Enlivening English II/Pre-AP English II

Mrs. Bozeman's Sophomore English Classes

Week of Sept. 10 Unit: Decisions, Actions, &Consequences

September5

Week of: Sept. 10, 2013 Unit: Decisions, Actions, & Consequences

Objective(s): TLW complete a tone analysis practice essay. TLW take a test on unit vocabulary. TLW take a reading check quiz. TLW write journal entries that correspond to a novel. TLW explore the historical background of a novel. TLW take a novel test.
TEKS: 1E-use a dictionary; 1C-infer word meaning; 2B-analyze archetypes; 2C-figurative language; 5A-analyze isolated scenes in the plot 5C—tone in works; 7-sensory language (8)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. (13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences. 18-written conventions
ELPS/CCRS: ELPS: 4C. Reading/develop basic sight vocab; 4D. Pre-reading supports; (D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired (J)  demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs.
CCRS: Reading A (6) analyze imagery in literary texts (10) identify and analyze how an author’s use of language appeals to the senses, creates imagery, and suggests mood.B (1) Identify new words and concepts acquired through study of their relationships to other words and concepts. B(2) Participate actively and effectively in group discussions.
Materials: Reading quiz for Pre-AP; historical background for TOTC handout; quizzes; appropriate handouts; vocabulary test for Periods 2-4-6-7
Instructional Strategies:Monday Monday: Reading check quiz on Book II, Ch. 1-9. Turn in Carton charts. Analysis of Language and Syntax in DIDLS tone analysis. Complete for homework if needed. Homework: Chapters 10-14 this week-outside reading. Journals-due on Friday.(receive in class today) Vocabulary Unit #1-due Wednesday, Sept. 11/study for quiz. 
Period 2-4-6-7: MUG #1-Mechanics, Usage Grammar practice for STAAR revising and editing. Complete “The Weaver” handout for Silas Marner. Paragraph re-write “You Be the Author” due tomorrow if need extra time.  Homework: Unit vocabulary-study. Completed packets due tomorrow.
Tuesday Pre-AP: Understanding Ch. 1 of Book 2-Tellson’s Bank/compare to prison. Oral reading if time permits. “Unlocking Passages” for TOTC, due on Thursday. Homework: Vocabulary packet/study for quiz/journal entries. Read novel. “Unlocking Passages”-due Thurs. Make sure have read chapter titled “Gorgon’s Head” by tomorrow.
Period 2-4-6-7: Notecard writing #3. Complete “The Brothers” study/understanding of literary allusion. Continue reading Silas-Ch. 3. Distribute Study questions due Friday. Homework: Study vocabulary for test on Wed. Complete packet for test.
Wednesday Pre-AP: Check vocab packets; take quiz. Small groups: complete discussion questions on “The Gorgon’s Head.”   Homework: Journals;  Read to Ch. 14-reading quiz Monday. “Unlocking Passages”
Period 2-4-6-7: Test on Fiction-Non-fiction vocabulary; continue reading Silas; work on study questions. Homework: Study questions due on Friday.
Thursday Pre-AP:  Analysis of “Monsieur the Marquis in Town”/whole group. Royalty notes. Continue working on “The Gorgon’s Head” questions. Turn in or complete for homework. Homework: Read TOTC to Ch. 14 of book 2; journals due Friday.
Period 2-4-6-7:  Notecard Writing #4. Continue reading Silas; begin “Class Distinctions” handout. Homework: Finish study questions; prepare for quiz on Ch. 1-3.
Friday Pre-AP: How to embed quotations lesson using a poem. Students will use appropriate syntax to practice embedding quotes into a paragraph. Complete for homework if needed. Homework: Complete reading to Ch. 14 of book 2 for Monday’s quiz. Finish embedding quotations if needed extra time.
Period 2-4-6-7: Quiz on Ch. 1-3 of Silas. Finish “Class Distinctions” handout and short answer response. Notecard #4. Turn in for grade.
Assessment/Evaluation: Reading check quizzes; check orally for comprehension; group question activities; handouts; written paragraphs; all tests and quizzes modified for IEP students

 

Why does my student have a zero in the gradebook?

September5

Parents:

Involved parents are genuinely concerned when they see their student has a zero in the gradebook for English II. There are several reasons why this happens:

1)  Your student did not do the assignment.
2)  Your student did not attend tutorials as requested to re-do an assignment and therefore did not earn their replacement grade. They have one day to do this. Once the day has passed, the opportunity has as well.
3)  Your student actually received a zero because they did not complete the assignment at all and turned in a blank paper. Or your student just sat in class and did not do the assignment. They did not turn in a paper.
4)  Your student copied their assignment word-for-word from another student. In this case, both student will receive a zero.
5) Your student was absent and NEVER MADE UP AN ASSIGNMENT. You’d be amazed how many students do not come in a take tests or quizzes they missed when they were absent.
6) Your student is planning to turn in an assignment a day late with a homework pass. I put zeroes in the gradebook because it is often exceptionally motivational. When a student sees what that one zero does to their average, they will give priority to the missed assignment. It also tells you as their parent that they are not completing work in a timely manner.

Please do not accept these excuses:
1)  She lost my paper.
2)  I turned that in weeks ago. She just hasn’t graded it yet.
3)  She must have me mixed up with someone else.
4) She’s old and senile and it was supposed to be a 100, not a zero. She just can’t type.
5) I’m so busy making up math and science during Enrichment, I just haven’t gotten to English yet.

Get the Scoop–Remind 101

August21

If you want to receive text messages from me with reminders, follow these directions:

Follow these directions for texting.

Remind 101 for Periods 2-4-6-7

August21

The sign up is different for Periods 2-4-6-7. Please follow these directions:

Progress Reports and Report Cards for 2013-14

July23

Parents and Students: This year, all academic records must be obtained through Skyward Family Access. No paper progress reports or report cards will be sent home. If you need assistance in accessing the Skyward system, please contact Jack Hale in the counselor’s office.

ENGLISH DEPT. POLICY for GRADE SUBMISSION

February21

Parents and Students:
As we are going virtual with our grades, please be aware of the following policy concerning grade posting:

Research Papers: Allow 3 weeks for grades to be posted

Essay Tests:  Allow 1 week for grades to be posted

Essays/Journals:  Allow 1 week for grades to be posted

Tests: Allow 2 days for grades to be posted

Homework: Allow 2 days for grades to be posted

It is our desire to have your students grades posted in a timely manner.  If you have questions concerning your student’s grades, please email me at [email protected].  I cannot answer phone calls during class instruction.

Reminder of Classroom Policies

January6

Parents and Students:
Please be reminded of the following policies for all of Mrs. Bozeman’s English II students:

1.  Late work is not accepted unless a student has been absent. Exception: Students may use ONE homework pass to turn an assignment in the day after it is due (one day late only). Students have FOUR passes for the SEMESTER. These should be used in emergencies.

2.  Students have one day for each day they are absent to complete make-up work. It is not acceptable for students to ask to make up an assignment two or three weeks after it was due, even if they were absent.

3.  I will post grades on a regular basis. I do not retest or allow students to re-do assignments for a 70. Students are given an optional six weeks test to improve their lowest test grade and their overall six weeks average. This does not apply to writing assignments or projects.

4.  Parents should remember that part of my goal as a educator is to help students learn to be responsible for his or her actions. If a student fails to complete an assignment, an extra credit assignment will not be given to cover the failing grade. If your student chooses to be a discipline problem in class and does not complete his or her work, then he or she will be solely responsible for the grade received.

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