AGENDA Teacher: Ms. Aea Subject: English 1 Attendance/Dress tops Wednesday, 13 September 2017 AGENDA Attendance/Dress tops Review Formative Writing Assignments/Staple back into Springboard Unpack Unit 1 Embedded Assessment 2 – pp. 63 – 64, 92 Teacher: Ms. Aea Subject: English 1

JCHS Alma Mater Sing our praise to thee, Alma Mater. Ring thy praise all you sons and daughters. Raise your voices, Oh! Mighty Ewa, Let all declare our loyalty to thee. Let the sunset reflect thy colors. Radiantly hoping for bright tomorrows. You our symbol of endless striving, Content to work to make this world that we live in free. The trade winds shall echo always, The truths we hold sincere; The cane fields with its ceaseless swaying, Together we show fealty to thee. So stand black and orange proudly; Let us strive toward the future wisely. Let no challenge to pass us by, Knowing we are all for you, Campbell High. Hail to thee (hail to thee), Sabers true (sabers true) Campbell High!!!

JCHS Alma Mater

Interactive Notebook Table of Contents #1 Page 2 4 6 8 10 12 Left Side 2 4 6 8 10 12 Left Side Stamp Sheet QHT Unit 1 Vocab. Unit 1 Vocab. Presentation Notes 1 Page 1 3 5 7 9 11 13 Right Side Table of Contents Unit 1 Vocab. Sentences Wksht. Present. Notes 2

9th Grade – Formatives Review Review Formative writing assignments generally with class including sharing brief student example. Staple/fold your Formatives back on the correct page number. Pizza paragraph = page 6 “Marigolds” paragraph = page 27 Narrative Writing Prompt = page 45 You will be using these formatives to create a summative portfolio at the beginning of Term 2 so do NOT throw way!

9th Grade – E.A. #2 Springboard p. 63 Read aloud the learning targets as a class (choral read) – highlight or underline all verbs/review Student volunteers read aloud “Making Connections”, “Essential Questions”(read aloud essential questions as a class – choral read), and “Developing Vocabulary” Write answer to Essential Question in space below the question! (refer back to your answer on p. 4 first) Class discusses briefly together. Go back to your QHT chart on Journal page #2: Highlight all the vocabulary that you know really well now and that you can use effectively in discussion and writing. Underline the vocabulary that you will focus on improving your understanding of this second part of the unit.

9th Grade – E.A. #2 Springboard p. 63 Underline the skills (verbs and the nouns that go with them) under Unpacking Embedded Assessment 2 while I read them aloud. In the “My Notes” section, summarize what you will need to know to complete this assessment successfully. (5 min.) Class will share answers.

9th Grade – E.A. #2 Springboard p. 64 Read aloud the information on p. 64, while we mark the text! Marking the text (while reading, do the following to stay engaged): Metacognitive Markers * =write comment on the reading that made you react or think ! = next to words or phrases that create interesting imagery or you reacted emotionally to it. ? = Place a question next to what words or phrases you do not understand Underline Key Ideas (no highlighter on this) Circle words you do not know and diffuse (write the definition or synonym above it) Briefly discuss what was marked.

9th Grade – E.A. #2 Unpacking Embedded Assessment 2 – p. 92 Individually, under PROFICIENT column ONLY – circle all important verbs and underline nouns that go with them for each bullet as I read aloud the Proficient column! Groups of 3-4 (numbered off by Ms. Aea) On the provided paper, write the second essential question from the board and answer it. Create a stop light below the essential question. Compare what you circled on p. 92 then write down EACH SKILL needed from the bullet points to successfully complete EA #2 on your provided post its. Arrange by what skills you know, sort of know, and don’t know at all (agree as a group to the placement) Stick on your stop light (red light = don’t know, yellow light = sort of know, green light = no problem to do)

9th Grade – E.A. #2 If time, from each group, in a class share: mention a yellow or red skill your group wrote down.

ELA 1 – Vocabulary Unit 1 8/11/17 Unit 1 Vocab. Definitions #5 11. Anaphora – repetition of the same word or group of words at the beginnings of two or more clauses or lines. 12. Juxtaposition – arrangement of 2 or more things for comparison. 13. Flashback – Interruption or transition to a time before the current events in a narrative. 14. Denotation – precise meaning of a word (dictionary definition). 15. Connotation - associations and emotional overtones (positive, negative or neutral) attached to a word beyond its denotation. EXAMPLES LEAVE BLANK FOR NOW LEAVE BLANK

ELA 1 – Vocabulary Unit 1 8/11/17 Unit 1 Vocab. Definitions #6 16. Prose – ordinary written/spoken language using sentences/paragraphs without deliberate or regular meter or rhyme (not poetry or song) 17. Poetry – language written in lines & stanzas 18. Rhetorical Appeals – emotional, ethical & logical arguments to persuade an audience to agree w/ writer (speaker). 19. Logos – rhetorical appeal to reason or logic. 20. Ethos - rhetorical appeal focuses on character/qualifications of speaker. 21. Pathos - emotional appeal (senses/emotions) EXAMPLES LEAVE BLANK FOR NOW LEAVE BLANK

ELA 1 – Vocabulary Unit 1 8/9/17 Unit 1 Vocab. Definitions #3 - 4 6. Voice – writer’s (speaker’s) distinctive use of language to express ideas as well as his/her persona. 7. Tone – writer’s (speaker’s) attitude toward a subject, character, or audience. 8. Diction – writer’s word choice which conveys voice and tone. 9. Narrative – story about series of events including character development, plot structure, and theme (fiction/nonfiction). 10. Narrator - person telling the story. EXAMPLES LEAVE BLANK FOR NOW LEAVE BLANK

ELA 1 – Vocabulary Unit 1 8/10/17 Unit 1 Vocab. Definitions #3 Strategize – to plan the actions one will take to complete a task. Inference – conclusion about ideas not directly stated. Transcript – written copy or record of a conversation between two or more people. Claim – thesis statement describing the position the writer is taking on an issue. Counter Claim - position taken by someone with an opposing viewpoint. EXAMPLES LEAVE BLANK FOR NOW LEAVE BLANK

Homework: Be ready to write a paragraph for Check Your Understanding p. 65 tomorrow during class! Redo quizzes by Wed. 9/20! Turn in late work ASAP!

Bell Schedule Monday, Tuesday, Thursday, Friday Passing - 7:55 AM – 8:00 AM (5 mins) Period 1 - 8:00 AM – 9:30 AM (90 mins) Passing - 9:30 AM – 9:35 AM (5 mins) Period 2 - 9:35 AM – 10:55 AM (80 mins) Lunch - 10:55 AM – 11:25 AM (30 mins) Passing - 11:25 AM – 11:30 AM (5 mins) Period 3 - 11:30 AM – 12:50 PM (80 mins) Passing - 12:50 PM – 12:55 PM (5 mins) Period 4 - 12:55 PM – 2:15 PM (80 mins)

Bell Schedule Wednesday Passing - 7:55 AM – 8:00 AM (5 mins) Period 1 - 8:00 AM – 9:15 AM (75 mins) Passing - 9:15 AM – 9:20 AM (5 mins) Period 2 - 9:20 AM – 10:25 AM (65 mins) Lunch - 10:25 AM – 10:55 AM (30 mins) Passing - 10:55 AM – 11:00 AM (5 mins) Period 3 - 11:00 AM – 12:05 PM (65 mins) Passing - 12:05 PM – 12:10 PM (5 mins) Period 4 - 12:10 PM – 1:15 PM (65 mins)