Essay structure

10/1 - 10/10/7
Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


Goal: Students will be able to understand how to answer a prompt/ essay question

Monday:  Students will review Essay structure.  (The worksheets we outlined before fair)
Students will Explore the Purdue owl link.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to one of the five main characters in "Hearts and Hands" and "The Open Window"?Be specific and use examples.

Tuesday:1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will review steps to writing an essay question
4. Students will complete their essays and have them proofed by 5 people on www.turnitin.com


Wednesday-  Students will finish their essays and submit their work to www.turnitin.comTips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.
Thursday:
Review Keystone Essay/ Responses
Evaluate grading format and expectations
Use the Keystone link on upper right

Links:
5 Paragraph essay format LINK
5 Paragraph Outline LINK

Friday:  Students will take vocab test 2
Students will work on vocab unit 3


R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Vocab Unit 1

Bell Ringers:

9/17
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages
9/18
2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/21
5. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages



Friday-

1. Vocab Test
2. GRADED CHECK: Students will turn in their 3-ring binders containing their plot structure worksheets and vocab.
3. Students will review and begin Unit 2 - Vocab  (This is due next Wednesday)



*There will be a vocab test every Friday.  It will include the bell ringer terms as well as the terms in the lesson.

Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Writing an essay question

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The leaves of TREMULOUS palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages


Wednesday/ Thursday- 

Goal: Students will be able to understand how to answer a prompt/ essay question


1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will review steps to writing an essay question

Wednesday- Assessment
1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?Be specific and use examples.

Thursday -  Students will finish their essays and submit their work to www.turnitin.com
Tips:
Be sure you keep a clear focus. (Stick to a yes or no answer. NO MAYBE)
Pay attention to your grammar.
Give as many examples as possible to support your stance.
Make sure you justify each of your key points with support.

5 Paragraph essay format LINK
5 Paragraph Outline LINK

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

Vocab Review

Bell Ringers:
9/17
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages
9/18
2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/19
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/21
5. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

Tuesday 

Goal: Students will be able to understand and identify homonyms

1. Students will go over vocab lesson 2
2. Students will turn in 15 original sentences using context clues
3. Students will finish the short story from Monday


1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.



Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

"Hearts & Hands" - Essay Structure - Homonyms and vocab

Bell Ringers:
Bell Ringer
9/17
Circle the context clues in the sentence.  Select the correct answer
1. He had financial issues, so he decided to make his own money.  He was sent off to Leavenworth for seven years for COUNTERFEITING.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages
9/18
2.Out of the WARRENS in the wall, tiny little robot mice darted.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/19.
3. Still farther over, their images burned on the wood in one TITANIC instant.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/20
4. The the leave of tremulous palm trees swayed in the cold wind.
A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages

9/21
5. In the kitchen, the stove could be seen making breakfasts at a PSYCHOPATHIC rate, ten dozen eggs, six loaves of toast, twenty dozen bacon strips, which, eaten by the fire, started the stove working again, hysterically hissing!

A. Having great power B. With danger mental disorder C. Making illegal imitations D.Trembling; quivering  E. Maze like passages




Monday, 9/17 AND Tuesday, 9/18

Goals:
A. Students will review strategies for constructing meaning
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

*Pre-reading introduction to author on page 262-263

1. Students will read "Hearts and Hands" on page 264  of their text.
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 265

7. students WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters.  (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.
10. Students will complete a plot structure worksheet

Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

The Open Window

9/10-9/14

Bell Ringer
9/10
Circle the context clues in the sentence.  Select the correct answer
1. At Denver there was an INFLUX of passengers into the coaches on the eastbound B & M expr4ess.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon
9/11
2.Framtom labored under the tolerably wide-spread DELUSION that strangers are hungry for the details of one's aliments and sicknesses.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

9/12
3. A cyclist coming along the road had to run into a hedge to avoid an IMMINENT collision.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

9/13
4. The two men SIDLED down the aisle into the last car of the train. 

A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon 9/14

As the young woman looked terrified, Mr Easton, with a little laugh, as if amused, was about to speak when the other man FORESTALLED him by interrupting their conversation. 
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon
Procedure:
Monday:
Part 1: Students will read and discuss page 470 in their textbook
A. Students will review strategies for constructing meaning
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

Pre-reading introduction to author on page 468-469

1. Students will read "The Open Window" on page 471  of their text.
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 475

7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters   (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.

10. Students will complete structure worksheet
Monday Homework:  Finish reading the story....there will be a short quiz

Wednesday
- Finish working pm "The Open Window" 

Students will complete a writing assignment and turn it in to www.turnitin.com

Write a Diary entry:

Write a diary entry from Vera's point of view, describing Nuttle's reactions to her tricks.  (You are the voice of Vera's mind / inner thoughts)

Pre-reading introduction to author on page 262-263

1. Students will read "Hearts and Hands" on page 264  of their text.
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 265

7. students WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters.  (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.

10. Students will complete structure worksheet

Thursday- Assessment
1. Students will review essay structure and methods to answer an essay question.

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?

Be specific and use examples.

Friday, Students will finish their essays and submit their work to www.turnitin.com

Friday- Students will receive their first vocabulary unit.
*There will be a vocab test every Friday.  It will include the bell ringer terms as well as the terms in the lesson.

Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Friday Homework:
Vocab unit 1 - due on Tuesday, 9/18
**This includes the unit, highlighted context clues AND 15 original sentences with the context clues highlighted

Looking Ahead:
3-Ring binder check on Friday, 9/21-Graded Check
**Please make sure to include four plot structure sheets and vocab packet
Assessment:  There will be a WRITTEN JOURNAL ASSIGNMENT ON Thursday informal ASSESSMENT WILL BE CONTINUALLY APPLIED THROUGH DISCUSSION AND Q/A SESSIONS
Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

The Monkey's Paw

Wednesday, 9/5, Thursday, 9/6 and Friday 9/7

Bell Ringer
9/5
Circle the context clues in the sentence.  Select the correct answer
1. His teeth were exposed in a frozen grimace. 
A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

9/6
2.The strength was gone from his legs;  his shivering hands--numb, cold and desperately rigid had lost all deftness.
 A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

9/7
3. By a kind of trick--by concentrating his entire mind on first his left foot, then his left hand, then his other foot, then his other hand--Tom Benecke was able to move almost imperceptibly.
 A. Skillfulness      B. Unnoticeable    C. Twisted facial expression

Procedure:

1. Students will read "Contents of a Dead Man's Pockets" on page 5 of their text.
2. Students will review key points from Tuesday's reading
3. Students will make predictions about the "Contents"
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 19 and complete a worksheet

7. Students will complete structure worksheet

Assessment:  There will be a short quiz following the reading

Closure:
9/5 - Use grimace   in a complete sentence.  Circle your context clues.
9/6 - Use deftness  in a complete sentence.  Circle your context clues.
9/7- Use imperceptibly  in a complete sentence.  Circle your context clues.

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Tuesday, 9/3

Bell Ringer
9/3
-
1. Students will learn to make conclusions using clues/ context clues
A. Each student will get a sheet of paper
B. Students will review "evidence: from a crime scene
C. Students will evaluate the circumstances and reasons for the victim's death
D. After reviewing the evidence, the students will write a short paragraph discussing the cause of the person's death.  Students will also list "character traits"  that are evident from the evidence.

Students will offer their opinions of other "popular mysteries"

Procedure:

1. Students will read the introduction to "Contents of a Dead Man's Pockets" on page 2 of their text.2. Students will discuss why people take risks

3. Students will make predictions about the "Contents" and begin reading

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 19 and complete a worksheet

7. Students will complete structure worksheet

 

Assessment:  There will be a short quiz following the reading

Standards:

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language