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.
You'll need a personal copy of these two literatures:
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Materials, tutoring, grading, etc:
Username: akell47
Password: 2Learn |
Objectives, Agendas, and HomeworkTuesday, January 14, 2020
Objectives:
Agenda:
Homework:
Thursday, January 9, 2020
Objectives:
Agenda:
Homework:
Wednesday, January 8, 2020
Objectives:
Tuesday, January 7, 2020
Objectives:
Monday, January 6, 2020
Objectives:
Agenda:
Homework: Monday, December 16
Objectives:
Agenda:
Homework: Friday, December 13
Objectives:
Wednesday, December 11
Objectives:
Tuesday, December 11
Objectives:
Thursday, December 5
Objectives:
Tuesday, December 3
Objectives:
Monday, December 2
Objectives:
Friday, November 22
Objectives:
Thursday, November 21
Objectives:
Wednesday, November 20
Objectives:
Agenda:
Homework: Tuesday, November 19
Objectives:
Monday, November 18
Objectives:
Friday, November 15
Objectives:
Thursday, November 14
Objectives:
Tuesday, November 12
Objectives:
Friday, November 8
Objectives:
Thursday, November 7
Objectives:
Agenda:
Homework:
Monday, November 4
Objectives:
Friday, November 1
Objectives:
Friday, October 25
Objectives:
Homework:
Tuesday, October 22
Objectives:
Homework:
Monday, October 21
Objectives:
Thursday, October 17
Objectives:
Tuesday, October 15
Objectives:
Homework:
Monday, October 14
Objectives:
Friday, October 11
Objectives:
Monday, October 7
Objectives:
Friyay, October 4
Objectives:
Thursday, October 3
Objectives:
Wednesday, October 2
Objectives:
Tuesday, October 1
Objectives:
Monday, September 30
Objectives:
Wednesday, September 25
Objectives:
Tuesday, September 24
Objectives:
Monday, September 23
Objectives:
Friday, September 20
Objectives:
Thursday, September 19
Objectives:
Tuesday, September 17
Objectives:
Monday, September 16
Objectives:
Happy Friday, September 13
Objectives:
Thursday, September 12
Objectives:
Homework:
Wednesday, September 11
Objectives:
Homework:
Tuesday, September 10
Objectives:
Monday, September 9
Objectives:
Friday, September 6
Objectives:
Tuesday, August 27
Objectives:
Monday, August 26
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 Resources
Additional Assignment: Q2
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Short Fiction
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Poetry
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Grammar Formative | |
File Size: | 48 kb |
File Type: | doc |
DOIOPAPN Practice | |
File Size: | 13 kb |
File Type: | docx |
Grammar Formative | |
File Size: | 48 kb |
File Type: | doc |
WIW 31-34 Practice:
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SV Agreement Interactive Exercises:
WIW 31-33 Practice: |
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Midterm
Folks, 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.
MIDTERM INFORMATION:
Common Core Objectives Tested on NC Finals:
Nonfiction/Informational Texts
MIDTERM INFORMATION:
Common Core Objectives Tested on NC Finals:
Nonfiction/Informational Texts
- Cite strong evidence to support analysis, inferences.
- Determine the central idea of a text using the details; provide a summary.
- Determine the denotation/connotation of words and the effect they have on a text.
- Determine how an author's ideas or claims are shaped by organization, sentences, paragraphs, or portions of the text.
- Determine the author's point of view by examining rhetorical strategies (repetition, parallelism, analogy) and tone.
- Cite strong evidence to support analysis, inferences.
- Determine the theme or central idea.
- Analyze characters and how they help to advance the plot or develop the theme.
- Determine the denotation connotation of words and the effect they have on a text.
- Determine the effect of sequence, flashbacks, suspense, foreshadowing, surprise.
- Analyze a point of view from world literature beyond U.S.
- Use context clues to determine meaning or words
- Consult references to find the pronunciation of words.
- Demonstrate understanding of figurative language
- Prepositional Phrases
- Verbs/Action or Linking
- Subjects/Hard to Find Subjects
- Subject-verb Agreement KC 1-6
Additional Assignment:
After completing your comprehensive data analysis, should should be able to identify a standard that requires attention. For example, you might notice that your RI6 percentage is lower than the others.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
After completing your comprehensive data analysis, should should be able to identify a standard that requires attention. For example, you might notice that your RI6 percentage is lower than the others.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
After completing your comprehensive data analysis, should should be able to identify a standard that requires attention. For example, you might notice that your RI6 percentage is lower than the others.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
Click on the texts below and scroll to the bottom. You should see a "Common Core" identifier which states the standards that can be addressed in the text.
Print the text that aligns with the standard(s) you'd like to address and follow the close reading objectives by standard. Then, print the "Assignment." Complete the questions directly on the printout or on a separate sheet of paper and submit all work on the day of your midterm.
Reading Strategies by Standard | |
File Size: | 29 kb |
File Type: | doc |
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WIW 31-32 Quiz | |
File Size: | 14 kb |
File Type: | docx |
SVAgree Assessment KC# 1-6 | |
File Size: | 13 kb |
File Type: | docx |
31-32 Practice | |
File Size: | 18 kb |
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subjects_verbs_.docx | |
File Size: | 14 kb |
File Type: | docx |
Subject and Verb Practice | |
File Size: | 115 kb |
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WIW List 1 Practice Assessment | |
File Size: | 72 kb |
File Type: |
Being able to answer these questions will be very helpful to you on the assessment:
1. In paragraph one, Gates wonders why he forgot about the exchange between his father and Mr. Wilson. Why do you think he forgot about it?
2. How is the social status of Gates’s family different from that of other black families in Piedmont, West Virginia? How does Gates account for this difference?
3. What does Gates mean when he says, “It was ‘one of those things,’ as my Mom would put it”?
4. Why do you think Gates “never again looked Mr. Wilson in the eye”?
5. What is the point of Gates’s narrative? How does the title support Gates’s point?
6. How does the dialogue contribute to the narrative? How would the omission of dialogue impact the selection?
7. Do you think Gates’s parents should have used experiences like the one in this piece to educate him about the family’s social status? Why do you think they chose to dismiss such incidents as “one of those things”?
1. In paragraph one, Gates wonders why he forgot about the exchange between his father and Mr. Wilson. Why do you think he forgot about it?
2. How is the social status of Gates’s family different from that of other black families in Piedmont, West Virginia? How does Gates account for this difference?
3. What does Gates mean when he says, “It was ‘one of those things,’ as my Mom would put it”?
4. Why do you think Gates “never again looked Mr. Wilson in the eye”?
5. What is the point of Gates’s narrative? How does the title support Gates’s point?
6. How does the dialogue contribute to the narrative? How would the omission of dialogue impact the selection?
7. Do you think Gates’s parents should have used experiences like the one in this piece to educate him about the family’s social status? Why do you think they chose to dismiss such incidents as “one of those things”?
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What's in a Name | |
File Size: | 78 kb |
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Prepositions List | |
File Size: | 22 kb |
File Type: | doc |