MRS. NAVEJARMR. CURLEY

Tuesday, September 4th

English 9

SPONGEYOU HAVE 5 MINUTES

Walk in quietly, sit down in your assigned seat and begin writing

Write about what you are thinking and feeling.

TUESDAY, SEPTEMBER 4TH

Welcome! Take attendance/check your schedule

Are you in the right class? Please take out

Notebook Pencil or pen

Wait for class to start Bell rings

INTRODUCTIONS

Instructors in the room Mrs. Navejar Mr. Curley

English 9-1st semester Today we will:

Course Overview Grading Policy Grade Scale Required Class materials Classroom expectations

INSTRUCTORS

Instructors in the room Mrs. Navejar Mr. Curely

Mrs. Navejar B.A. -Mount Mary College

English/History Middle-Secondary Education M.S.- UW-Madison

Educational Psychology Ph.D doctoral student- UW-Milwaukee

Educational Psychology- learning and development MPS Teacher for 12 years

10 years at Pulaski I’m in my 4rd year at Hamilton High School

WELCOME TO ENGLISH 9!A Few Things to Remember

• Take notes• Attendance is critical, be on time• Be prepared, always bring required materials• No cell phones or electronic devices • Enter the classroom and begin work quietly• If you respect your fellow students, teachers, and

environment, you will be respected too• All Hamilton HS conduct rules apply in this class• Take notes

COURSE DESCRIPTIONLOOK AT SYLLABUS

The central purpose of this course is to expand students’ foundational skills in all communication arts. These include reading, analyzing literature, writing, listening, speaking, discussing, using language, understanding media, using technology, and employing research skills. Students will apply these skills as they continue to develop their abilities as creative and critical thinkers. The goal of this course is to engage students in a meaningful survey of various genres of literature and writing. Equipping students with effective foundational reading and writing skills is paramount. There are no prerequisites for this course.

21ST CENTURY GRADING POLICY

Hamilton is enforcing the 21st Century Grading Policy. A student’s grade is dependent upon several factors. Foremost, the grade is determined by academic achievement during the mark period. High quality work is achieved through the daily practice and review of class skills and ideas learned during the class hour. A student’s grade is dependent upon active daily participation and skills mastery based upon standards which require regular attendance.

GRADE SCALE

• Advanced: Demonstrates in-depth understanding of academic knowledge and skills tested at the 9th grade level.

• Proficient: Demonstrates competency in the academic knowledge and skills tested at the 9th grade level.

• Basic: Demonstrates some academic knowledge and skills tested at the 9th grade level.

• Minimal Performance: Demonstrates very limited academic knowledge and skills tested at the 9th grade level.

REQUIRED CLASS MATERIALS

Pens/pencilscollege ruled loose leaf paper, notebook folder (please have an extra supply of these items as we will need them throughout the 18 week semester).

CLASSROOM EXPECTATIONS: 1. Please arrive on time. If you are late, enter in quietly.

Students who are repeatedly late will require disciplinary action.

2. This classroom is a “safe-zone”. We do not allow students to make fun of others, or make them feel unsafe in any way. We believe that each student deserves the right to learn in an environment where we can all relax, have fun, learn, and be equals.

3. Come prepared to learn. We have designed this class in an “honors” format. We have high expectations, and we expect each student will arrive with the necessary materials and attitudes to fully realize themselves as successful scholars.

4. Hamilton High School and room 375 has a no cell phone policy. Do not take out your phone for any reason. Students who break this important school rule will be taken to the administrator.

ROOM 375CLASSROOM PROCEDURES

Review

1. Walk in quietly

2. Enter the room BEFORE the bell rings Do not stand outside the door

3. Sit in your assigned seat

4. Take out notebook and pen/pencil You must bring your own pencil/pen and notebook You will keep your notebook in the class Write your name on the top of the notebook and on the inside

cover

5. Write down the notes for the day or begin the activity that is posted on the overhead

Remember:

3. We begin on time, and we do not waste time.

4. Do not get up from your seat without permission.

5. When the class ends, you must stay in your seat and wait till I dismiss you.

SPEAKING AND LISTENING Speaking and Listening is a part of your grade What does “speaking” look like?

Reflect on the question (think time) Write down a response before you speak (prepare) Raise your hand (we want to give everyone a chance)

What does listening look like? Why is it important to hear everyone’s thoughts and

opinions? What are your experiences with people who “hog” the

conversation? How do you feel when people interrupt you? Talk over you? The body language of listening

Looking at the speaker The white of your eyes should be facing the speaker Do not write or play with items on your desk when someone is

speaking

GET TO KNOW YOU

Handout Fill out questionnaire-6 minutes Pair up with the person on your right Pick out three questions from your handout

that you are willing to share with your partner Share those three points with each other

Introduce your partner and tell us one thing about that person Hi, my name is ______________. I would like to

introduce __________________. _____ likes to _______.

TUESDAY, SEPTEMBER 4TH

Review what we discussed Preview what we will be doing tomorrow

SPONGEYOU HAVE 5 MINUTES

Walk in quietly, sit down in your assigned seat and begin writing

WEDNESDAY, SEPTEMBER 5TH

Today we will: Review Preview Take assessment on

Grammar, usage and mechanics Writing

Discuss homework Preview tomorrow’s lesson

LESSON PLAN Objectives

Students will take an assessment to measure their level of knowledge on the following:

Grammar Mechanics Usage Writing

Wisconsin Common Core State Standards Covers both Writing and Language standards

Activities Students will take a multiple choice writing and language assessment Students will write a brief persuasive essay

Instructional Materials Test Writing paper Scan-tron pencils

Accommodations/Modifications (*see iep binder) Homework

Focus on punctuation handout Comma, semi-colon, spelling, using the right word Handwriting

HOMEWORK

Punctuation Handout Practice/Review

Handwriting Why is it important to have good handwriting? What happens if you fill out a job application and

the employer can’t read the app? Why do you think people over the years have

developed poor writing habits?

SPONGEYOU HAVE 5 MINUTES

Walk in quietly, sit down in your assigned seat and begin writing

THURSDAY, SEPTEMBER 6TH

Today we will: Review HOMEWORK

CHECK IN- DISCUSS ESIS GRADEBOOK Preview what we are learning today Review our curriculum map

Review text book Discuss what we are learning and why we are

learning it Discuss homework

Focus on spelling, comma, semicolon, using the right word, sentence combining

Handwriting Preview tomorrow’s lesson

LESSON PLAN-THURSDAY, SEPTEMBER 6TH Objectives

Students will understand what they are expected to learn this semester Wisconsin Common Core State Standards

We will be discussing the CCSS and why it was created Activities

Students will: Review 9th Grade curriculum map Text book

Review the contents (layout) and items in the book

Instructional Materials Class set of Curriculum Maps Textbooks Sentence combining handout and handwriting worksheet

Accommodations/Modifications (*see iep binder) Homework

Focus on spelling, comma, semicolon, using the right word, sentence combining

Handwriting

SPONGEYOU HAVE 5 MINUTES

Walk in quietly, sit down in your assigned seat and begin writing

FRIDAY, SEPTEMBER 8TH

Today we will: Review HOMEWORK

CHECK IN Preview what we are learning today Review Discuss homework Preview tomorrow’s lesson

LESSON PLAN Objectives

Students will: Recognize Persuasive techniques (reading strategies)

Audience Purpose Persuasive points

Wisconsin Common Core State Standards I can identify a central idea and explain how it develops using specific details throughout the text in an

informational text. (RI.9.2) I can describe how an author constructs an analysis by looking at the order of points made, how they are

introduced and developed, and the connection of ideas. (RI.9.3) I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4) I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims.

(RI.9.5) I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6) I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8)

Activities Review homework Discuss how we break into groups KWL- Civil Rights, President Kennedy, Dr. King, I Have a Dream Speech (group) Whole group discussion- review our KWL Small group- Read Kennedy's Birmingham speech Whole group- Discuss comprehension questions– review reading strategies and terms Review homework

Instructional Materials President John Kennedy’s Birmingham Speech Dr. King’s I Have a Dream Speech (homework) Handwriting handout

Accommodations/Modifications (*see iep binder) Homework

I Have a Dream speech by Dr. King (Handout) Handwriting (handout)

Discuss how we break into groups

Small group Pairs- in pair groups, you will work with the person next to

you Small group of 3-4

Each person is expected to participate There will be no criticizing of each other’s ideas You need to encourage each other to contribute Introduce yourself to each other Usually, group notes are fine unless the teacher tells you otherwise

(one person takes notes for the whole group) Keep your voices down- if everyone speaks at their normal

speaking level, it will be too loud in the classroom Ask for help if you or your group is confused (really, you

should ask your group members any questions, and then call upon the teacher to clarify)

When the teacher calls the class to order, you must stop your discussions and stop writing. Wait for the teacher to tell you what to do next.

KWL- Civil Rights, President Kennedy, Dr. King, I Have a Dream Speech (group)

What do you KNOW

What do you want to KNOW

What did you LEARN?

President Kennedy

Dr. King

I Have a Dream Speech

Civil Rights

Whole group discussion- review our KWL

Each group will share one thing they wrote down

Small group- Read Kennedy's Birmingham speech

With a partner, review the reading Discuss margin questions and terms Each person will WRITE DOWN THEIR OWN

RESPONSES ON THEIR OWN PAPER You may discuss questions and share

answers Keep your voices down Be prepared to share with the class

Whole group- Discuss comprehension questions– review reading strategies and terms

We will go around the room and each group will answer one question per group

Review homework

I Have a Dream speech by Dr. King (Handout)All margin questions must be filled out

Consider how Dr. King’s speech and President Kennedy’s speech: Use similar persuasive techniquesUsed different persuasive techniques

Other similarities and differencesHandwriting (handout)