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

Reading Quiz and Class Procedures Monday

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.

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.9-10.10 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.

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

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.

Exit Ticket Turned in quiz. Completed DGP for Monday.

First Marking Period Discussion Tuesday

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.

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.9-10.4 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).

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

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

Object Writing Lab Time Wednesday/Thursday

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.

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

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.

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.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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)

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

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

Depression in Speak Friday

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

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.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Warm-Up What is your reaction to this video? View at https://www.youtube.com/watch?v=Z-qzdRqrxC4 or http://viewpure.com/Z-qzdRqrxC4 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?

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

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

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