Welcome to cp english 9 open house presentation
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This document provides information about an English 9 course. It introduces the teachers and outlines the course throughlines, units of study, grading policy, and resources for students. The throughlines focus on developing identity, understanding works through questioning, and collaborating in a learning community. The units cover genres, authors' styles, poetry, drama, research, and performance assessments. Grades are based on assignments, essays, participation, and tests. Students can access class materials and grades through the teacher's website and online platforms.
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1st day letter ccm8
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Assessment 101
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Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
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Welcome to cp english 9 open house presentation
- 1. Welcome to College Prep English 9 Nick Bacigalupi nbacigalupi@cpsd.us Diane Elinskas delinskas@cpsd.us Emma Hensler ehensler@cpsd.us Fall 2012
- 2. Course Throughlines COURSE THROUGHLINES • How do characters/people make choices when faced with conflicting loyalties? • How can different reading, writing, speaking, and listening experiences help me to understand more about my identity – both who I am and who I want to become? • How can asking more and better questions and developing close-reading skills help me understand and connect to the works I read? • How do I develop my writing as needed by planning, revising, editing, and rewriting? • How can revising help me write pieces that communicate what I really think, feel, and mean? • How can I contribute to the learning of the group, and how can the group contribute to my individual learning? • How can constructing and maintaining a portfolio help me document my evolving skills and identity as a reader, writer, learner, and person?
- 3. Honors Option • As a part of the course, students have the opportunity to earn Honors credit by the end of the year. Students who elect to complete Honors Option requirements will complete Honors-level work embedded into the course throughout the year. The choice to take on the Honors Option work does not need to be made until the end of the first quarter.
- 4. Units of Study UNIT I: DEFINING STYLE: GENRE & IDENTITY Discovering Who We Are UNIT 2: AUTHORS VOICE: DEFINING AN AUTHOR’S STYLE Discovering Why We Write Of Mice and Men, John Steinbeck UNIT 3: EXPLORING POETIC VOICE Using Our Writing Reach Others
- 5. Units of Study UNIT 4: CONFLICTING VOICES: INTERPRETING DRAMA Making Choices in the Face of Challenge Romeo and Juliet, William Shakespeare UNIT 5: VOICING YOUR OPINION: RESEARCH AND NONFICTION Informing Our Choices Through Research UNIT 6: VOICE AND CHOICE IN THE FACE OF CONFLICT Examining the Effect of Our Choices Lord of the Flies, William Golding UNIT 7: PERFORMANCE BASED ASSESSMENTS Synthesizing a Semester of Study
- 6. Grading Policy • In general, homework assignments are worth 10. If students earn a check minus (6), they may redo the assignment for more credit. • Late Homework can only be turned in with a Late Homework Pass. However, students should discuss extenuating circumstances with the teacher regarding extensions & late work • Rubrics are given for essays and projects. • Rewrite: This grade is given if the assignment is not of the quality where it can be graded, or was misunderstood. An “R” means the student has ONE WEEK to rewrite the assignment, and receive a grade for it. After one week, the “R” is changed to a 50%.
- 7. Semester Grade Breakdown • 20% Unit Assignments • 30% Essays, Projects • 15% Participation & Class conduct • 15% Writing Folder/PBA • 20% Tests & Quizzes
- 8. Mr. B’s Class Webpage www.mrbacigalupienglish.com • The English Class Website is a go to site for the class that contains all needed information on upcoming assignments and projects, as well as provides a recap of each day’s work. Students will find links to handouts and the assignments distributed in class.
- 9. Jupiter Grades https://jupitergrades.com • Jupiter Grades is a secure grading website where Mr. B can post grades and assignment scores so that you can know how you are doing in class on a regular basis. In order to access your class grade on this site you will need to set up a login account which will be completed in the first week of class.
- 10. Edline www.edline.net • Edline is an online course supplement used by many teachers for students (and parents) to get course documents, check assignments and deadlines, and communicate with the teacher.
- 11. Class Homework Twitter Feed • To help ensure that students are reminded of homework assignments and any class updates. The class runs a twitter that posts regular homework and quiz reminders, as well as any important updates that you might need. The feeds for each class are as follows: College Prep English 9: @CPEnglish9 Honors English 9: @HNEnglish9
- 12. What can I do to support my student? • Allow them time and a quiet space to work • Check in periodically about assignments • Keep an eye out for anxiety or frustration with workload • Provide tips or help in organization
- 13. I look forward to working with you and your children this semester. Please feel free to contact me at any time. Email: nbacigalupi@cpsd.us