English 10 CP Spring 2013  

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  • 10TH GRADE Lesson Plans for Week of Mar. 11, 2013– Kilpatrick

    10TH GRADE Lesson Plans for Week of Mar. 11, 2013– Kilpatrick

     

    Please remember that all lesson plans are subject to change. Check with the teacher to verify due dates and in-class activities.

     

    Mon., Mar. 11th

    1. Put all paragraph and essay redos on side table
    2. Silent Reading
      • Take out all silent reading forms and look over
    3. Persuasion – The Not-So-Good Side

     

    Tues., Mar. 12th

    1. Pick up the Easily Confused Words worksheet from the side table and complete
      • Put back on side table when done
      • Show example of Ad Misericordiam
      • Go to computer lab to do Finding Fallacies Project
      • 2nd block → Rm. 2010
      • 3rd block → Rm. 104

     

    Weds., Mar., 13th 

    1. Silent Reading
    2. Go over Easily Confused Words Worksheet
    3. Start Finding Fallacies Mini Project Presentations
    • Take notes during presentations
    •  

    Th., Mar. 14th

    1. Commonly Confused Words Worksheet #1
    2. Finish Finding Fallacies Mini Project Presentations
      • Take notes during presentations

       

    Fri., Mar. 15th

    1. Commonly Confused Words Worksheet #2
    2. Start The Big Fallacy Project

     

     

    DUE DATES:

    ~Silent reading book needed every Monday and Wednesday

    ~Finding Fallacies Mini Project Presentation DUE Weds., Mar., 13th 

     

    STUFF TO REMEMBER:

    -The computer lab in Room 104 is open every Tuesday morning from 7:20a – 8:20a. Students may work on school projects and/or print assignments with a note from a teacher.

    -OGT Week is THIS week (see school website for adjusted schedule)

     

     

     

    Main Objectives from the Common Core Standards:

     

    Students will KNOW:

    • The definitions and use of rhetorical techniques (such as logical, emotional, and ethical appeal, parallelism, and refutation) that authors use in order to establish their central idea.

    Students will UNDERSTAND:

    • Authors use specific words, phrases, and selection of detail in order to develop meaning and tone.
    • Authors use rhetoric to develop their point of view and purpose for writing.

    Students will DO:

    • Analyze how an author sets up his/her analysis.  Students will break down the order in which the points are made, analyze how the author introduces and develops them, and explain the connections and implications between them.
    • Identify when and how an author uses false logic and/or faulty reasoning
    • Respond to different opinions, explaining their reasoning for disagreeing or their connection to new ideas.

     

    Sub-Objectives from the Common Core Standards:

    (SWBAT = Students Will Be Able To)

    SWBAT Understand that reading is a strategic process of constructing meaning from texts.

    SWBAT Actively engage texts, autonomously applying skills and strategies that are appropriate for the demands of the texts and their purposes for reading.

    SWBAT Formulate and clearly express complex ideas related to texts, citing evidence to support inferences and interpretations.

    SWBAT Think critically and creatively about the texts they read, often drawing upon their personal experiences and knowledge to enhance comprehension.

    SWBAT Analyze and interpret fictional texts.

    SWBAT Summarize key supporting details and ideas.

    SWBAT Read and respond orally and in writing to texts representing a variety of genres, authors, cultures, and historical periods.

    SWBAT Use appropriate conventions of the English language, including grammar and usage, punctuation, capitalization, and spelling.

    SWBAT Accurately and correctly quote, paraphrase, and summarize material from another text to avoid unintentional plagiarism.

    SWBAT Summarize information heard into another form of communication, e.g., rephrase statements, summarize a speech, paraphrase an oral reading.

    SWBAT Use viewing skills and strategies to understand and interpret visual media.

    SWBAT Evaluate an author’s purpose and point of view by analyzing the use of language, style, and point of view found in the text.

    SWBAT Demonstrate an understanding that the writer’s choice of language shapes meaning.

    SWBAT Listen carefully, takes notes as needed, and not interrupt other speakers when engaged in group or committee work.

    SWBAT Deliver a clearly organized message when contributing to the group or committee work.

    SWBAT Takes notes while listening to lectures or participating in other forms of information gathering and uses the notes to review and reflect on learning.

    SWBAT Analyze and synthesize information gathered from a variety of sources.

    SWBAT Present successfully to an audience, recognizing the needs of an audience for visual as well as auditory messages.

    SWBAT Speak fluently, enunciating clearly with appropriate rate and volume.

    SWBAT Express ideas, thoughts, and concerns effectively in both formal and informal speaking situations, e.g., conversations, discussion, presentations, collaborative groups, one-on-one interactions, debates, negotiations, and interviews.

    SWBAT Use images to convey meaning, often in conjunction with written or oral presentations.

     

     

     

     

     

     

     

     

     

     

     

     

  • 10TH GRADE Lesson Plans for Jan. 23, 2013 – Feb. 15, 2013 - Kilpatrick

    10TH GRADE Lesson Plans for Jan. 23, 2013 – Feb. 15, 2013 - Kilpatrick

     

    Wednesday, January 23rd

    1. Find seats à See seating charts on chalk board and black cabinet.
      • Seating policy
    2. Fill out student survey à Keep on desk
      • Do not leave any blanks (use N/A or none)
      • Will be turned in at the end of class
    3. Pass out textbooks
      • I will call you over one at a time.
    4. Take and score the Multiple Intelligences Test
      • Read all directions
      • Score/rank your results
      • Results will be reviewed on another day in class
      • Will be turned in at the end of class
    5. Go over Silent Reading Days expectations
    6. Go over Info Sheet
    7. Start Getting to Know You Activity
      • I Am poem
      • End of class routine
      • Clean up when I say class is over
      • Check HW and make sure you have what you need
      • Make sure you've turned in any work that was collected
      • Ask any questions before you leave

     

    Thursday, January 24th

    1. Do the Literary and Grammar Terms Diagnostic Activity
      • Do not leave any blank
      • Self grade → Teacher will go over answers
      • Turn in on side table
    2. Blue notes from yesterday
    3. I Am Poems
      • Get into group with rowmates
      • Everyone read their poem aloud to the group
      • Pick at least one to be read aloud to the class → Author does not have to read
      • Read aloud chosen poems to class
      • Turn in on side table
    4. Go over pass sheet and summer reading
    5. Start MLK Unit
      • Go over KUDo's
      • “Choose” by Carl Sandburg
      • Conflict...
      • Multiple Perspectives on Conflict Resolution handout
      • The Butter Battle Book, if time

          6.  End of class routine

    • Clean up when I say class is over
    • Check HW and make sure you have what you need
    • Make sure you've turned in any work that was collected
    • Ask any questions before you leave

     

    Friday, January 25, 2013

    1. Put homework on top right corner of your desk.
    • 2nd block à Definitions and examples
    • 3rd block à Explain the poem and what Sandburg is saying about how conflict gets resolved.
    1. Pick up the “Multiple Perspectives on Conflict Resolution” worksheet from the side table and complete.
    2. Go over HW.
    3. Continue discussion about conflict and review types of conflict in literature.
    4. Meet with a partner to share “Multiple Perspectives on Conflict Resolution” worksheet.
    5. Go over  “Multiple Perspectives on Conflict Resolution” worksheet with the class.
    • How were the conflicts resolved? (#4)
    • Did it help to take multiple perspectives?
    • How many conflicts were resolved peacefully?  Violently? (t-chart)


     

    Monday, January 28, 2013

    1. MLK Jr. Background Info.
    • Put info from HW on the board
    • 50th anniversary

    ·         George Wallace

                    http://en.wikipedia.org/wiki/George_Wallace%27s_1963_Inaugural_Address

    • MLK's life
    • Go over The Six Principles of Nonviolence

    2.  Listen to/Watch “I Have a Dream”

    ·         While listening →  Write down what his main ideas are (quotes when possible) and what makes the speech so powerful & effective (rhetorical devices, style of delivery, etc.)

    • Discuss

    3.  Begin "Monkeyman"

    • Complete individual assignment
    • Discuss

    4.  End of class routine

    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leave

      

     Monday, January 28, 2013

    1. MLK Jr. Background Info.
    • Put info from HW on the board
    • 50th anniversary

    ·         George Wallace

                    http://en.wikipedia.org/wiki/George_Wallace%27s_1963_Inaugural_Address

    • MLK's life
    • Go over The Six Principles of Nonviolence

    2.  Listen to/Watch “I Have a Dream”

    ·         While listening →  Write down what his main ideas are (quotes when possible) and what makes the speech so powerful & effective (rhetorical devices, style of delivery, etc.)

    • Discuss

    3.  Begin "Monkeyman"

    • Complete individual assignment
    • Discuss

    4.  End of class routine

    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leave

      

    Wednesday, January 30, 2013

    1. Silent Reading
      • Pick up form from side table
      • Go over guidelines
      • Read silently for 20 minutes
      • Fill out summary and critique → paragraph form; 10 lines combined minimum; must say WHY on critique
    2. Finish “Monkeyman” discussion
    3. MLK Jr.'s The Beloved Community
    4. Common's “A Dream”
    • Complete and discuss the handout


    • Writing diagnostic, if time
    • End of class routine

    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leave

     

    Thursday, January 31, 2013

    1. Pick up The “Common” Approach to Conflict handout from the side table and read it!
    • Watch Common's “A Dream”
    • Complete and discuss the handout
    1. Seuss book(s), if time

     

    Friday, February 1, 2013

    1. Finish Seuss books
    2. MLK Unit wrap up assessment
    3. Go over essay rubric
    4. Start essay prewriting and/or outline
    5. End of class routine
    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leave

     

    Monday, February 4, 2013

    1. Turn in to side table MLK Unit wrap up assessment
    2. Silent Reading
    • Go over 1st form
    1. Go over essay rubric, prewriting handout, outline handout, & TIPE handout
    2. Start essay prewriting and/or outline
    3. End of class routine
    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leaveSilent reading

     

    Wednesday, February 6, 2013

    1. Silent Reading
      • Pass back papers from Monday first
    2. Computer lab to work on essay
      • 2nd block → 104
      • 3rd block → 224

     

    Tuesday, February 5, 2013

    1. Go over TIPE handout
    2. Continue working on essay prewriting and/or outline
      • Get peer feedback at end of class
    3. End of class routine
    • Clean up when I say class is over
    • Check HW and make sure you have what you need

    ·         Make sure you've turned in any work that was collected

    • Ask any questions before you leave

     

    Essay Dates:

    ~ Wednesday --> Computer lab 2nd half of block

    ~ Thursday --> Computer lab 2nd half of block

    ~ Friday --> Peer Editing & Semi-colon work

    ~ Monday --> Computer lab 2nd half of block

    ~ Tuesday --> Essay DUE!!!!  (Don't forget, room 104 is open in the morning

       starting at 7:30a on late days!)

     

    Thursday, February 7, 2013

    1. Go over Multiple Intelligences
      • Pass back tests
      • Go over categories
      • Discuss
      • Do Reflection Paragraph → Topic Sentence, 3 supporting details, transitions & concluding sentence (put at top what you feel your true #1 is)
      • Go over format for essay
      • Computer lab second half to finish essay
        • 2nd block → 106
        • 3rd  block → 104
        • At end of class, save to the Q drive AND send to yourself in an email AND print what you already have done for tomorrow's class

    FYI:  A FULL ROUGH DRAFT OF YOUR ESSAY IS DUE TOMORROW!

     

    Friday, February 8, 2013

    1. Go to Room 106 for 1st half of class to finish rough draft
    2. Self and peer editing exercises
    3. Work on correcting essay

     

    Monday, February 11, 2013

    1. Go over semicolons → packet
    2. Silent Reading
      • Find example of semicolon use
    3. Go to lab for final corrections on essay
      • 2nd block → 104
      • 3rd block → 104
    4. Start looking up terms for persuasive unit

    *If you need a pass for the computer lab for tomorrow morning, please see me! 

    *Have your final paper printed BEFORE the start of class on Tuesday (see me if you have any issues)! 

     

    Monday, February 11, 2013

    1. Go over semicolons → packet
    2. Silent Reading
      • Find example of semicolon use
    3. Go to lab for final corrections on essay
      • 2nd block → 104
      • 3rd block → 104
    4. Start looking up terms for persuasive unit

    *If you need a pass for the computer lab for tomorrow morning, please see me! 

    *Have your final paper printed BEFORE the start of class on Tuesday (see me if you have any issues)! 

     

    Wednesday, February 13, 2013

    SUB PLANS

    1. Read silently for 20 minutes
    2. Fill out silent reading form (on side table)
      • Collect from them

          3.  Watch Mighty Times:  The Legacy of Rosa Parks

    • Answer the questions

     

    Thursday, February 14, 2013

    1. New seats!!!!
    2. Happy Valentine's Day! 
    3. Sub Feedback
      • Silent Reading
      • Video
    4. Go over semicolon use with conjunctive adverbs vs. conjunctions
    5. Continue defining Persuasive Unit terms
      • Go over
      • Start “Tolerance” →  Prereading for HW

     

    Friday, February 15, 2013

    1. Put homework on side table and pick up the Rhetorical Device Practice Worksheet →  Complete Part One
      • Share
    2.  Finish going over Persuasive Unit Terms
    3.  Go over Unit Objectives
    4. “Tolerance”
      • Go over Prereading
      • Read pages 680 – 681 and complete the During Reading
      • After Reading with a partner only after I've checked off your During Reading
        • Go over

           5.  If time, go over semicolon rules, sentence from silent reading book, and Worksheet #2

     

     

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        Phone: 440-428-2161