Week 19 (12/14-18)
Monday: All students will grade their grammar assessment, and read “Beowulf”.
Key concepts: sacrifice, self-assessment and inner strength.
Homework: Two days: all students will use a song to memorize their linking
verbs (abc song):
Am, is, are, was, were, and friends, (a,b,c,d,e,f,g)
Any form of be or been, (h,i,j,k,l-m-n-o-p)
Seem, appear, look, become, grow, (q,r,s,t,u,v)
Add the tenses that we know, (w,x,y,z)
Taste, feel, smell, sound, remain, stay, (now I know my a-b-c’s)
Learned my linking verbs, hooray. (next time won’t you sing with me.)
Tuesday: Students will return to the text of “Beowulf”, and analyze the final
battle with the dragon.
Homework: Finish memorizing the linking verb song, in preparation for a
linking verb quiz.
Wednesday: Students will take a quick assessment on the linking verbs, and
learn the characteristics of helping verbs.
Homework: Two days: students will write a not-so-serious story, using each
of the prepositions listed below. The term (preposition) and definition
should be included as a heading. There are fifty-four prepositions listed
below, and each should be numbered within the story.
Preposition: A preposition is a word used to show the relationship (in terms
of position, time, ownership, etcetera) of a noun or pronoun to another word
in the sentence.
Aboard, about, above, according to, across, after, against, along, amid,
among, around, at, because of, before, behind, below, beneath, beside,
between, beyond, but (except), by, down, during, except, for, from, in, in
spite of, instead of, into, like, near, of, off, on, on account of, out of,
over, past, since, through, throughout, to, toward, under, underneath, until,
unto, up, upon, with, within, without.
Thursday: Students will discuss the ending of “Beowulf”, and continue with
the battle of “Beowulf” and the dragon.
Homework: Students will finish their preposition story, in preparation for a
quick assessment on Friday.
Friday: Students will take a preposition assessment, and conclude the study
of “Beowulf”.
Homework: All students will get a copy of the book “Lord of the Flies.”
We’ll begin reading it when we return from the holiday break. Be prepared for
a book check!
Week 18 (12/7-11)
Note: All week long, we will be editing and revising the class novel for
homework. Before submitting your work, use the chapter summaries to make sure
your work has the necessary plot elements. Students will have until Friday to
turn in their finalized work, but nonetheless, they must do a little each day,
if they are to succeed!!!
Monday: All students will create a bibliography using an online citation
engine. Then, students will use their bibliography to cite their information.
Homework: All students will work on their bibliography page and in-body
citation. Students will print and submit chapters three, four and five, along
with their bibliography page on FRIDAY.
Tuesday: Students will cover the next section of Beowulf, and compare the
culture of the Danes with that of the Egyptians. Guiding questions: Which
civilization is more advanced, and why? Is it possible to get less civilized,
as time passes? If so, how? In what ways were the Danes more civilized than
the Egyptians?
Homework: Students will use the chapter summary to make sure all elements of
chapter 3 are in place.
Chapter 3 summary:
Tsodilo Hills.
You each arrive about fifteen miles from Tsodilo Hills, and fall
unceremoniously onto the savanna. There, you see all manner of animals,
including several extinct ones (mastadons, mammoths, etc.). Then, in the
distance, you see a signal fire that Mack has built, and begin walking toward
it. Describe the animals and the terrain using excellent sensory detail. When
your character reaches the fire, he or she sees a message board, with Mack’s
letter, telling you to write a poem about your home (or your character’s home).
Wednesday: Students will cover Beowulf's departure from Denmark, and return
to Geatland (modern Sweden). Students will also take a quiz, in which they
compare Old Kingdom Egypt with Denmark from Beowulf's time (450 A.D.) on the
basis of which might be considered more civilized.
Homework: Students will revise and edit chapter 4 of their class novel,
making sure that enough descriptive detail has been included.
Chapter 4 summary:
Home.
Summary: You go off and write the poem, and return to see the Tsodilite tribe
and your fellow travelers gathering. The chief raises his hand and greets
you, as explained on the website. You gather next to the fire, and share your
poems with the tribesmen, and then share a feast of grubs and frogs with them.
Finally, you meet and spend hours making friends with a Tsodilite tribesman
(This may be written in a summary style; you need not go into great detail.).
Shortly after that you see the blue door again, and travel to Memphis,
Egypt. At some point between arriving in Tsodilo Hills and getting your
bearings in Memphis, you discover an avatar (a tool Mack has provided to help
with questions and translation). It may appear as anything you like.
Thursday: All students will discuss Beowulf's rule in Geatland (Southern
Sweden), in preparation for his final battle with the dragon.
Homework: Students will proofread and edit chapter 5 of the class novel,
being sure to provide researched supporting details. Chapters 3-5, along with
a bibliography page must be submitted at the beginning of class on Friday.
Chapter 5 summary:
Memphis.
Summary: You arrive in Memphis, possibly at Imhotep’s building site for King
Zoser’s pyramid. You are in the latter half of the 27th century B.C.E..
Using great sensory detail, observe and record what you see. In ancient
Egypt, some people would have lived relatively modern lives, but the rest
found themselves living much as the tribesman in Tsodilo Hills had. The only
difference is that their toil was done for the benefit of the pharaoh, rather
than themselves and their families. After a short while, you get your
bearings, and meet an Egyptian who is in need. They may be injured, sick,
unemployed, or have some other difficulty. Some of you may have observed a
problem, rather than a person, but either way, you resolve to help, and must
find a way to speak with Imhotep. The basic message you will pass on is that
civilization should benefit all people, not just those few who are in power,
whether you are addressing an issue or a particular individual. Create a
symbol that expresses the message you want to pass on. Reaching Imhotep can
be accomplished a number of plausible ways. Some may see fit to appear to
have magical powers, using technology (your avatar) and unexpected knowledge
(as you have likely come from a time after that of Old Kingdom Egypt). You
may use any method you like, provided you remember that Imhotep is both
important and busy. He is your only hope of getting your message to King
Zoser (the pharaoh). Zoser may or may not choose to implement your
improvements; either way, an important lesson will have been planted, like a
seed, to sprout later. Once you have communicated with King Zoser, you will
find the blue door again.
Week 17 (11/30-12/4)
Standard: Select a focused topic, determine purpose and audience, and
generate questions for research. (3.6.1-2, 3.2.1-2)
Monday:
Lesson Objective: SWBAT create a plot line for a chapter of the class novel,
set in ancient Egypt (Memphis, 2,600 B.C.). This objective will span
approximately six class periods.
Language Objective: Students will apply the following terms/symbols to the
construction of their novel chapter: Ankh Tawy (an original name of Memphis),
Ptah (patron god of Memphis), ankh (life), was (power) and djed (stability).
Anticipatory Set: A prompt will be provided, along with key terms for
inquiry and application. Students will write down questions while the teacher
reads the prompt, and answer them during the Q&A session.
Prompt: Sub-objective 1: Students will take notes on the expository elements
of chapter 5, which is set in Egypt. Characters will be helping an Egyptian
person, as specified in the following prompt:
In Tsodilo Hills, you learned the importance of family and homes. By sharing
your experiences of home with the Tsodilite tribe, you were able to jump to
the next step in our journey: ancient Egypt. Here, you must consider how the
development of civilization, including varied occupations and social
hierarchies will have influenced life (this will be the conflict in our
story). Is life better? Is it worse? How and why?
In some ways, life has become much better; the Egyptians have a greater life
expectancy, great power and more stability. However, these advances come at a
price, and some experience them to a greater degree than others.
Create the plot for a historical fiction story, in which you discuss these
issues, and use facts from your research to enrich it. Begin at Imhotep’s
construction site, among the builders of the first great pyramid and their
families. Then, help an Egyptian who is in need, by bringing his or her
plight to the attention of King Zoser. You will need to convince Imhotep that
you understand the secret symbols of the deity Ptah, if you want to gain an
audience from King Zoser. You must create and present your own sacred symbol
to King Zoser, in order to help your Egyptian friend…
Homework: All students will complete an outline of chapter 5, including the
following categories:
I. exposition
II. conflict
III. rising action
IV. climax
V. falling action
VI. resolution.
In each category, students should summarize what will happen in his/her
chapter. The goal is to come up with a logical progression of events to
illustrate that life, power and stability (the values of the deity Ptah) must
be bolstered by justice.
Tuesday: Students will review, research and present their outlines, as they
begin the writing process. Our goal is to have the exposition of chapter 5
completed by class on Wednesday.
Homework: Students need to complete the exposition of chapter 5. This should
be approximately 2 typewritten pages, and students should make certain they
have a practical way to get writing back and forth from school (flash drive,
email, etc.).
Wednesday: All students will make sure their conflict is fully expressed and
integrated into the exposition.
Homework: Students will work on the rising action of their story--no fewer
than three events leading up to a meeting with King Zoser.
Thursday: All students will participate in the class spelling bee, and work
on their falling action in the class novel.
Homework: All students will complete the falling action and resolution of
their novel chapter: Memphis.
Friday: All students will go to the computer lab and complete their draft of
chapter five. we will return on Monday for proofreading and editing.
Homework: Students will make sure to include and label no fewer than 25 facts
about ancient Egypt, hieroglyphics, Imhotep and King Zoser.
Week 16 (11/23-24)
Monday: Students will watch "School House Rock".
Homework: All students will memorize their first 10 Linking verbs.
Tuesday: All students will go over chapter 5 in the class novel.
Week 15 (11/15-19)
Monday: All students will read Beowulf, and go over the vocabulary assignment
from Friday. Period 1 will hand in its folders.
Homework: Study the definitions of each word in our vocabulary list for
Tuesday assessment.
Tuesday: All students will be assessed on their vocabulary list, and will
work on a rough draft of the remainder of chapter 4 in our class novel.
Period 2 will hand in its folders.
Homework: Revised: Students will complete the provided grammar worksheet.
Wednesday: Students will identify modifiers (adjectives, adverbs and
prepositional phrases) in provided sentences. If time allows, students will
work on chapter 4 of their novels.
Homework: Students will complete chapter 4 of their class novel.
Thursday: Students will practice diagramming adjectives, adverbs and
prepositional phrases, and then move on to novel writing. Period 6 will hand
in its folders.
Homework: Grammar review unit.
Friday: Students will take their grammar assessment, and go over Beowulf's
battle with Grendel's mother. Period 7 will hand in its folders.
Week 14 (11/9-13)
Note: Students did not perform as well as might be expected on their grammar
assessment, given the amount of time we spent preparing. However, do not
fear; they will have a chance to remediate their understanding, or accelerate
to the next unit, depending on their performance.
I will say that many students did quite nicely, and performance had
little to do with their preexisting knowledge of the language and proficiency
therein. I can therefore eliminate the lesson difficulty as the determining
factor in student success. Some other factor is to be credited, and I suspect
that study habits and attentiveness in class are the key.
Now, the easy solution would be for me to lower the standards I've set.
To some degree, I'm doing that, by allowing kids to remediate their scores. I
could accept that grammar is more challenging to today's students,
and as many have, remove or reduce it. This seems irresponsible, and
ultimately dangerous from the perspective of school and student performance.
We've reached a crossroads, of sorts. Students seem to be spending a
lot of time studying, without making much progress. Therefore, if parent
accounts are to be understood, we must determine the cause of student success
or failure.
If your child is succeeding, I'd love to hear how they go about
studying, and conversely, if they are struggling, I'd love to hear specific
difficulties. Please take some time to share your perspective, either way, by
logging into my blog on the class website. Let's become a more supportive,
successful community by compiling the information we have.
Sincerely, Mr. Amos
Monday: Students will identify the complete and simple subject in 10 provided
sentences (Warriner's, p. 8) . Qualified students will complete "Diagramming
the Subject and Verb," Warriner's, p. 22-24. Then, students will cover the
next section of Beowulf.
Homework: Students will complete Exercise 5, #1-20.
Tuesday: Students will work on "Commonsense" Contexts, #1-20 (odd numbers).
Then, we'll grade grammar assignment, and go on to the next section of Beowulf.
Homework: None
Wednesday: No school--Veteran's Day!
Thursday and Friday: All students will take the district reading assessment.
Week 13 (11/2-6)
Monday: Students will be given time to remediate missing or low scoring
assignments. Those who do not have to remediate scores will be able to work
on self-selected vocabulary, and will compile a list of five vocabulary words
from one or more articles of interest. This may be the same article they
chose for current events.
Homework: Students who are caught up in their work will have no homework.
Those who need it will be given remediation assignments.
Tuesday: Students will create grammar review sheets, using a teacher-provided
checklist, in order to prepare for Friday’s grammar assessment. This will
include definitions and examples of key terms we’ve studied, and a variety of
practice opportunities from the “Try It Out” and “On Your Own” exercises we’ve
done. Students who are not in need of remediation will be encouraged to
accelerate to new lessons.
Homework: Grammar review sheet: Forming Compound, Complex, and
Compound-Complex Sentences.
Wednesday: Students will complete "Fragments and Run-Ons", and read and
discuss "Beowulf".
Homework: Grammar: "Extra Practice", page 75, #1-6, page 76, #1-4.
Thursday: Student grammar review session: definitions, applications and extra
practice. Students will be reviewing the key concepts prior to our Friday
grammar assessment. We will break into focus groups,and isolate remediation
needs.
Homework: Students will study their grammar definitions and examples for the
unit test.
Friday: Students will have a quick question and answer session, and will go
over the elements of the test. Then students will take their grammar
assessment.
Homework: Remediation work for those who need it only.
Week 12 (10/26-30)
Note: I will be meeting with four students on each grammar day, to discuss
their writing. These students will be required ½ of the class work in
addition to ½ of their scheduled homework. As a rule, this will be the odd
numbers of any given assignment. Students who have symposium will need to
make a note of it on their abbreviated work!
Monday: All students will complete “Fragments and Run-ons”, # 1-18, in the
grammar book.
Homework: Students will complete # 19-29, of “Fragments and Run-ons”.
Tuesday: All students will begin completing examples from their vocabulary
packet, and hear the next section of “Beowulf”.
Homework: Students will complete their vocabulary packet assignment.
Wednesday: Students will begin working on “Checkup: Unit 1”, #1-34, on page
68-9 of the grammar book.
Homework: “Test Practice”, numbers 1-14.
Thursday: Students will continue working on “Checkup: Unit 1”, and begin
completing their second vocabulary packet.
Homework: Students will complete the second vocabulary packet, and prepare
for Friday assessment on vocabulary.
Quarter 2 modifications and adjustments:
I’d like to modify and adjust our vocabulary program, to build in student
choice. There will be a balance of required and elective words (chosen by
individual students and shared with the class).
Grammar and vocabulary need to happen each week, not alternate weeks. That
provides the continuity that I believe is not being found in our current
alternate week setup. I will readjust the program of study during the fall
break, and plot a course for students’ grammar assignments, so they can
accelerate, and hopefully, complete the grammar units ahead of time. Then,
remaining time during the year can be devoted to a chosen area of interest
(provided it corresponds with the educational goals of the student’s parents).
All homework will be collected at the end of the week-long cycle, and graded
on successful completion. Each class period will be assigned a different day
for submission. This builds in some flexibility as far as completion goes,
and reinforces that each assignment matters. Homework will receive a higher
percentage of the final grade students will receive.
•Students will receive homework folders, to compile their work, and
•individual homework assignments will be shorter, to achieve a higher
percentage of completed work.
•I will devote more attention to the creation of homework assignments
that are targeted, and more comprehensible to students.
Finally, I am differentiating during novel writing time. Some students will
use this time to remediate learning, and others may have the option of
completing an alternate, standards-related assignment.
Week 11 (10/19-21)
Monday: Students will work on grammar, go over quarter 2 adjustments and
review last week's vocabulary list.
Homework: Students are to choose a subject area (it can be from a particular
job or school content area) and look up five vocabulary words that apply to
it. Students will write or type the words, their definitions and how they
will remember them.
Tuesday: Students will exchange their words, collecting five words from
classmates, to increase their list to ten. Then, students will go over
Beowulf, culminating at his first great battle.
Homework: Students will complete the week's at-home grammar assignment.
Wednesday: Students will review and turn in their grammar assignment.
Week 10 (11/12-16)
Monday: Students will recite their poems, and discuss elements of literature,
across cultures. Input: Beowulf (our cultural heritage). Goal: given the
natural form of a story, and the literature we have studied and are studying,
how should we proceed in our novel writing? What comes next, and why?
Homework: Students will create a war helmet, by pillaging their kitchens,
closets and cupboards.
Tuesday: A second set of students will recite their poems, and we will go
over the week’s vocabulary list.
Homework: Students are to study vocab words 1-10, in preparation for
vocabulary assessment.
Wednesday: Students will discuss and taking notes on cross-cultural
literature. Focus: Beowulf and storytelling.
Homework: None
Thursday: Students will recite their poems, and begin work on their
vocabulary assignment.
Homework: Study and complete vocabulary packet. Students will turn in both
vocabulary assignments on MONDAY, so it is important that they be responsible
about keeping track of their work!
Friday: All students will listen to the story of Beowulf, and take a brief
assessment on the characteristics of a leader, as suggested in the text.
Week 9 (10/4-8)
Monday: All students will go over the Writing Checklist, and complete a
grammar practice assignment. Then, students will choose and begin to read
their Mark Twain book (provided).
Homework: All students will order or purchase a copy of "Beowulf".
Tuesday: Students will begin using the Writing Checklist on their peers'
class novel. Students will be paired up by the teacher.
Homework: Students will complete a grammar assignment.
Wednesday: Students will provide feedback on their Checklist, and celebrate
one another's writing by reading passages from the stories out loud. Students
who need to catch up on work will be given time to do so.
Homework: Students will write a final draft of their novel chapters, using
the formatting changes we discussed in class, and resubmit it on Thursday.
Thursday: All students will go over the remaining elements of chapter 4, and
practice diagramming compound sentences.
Homework: Students will diagram compound sentences, and begin memorizing
their poems. (Five sentence pairs from your chapter 4)
Friday: All students will take a brief assessment on compound sentences, and
write the ending of chapter 4.
Homework: All students will finish memorizing their poems, for in-class
presentation.
Week 8 (9/28-10/1).
Monday: All students will engage in a writing workshop, in which we will
revise and edit our novel entries for formatting, grammar, spelling and
punctuation. Students will also go over new vocabulary words.
Homework: Students will make revisions, and resubmit their first three
chapters. Note: Students who do not have access to a computer at home may
complete their homework with me during lunch/recess. NO LATE WORK WILL BE
ACCEPTED.
Tuesday: Students will hand in their revised copy of the first three
chapters, and go over their new vocabulary list.
Homework: study words 1-10 for Wednesday assessment.
Wednesday: Students will take an assessment on words 1-10, and go over the
next writing assignment for their class novel: "Home" poem.
Homework: Complete your poems about the true meaning of home for class.
Thursday: All students will work on the next step of the novel in the
computer lab on both Thursday and Friday.
Homework: Students will study homonyms 11-20, and write sentences for each.
For extra credit, they may create a homonym story.
Week 7 (9/21-25)
Monday: Drafting: All students will begin typing their first submission for
the class novel. Each student will use a provided checklist to evaluate their
writing to date. Then, students will begin adding in the expository
information they need, and creating a rough draft of the story.
Homework: Students will take provided sentences, and identify the subject and
verb. Then, they will change the form and tense of the verb.
Sentences: 1. I go to the grocery store every Friday.
Subject: ________ Verb: ________
Change the verb to the past tense, progressive form.
2. On Thursday, Bill will try to go to the gym.
Subject: ________ Verb: ________
Change the verb to the present tense, simple form.
3. While she doesn't eat meat, Sarah makes an exception for chicken.
Subject: ________ Verb: ________
Change the verb to the past tense, perfect form.
Tuesday: All students will continue working in the lab on their novel. By
the end of class, students will have entered the blue door, which will bring
them to Tsodilo Hills, 70,000 years ago.
Homework: Students will create a tie-in between the planets in "The Little
Prince", and their novel. Students need to visit three planets, on which
they'll "leave behind" an issue/character flaw they've dealt with in their own
lives.
Wednesday: Students will analyze their chosen issues/flaws, dividing it into
a cause and effect relationship. Then, students will identify a virtue or
value expressed explicitly or implicitly in their novel writing.
Next, each student will come up with a personified character who will
reinforce that virtue/value, and ask an adult (preferably a parent/guardian).
I'd like to have the students recall the fox, from "The Little Prince". This
person will become a companion or guide throughout the course of the novel's
development, and students will learn to both ask good questions of this guide,
and infer what the guide might say.
Homework: Students will talk with an adult about their role as a 'guide' in
the story. Then, the adult will read through the novel's first installment
with the student, and help with the editing and proofreading, while discussing
the virtue or value content. Students may have more than one guide, so they
should not wait for 'the right person' at this time.
Thursday: Students will be read the time traveler's directions, and decide
how they will incorporate elements from "The Little Prince" into their next
novel section. Key elements: the fox and taming, the water and the well, the
snake and the little prince.
Homework: Each student will create a picture of a character from his/her
story. The image should be no more than three inches in any direction, and
will inhabit the mural beneath the little prince's planet. Selected students
will create the plane, the pilot, the little prince and the secondary
characters from the story.
Friday: Some students will share their character’s traits, and others will
share their character’s experiences crossing the savanna, and evaluate what
they have learned about that character, as well as the story.
Homework: Finish typing chapters 1-3, and print a copy. Get a parent
signature, to show that you have had help with proofreading and editing, or
expressing that you need additional help from me.
In your own chapters, identify the:
1. Descriptive detail?
2. Personality traits of your protagonist
3. How your protagonist wants to be seen vs. is seen
4. How your protagonist relates with his/her environment
Input: I will read the newest section of the novel.
Modeling: Discuss the plot and ‘Mack’s’ character development.
Aligned activity: Students will work on their draft, and/or finish and cut
out their pictures for the mural.
Closure: Students will go over the criteria for successful completion of
their weekend homework.
Three chapters finished, typed, and proofread by parents/guardians. Parent
signatures, to indicate that they have read your work, and realize they will
provide you with ‘guiding input’ through your avatar.
Week 6 (9/14-18)
Monday: All students will be able to write a definition of effective word
choice, sentence fluency and conventions in writing. Students will also
understand how how each of the three can be used to express themselves in
creative ways. In addition, students will look up their first five vocabulary
words, and come up with easy to remember definition sentences (mnemonic
devices).
Homework: Students will use mnemonic devices to memorize vocabulary words 1-5.
Tuesday: Students will discuss the creative fiction writing process, by
discussing our class novel. Students will discuss a protagonist (main
character), and a point of entry (setting) through which they will begin
writing their creative fiction stories. Students will be given a basic
overview of the plot, and the necessary parameters of writing for this
assignment.
Homework: Students will describe and illustrate their protagonists, and write
down mnemonic devices to help remember the definitions of words 6-10 of their
vocabulary lists.
Wednesday: Students will take a brief assessment on words 1-10 of their
vocabulary lists, and then discuss their protagonists. Students will be
encouraged to make their characters more believable, by including memorable
behaviors, traits, beliefs and flaws, etc.
Homework: Students will revise their protagonists, and write down mnemonic
devices to help remember the definitions of words 11-15 of their vocabulary lists.
Thursday: All students will work on chapter 1 of their novel, and continue to
study their vocabulary list, in preparation for Friday's vocabulary assessment.
Homework: Students will read chapters 21-24 in "The Little Prince", and be
prepared to identify the main ideas in each chapter.
Friday: Students will take an assessment on their vocabulary list, and on
chapters 21-24 in "The Little Prince".
Homework: Finish "The Little Prince."
New vocabulary:
By Tuesday students should know:
1. allegory
2. allusion
3. antagonist
4. conflict/problem
5. explicit
By Wednesday, students should know:
6. foreshadowing
7. imagery
8. implicit
9. interpretation
10. inference
By Thursday, students should know:
11. main body paragraph
main idea
supporting detail
relation to thesis
transition
12. mnemonic device
13. personification
14. point of view
1st person
3rd person limited
3rd person omniscient
15. protagonist
By Friday, students should know:
16. sensory detail
17. summary
18. thesis statement
19. tone
20. word choice
Week 5 (9/8-11)
Tuesday: All students will assess their knowledge of ch.1-9 in "The Little
Prince", and follow the prince on his journey through the planets. Catch-up:
students will complete the pet assignment from Friday.
Homework: All students will read chapters 16 and 17 (XVI and XVII).
Wednesday: Grammar practice: training our pets. Students will engage in an
activity where they review their verb tenses, along with expectations for
making paragraphs and using quotation marks.
Homework: All students will read chapters 18-20 (XVIII-XX).
Thursday: All students will practice changing the verb tense and form of our
final pet sentence, and review chapters 16-20 in The Little Prince.
Homework: Students will study for an assessment on chapters 1-20, and will
memorize the definitions of the simple, progressive, perfect and perfect
progressive forms of verbs.
Friday: All students will take their Little Prince and verb tense assessment.
Notes:
Our pets:
1.Chuck Norris is cool.
2.Chuck Norris walks to Hawaii from California.
3.Mountains climb Chuck Norris for exercise.
Verb Tenses
In English, there are three basic tenses: present, past, and future.
Each has a perfect form, indicating completed action.
Each has a progressive form, indicating ongoing action.
Each has a perfect progressive form, indicating ongoing action that will be
completed at some definite time.
Simple Forms.
Present Tense:
Present tense expresses an unchanging, repeated, or reoccurring action or
situation that exists only now. It can also represent a widespread truth.
Past Tense:
Past tense expresses an action or situation that was started and finished in
the past. Most past tense verbs end in -ed. The irregular verbs have special
past tense forms which must be memorized.
Future Tense:
Future tense expresses an action or situation that will occur in the future.
This tense is formed by using will/shall with the simple form of the verb.
Progressive Forms.
Present Progressive Tense:
Present progressive tense describes an ongoing action that is happening at the
same time the statement is written. This tense is formed by using am/is/are
with the verb form ending in -ing.
Past Progressive Tense:
Past progressive tense describes a past action which was happening when
another action occurred. This tense is formed by using was/were with the verb
form ending in -ing.
Future Progressive Tense
Future progressive tense describes an ongoing or continuous action that will
take place in the future. This tense is formed by using will be or shall be
with the verb form ending in -ing.
Perfect Forms.
Present Perfect Tense:
Present perfect tense describes an action that happened at an indefinite time
in the past or that began in the past and continues in the present. This
tense is formed by using has/have with the past participle of the verb. Most
past participles end in -ed. Irregular verbs have special past participles
that must be memorized.
Past Perfect Tense:
Past perfect tense describes an action that took place in the past before
another past action. This tense is formed by using had with the past
participle of the verb.
Future Perfect Tense:
Future perfect tense describes an action that will occur in the future before
some other action. This tense is formed by using will have with the past
participle of the verb.
Perfect Progressive Forms.
Present Perfect Progressive:
Present perfect progressive tense describes an action that began in the past,
continues in the present, and may continue into the future. This tense is
formed by using has/have been and the present participle of the verb (the verb
form ending in -ing).
Past Perfect Progressive:
Past perfect progressive tense describes a past, ongoing action that was
completed before some other past action. This tense is formed by using had
been and the present perfect of the verb (the verb form ending in -ing).
Future Perfect Progressive:
Future perfect progressive tense describes a future, ongoing action that will
occur before some specified future time. This tense is formed by using will
have been and the present participle of the verb (the verb form ending in -ing).
© 1995, 1996, 1997, 1998, 1999, 2000 The Write Place
The print handout was revised and then redesigned for the Web by Hui Neng Amos
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Last Update: 22 September 2000
http://leo.stcloudstate.edu/grammar/tenses.html . Accessed 8/30/09
Week 4: 8/31-9/4
Monday: Students will focus on "voice" in writing,and proper use of quotation
marks.
Activity: students will imagine they are in a cafe, listening to the people
around them. Then, each will quote two conversations that stand out. Our
examples are:
Two of your favorite 'characters', talking to one another
A parent, grandparent or other related adult, talking to a teenager
A six year old, talking to a two-year old
A musician/rock star, talking to an agent/lawyer/etc.
An athlete, talking to a reporter
Your own choice
Mix and match (two characters from above, talking)
Homework: Rewrite your cafe experience. Don't worry about plot; this is just
an exercise in observation. Add descriptive detail about body language,
facial expressions, the characters' mood and the 'tone' each uses. To be
collected at the beginning of class.
Tuesday: Students will finish their 6 trait persuasive essay, making sure to
add appropriate voice, and read up to chapter 10 in "The Little Prince".
Homework: Complete the 'Little Prince' reading assignment.
Focal points:
sheep, thorns, flowers and muzzles
Tending to a rose
Cleaning out volcanoes
Wednesday: All students will meet their pet sentences, review chapters 7-9 in
"The Little Prince", and go over their vocabulary for the week. List:
1. alliteration
2. analyze
3. audience
4. brainstorm
5. characterize
6. comprehend
7. evaluate
8. exposition
9. genre
10. infer
11. inquiry
12. paraphrase
13. persuade
14. predict
15. summarize
16. visualize
Homework: Study vocabulary words 1-8. Look up each word, identify its
grammatical use (part of speech) and be prepared to use it in a complete
sentence. Students should ask parents or other adults for help!
Example: alliteration. noun. Alliteration is the repetition of the beginning
consonant sound of words that are close to each other in a sentence or
paragraph.
Thursday: SWBAT properly indent and use quotes in a passage provided in
class. The passage will include our vocabulary words. In addition, students
will discuss The Little Prince, focusing on baobabs.
Homework: Study vocabulary words 9-16. Look up each word, identify its
grammatical use (part of speech), and be prepared to use it in a complete
sentence.
Example: exposition. noun. Exposition is the act of setting forth or
explaining an idea or subject, or it can be the beginning of an essay, where
the characters, setting and plot are introduced.
Friday: All students will take an assessment on Ideas, Organization and Voice
in 6 Trait writing, as well as their vocabulary list. Then, each student will
take his/her pet sentence through the past and future tenses.
Homework: None
Week 3 (8/24-28)
Note: (SWBAT) = Students Will Be Able To
Monday: SWBAT use a simple task as an example for how to organize their
writing (making a sandwich).
Language objective: Students will examine the use of transition words, to
help organize their writing.
Activity: Students will be asked to brainstorm some of their favorite kinds
of sandwiches. Then, students will be prompted to explain how you make one
kind of sandwich. Finally, students will write the directions down, using
transition words.
Homework: All students will write the steps to tying their shoes, using
complete sentences and transition words.
Tuesday: SWBAT read and discuss chapter 3 of The Little Prince, and focus on
the conflicts that the narrator is facing. Note: We were able to cover
chapter 4 as well, so the homework has been adjusted accordingly.
Activity: Students will get into groups and review the events of chapters
1-3. Then, each group will write down no more than two sentences explaining
what the conflict is.
Homework: All students will read chapter 5
Wednesday: SWBAT identify the predicate in a provided grammar exercise.
Activity: Students will complete practice assignments in their English
grammar book.
Homework: All students will collect a list of their five favorite verbs.
Students need not write sentences at this time.
Thursday: All students will take day 1 of their district writing assessment.
Homework: Students will read Chapter 6 in The Little Prince.
Friday: SWBAT gather five new verbs from classmates, and combine them with
our noun list on the board, to make a list of ten complete sentences. Each
subject and verb chosen must agree in number and tense. Rubric will be provided.
Homework: None
Week 2
Monday: SWBAT identify main ideas in a provided story premise, using the 6
trait definition.
Activity: Students will brainstorm ideas relating to one of the four
following categories:
1. Life in the time when language was born (section 1)
2. The life of a time traveler (section 2)
3. Life in the year 2027 (section 3)
4. Life now (section 4)
Homework: All students will memorize the 6 traits in the order in which we’ll
study them. Students will also memorize the two elements of ideas in writing.
1. Ideas
2. Organization
3. Voice
4. Word choice
5. Sentence Fluency
6. Conventions
Two elements of ideas in 6 trait writing
1. The subject one chooses to write about
2. The details one chooses to effectively express the essential points of the
subject
Tuesday: 1. SWBAT write a definition for exposition, expressing the three
kinds of information that must be conveyed to the audience (characters,
setting and plot). 2. SWBAT put the parts of a plot line in chronological
order, when given a randomly ordered list of the terms.
Activity: Students will discuss and contribute to the exposition of our class
novel, in the following four categories:
1. Life now (section 1)
2. Life in the time when language was born (section 2)
3. The life of a time traveler (section 3)
4. Life in the year 2027 (section 4)
Homework: All students will memorize the six elements of a plot line in the
order in which we’ll study them. Students will also memorize the three kinds
of information that must be conveyed to the audience in an exposition.
1. Exposition
2. Conflict/Problem
3. Rising action
4. Climax
5. Falling action
6. Resolution
Wednesday: SWBAT complete a brief assessment on the 6 traits and plot lines.
Goal: the class will earn an average of at least 80%. Remediation: Students
with scores under 80% will complete a remediation assignment. SWBAT complete
an assignment in which we review the use of nouns and capitalization.
Activity: Students will take a written assessment, and then grade it. Then,
students will fill out a door ticket, on which they assess their grasp of the
concepts from the assessment, and the grammar lesson as well.
Homework: Prompt: What are your five favorite nouns? Students will write a
list of five excellent nouns, including some that should be capitalized and
some that shouldn’t. Then, students will write a sentence which properly uses
each of the five nouns. Remediation: Designated students will complete their
6 traits and plot line remediation assignment.
Thursday: Students will read and review their lists of nouns, and compile a
set of five ‘hundred dollar nouns’. The top five nouns from each class will
become our vocabulary list for this week.
Activity: Students will work in groups or as individuals to identify nouns in
a provided practice assignment. Grade: completion and effective participation.
Homework: Students will go to my website and read the first installment of
our class novel. If necessary, the installment can be printed. Each student
must answer the comprehension questions following the installment. These
questions will focus on ideas and exposition in writing.
Friday: SWBAT identify essential expository details and main ideas in our
class novel. Then, each student will be asked to come up with three
questions, which will guide the writing of my first installment of our class
novel.
Activity: Students will engage in discussion, and choose an entry point into
our story. Then, each student will come up with a character who exists in one
of the four categories we discussed on Monday.
Week 1
Monday: All students will discuss the definitions of virtues, values and
identity, in preparation for writing a personal narrative.
Homework: Students will fill out their Values Activity Sheet.
Tuesday: Students will review the definitions of the values presented, and
begin collecting and writing about five experiences that are important in
their lives.
Homework: Complete an overview or summary of the five important events,to be
used in class discussion.
Wednesday: All students will write a detailed outline for three of their five
events. In addition, students will discuss their events with peers, and
collect a set of descriptive details (employing the senses in writing).
Guiding questions:
a. What lesson and/or value did I learn?*
b. How did it make me feel about it then?
c. How have I used this lesson since, when I make decisions?
d. How do I feel about it now?
Example
I. Not being allowed to go to a concert with friends last summer
a. I learned that I can’t always get what I want, even if I don’t
understand why. I learned about respect and self-control.
b. At the time, I was upset, mad, jealous, and didn’t agree with my mom’s
decision.
c. After that day, I know I might not be able to do everything I want to
do.
d. I am still sad I missed it, but starting to understand why I couldn’t
go. Some of my friends got in trouble for trying to stay out too late and
maybe that is why my mom didn’t want me to go.
The thing to remember is that not every story will have a positive ending.
Sometimes beliefs are formed during difficult circumstances.
Homework: Complete the outlines of your chosen three experiences. Be
prepared to use this information in class tomorrow. Pay attention to which
event is easiest to write about.
Thursday: Students will select one of the three events and begin Writing
their personal narrative. Please finish at least the introductory paragraph,
including a hook, summary of main events, and thesis/value statement.
Homework: Students will complete their "My Story Memory Chart", in
preparation for Friday's in-class writing assignment.
Friday: Students will listen to examples of "This I Believe" essays, and
write the rough draft of their personal narrative. Unless a student's IEP
suggests otherwise, the essays will be completed at the end of class.
Homework: Please type a final draft of your personal narrative. It will be
turned in at the beginning of class on Monday.
Steps to completion:
I. Effective introductory paragraph
a. Hook: The hook is a sentence that grabs the reader’s attention, and makes
them want to read more.
b. Summary of the main ideas of your personal narrative
c. Value statement (in place of a thesis): A brief indication of what it is
that you learned from your experience
II. Main body paragraphs
a. Every paragraph corresponds with an event in your chosen experience, or
explains an event in greater detail.
i. Show me, don’t just tell me!
ii. Use those sensory details
iii. Employ excellent word choice; say exactly what you mean, not just what is
easy to say.
b. Don’t forget to tell the reader how you were feeling, at the beginning, in
the middle, and at the end. This will help you express how your values
changed, because of your experience
c. Enjoy yourself!
III. Conclusion
a. An effective conclusion will do the following:
i. Restate what you’ve come to understand or appreciate (your value statement)
as a result of your experience
ii. Extend upon your personal experience, so that others may apply it to their
own lives.
b. An effective conclusion will not do the following:
i. Tell the reader what to do (just suggest what you have learned, in a way
that might be useful to others)
ii. Say things like, “Well, that’s my story. I hope you liked it…” You need to
maintain a more distant and ‘professional’ relationship with your audience.
