1. Take roll, check preferred names. DONE
2. Get stud. info. form. DONE
3. Ask them to list what activity they most enjoyed last year in English; what activity they least enjoyed. Then ask what made that happen. Look for connections with English 12 and hereafter. FOLLOW UP
4. Teacher briefly reviews our ABCD discipline plan. DONE
5. Students review syllabus; students state main ideas. FOLLOW UP. DONE
6. Students list reasons for reluctance to speak publicly; list reasons to speak publicly; list ways to ease the reluctance.
7. In groups of about 5, one student arranges paper-cut-outs of circle, triangle, rectangle, and two squares, out of sight of the others. All pieces must touch or overlap. That student describes the design; others draw it; they may not ask questions.
8. Next, rearrange pattern, again describe, but allow audience questions.
9. Students explain what this exercise accomplishes (warm-up, teamwork, detail)
10. Assign: news summary for oral presentation.
11. Distribute speech rubric.
12. End class w. stu. summary.

13. Each student presents a 3 minute news item. First warm up all students. Choose students randomly to present.
14. Class notes positive attributes of each presentation and makes one suggestion for change.
15. End class w. stu. summary.

16. Each student presents a 3 minute news item.
17. Class notes positive attributes of each presentation and makes one suggestion for change.
18. Prepare for next oral presentation: explain something about yourself (4 minutes).
19. End class w. stu. summary.

1. LOOKING AHEAD TO WEEK OF 09/20:

2. Next week, we will use class time to examine teacher-provided model of “Who Am I” essay, explaining which they prefer and why.
3. Students brainstorm possible topics for themselves. Students will have one class day to draft the essay.
4. Composition on “Who Am I” due at start of second class of the week of 09/20 in print.

1. Quickly review writing process.  
2. Segue to revision: students follow script in groups of 4:
3. group selects timekeeper, who allows 10 minutes for each writer.
1. writer reads his/her piece aloud, while group listens attentively
2. writer reads piece again, with group taking notes
3. group members read comments aloud
4. writer takes notes, without responding
5. writer may then ask questions after all have commented
6. Range of possible responses: weak (“I like it. It sounds okay.”), marginal (“I thought the description in your second part was interesting.”); useful (“Can you give me an example of why you like your neighbor?” [telling what info is needed]); most useful (“You confused me when you said, . . . because earlier you said. . . .” [telling more exactly what info is needed]) (from Chaffee, John, et al. Critical Thinking, Thoughtful Writing, 106)

English 9 (9.01 meeting A, C, D; 9.02 meeting A, B, D; 9.03 meeting B, D, E; 9.04 meeting B, C, E)
 
As possible, start each class with an episode from videotape of Odyssey, asking students to report their observations about the conduct of major characters.
 
Day 1:
General intro: Complete presentations on our ABCD discipline plan (901, 902); contact form(902); notebooks, and portfolio [for permanent file, including Lit Review form]; attendance; informal inventory of learning styles (describe to neighbor how you study successfully[verbal, visual, auditory, kinesthetic, musical/rhythmic, logical/mathematical, interpersonal, intrapersonal]; that neighbor tells us).
 
Complete distribution of Elements of Lit. (get numbers). Collect portfolios.
 
Day 2:
FOCUS: solving problems in writing
Start first composition. First, class lists steps in successful composition-- prewriting for ideas, writing, rewriting. Remind to identify audience, check organization, use detail, check form. [See <\\DUNDEE_HS\VOL1\HOME\TEACHERS\SCHEMARK\ENGL09\writing_process_020907[1].doc>
 
Distribute essay rubric; use Regents Prep p.6; show models. [See <\\DUNDEE_HS\VOL1\HOME\TEACHERS\SCHEMARK\ENGL09\student papers 9\showcase_040509.DOC>
 
FOCUS; using note-taking skills, using graphic organizers. using teacher comments on your writing.
 
Review note-taking and review strategy for reading new text: do SQ3R, asking what do you know, what do you not know or understand, what can you figure out? Read aloud Elements, Gary Soto, pages 72 to 76. (9.01 and 0.04 may already have read these stories; make sure of their preparation).
 
Students post notes on bulletin board with their answers to these questions; share answers to any questions. [Students finish the reading on their own.]
 
Go further, if not addressed in student responses: Write a summary of the story. What is it about? What do you know about the protagonist (teach the word) and the situation? What is your reaction to Fausto’s behavior at different moments in the story?
Depending on time, either start first 5 vocabs from Global or review value of graphic organizers. Practice that with this:
 

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