2009-2010

English IH, English ICP, English IIH

School Calendar (A days/B days/Holidays/ Halfdays)

Essay Rubric

Mood, Tone, Attitude Words

Positive and Negative Human Traits

Reader Response Notes

Story Structure, Story Elements

ThursDay WordDay ONE

ThursDay WordDay TWO

Verbs to Know

Lesson Plans For This Week

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Chewning’s Lesson Plans 1A

Subject Title : English IIH Week of: November 16 - 24

Assignments are variable and subject to change

	Lesson Focus 1	Lesson Focus 2	Assessment	Standards	Homework
Tuesday November 17	Students will complete presentations Students will diagram 3 sentences	Students will go over the vocabulary for THURSDAY’S TEST Students will return to diagramming.	Presentations: test grade. Diagrams: preparation for take home test.		Read Dawn. Study vocabulary. Review Things Fall Apart. Write Grade Report.
Thursday November 19	Students will take the vocabulary test.	Students will receive a take-home diagram test due Monday Students will take a test Monday, also, on Things Fall Apart	Vocabulary test: major test grade. Diagram test: major test grade		Read Dawn. Study vocabulary. Review Things Fall Apart. Students will diagram sentences for a test. Write Grade Report.
Monday November 23	Students will answers questions about the sentences they diagrammed for the take home test	Students will take the test on Things Fall Apart	Diagram test: major test grade Things Fall Apart: major test grade		Read Dawn. Study vocabulary. Review Things Fall Apart. Write Grade Report.
Wednesday November 25	Thanksgiving Break: no school
Friday November 27	Thanksgiving Break: no school

1A Current Studies

Reading: Students are reading DAWN; 25 reader response notes are due December 2^nd. Students will begin to process Things Fall Apart next week

Language structure: Students will continue to diagram sentences; they will receive a take home test (major test grade).

Writing: Friday Write Lights: Students will write a report for two major test grades. To receive a grade, the reports must be signed by parents and receive parent comments. Reports that are two weeks or more late will receive only minimal grades. [This GRADE REPORT is due on or before December 2^nd.]

Vocabulary: Students will have a story test using the roots and prefixes from UNIT TWO. Students will now return to the roots and prefixes from unit one and prepare for a definition test on the combined lists.

Chewning’s Lesson Plans 2A

Subject Title : English IICP Week of: November 16 – 24 Assignments are variable and subject to change

	First lesson Focus	Second lesson Focus	Assessment	Standards	Homework
Tuesday November 17	Students will go over the vocabulary test information for Thursday. Students will receive reading assignment and reading sheets due December 2^nd	Students will begin to diagram subjects and verbs. Students will receive verb work sheets.	Vocabulary test: major test grade Reading Assignment: major test grade Verb worksheet: homework		Read nonfiction; complete chart and reader response notes. Study vocabulary Complete verb worksheets Write Grade Report
Thursday November 19	Students will take the vocabulary test. .	Students will diagram subjects and verbs.	Vocabulary test: major test grade Diagramming: class work		Read nonfiction; complete chart and reader response notes. Complete verb worksheets Write Grade Report
Monday November 23	Students will receive the results of the vocabulary test. Students will receive worksheets about subject and verb.	Students will continue to work in the HSAP Workbook: nonfiction.	Worksheets: class work		Read nonfiction; complete chart and reader response notes. Do subject/verb homework sheet Complete verb worksheets Write Grade Report
Wednesday November 25	Thanksgiving Break: no school
Friday November 27	Thanksgiving Break: no school

2A Current Studies

Sentence structure: Students will begin to diagram: focus now is on finding subjects and verbs. Verb worksheets focusing on subject/verb agreement will be given.

Writing: Students will write a grade report which is due Tuesday, December 1. In order for the report to be accepted, it must contain a handwritten comment by a parent and a parent signature. Reports that are two weeks or more late will receive only minimal grades.

Vocabulary: Students will take the final vocabulary test on unit one.

Reading: Students will begin to read nonfiction.

Students will receive a non-fiction assignment. They will write 10 reader response comments about each title assigned.
Students will receive a reading time chart to be verified by parents.

Chewning’s Lesson Plans 4A Subject Title : English IH Week of: November 16 - 24

Assignments are variable and subject to change

	First lesson focus:	Second lesson focus:	Assessment	Standards	Homework
Tuesday November 17	Students will go over the vocabulary information for Thursday’s test. Students will receive a diagramming test to be completed for Monday.	. Students will have 30 minutes to review Call of the Wild. They will be told about the test Monday.	Vocabulary test: major test grade Call of the Wild test: major test grade		Study vocabulary. Review Call of the Wild. Write the Grade Report.
Thursday November 19	Students will take the vocabulary test.	Students will receive a new reading assignment	Vocabulary test: major test grade.		Read nonfiction and write reader response notes. Write Grade Report. Diagram test sentences.
Monday November 23	Students will turn in diagramming test	Students will take the Call of the Wild test.	Call of the Wild test: major test grade
Wednesday November 25	Thanksgiving Break: no school
Friday November 27	Thanksgiving Break: no school

4A Current Studies:

Reading:

1. Students will take a test about Call of the Wild.

2. Students will review Animal Farm.

3. Students will receive the new reading assignment: nonfiction.

Sentence Structure: Students will continue to diagram. They will have a take home diagramming test.

Writing: Students will write a grade report. In order to be accepted, the grade report must contain a parent signature and a parent comment. Reports that are two weeks or more late will receive only minimal grades.

Chewning’s Lesson Plans 1B Subject Title : English IIH Week of: November 16 – 24

Assignments are variable and subject to change

	Lesson Focus 1	Lesson Focus 2	Assessment	Standards	Homework
Monday November 16	Students will complete presentations. Students will receive new reading assignment	After the presentations, students will return to diagramming. Students will receive a take home diagramming test due Tuesday.	Group presentations: major test grade		Write Grade Report Read new assignment: write reader response notes Due Dec. 4
Wednesday November 18	Students will learn about the Youth in Government project				Write Grade Report Read new assignment: write reader response notes Due Dec. 4
Friday November 20	Students will discuss audience and layout	Students will create a brochure for the island of Sandimas.	Brochure: major test grade		Write Grade Report Read new assignment: write reader response notes Due Dec. 4
Tuesday November 24	Students will complete the take home diagramming test.	Students will begin to discuss Night	Take home diagramming: major test grade		Write Grade Report Read new assignment: write reader response notes Due Dec. 4
Thursday November 26	Thanksgiving Break: no school

IB Current Studies:

Reading: Students will read new assignment: reader response notes due Dec. 2

Language structure: Students will continue to diagram sentences. They will receive a take home test (major test grade).

Writing: Friday Write Lights:

1. Students will write a Grade Report for 2 major test grades. In order to turn the Grade Report in, the student must get a parent signature and comment written onto the report. Reports that are two weeks or more late will receive only minimal grades. Reports that are two weeks or more late will receive only minimal grades.

2. Students will create a travel brochure for Sandimas.

Chewning’s Lesson Plans 2B Subject Title : English IICP Week of November 16 - 24

Assignments are variable and subject to change

	First lesson Focus	Second lesson Focus	Assessment	Standards	Homework
Monday November 16	Students will receive reading assignment and reading sheets due December 2^nd	Students will begin to diagram subjects and verbs. Students will receive verb work sheets: subject/verb agreement.	Reading Assignment: major test grade Verb worksheet: homework		Read nonfiction; complete chart and reader response notes. Complete verb worksheets Write Grade Report
Wednesday November 18	Students will diagram subjects and verbs Students will receive the results of the vocabulary test. Students will be told about the next vocabulary test that will be on Tuesday.	Students will work in the HSAP Workbook: generalization. Students will receive verb work sheets: subject/verb agreement.	Diagramming: class work		Read nonfiction; complete chart and reader response notes. Complete verb worksheets Write Grade Report Study vocabulary
Friday November 20	Students will be reminded about the vocabulary test. Students will discuss audience and layout	Students will create a brochure for the island of Sandimas.	Brochure: major test grade		Write Grade Report Read new assignment: write reader response notes Due Dec. 4 Study vocabulary
Tuesday November 24	Students will take the vocabulary test.	Students will continue to work in the HSAP workbook.	Vocabulary test: major test grade		Write Grade Report Read new assignment: write reader response note
Thursday November 26	Thanksgiving Break: no school

2B Current Studies:

Sentence structure: Students will begin to diagram subject and verb. They will work on worksheets dealing with subject/verb agreement.

Writing:

1. Students will write a Grade Report about their own grades from the first quarter. In order to receive credit for the report (which will account for two test grades) the students must have parent comments and parent signature. Reports that are two weeks or more late will receive only minimal grades.

2. Students will write a brochure.

Vocabulary: Students will take the fourth vocabulary tests on the first set of vocabulary terms.

Reading: Students will read the new nonfiction assignment. They will write reader response notes and will keep the parent-student reading chart.

Chewning’s Lesson Plans 4B Subject Title : English IH Week of November 16 - 24 Assignments are variable and subject to change

	First lesson focus:	Second lesson focus:	Assessment	Standards	Homework
Monday November 16	Students will receive a diagramming test to be completed for Tuesday. Students will complete group presentations.	They will be told about the Animal Farm test Wednesday. Students will have 30 minutes to review Animal Farm.	Vocabulary test: major test grade Call of the Wild test: major test grade		Study vocabulary. Review Call of the Wild. Write the Grade Report.
Wednesday November 18	Students will go over the vocabulary information for Tuesday’s test Students will	Students will work on the take home diagramming test	Vocabulary test: major test grade.		Read nonfiction and write reader response notes. Write Grade Report. Diagram test sentences.
Friday November 20	Students will receive the new reading assignment Students will discuss layout, audience, purpose.	Students will create a brochure for Sandimas.
Tuesday November 24	Students will turn in diagramming test	Students will take the vocabulary test.
Thursday November 26	Thanksgiving Break: no school

4B Current Studies:

Reading: Students will read literature book assignments to take notes on and to compare.

Vocabulary: Students will take the next vocabulary test from unit two.

Sentence Structure: Students will continue to diagram. They will diagram CLAUSES and will work on a take-home test.

Writing:

1. Students will write a Grade Report which will account for two major test grades. The report is due on or before Wednesday, December 3. Reports must have parent signatures and parent comments to be accepted. Reports that are two or more weeks late will receive minimal grades.

2. Students will create a travel brochure.

South Florence High School 2009-2010 Calendar

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	SUN	MON	TUES	WED	THURS	FRI	SAT
							1
A U G	2	3 Registration	4 Registration	5 Registration	6 Registration	7	8
	9	10	11 Teachers Report	12 Staff Development	13 District Staff Development	14 Staff Development	15
	16	17 1^st Day of A School	18 B	19 A	20 B	21 A	22
	23	24 B	25 A	26 B	27 A	28 B	29
	30	31 A	1 B	2 A	3 B	4 A Early Dismissal	5
S E P T	6	7 Labor Day Holiday	8 B	9 A	10 B	11 A	12
	13	14 B	15 A	16 B	17 A Interim Reports	18 B Interim Reports	19
	20	21 A	22 B	23 A	24 B	25 A	26
	27	28 B	29 A	30 B	1 A	2 B	3
O C T	4	5 A	6 B	7 A	8 B	9 A	10
	11	12 B	13 A	14 B	15 A 25 reader response notes/Night	16 B	17
	18	19 A End 1^st Quarter	20 B Early Dismissal	21 A	22 B	23 A	24
	25	26 B Report Cards	27 A	28 B	29 A	30 B	31
N O V	1	2 No Students Parent Conferences	3 A	4 B	5 A	6 B	7
	8	9 A	10 B	11 A	12 B	13 A	14
	15	16 B	17 A	18 B	19 A Interim Reports	20 B Interim Reports	21
	22	23 A	24 B	25 Thanksgiving Holiday	26 Thanksgiving Holiday	27 Thanksgiving Holiday	28
D E C	29	30 A	1 B	2 A	3 B	4 A	5
	6	7 B	8 A	9 B	10 A	11 B	12
	13	14 A	15 B	16 A	17 B Noon Dismissal	18 No Students Teacher Workday	19

	SUN	MON	TUES	WED	THURS	FRI	SAT
J A N F E B M A R A P R M A Y	3	4 A *Classes Resume*	5 B	6 A	7 B	8 A	9
	10	11 B End 2^nd Quarter	12 No Students Teacher Workday	13 A	14 B	15 A	16
	17	18 King Holiday No School	19 B Report Cards	20 A	21 B	22 A	23
	24	25 B	26 A	27 B	28 A	29 B	30
	31	1 A	2 B	3 A	4 B	5 A	6
	7	8 B	9 A	10 B	11 A	12 No Students Teacher Workday	13
	14	15 B Interim Reports	16 A Interim Reports	17 B	18 A	19 B	20
	21	22 A	23 B	24 A	25 B	26 A	27
	28	1 B	2 A	3 B	4 A	5 B	6
	7	8 A	9 B	10 A	11 B	12 A	13
	14	15 B	16 A	17 B	18 A End 3^rd Quarter	19 B Early Dismissal	20
	21	22 A	23 B	24 A	25 B Report Cards	26 A	27
	28	29 Spring Break	30 Spring Break	31 Spring Break	1 Spring Break	2 Spring Break	3
	4	5 B	6 A	7 B	8 A	9 B	10
	11	12 A	13 B	14 A	15 B	16 A	17
	18	19 B	20 A	21 B	22 A	23 B	24
	25	26 A Interim Reports	27 B Interim Reports	28 A	29 B	30 A Early Dismissal	1
	2	3 B	4 A	5 B	6 A	7 B	8
	9	10 A	11 B	12 A	13 B	14 A	15
	16	17 B	18 A	19 B	20 A	21 B	22
	23	24 A	25 B	26 A ½ Day for Students	27 B Last Day for Students	28 B Teacher Workday	29 Grad

Positive and Negative Human Traits (return)

Positive Human Traits:

Accepting

Assertive

Balanced

Beautiful

Careful

Clear-minded

Compassionate

Confident

Courageous

Creative

Curious

Energetic

Enthusiastic

Faithful

Firmness of mind

Flexible

Forgiving

Free-spirited

Generous

Gentle

Graceful

Grateful

Harmonious

Honest

Hopeful

Humble

Joyful

Kind

Smart

Loving

Moral

Nurturing

Objective

Open

Optimistic

Passionate

Patient

Peaceful

Persistent

Playful

Purposeful

Resilient

Serene

Simple

Spiritual

Stable

Steadfast

Strong

Tender

Tolerant

Vital

Negative Human Traits:

Rebellious,

Distant, cold

Self-satisfied

Closed, secretive

Callous

Inconsiderate

Uncooperative, combative

Fearful

Rude

Hostile

Does what is convenient

Unenthusiastic

Tight, constricting

Life can't be trusted

Lack of faith in self

Others can't be relied on

Inflexible, rigid, stubborn

Resentful, spiteful

Authoritarian, controlling

Hostile

Wasteful

Stingy, selfish

Ill-will

Ungrateful, treacherous

Dishonest, deceiving

Arrogant, ego-centric

Indifferent

Complacent

Jealous

Mean

Immature

Vain

Close-minded

Pessimistic

Relenting

Naive

Disrespectful

Unresponsive

Lack of self confidence

Directed by externals

Undisciplined, indulgent

Self-centered

Dependent

Selfish

Insensitive

Silly, trivial, petty

Insincere

Social approval required

Unsympathetic

Insists on own view

Thoughtless, callous

Suspicious, mistrusting

Pretentious, proud

Selfish

Stubborn, unwilling

Convenience first

Mood, Tone, Attitude Words

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One main type of question asked on reading comprehension passages entails identifying the mood, tone, or attitude expressed in a passage. It is important to know what the words mood, tone, attitude mean, and what words describe mood, tone, and attitude. Often the answers are two-word answers; in this case, both words must be accurate for the choice to be the correct one.

sympathetic	restrained	cautious
apathetic	aloof	satirical
candid	bitter	loathing
sardonic	dispassionate	contemptuous
sentimental	threatening	amused
prosaic	analytical	condescending
pragmatic	ambivalent	patronizing
tentative	ironic	defensive
disinterested	uninterested	disguised irony
cautious speculation	dramatic revelation	philosophical resignation
weary resignation	unqualified endorsement	apologetic approval
analytic objectivity	tolerant acceptance	grudging admiration
unalloyed suspicion	gentle mockery	loft indifference
excited enthusiasm	indulgent tolerance	fascinated curiosity
cautious skepticism	disapproving dismissal	politically offensive
delightfully sentimental	morally admirable	carelessly irrelevant
deep despair	pretended indifference	casual indifference
calm assurance	apprehensive resolve	excited expectation
unqualified appreciation	fundamental dissatisfaction	apathetic acceptance
violent indignation	apologetic regret	self-righteous pomposity
awe-struck fascination	affectionate delight	momentary doubt
solemn apprehension	flippant sarcasm	skeptical suspicion
aloof disinterest	sentimental regret

Verbs to know:

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Infinitive Present Past Past Participle

To become become became have become

To begin begin began have begun

To break break broke have broken

To bring bring brought have brought

To build build built have built

To burst burst burst have burst

To buy buy bought have bought

To catch catch caught have caught

To choose choose chose have chosen

To come come came have come

To cost cost cost have cost

To dive dive dived/dove have dived

To do do did have done

To draw draw drew have drawn

To drink drink drank have drunk

To drive drive drove have driven

To eat eat ate have eaten

To fall fall fell have fallen

To fly fly flew have flown

To forget forget forgot have forgotten

To give give gave have given

To go go went have gone

To grow grow grew have grown

To hit hit hit have hit

To keep keep kept have kept

To know know knew have known

To lay lay laid have laid

To lie lie lay have lain

To ride ride rode have ridden

To ring ring rang have rung

To rise rise rose have risen

To run run ran have run

To see see saw have seen

To shake shake shook have shaken

To shrink shrink shrank have shrunk

To sing sing sang have sung

To sink sink sank have sunk

To slay slay slew have slain

To speak speak spoke have spoken

To spend spend spent have spent

To spring spring sprang have sprung

To steal steal stole have stolen

To strive strive strove have striven

To swim swim swan have swum

To take take took have taken

To teach teach taught have taught

To think think thought have thought

To throw throw threw have thrown

To wear wear wore have worn

To write write wrote have written

PACT Essay Rubric

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Score Content and Development Organization Voice Conventions

1 There is no clear central idea.

Details are absent or confusing.

There is no sense of focus.

1 No plan for presenting information is evident.

Information is presented in random order.

May lack an introduction, body, and conclusion.

1 Uses simple vocabulary.

Phrasing may be repetitive or confusing.

There is little sentence variety; reading is monotonous.

There is little awareness of audience; tone may be inappropriate.

1 Rules of standard English usage are not applied; there are frequent and serious errors in standard written English.

Sentences are generally incorrectly formed.

There are frequent and serious errors in capitalization, punctuation, and spelling.

Errors distort the writer’s meaning.

2 Central idea may be unclear.

Details may be sparse; more information is needed to clarify the central idea.

Focus may shift or be lost causing confusion for the reader.

2 There is some evidence of an organizational strategy.

The progression of ideas may be simplistic, repetitious or somewhat random.

Attempts an introduction, body, and conclusion.

2 Uses both general and precise vocabulary.

Phrasing may not be effective, and may be predictable or obvious.

Some sentence variety that results in reading that is sometimes rhythmic; may be mechanical.

Aware of audience; tone is appropriate.

2 Rules of standard English usage are applied inconsistently; there is a pattern of errors in standard written English.

Sentences may be limited to simple constructions or be incorrect.

There are many errors in capitalization, punctuation, and spelling.

Errors interfere distort the writer’s meaning.

Score Content and Development

3 Presents a central idea about the topic.

Attempts to develop the central idea, but details presented may be general or the elaboration may be uneven.

Focus is generally sustained but may shift slightly.

Organization

3 A clear organizational strategy is present.

There is usually a logical progression of ideas.

There is an introduction, body, and conclusion.

Voice

3 Uses precise or vivid vocabulary appropriate for the topic.

Phrasing is effective, not predictable or obvious.

Varies sentence structures to promote rhythmic reading.

Strongly aware of audience; tone is consistent and appropriate.

Conventions

3 Rules of standard English usage are usually applied; there may be a few errors in standard written English.

Sentences are usually constructed correctly; more sophisticated structures may not be attempted or done correctly.

There are some errors in capitalization, punctuation, and spelling.

Errors do not interfere with the writer’s meaning.

4 Presents a clear central idea about the topic.

Fully develops the central idea with insightful and relevant details.

Sustains focus on central idea throughout the writing.

4 A clear organizational strategy is present; there is evidence of a plan for presenting information.

There is a logical progression and smooth transitions between ideas.

There is a clear introduction, body, and conclusion.

15 = 100

14= 93

13=86

12= 79

11= 72

10 = 65

9 = 58

8 = 55

4 Rules of standard English usage are applied consistently; there may be minor errors in standard written English.

Sentences are constructed correctly the ability to form sophisticated structures is displayed.

There are few errors in capitalization, punctuation, and spelling.

Errors, when present, do not detract from the writer’s meaning.

Story Structure : the elements of a story [plot, character, setting, theme, point of view]

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1. Point of view/ voice—the person who is telling the story

a. 1^st person—the story is told by a person who says “I, we”

b. 3^rd person limited—the story is told by a person who says “he, she, they” who only knows what is happening to certain characters

c. 3^rd person omniscient—the story is told by a person who says “he, she, they” who pretty much knows everything that is going on with all of the characters

2. Setting—when and where the story takes place

3. Mood—how the setting and the author’s presentation of the characters makes the reader feel; how the characters feel due to where they are and what is going on

4. Tone—how the characters speak, the “tone of voice” the characters use…very much the same as “mood”

5. Plot

a. introduction—the first of the story where the author reveals the characters, the conflict, the setting

b. rising action—the series of events that cause problems for the protagonist

c. climax/ denouement—the “unraveling” of the complications: everything is going to be better from this point on

d. falling action—the calm that follows the climax

e. resolution—how the story ends

f. conflict—often characterized as “Man vs. Man”, “Man vs. Nature”, “Man vs. god”, or “Man vs. Himself”

i. internal conflicts—“Man vs. Himself”—a c