11
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The objectives for today's class are to answer comprehension questions about Act 1 Scene 1 of Romeo and Juliet, identify the characters, themes, setting, and tone of the same scene, read about and discuss the setting of the play, and begin reading Act 1 Scene 2 while categorizing characters as Montagues, Capulets, or neither. Students will use their script and memory to answer questions about the first scene and discuss the various elements of the scene.
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7-5-11
The document outlines the objectives and agenda for an English Language Learner class discussing William Shakespeare's play Romeo and Juliet. The objectives are to describe characters using adjectives and quotations, discuss themes from scenes 2-3 using a word splash, summarize scenes 2-3 using a timeline, identify similarities and differences between scenes 1 and 2-3, identify symbols seen so far in the play, and continue reading Act 1.
Ppp.teach1
The document discusses movie genres and asks students about the types of movies they like. It provides examples of movies from genres like science fiction, thriller, romantic, historical, comedy, adventure, and discusses whether certain students find genres exciting, boring, scary or suited to their personality. Student preferences are shared for movies starring actors like Jodie Foster, Mel Gibson, Antonio Banderas, Julia Roberts, and Nicholas Cage.
Ppp.teach1
PPP Model
Planning PPP Model (English Version)
PPP Model
The PPP Approach to Communicative Language Teaching
"PPP" (or the "3Ps") stands for Presentation, Practice and
Production - a common approach to communicative language teaching
that works through the progression of three sequential stages.
Presentation represents the introduction
to a lesson, and necessarily requires the
creation of a realistic (or realistic-feeling)
"situation" requiring the target language
to be learned. This can be achieved through
using pictures, dialogs, imagination or
actual "classroom situations".
The teacher checks to see that the students understand the nature
of the situation, then builds the "concept" underlying the language to
be learned using small chunks of language that the students already
know. Having understood the concept, students are then given the
language "model" and angage in choral drills to learn statement,
answer and question forms for the target language.
This is a very teacher-orientated stage where error correction is
important.
Practice usually begins with what is termed "mechanical practice" - open and closed
pairwork. Students gradually move into
more "communicative practice"
involving procedures like information
gap activities,
dialog creation and controlled roleplays.
Practice is seen as the frequency device
to create familiarity and confidence with
the new language, and a measuring stick for accuracy. The teacher
still directs and corrects at this stage, but the classroom is beginning
to become more learner-centered.
Production is seen as the culmination
of the language learning process,
where by the learners have started to
become independent users of the language
rather than students of the language.
The teacher's role here is to somehow
facilitate a realistic situation or activity
where the students instinctively feel the
need to actively apply the
languagethey have been practicing. The teacher does not correct
or become involved unless students directly appeal to him/her to do so.
The PPP approach is relatively straight forward, and structured
enough to be easily understood by both students and new or emerging
teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably
for the very characteristic that makes it the easiest method for
'beginner' teachers, that is, that it is far too teacher-orientated and
over controlled. A nice alternative to 'PPP' is Harmer's
'ESA' (Engage/Study/Activate)
Source: http://www.englishraven.com/method_PPP.html
Narrative theorist updated
The document discusses several narrative theories:
- Propp identified 8 character roles and 31 functions that move folk tales along.
- Todorov saw stories beginning in equilibrium, being disrupted by a problem causing disequilibrium, then reaching a new equilibrium.
- Barthes suggested narratives use enigma codes that readers solve, providing pleasure.
- Syd Field described the typical 3-act Hollywood structure of setup, confrontation, and resolution, with plot points turning the story.
7-7-11
The document outlines the objectives and agenda for an English Language Learner class focusing on Act 1 of Romeo and Juliet. The objectives are to rewrite incorrect sentences using grammar and spelling rules, compare themes from Act 1 to real life themes, answer questions about Act 1 details using synonyms and antonyms, and begin reading Act 2. Key themes highlighted include love, marriage, coincidence, timing, nervous feelings, celebration, conflict, enemies, family, and respect.
Sequencing pp
The document contains 3 sections with statements from a story about Jeremy and some pirates. The statements in each section need to be put in the order they occur in the book. The first section discusses Jeremy seeing pirates and being invited to join them. The second section talks about Jeremy teaching pirates soccer and learning pirate speech. The third section covers Jeremy deciding against becoming a pirate, the pirates burying treasure, and lowering the sails.
Written treatment
The document outlines the plot, characters, and structure of a horror film called "The Walk". It discusses the title, genre, locations, characters, and provides a 1 paragraph summary for each act. The film is about a serial killer stalking and killing victims. Act 1 introduces the killer stalking a victim. Act 2 shows the killer brutally murdering the victim in the woods. Act 3 reveals the victim dead after the murder. The document establishes the key details to summarize the plot of the horror film.
Shooting schedule 2
The document provides a shooting schedule for a film called "Fall" over two days. On the first day, shots are scheduled at a train station of a detective (Dawson) examining and looking at the body of a third victim (Samantha Scarlett) who was killed with a lead piping and fake blood. The second day's shots are scheduled in Willingham woods, showing Dawson walking through the woods following a lead in his case, approaching and searching a building area.
Recommended
7-5-11
The document outlines the objectives and agenda for an English Language Learner class discussing William Shakespeare's play Romeo and Juliet. The objectives are to describe characters using adjectives and quotations, discuss themes from scenes 2-3 using a word splash, summarize scenes 2-3 using a timeline, identify similarities and differences between scenes 1 and 2-3, identify symbols seen so far in the play, and continue reading Act 1.
Ppp.teach1
The document discusses movie genres and asks students about the types of movies they like. It provides examples of movies from genres like science fiction, thriller, romantic, historical, comedy, adventure, and discusses whether certain students find genres exciting, boring, scary or suited to their personality. Student preferences are shared for movies starring actors like Jodie Foster, Mel Gibson, Antonio Banderas, Julia Roberts, and Nicholas Cage.
Ppp.teach1
PPP Model
Planning PPP Model (English Version)
PPP Model
The PPP Approach to Communicative Language Teaching
"PPP" (or the "3Ps") stands for Presentation, Practice and
Production - a common approach to communicative language teaching
that works through the progression of three sequential stages.
Presentation represents the introduction
to a lesson, and necessarily requires the
creation of a realistic (or realistic-feeling)
"situation" requiring the target language
to be learned. This can be achieved through
using pictures, dialogs, imagination or
actual "classroom situations".
The teacher checks to see that the students understand the nature
of the situation, then builds the "concept" underlying the language to
be learned using small chunks of language that the students already
know. Having understood the concept, students are then given the
language "model" and angage in choral drills to learn statement,
answer and question forms for the target language.
This is a very teacher-orientated stage where error correction is
important.
Practice usually begins with what is termed "mechanical practice" - open and closed
pairwork. Students gradually move into
more "communicative practice"
involving procedures like information
gap activities,
dialog creation and controlled roleplays.
Practice is seen as the frequency device
to create familiarity and confidence with
the new language, and a measuring stick for accuracy. The teacher
still directs and corrects at this stage, but the classroom is beginning
to become more learner-centered.
Production is seen as the culmination
of the language learning process,
where by the learners have started to
become independent users of the language
rather than students of the language.
The teacher's role here is to somehow
facilitate a realistic situation or activity
where the students instinctively feel the
need to actively apply the
languagethey have been practicing. The teacher does not correct
or become involved unless students directly appeal to him/her to do so.
The PPP approach is relatively straight forward, and structured
enough to be easily understood by both students and new or emerging
teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably
for the very characteristic that makes it the easiest method for
'beginner' teachers, that is, that it is far too teacher-orientated and
over controlled. A nice alternative to 'PPP' is Harmer's
'ESA' (Engage/Study/Activate)
Source: http://www.englishraven.com/method_PPP.html
Narrative theorist updated
The document discusses several narrative theories:
- Propp identified 8 character roles and 31 functions that move folk tales along.
- Todorov saw stories beginning in equilibrium, being disrupted by a problem causing disequilibrium, then reaching a new equilibrium.
- Barthes suggested narratives use enigma codes that readers solve, providing pleasure.
- Syd Field described the typical 3-act Hollywood structure of setup, confrontation, and resolution, with plot points turning the story.
7-7-11
The document outlines the objectives and agenda for an English Language Learner class focusing on Act 1 of Romeo and Juliet. The objectives are to rewrite incorrect sentences using grammar and spelling rules, compare themes from Act 1 to real life themes, answer questions about Act 1 details using synonyms and antonyms, and begin reading Act 2. Key themes highlighted include love, marriage, coincidence, timing, nervous feelings, celebration, conflict, enemies, family, and respect.
Sequencing pp
The document contains 3 sections with statements from a story about Jeremy and some pirates. The statements in each section need to be put in the order they occur in the book. The first section discusses Jeremy seeing pirates and being invited to join them. The second section talks about Jeremy teaching pirates soccer and learning pirate speech. The third section covers Jeremy deciding against becoming a pirate, the pirates burying treasure, and lowering the sails.
Written treatment
The document outlines the plot, characters, and structure of a horror film called "The Walk". It discusses the title, genre, locations, characters, and provides a 1 paragraph summary for each act. The film is about a serial killer stalking and killing victims. Act 1 introduces the killer stalking a victim. Act 2 shows the killer brutally murdering the victim in the woods. Act 3 reveals the victim dead after the murder. The document establishes the key details to summarize the plot of the horror film.
Shooting schedule 2
The document provides a shooting schedule for a film called "Fall" over two days. On the first day, shots are scheduled at a train station of a detective (Dawson) examining and looking at the body of a third victim (Samantha Scarlett) who was killed with a lead piping and fake blood. The second day's shots are scheduled in Willingham woods, showing Dawson walking through the woods following a lead in his case, approaching and searching a building area.
8 4-11
The math class agenda is to review adding and subtracting decimals by working through examples and homework problems. Students will practice adding decimals by solving word problems in pairs and reviewing homework. They will then learn how to subtract decimals by viewing online examples and solving practice problems, with homework assigned from their textbooks.
7 14-11
The objectives for today's math lesson were to practice fractions with flash cards and a real world word problem, get into small groups to discuss homework on comparing fractions, and discuss and practice adding and subtracting fractions. The class would go over the steps for adding and subtracting fractions, which include making sure the denominators are the same, adding or subtracting the numerators, and simplifying if needed. They would also cover adding and subtracting mixed numbers.
Thursday 6 23-11
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6-27-11
The document outlines the agenda and objectives for an English language learning (ELL) class. The objectives are to: 1) have students list things they learned last week and questions that remain unanswered; 2) present Shakespearean words to the class; 3) choose an article about life in Shakespeare's time to read and summarize. New vocabulary words from Romeo and Juliet will also be introduced and discussed.
7 26-11
The document outlines the agenda and goals for a class on health topics. It includes activities like correcting sentences, reading an article on healthy habits, reviewing grammar concepts, practicing pronunciation, writing a story, and interviewing classmates. The class will focus on medicine, healthy eating, exercise, and spelling.
6-27-11
The math class agenda for Monday June 27th includes: 1) completing a real world math problem where students work in groups of 3 to solve an activity, 2) correcting homework from the previous Thursday on estimating products, and 3) reviewing mathematical strengths and weaknesses as a class based on a chart of test scores. The class will also complete a division review sheet using a guide on page 48 and practice division on the homework sheet.
7-25-11
The document outlines the agenda and goals for a Southside ABE - ELL class. The goals include writing in journals about laughter, discussing the phrase "laughter is the best medicine", learning new medical vocabulary words, reading a prescription label and article, and taking a spelling pre-test. The class will also discuss laughter, read about common medications, learn about prescription labels, and study the prefix "re-".
8-4-11
Today's lesson objectives are to define and practice vocabulary words from Act 4 of Romeo and Juliet, make inferences about what has happened so far in Act 4, finish reading Act 4 and begin Act 5 while writing comprehension questions, discuss and practice making and defending an argument, and choose a final project about Romeo and Juliet. Students will complete vocabulary and inference activities, read Acts 4 and 5, write discussion and comprehension questions, learn about arguments, and choose from final project options involving writing about characters, comparing to real stories, rewriting parts, discussing responsibility, or continuing the story.
7 14-11
The document outlines the agenda and objectives for an English language learner class. It includes reading a present-day Romeo and Juliet story article and answering comprehension questions, discussing the cognitive reading strategy of asking questions, and reading Act 2 Scene 2 of Romeo and Juliet. Students will also look for examples of simple, compound, and complex sentences in the play.
7 13-11
The document outlines the agenda and objectives for an English language learner class. It will cover identifying and practicing simple, compound, and complex sentences using examples from Act 2, Scene 2 of Romeo and Juliet. Students will discuss and practice the cognitive reading strategy of making connections. They will then read and analyze Act 2, Scene 2 using a reading response log.
7-11-11
The math class agenda includes completing a real world math problem in small groups, discussing homework questions from the previous class in small groups, correcting previous homework as a whole class, matching fraction pictures to their written forms, and practicing renaming whole numbers as fractions and improper fractions as mixed numbers or whole numbers. The homework assignment is to practice changing improper fractions to whole or mixed numbers and vice versa.
8-2-11
The document outlines the agenda and objectives for a math class, which includes reviewing comparing decimals from homework, practicing adding decimals, and assigning homework on comparing and adding decimals. Students will use decimal number lines and rearranging themselves to compare decimals, play a comparing decimals game, and do sample problems adding decimals. Homework will be assigned from pages 88, 70, and 89 of their textbooks.
8-1-11
The document discusses practicing the present progressive verb tense, summarizing a scene from Act 4 using a timeline, and the reading strategy of summarizing. It provides examples of how to form the present progressive and has students practice completing sentences in the present progressive about a movie clip. The students will then read scenes 2-3 from Act 4 and practice summarizing in their own words.
7-18-11
Today's English language learning class will focus on Romeo and Juliet. Students will compare and contrast two characters, watch a clip from Act 2 Scene 2 and do a listening activity, and make a prediction about Act 2 Scene 4 before reading it. They will choose two characters to compare, watch a video clip twice with different listening focuses, and use their knowledge so far to predict the next scene.
7 14-11
The document outlines the agenda and objectives for an English language learner class. It includes reading and answering questions about a modern Romeo and Juliet story, discussing the cognitive reading strategy of asking questions, and reading Act 2 Scene 2 of Romeo and Juliet. Students will also look for examples of simple, compound, and complex sentences in the play.
8 2-11
Today's English lesson focuses on practicing the present progressive tense and summarizing skills. Students will read scenes from Act 4 of Romeo and Juliet, stopping to summarize in their own words. They will also write comprehension questions about the scenes. The lesson aims to improve students' use of the present progressive and develop their summarizing abilities.
Monday 6 20-11
This document provides an agenda and objectives for an ELL 7 course. The objectives include developing vocabulary, reading fiction and non-fiction, and writing skills. Today's class will focus on getting to know classmates, setting goals, and discussing what is already known about Romeo and Juliet by doing an anticipation guide and generating questions. The class will then watch a brief video on Romeo and Juliet and use an exit card to provide feedback.
7 19-11
This document contains an agenda for an English language learning class. The objectives are to:
1. Read and discuss Act 2, Scene 5 of a play (likely Romeo and Juliet), answering comprehension questions.
2. Learn about and practice using the subjunctive mood in English.
3. Practice the reading strategy of monitoring and clarifying.
4. Finish reading Act 2 and begin Act 3 of the play, answering more comprehension questions.
8-10-11
The document outlines the agenda and objectives for an English Language Learner class focusing on Act 5 of Romeo and Juliet, including answering point of view questions, discussing character relationships, and self-editing and peer-editing student papers. Students will also discuss their ideas, reactions, and questions about the play in small groups.
7 6-11
The document outlines the objectives and agenda for an English Language Learner class focusing on Romeo and Juliet. The objectives are to:
1) Define the word "symbol" and identify and discuss 3 symbols from Act 1 of Romeo and Juliet.
2) Finish reading Act 1.
3) Review and update themes from Act 1.
4) Compare and contrast a theme from Act 1 with themes from students' real lives.
7-11-11
Today's English language learning class will focus on Act 2 of Romeo and Juliet. The objectives are to answer final questions about Act 1, discuss new vocabulary from Act 2, and make predictions about what may occur. Students will read Act 2, answer comprehension questions, and organize the characters into groups of Montagues, Capulets, and others. Key vocabulary from Act 2 will also be presented and defined.
Plot & characterization 1
This document provides an overview of key elements of plot, including foreshadowing, exposition, obstacles and conflicts, climax, and resolution. It uses examples from films like Independence Day, Get Out, and Titanic to illustrate these different plot elements and how they work together to create suspense and move the story forward. The document also discusses how plot and character work together, with characters revealing aspects of themselves through how they respond to and overcome conflicts and obstacles within the story.
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8 4-11
The math class agenda is to review adding and subtracting decimals by working through examples and homework problems. Students will practice adding decimals by solving word problems in pairs and reviewing homework. They will then learn how to subtract decimals by viewing online examples and solving practice problems, with homework assigned from their textbooks.
7 14-11
The objectives for today's math lesson were to practice fractions with flash cards and a real world word problem, get into small groups to discuss homework on comparing fractions, and discuss and practice adding and subtracting fractions. The class would go over the steps for adding and subtracting fractions, which include making sure the denominators are the same, adding or subtracting the numerators, and simplifying if needed. They would also cover adding and subtracting mixed numbers.
Thursday 6 23-11
The Math 2 class will complete a real world word problem about the cost of burgers and buns for a BBQ. They will then correct yesterday's homework, complete a multiplication review using page 36 as a guide, and do problems from pages 42-45. Finally, they will practice multiplication on homework page 46.
6-27-11
The document outlines the agenda and objectives for an English language learning (ELL) class. The objectives are to: 1) have students list things they learned last week and questions that remain unanswered; 2) present Shakespearean words to the class; 3) choose an article about life in Shakespeare's time to read and summarize. New vocabulary words from Romeo and Juliet will also be introduced and discussed.
7 26-11
The document outlines the agenda and goals for a class on health topics. It includes activities like correcting sentences, reading an article on healthy habits, reviewing grammar concepts, practicing pronunciation, writing a story, and interviewing classmates. The class will focus on medicine, healthy eating, exercise, and spelling.
6-27-11
The math class agenda for Monday June 27th includes: 1) completing a real world math problem where students work in groups of 3 to solve an activity, 2) correcting homework from the previous Thursday on estimating products, and 3) reviewing mathematical strengths and weaknesses as a class based on a chart of test scores. The class will also complete a division review sheet using a guide on page 48 and practice division on the homework sheet.
7-25-11
The document outlines the agenda and goals for a Southside ABE - ELL class. The goals include writing in journals about laughter, discussing the phrase "laughter is the best medicine", learning new medical vocabulary words, reading a prescription label and article, and taking a spelling pre-test. The class will also discuss laughter, read about common medications, learn about prescription labels, and study the prefix "re-".
8-4-11
Today's lesson objectives are to define and practice vocabulary words from Act 4 of Romeo and Juliet, make inferences about what has happened so far in Act 4, finish reading Act 4 and begin Act 5 while writing comprehension questions, discuss and practice making and defending an argument, and choose a final project about Romeo and Juliet. Students will complete vocabulary and inference activities, read Acts 4 and 5, write discussion and comprehension questions, learn about arguments, and choose from final project options involving writing about characters, comparing to real stories, rewriting parts, discussing responsibility, or continuing the story.
7 14-11
The document outlines the agenda and objectives for an English language learner class. It includes reading a present-day Romeo and Juliet story article and answering comprehension questions, discussing the cognitive reading strategy of asking questions, and reading Act 2 Scene 2 of Romeo and Juliet. Students will also look for examples of simple, compound, and complex sentences in the play.
7 13-11
The document outlines the agenda and objectives for an English language learner class. It will cover identifying and practicing simple, compound, and complex sentences using examples from Act 2, Scene 2 of Romeo and Juliet. Students will discuss and practice the cognitive reading strategy of making connections. They will then read and analyze Act 2, Scene 2 using a reading response log.
7-11-11
The math class agenda includes completing a real world math problem in small groups, discussing homework questions from the previous class in small groups, correcting previous homework as a whole class, matching fraction pictures to their written forms, and practicing renaming whole numbers as fractions and improper fractions as mixed numbers or whole numbers. The homework assignment is to practice changing improper fractions to whole or mixed numbers and vice versa.
8-2-11
The document outlines the agenda and objectives for a math class, which includes reviewing comparing decimals from homework, practicing adding decimals, and assigning homework on comparing and adding decimals. Students will use decimal number lines and rearranging themselves to compare decimals, play a comparing decimals game, and do sample problems adding decimals. Homework will be assigned from pages 88, 70, and 89 of their textbooks.
8-1-11
The document discusses practicing the present progressive verb tense, summarizing a scene from Act 4 using a timeline, and the reading strategy of summarizing. It provides examples of how to form the present progressive and has students practice completing sentences in the present progressive about a movie clip. The students will then read scenes 2-3 from Act 4 and practice summarizing in their own words.
7-18-11
Today's English language learning class will focus on Romeo and Juliet. Students will compare and contrast two characters, watch a clip from Act 2 Scene 2 and do a listening activity, and make a prediction about Act 2 Scene 4 before reading it. They will choose two characters to compare, watch a video clip twice with different listening focuses, and use their knowledge so far to predict the next scene.
7 14-11
The document outlines the agenda and objectives for an English language learner class. It includes reading and answering questions about a modern Romeo and Juliet story, discussing the cognitive reading strategy of asking questions, and reading Act 2 Scene 2 of Romeo and Juliet. Students will also look for examples of simple, compound, and complex sentences in the play.
8 2-11
Today's English lesson focuses on practicing the present progressive tense and summarizing skills. Students will read scenes from Act 4 of Romeo and Juliet, stopping to summarize in their own words. They will also write comprehension questions about the scenes. The lesson aims to improve students' use of the present progressive and develop their summarizing abilities.
Monday 6 20-11
This document provides an agenda and objectives for an ELL 7 course. The objectives include developing vocabulary, reading fiction and non-fiction, and writing skills. Today's class will focus on getting to know classmates, setting goals, and discussing what is already known about Romeo and Juliet by doing an anticipation guide and generating questions. The class will then watch a brief video on Romeo and Juliet and use an exit card to provide feedback.
7 19-11
This document contains an agenda for an English language learning class. The objectives are to:
1. Read and discuss Act 2, Scene 5 of a play (likely Romeo and Juliet), answering comprehension questions.
2. Learn about and practice using the subjunctive mood in English.
3. Practice the reading strategy of monitoring and clarifying.
4. Finish reading Act 2 and begin Act 3 of the play, answering more comprehension questions.
8-10-11
The document outlines the agenda and objectives for an English Language Learner class focusing on Act 5 of Romeo and Juliet, including answering point of view questions, discussing character relationships, and self-editing and peer-editing student papers. Students will also discuss their ideas, reactions, and questions about the play in small groups.
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7 6-11
The document outlines the objectives and agenda for an English Language Learner class focusing on Romeo and Juliet. The objectives are to:
1) Define the word "symbol" and identify and discuss 3 symbols from Act 1 of Romeo and Juliet.
2) Finish reading Act 1.
3) Review and update themes from Act 1.
4) Compare and contrast a theme from Act 1 with themes from students' real lives.
7-11-11
Today's English language learning class will focus on Act 2 of Romeo and Juliet. The objectives are to answer final questions about Act 1, discuss new vocabulary from Act 2, and make predictions about what may occur. Students will read Act 2, answer comprehension questions, and organize the characters into groups of Montagues, Capulets, and others. Key vocabulary from Act 2 will also be presented and defined.
Plot & characterization 1
This document provides an overview of key elements of plot, including foreshadowing, exposition, obstacles and conflicts, climax, and resolution. It uses examples from films like Independence Day, Get Out, and Titanic to illustrate these different plot elements and how they work together to create suspense and move the story forward. The document also discusses how plot and character work together, with characters revealing aspects of themselves through how they respond to and overcome conflicts and obstacles within the story.
7 14-11
The document outlines the agenda and objectives for an English language learner class. It includes reading a present-day Romeo and Juliet story article and answering comprehension questions, discussing the cognitive reading strategy of asking questions, and reading Act 2 Scene 2 of Romeo and Juliet. Students will also look for examples of simple, compound, and complex sentences in the play.
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This document provides guidance on how to properly structure paragraphs using effective topic sentences. It explains that a topic sentence should summarize the main point of the paragraph and refer to elements from the overarching question or topic. Several examples of potential topic sentences are analyzed to determine if they provide sufficient clues about how the rest of the paragraph may develop. The document emphasizes planning essays and crafting topic sentences in advance to ensure coherence and clear progression of ideas throughout the writing.
Introduction to plot
This document provides an overview of plot structure and elements, including exposition, foreshadowing, obstacles and conflicts, climax, and resolution. It uses examples from films like Independence Day, Get Out, Titanic, and novels like Stardust to illustrate these concepts. The document emphasizes that plot and character work together, with conflicts forcing characters to act and reveal their nature. It provides potential questions for analyzing plot in a reaction essay.
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Today's English language learning objectives include rewriting incorrect sentences, discussing the relationship between cause and effect in Romeo and Juliet, defining new vocabulary words from Act 3, and reading Act 3, Scene 4 of the play. The class will practice identifying causes and effects, including for important events in Romeo and Juliet so far, and will summarize the key events and themes from Act 3 using a word splash activity.
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2) Listening to a story about Mario's changes and making inferences about what he will do next.
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The document outlines the agenda for an English class, including completing a class evaluation, self-editing and peer-editing papers on Romeo and Juliet, sharing final projects in small groups, and potentially viewing related videos. Students are instructed to provide honest feedback on the evaluation anonymously and to use editing checklists to improve their papers through self and peer review before turning them in.
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2) Discussing and practicing rounding decimals, including homework from pages 92 and 83.
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8-9-11
The document outlines the agenda and objectives for an ELL class discussing Shakespeare's Romeo and Juliet. The objectives are to answer comprehension questions about Act 5, discuss ideas and questions about the play by writing discussion questions, and go over final project options to be worked on. Students will get into small groups to ask and answer discussion questions after completing comprehension questions for warm up. The final project options include comparing and contrasting characters, finding a real life Romeo and Juliet story, rewriting part of the play, analyzing responsibility for the tragedy, or writing a new Romeo and Juliet story.
8-8-11
The document outlines the daily agenda for an English Literature class discussing William Shakespeare's play Romeo and Juliet. The objectives include answering comprehension questions about Act 4, finishing the reading of Act 5 Scene 3, and discussing reactions and questions about the play. Students will also review final project options and begin working on their choice of final projects, which include comparing characters, finding a real-life Romeo and Juliet story, rewriting part of the play, analyzing responsibility for the tragedy, or writing their own fiction or nonfiction story related to the play.
8-8-11
The math class agenda includes reviewing subtracting decimals through partner work and online games, as well as discussing and practicing multiplying decimals. Students will be directed to online resources on multiplying decimals and assigned homework from their textbooks on pages 75, 90, 91, and 79.
8-3-11
The document outlines the agenda and objectives for a math class. It will include reviewing comparing decimals through games and activities, as well as discussing and practicing adding fractions. Students will also work on homework problems adding decimals by lining numbers up and filling in zeros before adding and placing the decimal point in the answer.
8-3-11
The document outlines the daily objectives and activities for an English Language Learner class focusing on Shakespeare's Romeo and Juliet. The objectives are to compare a modern "Romeo and Juliet" story to the original, complete a character study and matching activity for Acts 3-4, and make inferences about what happens in Act 4 Scene 1 by discussing important details. Warm-up activities include reading about the real-life story and filling out a compare-contrast chart.
8-1-11
The document outlines the agenda for a math class which includes reviewing converting fractions to decimals, finding equivalent decimals, and comparing decimal numbers. It provides examples and instructions for converting fractions to decimals using multiplication. The class will then practice comparing decimals by putting numbers in order from greatest to least and using number lines.
7-28-11
The document outlines the agenda and objectives for a math class. It will include:
1) Discussing and working through homework problems converting fractions to decimals.
2) Practicing recognizing equivalent decimals by showing examples on grid paper and explaining whether decimals represent equal amounts.
3) Assigning homework on equivalent decimals problems and word problems.
7-26-11
The document outlines the agenda and objectives for a math class. It includes:
1) Discussing homework on dividing fractions and practicing place values for decimals.
2) Discussing, practicing, and taking notes on converting fractions to decimals and rounding decimals.
3) Assigning homework problems from pages 84 and 86 of the textbook.
7-27-11
The document outlines the agenda and objectives for a math lesson on converting fractions to decimals. It discusses reviewing homework on place value and relating fractions and decimals. Students will then practice converting fractions to decimals through examples worked out step-by-step on the board. For homework, students are assigned problems on pages 75 and 68 of their textbooks to further practice converting fractions to decimals.
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6 30-11
- 1. Thursday June 30, 2011 Hubbs Center - ELL 7 Agenda and Objectives
- 2. Our objectives for today... We will answer the comprehension questions about the Prologue and Act 1, Scene 1. We will identify the characters, themes, setting, and tone of Act 1, Scene 1. We will read and answer questions about the setting of Romeo and Juliet. We will begin reading Act 1, Scene 2, and will continue to categorize characters into Montagues, Capulets, and Neither.
- 3. We will answer the comprehension questions about the Prologue and Act 1, Scene 1. Use your copy of the script and what you remember from our reading of Act 1, Scene 1 to help you answer the questions.
- 4. We will identify the characters, themes, setting, and tone of Act 1, Scene 1. Characters Setting Themes Tone
- 5. We will read and answer questions about the setting of Romeo and Juliet. What is the setting? What do you already know about that place?
- 6. We will begin reading Act 1, Scene 2, and will continue to categorize characters into Montagues, Capulets, and Neither. Capulets Montagues Neither Sampson Abraham Prince Gregory Balthasar Tybalt Benvolio Lord and Lady Lord and Lady Capulet Montague Romeo