Friday, september 20th
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The document provides schedules and instructions for English 9, 10, and Reader's Log classes on September 20th. For English 9, students will review learning intentions, terms, and continue reading "The Most Dangerous Game" using context clues and identifying suspense and central conflict. English 10 will review a test, questions, and begin reading "Contents of a Dead Man's Pocket" starting the reader's log. The reader's log directs creating an "Immersed in Words Chart" and connecting, background, literary analysis, reading strategy, and vocabulary sections.
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The document provides guidance on revising story leads. It discusses techniques for crafting engaging leads, such as beginning with action or setting the mood. It also offers examples of revising a student's original lead to be more compelling. The student's lead was revised to start closer to the main action and set up an important relationship between characters immediately. The document encourages students to study published leads and emulate successful techniques. It suggests rethinking the story plan and zooming in on key scenes when revising leads.
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This document provides tips for students to get good grades. It discusses scheduling time for different study activities like reading, note taking and exams. It recommends scheduling 50 minute blocks for reading and note taking. It also provides tips for effective reading, note taking, listening, memorization and exam taking. Some key tips include taking notes as you read, using shorthand in notes, memorizing in short sessions and answering easiest questions first on exams. The document aims to help students effectively manage their time, take good notes, memorize information and perform well on exams.
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This document provides instruction on various punctuation marks for students in Year 7 over multiple weeks:
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2. Subsequent weeks cover exclamation marks, commas, apostrophes, speech marks, colons and continuing reading over the summer holidays.
3. Students are given examples and guidelines on appropriate usage of each punctuation mark.
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The document provides tips and guidelines for effective studying, including choosing a quiet study space, maintaining a well-stocked homework box, prioritizing the hardest subjects, taking regular breaks, and quizzing oneself with flashcards. It also outlines factors to consider for time, place, and method of studying as well as strategies for staying organized with a planner and maintaining supplies in a backpack. The document aims to help students prepare and plan effectively for their studies.
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This document provides information about punctuation lessons for Year 8 students over 12 weeks. It introduces capital letters, full stops, exclamation marks, commas, semi-colons, colons, apostrophes and speech marks. Each week focuses on one punctuation mark and how to use it correctly, and assigns a reading homework to be completed by the following week.
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Study Skills for High School Students
The document discusses study skills and tips for better studying. It begins by outlining the topics to be covered: learning styles, 10 study tips, and areas students commonly struggle with. Specific learning styles like visual, auditory, tactile, logical, social, and solitary are defined. Ten tips for better studying are then presented, including studying over a longer period of time rather than cramming, planning study sessions, studying at the same time each day, having clear goals for each session, not procrastinating, starting with the hardest subjects, and reviewing notes before assignments.
Amys Classroom Procedures
Mrs. Anderson teaches 8th grade English and literature. She outlines several classroom procedures and guidelines for her students to follow, including being respectful, bringing required materials to class, following directions, and participating in class discussions. Students will receive warnings or demerits for not following the guidelines. The document details procedures for entering and leaving the class, asking questions, turning in assignments, and being dismissed at the end of class.
Amys Classroom Procedures
Mrs. Anderson teaches 8th grade English and literature. She outlines several classroom procedures and guidelines for her students to follow, including being respectful, bringing required materials to class, following directions, and participating in class discussions. Students will receive warnings or demerits for not following the guidelines. The document details procedures for entering and leaving the class, asking questions, turning in assignments, and being dismissed at the end of class.
Close reading2
This document provides strategies and resources for teaching close reading to students. It discusses three strategies: 1) Know/Wonder, where students track what they know and wonder while reading; 2) Six Signposts, where students look for contrasts, realizations, questions, advice, repeated elements, and memories while reading; and 3) Reading Multiple Times with Purpose, where students do an initial independent reading, partner discussion, shared reading with a teacher, and answering text-dependent questions. It also provides examples of implementing these strategies and lists various short story and non-fiction resources suitable for middle grades.
Class note copy 3
This document outlines the home learning expectations for students this term. It includes reading every night, either independently or being read to, as well as learning weekly spelling words. Students will focus on oral language skills, bringing items in once a week related to topics like sharing personal news or pictures. The document also mentions working on basic math facts and following up on individual student reports that provide next steps and home support suggestions in reading, math and writing. Home learning is meant to support classroom learning and take approximately 20 minutes per night.
Presentation1
The document provides tips for effective studying including organizing notes, using study guides and outlines, managing time, and finding a good study place. It discusses learning styles such as visual, kinesthetic, and auditory learners. Tips are given for taking notes, making notecards, reading materials, and managing stress while studying. Best practices include studying in a quiet place without distractions and maintaining an organized workspace and materials.
1 st School Day Routine PPT.ppt
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Friday, september 20th
- 1. Friday, September English 9 and 10 th 20
- 2. Sponge 1. Pick up your notebook 2. Sit in your assigned seat 3. Respond to the following sponge question: Next week is spirit week, will you participate in any of the Hamilton Homecoming activities? Why or why not?
- 3. Friday, September 20th English 9 • Review Learning Intentions • Review terms we need to know • Continue reading The Most Dangerous Game – Your head must stay up – You MUST read along in the book- no writing or daydreaming – Mr. Curley and Ms. Navejar will be calling homes after school • Practice the reading strategy- Using Context Clues • Point out moments of Suspense • Identify the Central Conflict (when is Rainsford really in trouble?)
- 4. Friday, September 20th English 10 • Review test – If you didn’t take yesterday’s test, let me know – Review questions – Consider misconceptions, misunderstandings, why you answered the way you did – Our observations: • Some didn’t use notes or book • Begin Reader’s Log for Contents of a Dead Man’s Pocket • Start reading story
- 5. Reader’s Log for Contents of a Dead Man’s Pocket Turn to page 4 in the Blue Textbook Connect: Are you a risk taker? Impulsive? How so? Background: Read paragraph and write down the most interesting or important sentence in the paragraph. Literary Analysis: Read and write down the definitions for Suspense and Rising action Reading Strategy: Write down the definitions for Rereading and Read Ahead Vocabulary: Create an Immersed in words chart (next slide)
- 6. English Immersed in Words Chart 10 Create a chart like this using – words are on pg 5 ALL OF THE WORDS Word Experience What it is/what it isn’t Definition Convoluted (adj) In a knot Something that’s not smooth Intricate; twisted Grimace (n) When a person is experiencing pain The facial expression wouldn’t be happy Twisted facial expression Reveling (v) While being happy or at a party Being sad or depressed Taking great pleasure Picture representing image