Beginning Monday, August 26, daily objectives and assignments will be posted to this website. This page will serve several purposes. The first is so that all students who miss school will be able to determine what has been missed and determine a reasonable frame of time within the guidelines of CMS policy to complete make-up work and assessments. To some degree, I can imagine that posting objectives and assignments will serve as a safety net for some who do not have an opportunity to copy assignments into the agenda. Relying solely on the website to recover assignments is not advised. The primary source of objectives and assignments will be to continue to copy them into the agenda at the beginning of each class. The student is responsible for this classroom procedure and is 100% accountable for completing assignments on time. This means that a student who fails to copy homework in the beginning of class, whether or not he or she can retrieve the daily assignment from the website even when I do not or cannot post the assignment, and consequently fails to turn in an assignment by the due date, will receive a zero.
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Materials, tutoring, grading, etc:
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You'll need a personal copy of these two literatures:
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Username: akell47
Password: 2Learn |
Objectives, Agendas, and HomeworkMonday, May 20
Objectives:
Friday, May 17
Objectives:
Tuesday, May 14
Objectives:
Friday, May 10
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Wednesday, May 8
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Tuesday, May 7
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Monday, May 6
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Happy Friday, May 3
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Thursday, May 2
Objectives:
Tuesday, April 30
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Monday, April 29
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Homework:
Thursday, April 25
Objectives:
Homework:
Wednesday, April 24
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Tuesday, April 23
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Monday, April 22
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Friday, April 12
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Thursday, April 11
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Wednesday, April 10
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Tuesday, April 9
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Monday, April 8
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Friday, April 5
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Thursday, April 4
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Wednesday, April 3
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Tuesday, April 2
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Monday, April 1
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Happy Friday, March 29
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Thursday, March 28
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Wednesday, March 27
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Midterm Tuesday, March 26
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Midterm-week Monday, March 25
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Friday, March 22
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Thursday, March 21
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Wednesday, March 20
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Tuesday, March 19
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Monday, March 18
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Friday, March 15
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Thursday, March 14
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Wednesday, March 13
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Tuesday, March 12
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Monday, March 11
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Homework:
Friday, March 8
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Thursday, March 7
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Wednesday, March 6
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Tuesday, March 5
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Monday, March 4
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Friday, March 1
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Thursday, February 28
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Wednesday, February 27
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Tuesday, February 26
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Monday, February 25
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Happy Friday, February 22
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Thursday, February 21
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Tuesday, February 19
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Monday, February 18
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Friday, February 15
Objectives:
A Note to Readers: I appreciate your patience this week. Thursday's absence was my first sick day at Ardrey Kell in my twelve years here. I doubt I have taken more than five six days in my career. Had I known that I would have missed a day, I would have prepared you far better for my absence. Your continued patience is required for me to catch up. Till then, please use this Weebly. Watch the videos, click the links, complete suggested work sheets, take the practice assessments, use your note cards properly. I hope you realize that, by the volume of resources you have been provided, you have far more than you need. Composition Outline
Tuesday, February 12
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Monday, February 11
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Happy Reverse Homecoming Friday, February 8
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Thursday, February 7
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Wednesday, February 6
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Monday, February 4
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Happy Friday, February 1
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Thursday, January 31
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Wednesday, January 28
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Tuesday, January 27
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Monday, January 26
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Happy Friday, January 25
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Thursday, January 24
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Wednesday, January 23
Objectives:
Level Two: Close Reading
Objectives:
Close Reading Procedures (Mark the text): 1. Obtain a new copy of the text. 2. Read the background information. In the margins of the text, compose sentences annotating the significance of the background information. 3. Paraphrase/interpret both quotations. 4. In paragraphs 1-4, annotate key ideas, compose questions whose answers reveal critical concepts, connect related or interesting details. 5. In paragraphs 5-10, the author includes dialogue that can be used to characterize the speaker. In the margin, add thoughts that analysis the significance of the dialogue. What does it suggest about the speaker? 6. In paragraphs 12-15, the author concludes with a series of details that are likely used to communicate point of view, tone, and central idea. Highlight significant details and use the margins to interpret the text. |
Documents and ResourcesAnswers to "The Turtle" can be found on the NCFE released button link below.
NC FINAL REVIEWFolks, everything you need for your NC Final is here. You are well-prepared, and you will do very well on your final. Remember that often students spend less time preparing for reading comprehension assessments and more time for assessments where facts, statistics, and "black and white" answer choices are anticipated. Be careful in making that decision. Please review all review materials before determining how much you should prepare.
NC FINAL INFORMATION: Common Core Objectives Tested on NC Finals: Nonfiction/Informational Texts 40% of questions
Midterm Review Docs and InfoFolks, everything you need for your midterm is attached or linked below. You are well-prepared, and you will do very well on your midterm. Remember that often students spend less time preparing for reading comprehension assessments and more time for assessments where facts, statistics, and "black and white" answer choices are anticipated. Be careful in making that decision. Please review all review materials before determining how much you should prepare.
Exam INFORMATION: Common Core Objectives Tested on NC Finals: Nonfiction/Informational Texts
Additional Assignment: Assessment will be considered "optional." It requires students to read three texts, analyze the texts, respond to questions, and check the answers before submitting the responses to me on the day before your midterm. Students who wish to complete the assignment will receive 150 points while those who do not complete the assignment will not be given the additional points (not completing the assignments will not count against a student). Analyzing the passage data of all first-semester English students revealed that the largest potential for gain exists within Common Core Standards 2, 4, 5, and 6 in the category of reading informational texts. Each of the three passages assigned provide students with the opportunity to target those standards while reinforcing the others. Read and apply the “Reading Strategies by CCSS” document. Students who wish to earn the additional credit must read and analyze all three texts using the online textbook (log in information is listed above), must complete the questions for each text, and must use the answer documents to check and correct work after the the questions have been submitted for approval.
QUESTIONS FOR ASSESSMENT:
1. How does the speaker feel about guavas in "How to Eat a Guava," and how does the speaker establish tone? 2. In "Not Poor, Just Broke," how do the shifts in tone help establish the author's point of view? 3. In the final exemplification, tone is established primarily through details. How does the adult Richard Gregory feel about the incident he experienced as a child?
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