TUESDAY, May 31 - FRIDAY, June 3, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Use the Weebly digital tool to create a digital portfolio of their work that contains a tab called "English 9" with a drop down menu leading to all of the assignments from English 9.
2. Use the folders in their Google Drive to organize and locate their work from English 9.
3. Use writing to explore and choose an idea for their Vignette.
4. Analyze Vignette mentor texts for the purpose of finding traits that all vignettes have and discovering what makes vignettes unique based on the writer's style and experience.
5. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 23 - FRIDAY, May 27, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Write sentences with correct "subject-verb agreement" and recognize errors in "subject-verb" agreement in other people's writing.
2. Engage their audience in their debate using vocal variation, eye contact, and persuasive body language.
3. Use the rhetorical devices if logos, pathos, and ethos to persuade their debate audience that their argument is sound.
4. Annotate and cite reliable sources using a digital tool like Scrible or NoodleTools.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 16 - FRIDAY, May 20, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Write sentences with correct "subject-verb agreement" and recognize errors in "subject-verb" agreement in other people's writing.
2. Perform a scene from Romeo and Juliet that illustrates cooperation, preparation, and attention to detail.
3. Use a "Mind Map" to brainstorm reasons and support for an argument.
4. Name 3 rhetorical devices used in persuasion, argument, and debate.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 9 - FRIDAY, May 13, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Use "colons" in their own writing and recognize errors in colon use in other people's writing.
2. Annotate "Famous Speeches: Catt's Address to Congress on Women's Suffrage" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion/activity.
3. Use the Monitoring, Determining Importance, and Visualizing Reading Strategies to create a "Promptbook" to use for a performance of a scene from The Tragedy of Romeo and Juliet.
4.Perform a scene from Romeo and Juliet that illustrates cooperation, preparation, and attention to detail.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 2 - FRIDAY, May 6, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Identify "commonly confused homophones" in other people's writing use these words correctly in their own writing.
2. Annotate "Study: Spanking Is Bad for Children" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion/activity.
3. Use the "Determining Importance" Reading Strategy to choose lines from Act III and IV of The Tragedy of Romeo and Juliet to illustrate Shakespeare's skill as a writer.
4. Use the "Determining Importance" Reading Strategy to choose lines from Act III and IV of The Tragedy of Romeo and Juliet that express something important about the plot of the play or the society in which we live.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Identify "pronoun-antecedent agreement/disagreement" in their own and in other people's writing.
2. Annotate ""In the Digital Age, Cursive Handwriting Is A Lost Art"" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Create annotations for Act I of The Tragedy of Romeo and Juliet using both the Monitoring and Visualizing strategies to illustrate that they understand the plot and how the plot would be carried out on stage.
4. Use the "Synthesizing" Reading Strategy to identify the messages expressed by Shakespeare's literary devices in Act II of The Tragedy of Romeo and Juliet.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, APRIL 18 - FRIDAY, APRIL 22, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Use apostrophes correctly in their own writing and recognize apostrophe errors in other people's writing.
2. Annotate "Should Parents Be Allowed to Choose The Sex of Their Baby?" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Use background information about William Shakespeare and the time he lived in order to explain character's viewpoints on love and marriage in Act I of The Tragedy of Romeo and Juliet.
4. Create annotations for Act I of The Tragedy of Romeo and Juliet using both the Monitoring and Visualizing strategies to illustrate that they understand the plot and how the plot would be carried out on stage.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, APRIL 11 - FRIDAY, APRIL 15, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Use semicolons correctly and effectively to combine sentences and to vary sentence structure in their writing.
2. Annotate "The Psychology and Neuroscience of Terrorism" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Use relevant and reliable information from their "career goals" research to write an engaging, organized and well-supported essay that outlines a plan to reach achieve their career goal.
4. Use NoodleTools to create a Works Cited/ Bibliography according to MLA guidelines with 3 or more sources and cite those sources correctly in their writing.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 28 - FRIDAY, APRIL 1, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Identify "active voice" and and use it effectively in their own writing.
2. Locate relevant and reliable sources to help them create a plan to achieve their career goals.
3. Use relevant and reliable information from their "career goals" research to write an essay that outlines a plan to reach achieve their career goal.
4. Use NoodleTools to create a Works Cited/ Bibliography according to MLA guidelines with 3 or more sources.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 21 - THURSDAY, MARCH 24, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Use a graphic organizer to explore the broad objectives of their career goals and choose one of the objectives to research.
2. Recall 3 or more rules for using "capitalization" and apply those rules to their Reading Blog, Research Essay, Works Cited, and other writing.
3. Use the Internet to find relevant and reliable information that will help them meet a specific objective connected to their career goals.
4. Use NoodleTools to create an Annotated Bibliography according to MLA guidelines.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 14 - FRIDAY, MARCH 18, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe 3 or more differences between a "job" and a "career" that they learned about in Ms. Ellerby's talk.
2. Combine sentences and create sentences using "middle branches" (interrupters) and correct punctuation.
3.Contribute thoughtfully and authentically to their reading group's discussion of Of Mice and Men.
4.Describe 3 or more narrative techniques and/or literary devices that John Steinbeck uses in Of Mice and Men.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 7 - THURSDAY, MARCH 10, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Apple Vs. The United States Government" through your annotations of this article.
2. Combine sentences using "coordinating conjunctions" (FANBOYS) and correct punctuation.
3.Contribute thoughtfully and authentically to their reading group's discussion of Of Mice and Men.
4.Describe 3 or more narrative techniques and/or literary devices that John Steinbeck uses in Of Mice and Men.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1.Use the Weebly digital tool to create a digital portfolio of their work that contains a tab called "English 9" with a drop down menu leading to all of the assignments from English 9.
2. Use the folders in their Google Drive to organize and locate their work from English 9.
3. Use writing to explore and choose an idea for their Vignette.
4. Analyze Vignette mentor texts for the purpose of finding traits that all vignettes have and discovering what makes vignettes unique based on the writer's style and experience.
5. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 23 - FRIDAY, May 27, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Write sentences with correct "subject-verb agreement" and recognize errors in "subject-verb" agreement in other people's writing.
2. Engage their audience in their debate using vocal variation, eye contact, and persuasive body language.
3. Use the rhetorical devices if logos, pathos, and ethos to persuade their debate audience that their argument is sound.
4. Annotate and cite reliable sources using a digital tool like Scrible or NoodleTools.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 16 - FRIDAY, May 20, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Write sentences with correct "subject-verb agreement" and recognize errors in "subject-verb" agreement in other people's writing.
2. Perform a scene from Romeo and Juliet that illustrates cooperation, preparation, and attention to detail.
3. Use a "Mind Map" to brainstorm reasons and support for an argument.
4. Name 3 rhetorical devices used in persuasion, argument, and debate.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 9 - FRIDAY, May 13, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1.Use "colons" in their own writing and recognize errors in colon use in other people's writing.
2. Annotate "Famous Speeches: Catt's Address to Congress on Women's Suffrage" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion/activity.
3. Use the Monitoring, Determining Importance, and Visualizing Reading Strategies to create a "Promptbook" to use for a performance of a scene from The Tragedy of Romeo and Juliet.
4.Perform a scene from Romeo and Juliet that illustrates cooperation, preparation, and attention to detail.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, May 2 - FRIDAY, May 6, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Identify "commonly confused homophones" in other people's writing use these words correctly in their own writing.
2. Annotate "Study: Spanking Is Bad for Children" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion/activity.
3. Use the "Determining Importance" Reading Strategy to choose lines from Act III and IV of The Tragedy of Romeo and Juliet to illustrate Shakespeare's skill as a writer.
4. Use the "Determining Importance" Reading Strategy to choose lines from Act III and IV of The Tragedy of Romeo and Juliet that express something important about the plot of the play or the society in which we live.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Identify "pronoun-antecedent agreement/disagreement" in their own and in other people's writing.
2. Annotate ""In the Digital Age, Cursive Handwriting Is A Lost Art"" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Create annotations for Act I of The Tragedy of Romeo and Juliet using both the Monitoring and Visualizing strategies to illustrate that they understand the plot and how the plot would be carried out on stage.
4. Use the "Synthesizing" Reading Strategy to identify the messages expressed by Shakespeare's literary devices in Act II of The Tragedy of Romeo and Juliet.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, APRIL 18 - FRIDAY, APRIL 22, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Use apostrophes correctly in their own writing and recognize apostrophe errors in other people's writing.
2. Annotate "Should Parents Be Allowed to Choose The Sex of Their Baby?" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Use background information about William Shakespeare and the time he lived in order to explain character's viewpoints on love and marriage in Act I of The Tragedy of Romeo and Juliet.
4. Create annotations for Act I of The Tragedy of Romeo and Juliet using both the Monitoring and Visualizing strategies to illustrate that they understand the plot and how the plot would be carried out on stage.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, APRIL 11 - FRIDAY, APRIL 15, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Use semicolons correctly and effectively to combine sentences and to vary sentence structure in their writing.
2. Annotate "The Psychology and Neuroscience of Terrorism" to illustrate their understanding and connections to the article and use those annotations to engage in a class discussion.
3. Use relevant and reliable information from their "career goals" research to write an engaging, organized and well-supported essay that outlines a plan to reach achieve their career goal.
4. Use NoodleTools to create a Works Cited/ Bibliography according to MLA guidelines with 3 or more sources and cite those sources correctly in their writing.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 28 - FRIDAY, APRIL 1, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1 Identify "active voice" and and use it effectively in their own writing.
2. Locate relevant and reliable sources to help them create a plan to achieve their career goals.
3. Use relevant and reliable information from their "career goals" research to write an essay that outlines a plan to reach achieve their career goal.
4. Use NoodleTools to create a Works Cited/ Bibliography according to MLA guidelines with 3 or more sources.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 21 - THURSDAY, MARCH 24, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Use a graphic organizer to explore the broad objectives of their career goals and choose one of the objectives to research.
2. Recall 3 or more rules for using "capitalization" and apply those rules to their Reading Blog, Research Essay, Works Cited, and other writing.
3. Use the Internet to find relevant and reliable information that will help them meet a specific objective connected to their career goals.
4. Use NoodleTools to create an Annotated Bibliography according to MLA guidelines.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 14 - FRIDAY, MARCH 18, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe 3 or more differences between a "job" and a "career" that they learned about in Ms. Ellerby's talk.
2. Combine sentences and create sentences using "middle branches" (interrupters) and correct punctuation.
3.Contribute thoughtfully and authentically to their reading group's discussion of Of Mice and Men.
4.Describe 3 or more narrative techniques and/or literary devices that John Steinbeck uses in Of Mice and Men.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, MARCH 7 - THURSDAY, MARCH 10, 2016
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Apple Vs. The United States Government" through your annotations of this article.
2. Combine sentences using "coordinating conjunctions" (FANBOYS) and correct punctuation.
3.Contribute thoughtfully and authentically to their reading group's discussion of Of Mice and Men.
4.Describe 3 or more narrative techniques and/or literary devices that John Steinbeck uses in Of Mice and Men.
5. Reflect on their Independent Reading Books using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, FEBRUARY 29- FRIDAY, MARCH 4
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Addicted to Lotteries" through your annotations of this article.
2. Discuss the purpose of using italics vs. quotation marks and use italics and quotation marks purposely and correctly in their own writing.
3. Identify strategies that John Steinbeck uses for the Introduction/Exposition of Of Mice and Men.
4. Contribute original and authentic ideas to their Reading Group's discussion of Of Mice and Men by reading closely and completing their Reading Group Job thoroughly and accurately.
5. Reflect on an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Addicted to Lotteries" through your annotations of this article.
2. Discuss the purpose of using italics vs. quotation marks and use italics and quotation marks purposely and correctly in their own writing.
3. Identify strategies that John Steinbeck uses for the Introduction/Exposition of Of Mice and Men.
4. Contribute original and authentic ideas to their Reading Group's discussion of Of Mice and Men by reading closely and completing their Reading Group Job thoroughly and accurately.
5. Reflect on an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
TUESDAY, FEBRUARY 16 - FRIDAY, FEBRUARY 19
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Editing the Human Race" through your annotations of this article.
2. Write complete and correct sentences with AAAWWUBBIS and non-AAAWWUBBIS front-branches with the purpose of varying sentence beginnings.
3. Use the RADaR Revision guidelines to give specific and constructive comments to Writing Group peers about their Extended Definition Essay.
4. Publish an Extended Definition Essay with complete and correct sentences, each containing a subject and predicate and a variety of sentence beginnings.
5. Reflect on an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to "Editing the Human Race" through your annotations of this article.
2. Write complete and correct sentences with AAAWWUBBIS and non-AAAWWUBBIS front-branches with the purpose of varying sentence beginnings.
3. Use the RADaR Revision guidelines to give specific and constructive comments to Writing Group peers about their Extended Definition Essay.
4. Publish an Extended Definition Essay with complete and correct sentences, each containing a subject and predicate and a variety of sentence beginnings.
5. Reflect on an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, FEBRUARY 8 - FRIDAY, FEBRUARY 12
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to ""How Tap Water Became Toxic in Flint, Michigan" through your annotations of this article.
2. Write complete and correct sentences with direct quotations and front, middle, and end attributions.
3. Use the "Extended Definition Essay Rubric" to evaluate extended definitions of "school spirit."
4. Use 3 or more techniques that an author uses for an "Extended Definition" essay to inform and explain an idea or concept to an audience.
5. Reflect on the beginning of an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to ""How Tap Water Became Toxic in Flint, Michigan" through your annotations of this article.
2. Write complete and correct sentences with direct quotations and front, middle, and end attributions.
3. Use the "Extended Definition Essay Rubric" to evaluate extended definitions of "school spirit."
4. Use 3 or more techniques that an author uses for an "Extended Definition" essay to inform and explain an idea or concept to an audience.
5. Reflect on the beginning of an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
MONDAY, FEBRUARY 1 - FRIDAY, FEBRUARY 5
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to 3 or more of the "The 10 Benefits of Reading" through your annotations of this article.
2. Write complete and correct sentences and identify the simple subjects and predicates.
3. Explain the purpose and process of soliciting feedback as presented in Austin's butterfly.
4. Name 3 or more techniques that an author uses for an "Extended Definition" essay to inform and explan audience.
5. Reflect on the beginning of an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
LEARNING TARGETS
By the end of this week students will be able to...
1. Describe your reactions to 3 or more of the "The 10 Benefits of Reading" through your annotations of this article.
2. Write complete and correct sentences and identify the simple subjects and predicates.
3. Explain the purpose and process of soliciting feedback as presented in Austin's butterfly.
4. Name 3 or more techniques that an author uses for an "Extended Definition" essay to inform and explan audience.
5. Reflect on the beginning of an Independent Reading Book using specific examples and details posted on a public Reading Blog.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
FRIDAY, JANUARY 29, LEARNING TARGETS
By the end of this week students will be able to...
1. Access class materials and information and turn in assignments through the English 9 Google Classroom.
2. Access information and Reading Blog prompts on Ms. Gower's website.
3. Locate materials, information and "turn in" boxes in Room 109.
4. Access rules, tips, and procedures of Room 109 and share the rules, tips, and procedures with their parents/guardians.
5. Create their Reading Blog using the digital tool Weebly and communicate their reading preferences on their blog.
6. Annotate an article online using the Scrible tool.
By the end of this week students will be able to...
1. Access class materials and information and turn in assignments through the English 9 Google Classroom.
2. Access information and Reading Blog prompts on Ms. Gower's website.
3. Locate materials, information and "turn in" boxes in Room 109.
4. Access rules, tips, and procedures of Room 109 and share the rules, tips, and procedures with their parents/guardians.
5. Create their Reading Blog using the digital tool Weebly and communicate their reading preferences on their blog.
6. Annotate an article online using the Scrible tool.