1. English 11A - 1st Term Week 1 Learning Targets for the Week: I will have a clear understanding of what I am expected to learn in this class. I will recognize how grammar can impact my daily life. I will practice writing clearly and with a defined purpose.

2. Week of Sept. 2 - Tuesday WELCOME - ● Please pick up an Index card, a piece of tag board, ½ sheet of blank paper, and a Goal Sheet. ● Take a seat of your choosing for today. ● We will review the agenda when the bell rings.

3. Tuesday - Agenda ● Introductions ● Announcements ● Note Card ● Pride Video and Discussion ● Left/Right ● Goal Setting

4. Goal Setting Goals ● Take the half sheet of color paper ● Think of some goals that people set - list a few. Goals ●Share your list ●Discussion o How are your goals alike? Different? o Why do people set goals?

5. Goals ● Select 3 goals - 2 must be related to classes/school ● Write the goal in specific language. ● Turn in goal sheet to basket on front desk. Learning Target: I can articulate a clear and specific goal.

6. Wednesday - Sept. 3 ● Please check seating chart and find your assigned seat. ● There are some journals at the table - choose one. ● Learning Target: I will communicate my plan for my goals. I will demonstrate my ability to write to explain.

7. Wednesday - Agenda Seating Chart Questions on Syllabus Journal Parts of Speech Review Work time and End of Class Expectations Complete Goal Sheet Journal 1 Remind 101 Dear Jack assignment - due tomorrow.

8. Independent Work Expectations - p. 6 syllabus C - Conversation: Content Communication Only. Voice Level 0-1 - should be mostly 0. H- Help: (1)Use available resources, (2) ask table partner, (3) raise hand and be patient. A - Activity: Learning Target - Students will complete assigned work independently and use time effectively to review work. M - Movement: Students are permitted out of seat to sharpen pencil, use a pass, or other purposeful movement. P - Participation: Actively show progress toward completion of assignment. S - Success: If you do all of this, you will lessen or eliminate your out of class work. You will give yourself time to review work prior to submission.

9. Goal Sheet Plan ● Think about the goals you discussed yesterday - how are they going about accomplishing those goals? ● How will you get there? ● List 2-3 steps/actions for each goal. Evidence of Success ●How will you know you have succeeded? When will you be finished? When finished, turn goal sheet back in and pull out syllabus.

10. Journal 1: Label it Journal 1. Write the Date. Title it some reference to what you write about. Journal Expectation - Write in complete sentences in your best writing. Make it legible as well. For this one only - skip lines. Explain about a trip you took, a place you work, some activity you participated in this summer, or something you accomplished. Min. answer is 125 word. Should you finish before others. Read over your journal - be sure it makes sense. Be sure you have not made careless errors.

11. Parts of Speech Review Re-familiarize yourself with terms/ We will use some as we discuss the usage concepts this year. Key parts - Nouns, Verbs, Conjunctions, Prepositions

12. End of Class Procedures - p 5 syllabus C - Conversation: Level 1 as you complete your learning target for the day. H - Help: Raise hand or speak to me after dismissal. A - Activity: Complete assigned work and clean up your area. M - Movement: Remain in your seat. Wait to be dismissed before leaving your seat. P - Participation: Wait for teacher to dismiss you. S - Success - Everyone will have all work wrapped up and know what needs to be completed for the next day.

13. Thursday - Practice Beginning of Class Procedures Q & A on Syllabus - take out syllabus Grammar Pretest - you will need a pencil Ten Errors Handout - Review Journal 1 - Collect $ Hand out grammar packets Take home - Dear Jack

14. Beginning of Class Procedures - p. 5 syllabus C - Conversation: May talk to others quietly as you make your way to your seat. Voice Level 2. At tardy bell, drop Voice Level to 0 so you will be able to hear instructions. H - Help: Avoid asking questions at this time. Check the screen or back area or ask your table partner. A - Activity: Upon entering the room and by the time the first bell has rung, get prepared by taking out necessary materials, sharpening pencil, etc. Silence and put away your cell phone. When 2nd bell rings, be ready to complete Opening. M- Movment: When bell rings, please be in your seat. P - Participation: Actively prepare for class so review work that is due, check the agenda on the screen, and complete the Opening. S- Success: You will be ready to learn -which will lead to success.

15. Grammar Pretest Do not panic. Just a starting point - information for all of us. Do your own work - do your best. ● If you were debating between two answers, make note of your second choice. This is why I gave you big scantrons. ● If you really have no idea, you may skip a question. ● When finished, turn in pretest on front table and pick up “Ten Errors” and “Dear Jack” hand out.

16. Ten Errors Read through the hand out. ● Think about which ones give you trouble. Go back to Journal 1. Highlight the first time you used any of the items from the hand out. If there is an item you did not use at all - so you did not use to, two, or too - write an additional sentence using one of those words.

17. End of Class Procedures - p 5 syllabus C - Conversation: Level 1 as you complete your learning target for the day. H - Help: Raise hand or speak to me after dismissal. A - Activity: Complete assigned work and clean up your area. M - Movement: Remain in your seat. Wait to be dismissed before leaving your seat. P - Participation: Wait for teacher to dismiss you. S - Success - Everyone will have all work wrapped up and know what needs to be completed for the next day.

18. Friday, Sept. 5 CAREFULLY, PICK UP GRAMMAR PACKETS Have out $ for Grammar Packet. Get out Cell Phone. Finish Parts of Speech Go through Dear Jack assignment. Begin Lesson 1 on phrases. Quick Review #1.

19. Teacher Directed Instruction C - Conversation: Listen while others are speaking. Voice Level 0 unless called on or asking a question of the teacher. H - Help: Raise hand and wait to be called on. A - Activity: Students will demonstrate listening and note-taking skills during teacher directed instruction. M - Movement: Remain in assigned seats during instruction Limit even purposeful movement (sharpen pencil, etc.) at this time. P - Participation: Note-taking/question & answer/focus up front. S - Success: If you do all these things, you will be more prepared for Independent work.

20. Dear Jack - Check Posted answers in class. Discussion of Importance of Punctuation.

21. Pick up Grammar Packets Be careful - get pages in order. Lesson 1 - Prepositional Phrases

22. Quick Review #1 Take out other half page Put MLA heading on it. Answer in complete sentences. Clearly identify a quote in the syllabus or a question under “Transformational Thinking” that you liked. Explain why you liked it or why you found it interesting. Turn this paper in to the basket on the back table for English 11A when you are finished..

23. Week 2 - Week of Sept. 8 Learning Targets: I will master using MLA format for my format. I will learn to identify and use different types of phrases. I will work with persuasive writing and learn to identify the necessary components.

24. Monday: Get out Agenda Book. Agenda ● Computer Procedures ● Google Folder and Turnitin account ● Intro to Persuasive Writing ● Phrases - Appositives

25. Computer Procedures ● Follow directions as to logging on, what to open, what to do. ● Whatever you have open should have an academic purpose. o If you have to hide or delete it - you should not be there. ● At end of class, return your own computer and plug in. o I will give you an end time to have computer back. ● Please respect the property you are permitted to use.

26. Log in to school email Move in to googledrive. You will be creating a folder to share with me. Click on Create Choose a Folder Name it: Last name, First name, English 11A.

27. Sharing it Why? ● For feedback. ● Editing. ● Help when you are not with me. ● Assistance with Turnitin.com How? Click on your folder Click on down arrow. Select Share. Type in until my name pops up - Bradshak@monashores.net Choose can edit. Unchoose send an email. Click OK. Then, click DONE.

28. Creating a Document in your folder Two ways: ● Click on your folder and then create a document OR Create a document and move it into your folder. ● We will practice the first one. ● Click on your folder. ● Select Create off to the left side and select document. ● You now have a document. ● Click where it says “untitled” and title it the following: o Last name, first name, Persuasive Intro

29. MLA and Persuasive Intro At the top, please insert the MLA Header: p. 26 in agenda book. Check your yellow sheet for problems. Please answer the following questions in your document. Number each answer. Please write in complete sentences. Be specific. Give examples where possible. 1. What does it mean to write/speak persuasively? 2. How do you go about persuading someone? 3. What would NOT be a good way of persuading someone?

30. Discussion Share with your table partner your answers. Listen to your table partner’s answers. If you hear something you like, go back and add it into your own answers.

31. Turnitin.com Close out of Google - but keep your email open. Open a new tab. Go to Turnitin.com Now, you had accounts last year, but you may not remember your password. You need to log in to your old account or create a new account.

32. Turnitin.com: When finished, log out and put computer away. Account - if you had one, log in. If you cannot remember your password, click on reset password, and it will email a link to reset your password. Account - if you never had one. Click on “Create an Account” - near top right. ON next screen, towards the bottom, click on “Student” CLASS ID: 8599327 ENROLLMENT PASSWORD: Charley03 Finish out.

33. Phrases Relook at list of prepositions - Appositives - a descriptive phrase - renames, identifies the subject it is next to. ● made up of adjectives, articles, nouns, and sometimes a prepositional phrase within it. ● Commas separate it from rest of sentence ● Mike, the last runner across the finish line, was met with applause by his teammates for overcoming the odds.

34. Appositives and End of Class Complete p. 5; Learning Target Review Conversation - 0-1 Help - Raise your hand Activity - Complete assignment showing understanding of Appositive phrases. Movement - Remain in seat until dismissed Participation - Use your time to complete your assignment Success - You will minimize your homework.

35. Tuesday Go over pretest - identify Areas of Success and Areas of Focus Ten Errors - Revisit - maybe - see if we have time Verbal Phrases - p. 6-9 Find persuasive article - print out, bring magazine/paper for Friday.

36. Learning Targets: I can self assess areas of grammar I understand and areas that I need to focus on as we study. I can identify the types of verbal phrases and use them in my writing.

37. Pretest Go over Pretest ● Half sheet of paper: MLA heading on it. Label Areas of Success and Areas to Focus ● On your copy of the test, highlight everyone you got right on the scantron. ● As I go through the corrections - make necessary changes to ANY that you highlighted and I did not mark as correct. Learning Target: I will self assess my strengths and weaknesses in Grammar.

38. Pretest Analysis ● Review the ones you highlighted and have a C next to them. What kinds of corrections do you most understand? Write these on half sheet under Areas of Success ● Now review ones you highlighted that do not have a C. Select 2-3 types of grammar items you need to work on. Write these under Areas to Focus. Underneath or on back of half sheet, write a correct example of the types you need to focus on. This means you will write 2-3 examles sentences from the Pretest.

39. Verbal Phrases Infinitives Participles Gerunds

40. Wednesday Pick up ACT Rubric Pull out pages 4-9 Discuss Writing Strategy

41. Review phrases. Prepositional Phrase ● I looked in the trunk for my book. Appositive ● The book, my AP Chemistry one, was no where to be found.

42. Review Verbal Phrases Gerund ● Skiing out west is an exhilarating experience. Infinitive ● I would like to go out west to ski again. Participial ● The man skiing down the mountain along the trees is my brother.

43. Phrase assignment Complete 7 and 8 - all parts. Learning Target: I am able to identify and compose the five types of phrases.

44. Thursday Get out Rubric from yesterday and grammar pages 7-9 Correct and finish phrases. Rubric and Process Do Lesson 2 - Fragments Persuasive article for tomorrow.

45. Rubric Read over the description for a 6. ● Circle any words or phrases you are not sure what it would mean for an essay. ● Underline any word or phrase you think is important in the description.

46. Rubric - Score 5 Read over the description of a 5 ● Make note of any word or phrase you think is important. ● Circle any word/phrases you notice is different or added from the 6. Learning Target: I will understand the rubric used for scoring my writing for the ACT and for class.

47. Prompt Think about issues you could be asked to write about. - what could be written about in 30 min? - what could be expected of any junior in high school? When directed, you will move into groups and work on a topic.

48. Friday Correct Lesson 2 Lesson 3: Run-ons and Comma Splices Look at Persuasive Articles Assign Groups Create Outline Compose Thesis statements Discuss - Quick Write 2 - NEXT WEEK TUESDAY - BRING TEXTBOOK!!!

49. Correct Fragments Learning Target: I can recognize and edit correctly for Fragments. Lesson 3 - Run-ons and Comma Splices Learning target: I can recognize and correct errors with Run-ons and Comma Splices.

50. Persuasive Article Pull out. Take a sticky note. Skim article - What does that mean? 1. What is the issue/topic/subject. 2. What seems to be the direction this article is going? 3. In the first paragraph - is there a statement of position? turn in article and sticky note.

51. Sides to the issue - Complete Outline ● What is one side/position/claim on the issue? ● What could be reasons to support this side? ● What evidence could be used to support these reasons? ●What is a different side/position/claim on the issue? ●What could be reasons to support this side? ●What evidence could be used to support these reasons?

52. Topic Discussion Talk through how you would address the complexity, what types of examples you could use for reasons you generated. Compose a thesis statement for the position your group would choose to take. Write it next to where you wrote the Topic. Turn paper in.

53. Quick Write 2 ● Put MLA heading at top. ● Answer one of the following. ● Put the number you are answering on your paper. 1. For the topic your group discussed, what would a “critical context for discussion” be? 2. Explain what examples you could use to support your reasoning. 3. For your topic, what would “fully elaborated” look and sound?