1. Post-Reading First Marking Period of Speak
Pre-AP English 9, Week 3
Post-Reading
First Marking Period
of Speak

2. Reading Quiz and Class Procedures
Monday

3. Arrival
Today’s order is a little bit different. Please follow these instructions:
Be seated and empty your envelope.
Quickly take out your green homework packets from last week and quiz someone near you on study guide questions and vocabulary words.
Is there anything from the packet you have questions about?
Use this time well, as five minutes after the bell, you will be clearing your desk for the first quiz.

4. Target for Monday
Target: I will demonstrate comprehension of the first marking period of Speak and competency with its vocabulary.
Conditions: I will take my first reading quiz.
Criteria: successfully answer 80% or more of the questions (+16/20).
This is your first “no zero” grade.
Standard: CCSS.ELA-LITERACY.RL Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

5. Quiz You will need a pen or pencil.
Do your best. Do your own work. Cheating (or helping another cheat) is not tolerated.
Do NOT put your name on the quiz. DO put your envelope #.
Make your answer marks clearly. Read the instructions and the questions clearly.
When you are done, take out your spiral and complete the DGP until everyone is done.
Handout: Quiz over First Marking Period

6. my friend alex plays tennis
Identify parts of speech:
adjective,
preposition,
conjunction (type),
noun,
gerund,
pronoun (type and case),
participle,
verb (type and tense),
infinitive,
adverb,
article
Complete this exercise in the DGP section of your notebook.
When you finish the DGP, begin reading “Second Marking Period” of Speak. We will go over the DGP at the end of class.

7. Exit Ticket
Turned in quiz.
Completed DGP for Monday.

8. First Marking Period Discussion
Tuesday

9. my friend alex plays tennis
Identify sentence parts
Prepositional phrase (adjective or adverb)
Gerund phrase
Subject
Infinitive phrase
Verb (transitive or intransitive)
Participial phrase
Direct object
Object of preposition
Indirect object
Object of infinitive
Predicate nominative
Object of gerund
Predicate adjective
Object of participle
Appositive/phrase
Complete this exercise in the DGP section of your notebook.

10. Target for Tuesday
Target: I will determine the meaning of words and phrases in Speak, including figurative and connotative meanings and analyze the impact of these word choices on meaning and tone.
Conditions: I will participate in the Carousel Activity
Criteria: fill out the “Carousel Questions” sheet and be able to identify
Standard: CCSS.ELA-LITERACY.RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

11. Question Carousel Activity
Sit arranged into inside/outside circles.
You will both teach and learn each shift. Follow directions given in class.
When told to shift seats, do so and follow directions.
Handout: “Carousel Question” sheet

12. Exit Ticket
List three objects on a scrap of paper for use with our “Object Writing Assignment” we’ll be completing next time.

13. Object Writing Lab Time
Wednesday/Thursday

14. my friend alex plays tennis
Identify clauses and sentence type
Independent
Simple
Adverb dependent
Compound
Adjective dependent
Complex
Noun dependent
Compound-complex
Complete this exercise in the DGP section of your notebook.

15. Grammar Exercises Independent and dependent clauses
Simple, compound, complex, and compound/complex sentences.
Handouts: Independent and Dependent Clauses; Sentence Types

16. my friend alex plays tennis
Add punctuation and capitalization
Commas
End marks
Semicolons
Apostrophes
Underlining
Quotation marks
Complete this exercise in the DGP section of your notebook.

17. Target for Wednesday/Thursday
Target: I will learn the definition and characteristics of narrative writing.
Conditions: I will write narrative based on the “Object Writing Assignment.”
Criteria: completes a draft for an object that incorporates a plot
Standard: CCSS.ELA-LITERACY.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

18. Cornell Notes: What is narrative writing?
Definition: Narrative writing coveys an experience, either real or imaginary and uses time as its deep structure.
Characteristics:
Answers the question, “ What happened then?”
Uses characters and plot
Genres of narrative writing:
Autobiography
Memoirs
Fiction: stories and novels
Practice Cornell-style note-taking (see yesterday’s slides)

19. Object Writing Assignment
Read assignment
Draw objects
Work in the computer lab on the assignment
Handout: Object Writing Assignment
Draw for your assigned object

20. Exit Slip
Save your story draft appropriately (flash drive, Google Drive, or other cloud-based storage) AND
the story draft to Mrs. Solt.

21. Depression in Speak
Friday

22. my friend alex plays tennis
Diagram the sentence
Complete this exercise in the DGP section of your notebook.

23. Target for Friday
Target: I will learn how to cite strong and thorough textual evidence to support my analysis of depression in Speak.
Conditions: I will read a non-fiction article on depression and complete a analysis of Melinda’s behavior in Speak.
Criteria: can cite evidence using the correct form and can find specific places in the text to support ideas
Standard: CCSS.ELA-LITERACY.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

24. Warm-Up What is your reaction to this video?
View at or
Answer the questions in the warm-up section of your notebook
What is your reaction to this video?
What connections do you have, if any, to depression?

25. Non-Fiction Annotations
Read and annotate the text.
Discuss.
Handout: Mental Stresses Rise Among Students

26. Melinda and Depression
Work with a partner to complete the activity.
Mrs. Solt will give you a starting place. Go in order, and wrap around the beginning as time allows.
Handout: Textual Evidence Activity for Speak

27. Exit Slip
Show your completed “Melinda and Depression” text evidence sheet.