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| Weekly Plans |
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| January 3-6, 2006 |
| Choice book presentations will be wrapped up. We will then organize research notes by highlighting and begin rough drafts of our researched narrative essays on world cultures. At the end of the week, we will discuss how to incorporate citations and research into the narrative.
Assignments: *Group Presentations (if not already finished) *Organized notes *World Culture Essay rough draft |
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| January 9-13, 2006 |
| We will self-evaluate before turning in World Cultures Essays. The rest of the week will be spent putting together the Final Portfolio. Students will select their best writing from the course, improve it, then reflect on the improvements. They will also write a brief review of a book they have read on their own during the course of the semester. We will begin reviewing for the Writing Test portion on Friday.
Assignments: *World Cultures Essay *FINAL: Best Writing *FINAL: Book Review |
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| January 25-28, 2006 |
| The course will begin with introductions to important elements of the class, including the 10th Grade Writing Test and the first unit of study: Diversity. We will discuss prejudice: its meaning and its roots. Students will complete a practice writing test to assess their initial abilities, and introductions to dialect as part of the Diversity unit will begin with "When Greek Meets Greek" by Trinidadian author Samuel Selvon.
Assignments: *Writing Pre-Test |
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| January 30-February 3, 2006 |
| We will read and discuss the dialect of "When Greek Meets Greek" by Samuel Selvon and compare it to local informal speech, reviewing initial writing tests with new information. We will read and discuss "Telephone Conversation," a poem by Wole Soyinka and discuss the situations, as well as possible topics for stories before beginning writing. Before reading "Dhowli" by Mahasweta Devi, we will model the caste system with different classroom responsibilities. We will revise and submit personal stories and then prepare for research next week.
Assignments: *Informal/formal chart *Story rough draft *Story revised draft *Dhowli paragraph |
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| February 6-10, 2006 |
| We will begin researching the foreign settings of the stories we have been working on. Ms. Cole will give a presentation on plagiarism, and we will practice correct form for citations and note taking. We will begin by first locating appropriate sources and then looking for notes. At the end of the week, we will review our initial writing tests, discuss scoring, and write about the reasons behind the scores received. Assignments * 2 Source Pages * 4 Source Pages * 10 Note points * Focus paragraph, Organization paragraph * Support & elaboration paragraph, Style paragraph |
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| February 13-17, 2006 |
| We will then practice incorporating literary and historical examples for support and elaboration on previous writing tests. The original writing tests will be finalized by breaking down sentence structure patterns and spelling. Assignments: * 10 Note Points * Revised Writing Test * Writing Test #1 Final Draft |
| *REVISED DUE TO SCHEDULING CONFLICTS. 2/14/06* |
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| February 20-24, 2006 |
| We will finalize the first writing test and practice pre-writing skills for the second writing test. We will have one day for research and then begin scoring Tuesday's writing tests and exploring formal (standard) and informal grammar rules. Assignments * Finalized Writing Test #1 * Writing Test #2, with pre-writing * 20 Note points |
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| February 27-March 3, 2006 |
| We will finish researching for our cultural exchange stories and continue preparing for the writing test. We will examine examples of formal and informal language from the most recent writing test and "translate" informal sentences to formal and vice versa. We will also practice supporting and elaborating and forming sentences with magazine "sentence stories." Assignments * 5th Source page * 30 Note points * Situation paragraph * Informal translations * Writing test #2 re-write |
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| March 6-10, 2006 |
| We will practice pre-writing before Tuesday's state writing test. We will then return to our cultural exchange stories, categorizing notes and exploring ways to fit research seamlessly into the story for a Level III grade. We will also prepare to read All Quiet on the Western Front. Assignments * Formal/Informal Translations Sentences Packet * Changes paragraph * Cultural Re-Draft * Cultural Exchange Final Draft |
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| March 13-17, 2006 |
| We will begin reading All Quiet on the Western Front, first responding to photos form World War I and then role playing situations that come up in the book. Students will complete review study guides individually on Chapters 1-3, and we will discuss the tone and mood of the first chapters of the novel, collecting vocabulary on bookmarks as students read. Assignments * Photo paragraph * Read Chapter 1 * Read Chapter 2 * Study guides 1-3 * Read Chapter 3 * Vocabulary bookmarks * Read Chapter 4 to page 64. |
| March 20-24, 2006 |
| We will continue reading All Quiet on the Western Front and develop two strategies for making sense of the reading: vocabulary bookmarks and character pages, on which students will take notes on significant characters throughout the reading. Students will create an imagery collage, individually or in pairs, based on Chapter 4 and will also be given an opportunity to revise their Cultural Exchange stories for mastery (and a better grade). Assignments * Character Page design * Cultural Exchange story revisions * Read Chapter 5 * Read Chapter 6 to p. 118 * Keep up with character pages * Finish reading Chapter 6 |