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Pre-AP English I 1st Six-Weeks 2018

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Andrea Khawaja

on 2 October 2018

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Transcript of Pre-AP English I 1st Six-Weeks 2018

Pre-AP English I
1st Six-Weeks 2018

Poetry, Short Stories, & Nonfiction
Day One-August 20(A)/August 21 (B)

Getting to know you game
Review syllabus, etc. and review procedures
One-pager for summer reading book
Read and return signed syllabus/honor code by Wednesday (A)/Thursday (B).
Bring a journal next class.
Day Two-August 22 (A)/23 (B)
Warm-up: Write half a page about someone who helped you on the first day of school
Turn in signed forms
Finish one-pager (15 minutes)
Gallery walk
Class agreements
Begin "Tell Me about Yourself"
Finish "Tell Me About Yourself" before the start of class on Day 3
Turn in your Tell Me About Yourself/forms
Pick up handouts
Warm-Up: What makes you who you are? (3-4 sentences)
Definitions in journal (connotation and denotation)
Whole group work: Read and annotate one poem
Group work: Read, annotate, and present assigned poem (if time allows)
Choose one of the three identity poems and annotate it (use annotation guide) - submit through BLEND or print and bring next time!
Day Four-August 28 (B)/29 (A)
Warm-up: Share poem and annotations with partner/small group
Strips of paper stanza group class poem
"The Bear That Wasn't"
Connection question world cafe/chalk talk
Identity Chart in journal
Introduce poem assignment
Day Five- Aug. 30 (pep rally in 5th B): 31 (A)
Warm-Up: Write about a memorable teacher. What made this teacher and class memorable? Write 2-3 paragraphs.
Introduce/explain poem assignment
Poem work day: rough draft and begin decorations
The writing process (see video below)
Read "Miss Dennis" and answer questions
Make notes about what you notice on the way to school
Finish rough draft if needed
Day Six-
September 4 (B) /
September 5 (A) [Back to School Night]

Warm-Up: "On the way to school..."
Recap "Miss Dennis"
Peer review of poem assignment
Make final draft and finish decorations
Submit typed poem by 11:59pm tonight and bring hardcopy next class
Day Seven-
September 6 (B) / September 7 (A)
Warm-Up: Present poems in small groups
Asian American Identity Module in BLEND
Read "Fish Cheeks" + Girl in Translation excerpt. Make a Venn diagram about the two (5-7 entries on each side + 5 commonalities)
Day Eight-
September 10 (A)/September 11 (B)
Warm-Up: 15-20 minutes for Target
Notes on Schaffer method
Model Schaffer with Tan
Turn Schaffer outline for Kwok into paragraph
Day Nine-
September 12 (A)/ September 13 (B)
Receive expository essay rubric.
Timed write-Completion quiz grade-1 hour.
background notes.
HW: Pre-reading questions
Day Ten
September 14 (B)/September 17 (A)
Day Eleven
September 18 (B)/September 19 (A)
Warm-Up: Discuss and attempt to answer your reading questions with a partner. Finish reading, and add to notes and questions.
Read and discuss "The Cyclops"
Watch Epic Fail and create a Venn Diagram in your journals to compare Odysseus's character in the text to his character in the video
Begin reading from
The Odyssey-"
Land of the Dead
Finish reading
The Odyssey-"
Land of the Dead
In your journal, write 5-6 sentences after researching death and burial customs in another culture.
Cite your source.
REMEMBER: re-submit Schaffer paragraph (read comments from teacher (Grades>click text bubble) due SUNDAY, 9/23, BY 11:59PM

Day Twelve
Day Thirteen
September 25 (B)/ September 26 (A)
AP style quiz over
The Odyssey
Read library books when you finish the quiz.
Finish Atwood poem and turn in journals.
Work on make-up work (if necessary). Friday is the last day of the six-weeks.
Day Fourteen
September 27 (B)/28 (B) - extra B day Friday (movie)

Day Fifteen
September 29 (B)/October 2 (A)
Welcome! Pick up papers as you walk in and find your seat.
After viewing the 6-word memoir clip, complete the following on your index card:
-Write your name and your six word memoir on one side. Be prepared to share!
-Write your personal email address, home phone, and three facts about yourself on the other side.

Home music videos:

Edward Sharpe and the Magnetic Zeros

Miranda Lambert

Dionne Warwick
Introduction Interview
A. Conduct an interview with a partner. Focus on something your partner feels
strongly or passionate about. Take good notes during the interview.
B. Write a creative, engaging introductory paragraph. Include the following
minimum criteria:
 Make an assertion about the interviewee and his/her passion.
 Include a direct quote (concrete detail) from your interview. Be sure to
embed this direct quote, and pay careful attention to control of syntax as
you weave the quoted words into your sentence.
 Include at least one sentence of commentary, in which you explain your
interviewee’s assertion and your direct quote in more detail.
Day Six-
A: September 8
B: September 9

Warm-Up: Discuss "Miss Dennis" in small groups. What did you learn about good writing? Review your answers to the homework.
Read and complete creative activity on Dickinson's "'Hope' is the Thing With Feathers".
Home Poem presentations.
HW: "Old" handout due next class.
Final Shaffer paragraph due on Blend at 11:59pm

Warm Up: Create a T-Chart in your journal listing the pros and cons of
. Think carefully! (no need for complete sentences in this warm-up)
Timed Writing Prompt:
*Be sure to include some form of organizer*
Can failure make you stronger?
In "Fish Cheeks," how does Amy Tan use diction to create a specific tone?

*Tone is the author's attitude toward the subject matter.
Jane Schaffer Format:
-Topic Sentence (TS)
-Concrete Detail (CD)
-Commentary #1 (CM)
-Commentary #2 (CM)
(TS) In Amy Tan's "Fish Cheeks," the author uses vivid diction in order to show the narrator's embarrassed tone. (CD) For example, Tan describes her mother's food as "appalling," "slimy," and even with markings like "bicycle tires". (CM) The negative connotation of Tan's adjectives relate to her overall shame about this cultural meal. (CM) Her unappetizing descriptions of the foods directly relate to her inability to enjoy embracing her heritage.

Warm-up: write a page in your journal about a character from a book you read recently. Describe them physically, mentally, and emotionally. How do they change from the beginning of the story to the end? What conflicts do they face and overcome? Can you relate to them in any way or do you envy anything about them?
Tell Me About Yourself
Write in complete sentences!
1) What responsibilities do you have outside of school (extra-curricular activities, jobs, etc.)?
2) What are your interests and hobbies?
3) Where do you see yourself in 5-10 years?
4) What questions do you have for me?
5) Is English your first language? If not, what is?
6) If you could travel anywhere in the world, where would you go and why?
7) What is your favorite school subject and why?
8) What is your least favorite school subject and why?
9) What is your favorite book/magazine/comic/blog?
10) What are your strengths and weaknesses in English Language Arts?
Summer Assignment Group Discussion Questions
Assign the following roles: a
to take concise and clear notes; a
to share answers with the class; a
to keep the conversation on track. You will have 15-25 minutes to talk.
1) What did you read this summer? Each group member should identify the author, title, and genre of their choice.
2) How did you choose your book?
3) Would you recommend your book to other 9th graders? Why/why not?
4) Summarize your book. Discuss a few of the following: characters, conflict, setting, point of view, audience, tone, mood.

Warm-up: Epithets and epic similes.
Continue reading
The Odyssey-
Begin Part 2-"Penelope"

HW: Read passage from
The Penelopiad.
Write down 5-10 questions or notes
Most people have a place where they feel comfortable and relaxed. Think of a place where you feel comfortable and relaxed. Picture it in your mind. In your notebook, describe this place for
your classmates so that they can imagine what it is like and how you feel there.

Think about your daily ride or walk to school and describe what you saw this morning in one paragraph. Remember to use the writing skills Steinbach described as "creating in words the picture [you] want your reader to see."
On the way to school...
Warm-up: Discuss pre-reading questions with a partner.
Introduction to
The Odyssey
One-pager activity with background information.
Start reading "Sailing from Troy" and "Lotus Eaters" in class.
HW: Finish reading "Sailing from Troy" and "Lotus Eaters" and write down 5 questions you have in your journal.
Reilly - September 13
Warm-up: Partner Introduction
Finish mind mirror and present
Schaffer Notes - short answer writing
Complete short answer for To Kill A Mockingbird.
Finish TKAMB paragraph and read library books
Khawaja-September 12
Warm-up: Mind Mirror
Notes on Schaffer method of writing paragraphs/short answers
Complete a short answer for
To Kill a Mockingbird
Finish paragraph for
Read library books and work on reading log.

Warm-up - Write about the meaning or significance of your name or nickname.
Warm-up: Write 2-3 sentences comparing/contrasting the customs you researched to your family's customs.
View Odysseus' journey (below)
Quiz review sheet and sample AP questions
Read from
The Odyssey-
Finish Part I.
Atwood - "Siren Song".
HW: Study for AP quiz.
Warm-up: Answer
questions with a partner.
Discuss point of view and similarities/differences between two texts.
Poem with two voices or short story
Start "The Challenge."
HW: Finish reading Part 2. Annotate for epic similes. Choose two, and write a few sentences in your packet explaining the similes.
This will prepare you for an upcoming major assignment!
2nd six weeks: Do activities to plan chunk paragraph for 2nd six-weeks major grade. Revisit expository essay writing. Revise drafts.
Khawaja Quiz Make-Up Fit Session: Wednesday, 9/28. Sign up for this if you are absent and miss the quiz Monday/Tuesday. You have until 9/30 to make up missed work.
After reading Part 2, answer the following questions in your journal. You may work with a partner.
-Review lines 1290-1295 on page 1100. Identify the two items compared in this epic simile and the details included in the comparison. What does this epic simile reveal about Odysseus' feelings toward his wife?
-Why do you think Odysseus chooses not to reveal his identity to his wife right away? Do you think this deception is fair or justified?
-Think about modern traditions regarding homecomings.
-What major changes might a person face upon returning home?
-How might it be difficult to adjust to being home again?

Reilly- Agenda
Warm-up: Epithets and Epic Simile
Turn in journals
Continue reading The Odyssey - "The Sirens", "Scylla and Charybdis" and "The Cattle of The Sun God"
Read and annotate the selection from "The Penelopiad". Write down 5 question in your packet
Reilly - Agenda
Warm-up #1: Free write - write a paragraph about the topic of your choice.
Discuss your reading of
The Penelopiad
and your five questions with a partner.
Begin reading part 2 on page 1089 - "The Return of Odysseus", "Argus", "The Suitors", "Penelope"
Reflection: In your journal, write a paragraph discussing how point of view affects the story.
Read and annotate "The Challenge", "Odysseus' Revenge" and "Penelope's Test"
Day Three - August 24 (B)/August 27 (A)
Write in journal:

Denotation: literal, dictionary defition of a word
Connotation: emotional meaning of a word; elicity specific tone(s) and mood(s)
Day 2: Raymond
Raymond Day 2
Have a seat where you sat last time
Turn in syllabus + honor code, signed
Journal Warm Up: write about someone who helped you the first or second day of school
Attitude of Gratitude video + activity
10 minutes: finish One Pager
One Pager Gallery Walk - vote for top 2 with a partner (together you get 2 clothespin votes)
Class Agreements

HW: "Tell Me About Yourself" Page
Raymond: Epithets & Epic Similes Warmup
September 20 (B)- Late Start/September 21 (A)
Finish identity chart; brainstorm 5 ideas to include in your poem

Sit where you were assigned last time and put your phones away, please! :)
Warm-up: In your journal, write your favorite line from your chosen homework poem. Share with the group (share connotation and any figurative language in it).
Strips of paper stanza group class poem
Speed Date Annotations of "Where I'm From"
"The Bear That Wasn't"
Identity Chart in journal
Verbally introduce poem assignment
HW: Finish Identity Chart, if need be; brainstrom what contributes to your identity (talk about it with your friends and family!)
The Who: "Who Are You?"
Day Three - August 24 (B)/August 27 (A)
Turn in your Tell Me About Yourself/forms
Pick up handouts
Warm-Up: What makes you who you are? (3-4 sentences)
Definitions in journal (connotation and denotation)
Whole group work: Read and annotate one poem
Group work: Read, annotate, and present assigned poem (if time allows)
Find and annotate one poem about home or identity (due next class)
AHS Class of 2010 Lip Sync
A) Annotate for unknown/new words
B) Annotate for allusion (look up references)
C) Annotate for simile and alliteration
D) Annotate for connotation and tone
Warmup Raymond, 8/30 + 8/31: Think back to "The Bear That Wasn't" story. Answer ONE of the following in your journal using 3-4 complete, thoughtful sentences. You do not have to write the question, just the number you chose. Be prepared to share.

1. How do powerful figures shape the identity of those with less power?
2. How does our need to be a part of a group affect our actions?
3. Why is it so difficult to go against the group? Have you experienced this?
Hello! Please put your phone in the pocket holder.
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