1. AGENDA Teacher: Ms. Aea Subject: English 1 Attendance/Dress tops
Tuesday, 26 September 2017
AGENDA
Attendance/Dress tops
Review Moods: Indicative, Imperative, and Subjunctive
Springboard Activity 1.17 – pp
Teacher: Ms. Aea
Subject: English 1

2. 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!!!

3. JCHS Alma Mater

4. Interactive Notebook Table of Contents #1 Page 2 4 6 8 10 12 14 162 4 6 8 10 12 14 16
Left Side
Stamp Sheet
QHT Unit 1 Vocab.
Unit 1 Vocab.
Presentation Notes 1
Presentation Notes 2
Compound Sent. Rev.
Comp.-Complex Sent.
Parallelism Review
Page 1 3 5 7 9 11 13 15 17
Right Side
Table of Contents
Unit 1 Vocab.
Sentences Wksht.
Present. Notes 1
Present. Notes 2
Complex Sent.
Active vs. Passive
Mood Review

5. 9th Grade – Parallelism Review
9/26 Moods Review #17
Indicative Mood: make statements or ask questions.
Imperative: give command or make a request.
Subjunctive: express doubt or something contrary to fact.
Write a sentence in indicative mood, then the same sentence as imperative mood, and then as subjunctive mood. (3 minutes)
Pass your journal to the back of you.
Partner using a different colored pen or pencil – make the correction if it’s parallelism or not. Correct it if not right.
Place a check if it is.
Place an “x” if not, then correct it so it is.
Return the journal to the original owner.
Share example sentences as a class.
Write down at least 3 EXAMPLE sentences into your notes – below your own example.

6. IND: I will have to put away my cell phone.
IMP: Put away your cell phone.
SUB: I wish I did not have to put away my cell phone.
IND: I like to eat broccoli.
IMP: Eat your broccoli.
SUB: I wish I could eat broccoli.

7. IND: I will have to put away my cell phone .
IMP: Put away your cell phone.
SUB: I wish I did not have to put away my cell phone.
IND: I want to cook some food.
IMP: Cook the food.
SUB: I wish I had food.

8. IND: I will have to put away my cell phone .
IMP: Put away your cell phone.
SUB: I wish I did not have to put away my cell phone.
IND: I have a $100 bill.
IMP: Give me a $100 bill.
SUB: I wish I had a $100 bill.
IND: Amy made a cake for grandpa.
IMP: Make a cake.
SUB: Grandpa wished he had cake.

9. 9th Grade – Activity 1.17 Springboard p. 83
Read aloud the learning targets as a class (choral read) – highlight or underline all verbs/review
Student volunteer read aloud “Preview” and underline main ideas.
Discuss what was marked.
Student volunteer reads aloud “About the Author,” and students follow along.

10. 9th Grade – Activity 1.17 Springboard p. 83 - 85
For the first read, do not mark anything, just read.
For the second read, will be marking 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)

11. 9th Grade – Activity 1.17 Springboard p. 86 - 87
Read aloud “About the Author” – follow along.
For the first read, do not mark anything, just read.
For the second read, will be marking 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)

12. 9th Grade – Activity 1.16 Springboard pp. 87-88
Break into assigned groups
Answer Second Read questions under the reading #1 – 6 for 15 minutes.
Discuss answers as a class.
You will work on page 89 “Working from the Text” chart after the grammar quiz tomorrow!
If you finish early with #1 – 6 questions, you can begin the “Working from the Text” chart.

13. 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

14. 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)
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15. 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
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16. 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
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17. Homework: Grammar Quiz #2 – Tomorrow, September 27!
Signed Grade Check – Fri. 9/29!
In Class ELA Essay – Tues. 10/3!
Socratic Seminar – Thurs. 10/5!
Turn in late work ASAP!

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

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