
Monday, January 31, 2011
Expository Writing: "Homecoming"

Saturday, January 22, 2011

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)
(Do when we return either from Thanksgiving or Christmas Break)
DAY ONE:
Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.
Show pics from internet to illustrate symbols:
Symbol for Justice
The Caduceus
The Cross
Yin/Yang
Ambiguity:
Signs which could be interpreted as two faces or a goblet.
Irony:
Have students break into groups of three to demonstrate the three types of irony.
Day 2:
Read pages 66 - 67 together as a class.
Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.
Begin reading “Homecoming” by Richard Rodriquez
Day 3:
Read “Wild as It Ever Was” by Jeff Rennicke (page 73)
Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)
Discuss the time line of Ishi’s life
Pair up and discuss “After You Read”; share with class (page 79)
“Homecoming”
“Wild as It Ever Was”
“The Repatriation of Isi”
Create a chart “Synthesizing Sources” (page 81)
Day 4:
Skills Review: Vocabulary (page 82)
SECOND PART
Day 1:
BEFORE YOU READ (page 83)
Read “Codes of Conduct: Literary Focus and Reading Skills” together as class
Read Vocabulary Development: page 84
(Choose pairs of students to act out the vocabulary words:
Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous
Read Denotation and Connotation
Write a description of a slender person you like.
Write a description of a slender person you don’t like.
Compare
Day 2:
“Codes of Conduct” (page 85) Read together as a class
AFTER YOU READ (page 89)
Pair up and discuss; share with the class
Style
Analyze
Style
Identify
Style
Interpret
Interpret
Analyze
For homework: SKILLS PRACTICE (page 90)
Day 3:
SKILLS REVIEW (page 91) Read together as a class
Vocabulary and Comprehension
ELEMENTS OF LITERATURE (page 92)
Irony and Ambiguity
Symbolism and Allegory
For homework: Students bring in symbols and explain what they mean
“Hurdles” (page 97) (Cartoon)
After You Read (page 100)
Effect
Cause
Ambiguity
Irony
Connect
For homework: Skills Practice (page 101) and Skills Review (page 102)
Third Part
Day One:
BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)
Literary Focus: Symbols and Allegory
Reading Skills: Making Inferences
Vocabulary Development
Connotation/Denotation
“Prologue from Walking with the Wind”; read together as a class
AFTER YOU READ (page 111)
Pair up and discuss; share with class:
Identify
Clarify
Cause and Effect
Infer
Visualize
Symbolism
Cause and Effect
Interpret
Fluency
Clarify
Symbolism
Clarify
SKILLS PRACTICE (page 113)
For homework:
Allegory Chart
Vocabulary and Comprehension
Go over in class
Day Two:
LITERARY RESPONSE and ANALYSIS (page 115)
Using Primary and Secondary Sources
“Kennedy’s Assassination” by Eric Sevareid; read together as a class
“For Me, It Was a Dramatic Day”; read together as a class
AFTER YOU READ; work together as a class (page 118)
For homework:
CONSTRUCTED RESPONSE (page 118)
Day 3:
LITERARY RESPONSE and ANALYSIS (page 119)
“Internment”; Read together as a class
BEFORE YOU READ (page 122)
“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”
“Internment” (poem); page 123
AFTER YOU READ; page 124
Pair up and work together; share with class
For Homework:
Reading Check, Thinking Critically
Day 4
BEFORE YOU READ; “How to Eat a Guava” (page 125)
Read together as a class:
Literary Focus: Style: Diction and Imagery;
Tone: An Attitude
Background
“How to Eat a Guava”; (page 126) Read together as a class
“The Tropics in New York”; (page 128) Read together as a class
AFTER YOU READ; (page 129)
“Reading Check”; read and discuss as a class
“Thinking Critically”; read and discuss as a class
“Literary Criticism”: read and discuss as a class
Constructed Response; for homework

EXPOSITION: (PERSPECTIVES IN MULTICULTURALISM; pages 65 - 130)
(Do when we return either from Thanksgiving or Christmas Break)
DAY ONE:
Quickly go over the Academic Vocabulary on page 65 in the purple paper back PERSPECTIVES IN MULTICULTURALISM.
Show pics from internet to illustrate symbols:
Symbol for Justice
The Caduceus
The Cross
Yin/Yang
Ambiguity:
Signs which could be interpreted as two faces or a goblet.
Irony:
Have students break into groups of three to demonstrate the three types of irony.
Day 2:
Read pages 66 - 67 together as a class.
Read “Before You Read” and have students create a chart for each source. Each source should have listed under it “Main Ideas” and underneath that “Details”.
Begin reading “Homecoming” by Richard Rodriquez
Day 3:
Read “Wild as It Ever Was” by Jeff Rennicke (page 73)
Read “The Repatriation of Ishi, the Last Yahi Indian”; the Smithsonian (page 77)
Discuss the time line of Ishi’s life
Pair up and discuss “After You Read”; share with class (page 79)
“Homecoming”
“Wild as It Ever Was”
“The Repatriation of Isi”
Create a chart “Synthesizing Sources” (page 81)
Day 4:
Skills Review: Vocabulary (page 82)
SECOND PART
Day 1:
BEFORE YOU READ (page 83)
Read “Codes of Conduct: Literary Focus and Reading Skills” together as class
Read Vocabulary Development: page 84
(Choose pairs of students to act out the vocabulary words:
Innocuous, Visceral, Filial, Melodramatic, Mundane, Ravenous
Read Denotation and Connotation
Write a description of a slender person you like.
Write a description of a slender person you don’t like.
Compare
Day 2:
“Codes of Conduct” (page 85) Read together as a class
AFTER YOU READ (page 89)
Pair up and discuss; share with the class
Style
Analyze
Style
Identify
Style
Interpret
Interpret
Analyze
For homework: SKILLS PRACTICE (page 90)
Day 3:
SKILLS REVIEW (page 91) Read together as a class
Vocabulary and Comprehension
ELEMENTS OF LITERATURE (page 92)
Irony and Ambiguity
Symbolism and Allegory
For homework: Students bring in symbols and explain what they mean
“Hurdles” (page 97) (Cartoon)
After You Read (page 100)
Effect
Cause
Ambiguity
Irony
Connect
For homework: Skills Practice (page 101) and Skills Review (page 102)
Third Part
Day One:
BEFORE YOU READ: “Prologue from Walking with the Wind” (page 103)
Literary Focus: Symbols and Allegory
Reading Skills: Making Inferences
Vocabulary Development
Connotation/Denotation
“Prologue from Walking with the Wind”; read together as a class
AFTER YOU READ (page 111)
Pair up and discuss; share with class:
Identify
Clarify
Cause and Effect
Infer
Visualize
Symbolism
Cause and Effect
Interpret
Fluency
Clarify
Symbolism
Clarify
SKILLS PRACTICE (page 113)
For homework:
Allegory Chart
Vocabulary and Comprehension
Go over in class
Day Two:
LITERARY RESPONSE and ANALYSIS (page 115)
Using Primary and Secondary Sources
“Kennedy’s Assassination” by Eric Sevareid; read together as a class
“For Me, It Was a Dramatic Day”; read together as a class
AFTER YOU READ; work together as a class (page 118)
For homework:
CONSTRUCTED RESPONSE (page 118)
Day 3:
LITERARY RESPONSE and ANALYSIS (page 119)
“Internment”; Read together as a class
BEFORE YOU READ (page 122)
“Make the Connection”; “Literary Focus: Diction”; “Denotation and Connotation”
“Internment” (poem); page 123
AFTER YOU READ; page 124
Pair up and work together; share with class
For Homework:
Reading Check, Thinking Critically
Day 4
BEFORE YOU READ; “How to Eat a Guava” (page 125)
Read together as a class:
Literary Focus: Style: Diction and Imagery;
Tone: An Attitude
Background
“How to Eat a Guava”; (page 126) Read together as a class
“The Tropics in New York”; (page 128) Read together as a class
AFTER YOU READ; (page 129)
“Reading Check”; read and discuss as a class
“Thinking Critically”; read and discuss as a class
“Literary Criticism”: read and discuss as a class
Constructed Response; for homework
Monday, January 17, 2011

JANUARY 18, 2010 - JANUARY 21, 2010
Weekly Agenda for 9th Grade Honors English
Monday, January 17th:
No school!
Tuesday, January 18th:
Shortened day.
Present your Unit 3 Vocabulary Word Study
Wednesday, January 19th:
Go over homework: Holt’s Handbook; Adjective Clauses; pages 100 - 104; exercises 2 and 3;
Finish reading The Odyssey, “The Isle of the Witch Circe”
Reading log:
A brief summary of “The Witch Circe” ; three vocabulary words, three examples of literary terms and how and why they are being used.
Find your totem animal quiz: What animal represents the true, inner you? Type in "What's Your Animal Totem quiz" and take the test for extra credit.
Thursday, January 20th:
Warm-up: Write five sentences with five words from your Unit 3 Vocabulary using adjective clauses.
Read THE ODYSSEY, “The Land of the Dead”
Friday, January 21st:
Group work with Unit 3 Vocabulary
Read THE ODYSSEY, “Back to the Isle of Circe”
Monday, January 10, 2011

JANUARY 10TH WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH
Monday, January 10th:
Collect homework:
Units 3 and 4 Vocabulary Homework
Grammar Homework
Extra credit work
Review and finish reading The Odyssey: Polyphemus
Read “The Sacred Tie”
Discussion of cultural greetings
Tuesday, January 11th:
Go over answers to Unit 3 Vocabulary
Read “The Isle of Circe the Witch”
Reading log: Includes a short summary; vocabulary; figurative language
Wednesday, January 12th:
Go over answers to Unit 4 Vocabulary
Reading log: Includes a short summary; vocabulary; figurative language
Read “Hades: the Underworld”
Thursday, January 13th:
Go over grammar
Read “Back to the Isle of Circe the Witch”
Reading log: Includes a short summary: vocabulary; figurative language
Friday, January 14th:
Read “Scylla and Charybdis”
Reading log: Includes a short summary; vocabulary; figurative language
Act out scenes from this week’s reading
Friday, December 10, 2010

December 13, 2010 - December 17, 2010
Tuesday, November 30, 2010

Subordinate and Independent Clauses:
Independent Clauses have the following:
It has a noun.
It has a verb.
It expresses a complete thought.
I set my alarm.
Although I set my alarm.
How you determine what the subject is – you take the verb (in this case it is “set”) and you ask yourself who or what is doing the verb or the action.
Subordinate clause cannot stand alone. It does not express a complete thought or it lacks a noun or a verb.
Subordinate means of lesser importance.
Sentences that begin with these words are subordinate clauses:
Although
Since
That
When
Which
Predicate: is that part of the sentence that has the verb in it. Everything that is not the subject.
The cat walked over to her bowl to eat.
The cat: is the subject
The predicate: walked over to her bowl to eat.
Predicate nominative: is the noun that is in the predicate and that refers back to the subject.
Anna is a charming and delightful student.
Anna is the subject.
Is a charming and delightful student is the predicate.
Student would be the predicate nominative.
This charming and delightful assignment will be due on Thursday, December 2nd.
Write out the entire sentence, underline the italicized part and then identify if the italicized part is a subordinate clause or independent clause.
Monday, November 29, 2010
Persuasive Essay

Thesis statement:
Thursday, November 25, 2010

Wednesday, November 17, 2010
Persuasive Essay
Monday, November 15, 2010
Persuasive Essay
Sunday, November 14, 2010

NOVEMBER 15, 2010 - NOVEMBER 19, 2010
WEEKLY SCHEDULE FOR 9th GRADE HONORS ENGLISH
Monday, November 15th:
Begin work on the short constructed response
Tuesday, November 16th:
Shortened Day
Begin working on the persuasive essay
Wednesday, November 17th:
Continue working on the persuasive essay
Thursday, November 18th:
Finish the persuasive essay
Friday, November 19th:
Vocabulary Fun!
Saturday, November 06, 2010

NOVEMBER 8, 2010 - NOVEMBER 12, 2010 WEEKLY AGENDA FOR 9TH GRADE HONORS ENGLISH
Monday, November 8th:
Workshop with actors and directors from AADA
Tuesday, November 9th:
Regular Day
Go over “The Cask of Amontillado” vocabulary and irony packet. This will be due today.
Wednesday, November 10th:
PERSPECTIVES in MULTICULTURAL LITERATURE;
Academic Vocabulary for Collection One; page 3
Evaluating an Argument; pages 4 - 5
Before You Read: Rising Tides: An Arctic Floe of Climate Questions
“Rising Tides”; pages 8 - 10
Op-Ed: “An Arctic Floe of Climate Questions”; pages 11 - 12
For homework:
After You Read: Reading Check; Test Practices; Constructed Response
This will be due on Friday, November 12th.
Thursday, November 11th:
Veterans’ Day
No School
Friday, November 12th:
Go over the Constructed Response