| Day One Notes
Curriculum:
1. Reading
2. Writing
3. Vocabulary
4. Grammar
5. Events, contests, etcetera
Class expectations:
1. Be prepared.
2. Be on time.
3. I promise to believe in you, and I expect you to do the same.
4. Follow all school rules.
How you treat others…
5. Strive for excellence, and help others to do the same.
6. Be good to each other—always!
7. Respect yourself, your environment, and everything in it.
Day Two Notes
Quick review:
1. Class rules 1-4
2. How to treat others 1-3
Lesson: Weekly work overview:
1. Objectives and homework
2. CTQ
3. Weekly schedule
a. Monday
i. Overview of prior week
ii. Vocabulary or grammar assignment
iii. Novel study
iv. Homework: Vocab or grammar practice
b. Tuesday
i. CTQ
ii. Reading or writing objective
iii. Vocab or grammar review
iv. Homework: Objective practice, vocab or grammar review
c. Wednesday
i. Vocab or grammar assessment
ii. SSR or SSW, & 1-on-1 time
iii. Homework: Assigned pages in novel, or assigned
drafting
d. Thursday
i. CTQ
ii. Grade vocab or grammar test
iii. SSR or SSW assignment
iv. Reading or writing test prep
v. Homework: Reading or writing test review
e. Friday
i. Reading or writing assessment
ii. Novel study
iii. Etymology
iv. Homework: Remediation and enrichment of key concepts
(individually oriented).
Day Three Notes
Quick review:
1. Weekly work overview:
a. Weds. = Vocab and grammar assessment
b. Fri. = Reading and writing assessment
c. How language developed
Lesson: Language, from call and response to Greek philosophy:
1. Prehistory
a. Call and response
b. Storytelling
c. Song and poetry
2. Civilization and trade around the Mediterranean
a. Cuneiform
b. Phoenician alphabet
http://www.phoenician.org/alphabet_phoenician.GIF
c. Greek alphabet
http://www.usm.maine.edu/planet/greek2.gif
d. Roman, or Latin alphabet
The Romans used just 23 letters to write Latin:
A B C D E F G H I K L M N O P Q R S T V X Y Z
There were no lower case letters, and K, Y and Z used only for writing words
of Greek origin. The letters J, U and W were added to the alphabet at a
later stage to write languages other than Latin. J is a variant of I, U is a
variant of V, and W was introduced as a 'double-v' to make a distinction
between the sounds we know as 'v' and 'w' which was unnecessary in Latin.
http://www.omniglot.com/writing/latin.htm
e. Several alphabets compared
http://z.about.com/d/atheism/1/0/y/y/2/AlphabetEvolution.jpg
Day four Notes
Quick review:
1. Class rules 1-4
2. How to treat others 1-3
3. Weds. = Vocab and grammar assessment
4. Fri. = Reading and writing assessment
5. How language developed
6. Prehistory
i. Call and response
ii. Storytelling
iii. Song and poetry
7. Cave painting to hieroglyphics and cuneiform
8. The Phoenician alphabet
9. The Greek alphabet
10. The Latin alphabet
Lesson: The Roman Empire to the Renaissance:
1. The Roman Empire, 120 AD
2. Western Europe: tribes and languages
3. The Saxons and their neighbors
4. The rise of England and Anglo-Saxon literature
5. The rise of France and Christianity
6. The Renaissance
a. French-English conflict
b. The Battle of Hastings, 1066
c. The return of classical knowledge
d. The rebirth of the arts
Week 2 schedule: 8/18-22
Monday
Week 1 review. Students will finish going over Friday’s assessment.
Objective 1: All students will be able to properly identify the elements of
a plot, given key terms, a plot line and the Greek myth of “Prometheus” (p
800, ML)
Objective 2: All students will identify and use each of the parts of speech.
Language: Students will analyze and define the following terms:
Plot
definition______________________________________________________________
Exposition
definition_______________________________________________________________
Conflict
definition_______________________________________________________________
Rising action
definition_______________________________________________________________
Climax
definition_______________________________________________________________
Falling action
definition_______________________________________________________________
Resolution
Definition_______________________________________________________________
Homework: Traditional grammar classifies words based on eight parts of
speech:
1. the verb,
2. the noun,
3. the pronoun,
4. the adjective,
5. the adverb,
6. the preposition,
7. the conjunction,
8. and the interjection.
Each part of speech explains not what the word is, but how the word is used.
In fact, the same word can be a noun in one sentence and a verb or adjective
in the next.
Using the provided lines, identify and number the eight parts of speech, in
as few sentences as possible. Use the numbers each part of speech is given
above.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________
Tuesday
CTQ: Example written on board.
Objective 1: Students will be able to identify the subject of provided
sentences, and distinguish between the terms “subject” and “noun”
or “pronoun.”
Objective 2: All students will discuss and analyze the story of Prometheus,
highlighting the elements of the plot, and introducing the concept of virtue.
Language: Students will evaluate the following terms: subject, noun,
pronoun, analyze, and virtue.
Homework: All students will practice identifying the subject of provided
sentences, in preparation for Wednesday’s grammar assessment.
Wednesday
Objective 1: Assessment: all students will be able to identify the subject
of provided sentences, and diagram the subject and verb, with scaffolding.
Goal: 75% accuracy (20 pts).
Objective 2: All students will read “Theseus and the Minotaur” (p. 804), and
distinguish between the elements of the plot. Guiding
The exposition goes from the beginning of the story to:
________________________________________________________________________
The primary conflict expressed is:
________________________________________________________________________
The climax of the story arrives when:
________________________________________________________________________
The falling action goes from when: ________________________________________
…until when: ___________________________________________________________
What happens to resolve the conflict in this story?
________________________________________________________________________
Homework: The myth of Theseus and the Minotaur is imbued with a deep sense
of right and wrong. It is a tragedy, as was the story of Prometheus. We
see human weakness in Greek tragedy, as well as virtues like courage and
justice. These virtues are still admired today, among many others. Create
a “top ten” list of virtues, and write a sentence for each, explaining why
you value it. When you can, use personal anecdotes (stories from your own
life), or the lives of those you know and love.
Thursday
Objective: Students will review and grade their grammar assessment.
Objective: Students will compare and revise their list of virtues, and
create a common list for the class. Then, we will evaluate the list, and
prioritize each virtue, in the context of our classroom.
Objective: All students will put their signature on the working arm of our
classroom.
Homework: Students will choose an experience in their lives around which to
write a personal narrative. This episode should illustrate a virtue the
student has included in his or her “top ten virtues” list, or should show
how the lack of that virtue negatively affected them. Each student will
fill out a planning sheet for their story that includes expository
information (who and what was involved, and where, when and why the episode
occurred), a conflict, rising action events (at least two), a climactic
event, at least one falling action event, and a resolution. Rubric provided.
Friday
Writing assessment: All students will be provided a rubric for a personal
narrative, in which they explore how a particular virtue has influenced
them. The narrative must include exposition, a conflict, rising action, a
climax, falling action and a resolution. Students will be graded on their
most effective four criteria, out of the six required. (40 pts)
Week 3: 8.25-29.
Monday
Objective: Week three overview:
1. Personal narrative revision
2. Vocabulary (practice and assessment)
3. The Little Prince (what’s on the inside)
All students will turn in their personal narratives (Timely submission: 15
pts, narrative: 40 pts).
All students will go over vocabulary list #1, learning to spell and define
the words.
Homework: All students will complete their vocabulary practice sheets.
Tuesday
Objective: All students will begin the district’s 6-trait writing prompt
(persuasive writing).
Homework: All students will work on their personal narrative revision
points, and complete their vocabulary assessment. (Note: most vocabulary
assessments will be taken in class on Wednesday. However, due to the need
to administer the district assessment by the end of the same day, this has
been my compromise.
Wednesday
Students will complete their 6-trait writing prompt.
Homework: All students will read “The Little Prince, ch. 1-4.
Thursday
CTQ.
Students will receive their personal narratives, and begin rewriting the
exposition.
Little Prince discussion, chapter’s 1-4. Guiding question: Who is this
little prince?
Homework: All students will answer their “Little Prince” exposition pre-
assessment questions (handout).
Friday
Objective: Students will take their “Little Prince” reading assessment.
Etymology: Greek roots and affixes.
Homework: Students will read “LP” chapters 5-10.
Week 4.
Tuesday: All students will complete English assignment, #1-25, p. 41-2
(Simple
subject and predicate). Students will review “L. Prince”, chapters 1-10.
The Little Prince questions:
1. What is Drawing Number One supposed to depict?
(A) An elephant inside a boa constrictor
(B) A hat
(C) The baobabs
(D) The fox
2. Where does the narrator's plane crash?
(A) In the Amazon rainforest
(B) In the Gobi desert
(C) In the Sahara desert
(D) On an unnamed island
3. What is the first thing the little prince asks of the pilot?
(A) To help him find the snake
(B) To draw him a sheep
(C) To listen to the story of the fox
(D) To draw a picture of the baobabs
4. What is the Earth name for the little prince's home planet?
(A) Mars
(B) Asteroid B-612
(C) Asteroid MU-330
(D) Asteroid D-814
5. Why does the narrator make note of the name and astronomical history of
the
little prince's home planet?
(A) Because he feels such details are vital to our understanding of the
little prince
(B) As a sign of respect for modern science
(C) Because the little prince asked him to
(D) As a concession to grown-ups, who view the world in a quantitative way
Homework: All students will Complete “on your own” exercise, #1-25.
Wednesday: All students will work on their personal narrative (editing for
content) and review their “Little Prince” reading to date. In addition,
students will take a brief grammar assessment (simple subject and
predicate).
1. Bob loved country western music.
2. By the table, he petted his dog Jed, and listened to the radio.
3. Jed enjoyed the music just as much as Bob.
4. On a rainy night, both could be heard crooning away.
5. There is nothing better than a dog and a good old-fashioned song,
Bob
thought.
Homework: All students will begin typing a final draft of their personal
narrative (due Friday). If students do not have access to a computer, then a
hand-written version will be accepted.
Thursday: All students will examine a model of the perfect five-paragraph
essay, and consider how they might have improved their performance on the
district writing prompt. (See diagram provided in class on Thursday).
Homework: All students will complete their typed final draft of the personal
narrative.
Friday: All students will submit a final draft. Students will read and
discuss “the Little Prince”, Chapters 11-15.
Homework: Finish reading through chapter 15, and briefly summarize all of
the
planets the little prince visits, on his way to earth. Focus on the
character
of the person he meets at each.
Week 5.
Book Overview...
Antoine de Saint Exupery makes it clear that he believes children are blessed
with a powerful imagination. In time, however, children grow up, and their
imagination may be diminished, as they face the responsibilities of adult
life. This is a fundamental conflict in our story; the pilot must fix his
plane, so he won’t die in the desert, but in the face of imminent peril, he
must also care for the little prince. The little prince is innocent and
inquisitive, and has a very different understanding about what is important
in
life (‘matters of consequence’). The narrator must find a balance, because
the whole point of responsibility is to make life better for those we care
about, even if it is at our own expense.
Assignments:
Monday:
All students will be introduced to vocabulary list 2. In addition,
students will begin work on a perfect five paragraph essay, based on “The
Little Prince.”
Homework: Students will locate the three quotes for their five paragraph
essay, and write them on the lines provided.
Tuesday:
All students will fill in their five paragraph essay rubric,
completing the introduction (including hook, main ideas and thesis
statement).
Homework: All students will proofread, edit and rewrite their introduction.
In addition, students will complete their vocabulary packet, in preparation
for a vocabulary quiz.
Wednesday:
All students will take their vocabulary assessment, and write
topic sentences for each main body paragraph. Then, the students will
integrate their quotes with the topic sentences, and show how they relate to
the thesis.
Homework: All students will write effective transitions between main body
paragraphs (no transitions are necessary to connect the introduction or
the conclusion!).
Thursday:
All students will complete their main body and conclusion.
Homework: All students will type a final draft of their essay.
Friday:
All students will submit their typed five paragraph expository essays, and
review vocabulary.
Homework: “The Little Prince”, Ch. 15-21 (XV-XXI)
ESSAY ELEMENTS:
Prompt: Choose three quotes from the book in which the pilot learns
something
important about the little prince. Synthesize the three important quotes
into
a thesis statement, explaining what you believe makes the little prince so
different from the pilot, and why you feel as you do. If you have chosen
appropriate quotes, then the ‘why’ part is easy! Use the ‘perfect five
paragraph essay’ rubric to construct an expository essay which supports the
thesis you have constructed.
Definitions:
*Expository essay. A detailed written description of a theory, problem,
or proposal, discussing the issues involved, or a commentary on a written
text
discussing its meaning and implications. Student-friendly definition: An
essay
where you talk about ideas and facts,and explain (expose) what they mean.
*Synthesize: To combine different components (ideas, influences or
objects)into a new whole. Student-friendly definition: Take the main ideas in
your work, and make them into a new idea, which is like all three put
together. For example, apples, oranges and peaches are different, but they
all fit in the category “fruit.” You need to find the bigger concept or idea
that your main ideas fit into.
*Chronological order: A way of sequencing, based on time (chronos is the
Greek word for time).
*Hook: A sentence to grab the reader’s attention. It should be unique
and thoughtful!
*Paraphrase: a simplified and shorter version of an idea, in your own
words.
*Relate: To show a connection between two similar things (think of
family).
*Allude: To refer to something without naming it or precisely
identifying it.
Practice:
What is a larger concept that holds a cheetah, a tree and a snail?
What is a larger concept that holds the numbers three,fifteen and
thirty-
nine?
What is a larger concept that holds honesty, courage and perseverance?
On the lines provided, write three quotes from the book in which the pilot
learns something important about the little prince. Put your ideas in
*chronological order (from lowest to highest page number).
Now, synthesize the three important quotes into a thesis statement,
explaining
what you believe is the “larger concept” that distinguishes (shows the
difference between) the little prince from the pilot, and why you feel as you
do.
Now, it’s time to construct our introduction. First, you need a hook* about
your subject (the difference between the pilot and the little prince). Write
your hook on the lines provided.
Next, you need to introduce your main ideas (quotes) in a general way. Don’t
use your quotes here; paraphrase* them in your own words. You may mention
more than one into a single sentence, but don’t overdo it. You should have
at
least two or three sentences, to fully introduce your ideas. Write them on
the
lines provided.
Finally, take your hook, main ideas and thesis, and write them below. Make
sure that they are grammatically correct, and that you have looked up any
word
you are not sure you’ve spelled properly. Please make sure to write in third
person, past tense. This is the appropriate voice for an expository essay—it
has a more objective and serious tone* that way!
Introduction:
Using a highlighter, reread your introduction, and mark the instances where
you have repeated words unnecessarily. In addition to word choice, focus on
sentence fluency. Using a pen, circle the first word of any two sentences in
a
row that start the same way. Find a way to rewrite for sentence variety.
Now, rewrite your introduction, making sure to check for word choice (don’t
repeat key words, and add in descriptive words).
Revised introduction:
Main Body Paragraphs:
Now, you are ready to write your main body paragraphs.
In each paragraph, it is important to begin by writing a topic sentence. Do
not repeat word-for-word anything you’ve said in the introduction. Find a
new
way to express your ideas, and try to extend and develop what you’ve said in
the introduction.
Present your ideas in the same order (chronological) that you
did in the introduction.
A. Write a topic sentence for each of your main ideas on the lines
provided.
B.Follow each topic sentence with the quote you have chosen to support
it(from “The Little Prince”), and include the page numbers as well. Make
sure
that the sentence including your quote follows naturally and fluently from
the
topic sentence; they need to sound good together!
C. Then, explain how the quote *relates to your thesis (without saying
“quote” or “thesis”!!!)
Transitions:
Transitions are one of the most important parts to an effectively written
essay. A transition is a change from one thing to another; in this context,
we are going from one main idea to the next.
You need to write a sentence that helps the reader make the transition from
one main body paragraph to the next with you.
It should mention or *allude to both ideas, and suggest how they are
related.
For example, imagine you are writing about the trees. Your first main idea
might be the roots, and your second main idea might be the trunk. An
effective transition from a paragraph about roots to one about the trunk of
the tree might look like this:
Although the roots of the tree draw nutrients from the soil, it is the
trunk that carries them to the branches and leaves.
Write a transition from your first main idea to your second on the lines
provided.
Write a transition from your second main idea to your third on the lines
provided.
Now that you have written your transitions, the main body of your expository
essay is complete! All that remains is your conclusion.
Conclusion:
As I mentioned in class, a conclusion is closely related to your
introduction.
In the conclusion, we review, extend and apply the information that has been
presented in our essay.
You might think of it as the introduction in reverse; the thesis comes first,
followed by your main ideas, and ending not with a hook, but rather, an
application. Whereas we had to grab the reader’s attention at the beginning,
we must show them how to use that information at the end. What purpose does
it serve? What are some ways we can the reader use the information in
his/her
life? What makes our essay important? The application answers these
questions for the reader.
First, rewrite your thesis in a new and interesting way, on the lines
provided.
Now, explain how all three of your main ideas prove your thesis, on the lines
provided. Don’t say “thesis” or “proves”. Show the reader, rather than
telling.
Finally, tell the reader
a) how to apply what you have told them, or
b) why the information you have presented is important, or
c) what we can learn from the essay you’ve written.
Choose one of the three options (a, b, or c) and write your application on
the
lines provided.
Congratulations—your expository essay is done!
Now, using a highlighter,reread your main body and conclusion, and mark the
instances where you have repeated words unnecessarily.
Using a pen, circle the first word of any two sentences in a row that start
the same way. At the beginning of class on Friday, you are responsible for
submitting a typed version of this essay.
If you do not have access to a computer, you may submit a handwritten
version.
Please staple the final essay to the front of this work packet.
I expect to see the marks, and results of your editing and revisions!
Conventions:
All assignments should be 12 point font size, in a legible style of lettering
(Times New Roman, Arial or Palatino, for example) and double-spaced.
Here’s how to double-space your essay:
1. First, go to Edit, and click “Select All”
2. Then, go to “Format”, and click on “Paragraph”
3. In the box, find “Line spacing”, and click the drop-down tab
4. Select “Double”, and click “OK”
Please indent at the beginning of each paragraph, rather than skipping lines
between them.
Do not use bold or italics, unless you are emphasizing a particular word or
phrase.
Week 6.
Comprehension Questions:
1.Summarize the little prince’s meeting with the three-petaled
flower. Maximum: three sentences.
2.What does the little prince think of the earth, because of his trip
to the mountain top? Maximum: three sentences.
3.In chapter 20 (XX), the little prince discovers that his rose is not
unique, as she had said she was. Synthesize the message of the three-
petaled flower, the mountain top, and the rose garden, and explain why the
little prince is so sad.
Key point: How must the world appear to him, at this point in the story?
Maximum: five sentences.
Write answers on a separate sheet of lined paper, with a proper heading.
Put the title, “Have I Understood?” at the top of the page.
Monday: All students will complete grammar assignment 1, and review it in
class. In addition, we will answer our comprehension questions, and review
the elements of an expository essay (week 5 review).
Homework: All students will read chapters 22, 23.
Tuesday: All students will take day 1 of district assessment.
Homework: Question: Write the introduction to an expository essay on the
concept of “taming”, as expressed by the fox in “The Little Prince.”
Students will read chapters 24, 25.
Wednesday: All students will complete day 2 of district assessment.
Homework: All students will summarize what they would include in the main
body paragraphs of an expository essay on the concept of taming. Maximum
length: 8 sentences. All students will finish reading “The Little Prince”
(ch. 26, 27).
Thursday: All students will complete grammar assignment 2, and review it in
class. Students will review the elements of an excellent conclusion, based
on the concept of taming.
Homework: All students will review their packet for an assessment on
Friday. Key concepts will relate to grammar, the writing process and
the “Little Prince” chapters 16-27.
Friday: All students will take an assessment, covering grammar, the
expository writing process (especially conclusions) and "The Little Prince”.
I’m sorry to say that this weekend, my beloved Sashabelle broke her
little arm, and I don’t mind telling you it was a feeling I pray not to have
again, soon…or ever. But that’s too much to ask, children being what they
are; they will make mistakes from time to time, and we can do nothing perfect
in response.
Perfect would mean we could predict their every action, that reason would
prevail, when we could not, and our kids would do nothing to tempt fate. But
even the most vigilant parent must at some point see and address uncertainty;
we cannot escape it. That doesn’t mean one shouldn’t try.
By trying, we can see that sometimes, the dog jumps on the bed, because
sometimes we let it, and then, one time, the dog jumps on the bed and knocks
the child on the floor, breaking her arm, and inspiring a sense of
responsibility in her parents. I feel responsible, for not making sure the
dog was better trained. But there are no assurances I’ll be perfect, anytime
soon. And so, there’s no way to keep the muzzle on the sheep, as the pilot
put it.
Monday’s Prompt:
Tell Sasha a story that you think will help her see the beauty of the
world. She loves imaginary friends, so please describe in detail an imaginary
animal she can have for her birthday, which is coming up on September 24th.
Include at least one of the lessons you’ve learned from the little prince, but
feel free to be creative in your characters and plot. Remember that your
audience is a little princess who is almost six years old, and little kids
like stories with happy endings. I have read The Little Prince to her, so you
can use some of the characters from the book, if you choose.
Tuesday’s prompt:
Write a five paragraph expository essay in which you explain how to write
a perfect five paragraph essay. Your three main ideas are as follows: the
importance of the
a) introduction,
b) main body and
c) conclusion.
Be sure to use your five paragraph essay rubric, and to include each of the
elements it suggests. I’ll post one on the wall, in case you don’t have yours.
Please put a proper heading and title on the assignment for both Monday and
Tuesday. I will be back in class on Wednesday, because Sasha has to stay home
from school today and tomorrow. We’ll catch up on vocabulary then.
Wednesday: All students will go over their assignments from Monday and Tuesday.
Homework: There will be no homework, since I only see half of my classes today.
Thursday: All students will begin work on vocabulary list three, and review
key concepts in expository writing (topic sentences, effective internal and
external transitions, writing application).
Homework: Edit, revise and type your five paragraph essay.
Friday: Submit a final copy of the five paragraph essay. Complete vocabulary
packet. Examine key roots and affixes (Greek word origins).
Homework: Order or purchase a copy of “The Adventures of Tom Sawyer.” Please
bring an order confirmation or a copy of the book to class on Monday.
Note: Next Friday, we will have a grammar test, along with a vocabulary test
on units 1-3. I’ll provide copies of lists one and two, along with this
week’s words, and grammar practice during the week.
REVIEW:
We’ve discussed the fact that the sheep represents old age, illness and
warfare (The first three pictures the pilot drew were too old, too sick and a
ram.). And we’ve come to recognize that the rose represents the person we love.
The muzzle for the sheep therefore represents the wish to save our loved
ones (roses) from a basic reality of life; that it is, in the words of the
geographer, “ephemeral.” The people we love are vulnerable, and their thorns
(and ours) are sometimes unable to protect our most beloved roses; there are
too many possible problems to manage it all. To the best of our abilities, we
try to predict what might go wrong, and establish rules and procedures to make
sure that these things don’t happen. This is what it means to be responsible
for others.
Whether or not we can remove the dangers of this world, we can also try
to make sure that we take advantage of opportunities to make life better. The
fox teaches our little prince how to ‘tame’ those around us, because even
under unfavorable conditions, friendship and love make life worth living.
When the pilot and the little prince are at risk of succumbing to thirst, the
author shows us that the lessons of the fox are still relevant. The prince
says, “It is a good thing to have had a friend, even if one is about to die.
I, for instance, am very glad to have had a fox as a friend.” The pilot,
though he’s not sure the prince understands the danger they’re in, must
recognize that friendship is still of value.
Think about your own parents. They teach you certain values: they ask you
to do your best at school, to treat your siblings and friends decently and so
forth, because they believe your efforts will pay off in the long run. Life
will be easier and more enjoyable, because you learned the rules of the game.
Your parents want you to experience joy, on the one hand, and on the other,
to take responsibility for the little things which arise, before they get bigger.
In The Little Prince, the baobabs are little problems which, if allowed
to grow, can tear your world apart. And the little prince wants a sheep to
eat the baobabs. By but only by pulling the baobabs up each day can you keep
your world from being overrun by them. This in turn teaches us to value every
moment, rather than try to escape it.
We don’t have to buy ‘water pills’ when we can enjoy walking to the well
and experiencing both thirst and its relief. The knowledge that there is a
well somewhere in it makes even the desert beautiful.
Each element of this story is imbued with meaning, and you understand it
as well as many ever will. But I encourage you to go back, some time from
now, and read it again. With a book like The Little Prince, the end is just
the beginning. We may learn one thing from it now, and another later. Most
important, we may apply what the book teaches us to our real lives. For
example, when a little girl breaks her arm, we can comfort her, and help her
remember that the world is still beautiful. We can learn how to tame things
(even unruly dogs), and remember that we are someone’s rose, and see that what
makes life beautiful is invisible to the eye. We must look with our hearts,
if we are to see it.
Week 8
Note: To clarify what we will be studying on each day, I have decided to
assess our vocabulary on Wednesday, as usual, and our grammar on Friday.
Monday and Tuesday: Day 1: All students will engage in a vocabulary bee.
Students will be grouped into teams, and assist one another in a game-show
format (life lines, teacher hints, etc.).
Homework: Students will identify at least five words they have found
difficult from each list, and derive mnemonic* devices to help remember the
meaning of each. 15 words total, to be turned in along with the vocabulary
assessment.
Note: I recommend (but do not require) students apply this technique to all
difficult words. Then, they’ll have less to worry about on Wednesday! (-:
*Definition
mnemonic: a short rhyme, phrase, or other mental technique for making
information easier to memorize
Day 2: As opposed to day 1, which is teacher led, day 2 requires students to
derive their own questions, according to teacher-provided criteria. Teams
challenge each other and accumulate points. The group which exhibits the best
sportsmanship will be given an extra credit point applicable to the test on
Wednesday. In addition, there is an individual excellence point available for
top students.
Homework: Students will complete a root and affix etymology study of words on
their vocabulary list, and study for their vocabulary test on units 1-3.
Wednesday: All students will take their vocabulary assessment, and begin
reviewing their grammar.
Homework: Students will study and practice applying key grammar definitions
to provided sentences. See Wednesday’s handout.
Thursday: All students will engage in a grammar bee. Students will be
grouped into teams, and assist one another in a game-show format (life lines,
teacher hints, etc.).
Homework: All students will apply grammar concepts to the practice of
diagramming sentences. Students are expected to illustrate their knowledge of
grammar through the practice of diagramming on Friday’s assessment (unless an
alternative mode is best suited to a particular student’s needs or learning
plan). Assignment to be handed in attached to Friday’s grammar assessment.
Friday: All students will take their grammar assessment, and then review the
week’s key concepts: etymology and diagramming.
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