8/27/2019-8/30/2019 English Classes! Week One!

Welcome to a new school and year OHS Yellow Jackets!  I will be your guide throughout this first year journey and strongly suggest that you keep your hands and arms inside the ride at all times.

8/30/2019

(1) Complete quotes assignment

(2) Learn how to log in to a Chrome Book, access your email, and Google Classroom.

(3) Do the assignment posted in Google Classroom:

Please click the YouTube Video below and watch it in order to better understand how to submit an assignment on Google Classroom.

Create a document following the instructions from the video, and write me a letter telling me about yourself:

Begin with a salutation: Dear Ms. Navarro,

Paragraph One: Include information about yourself, (your family, places you have lived, your pets, any travels, jobs, sports, hobbies, unique interests and/or talents, etc.) Be sure to include names and ages where appropriate. Be specific with your information.

Paragraph Two: Include information about you and the subject of language arts. What do you like to read? What movies have you enjoyed? What are your art and music interests? What are your interests outside of academic classes? How do you learn best? What grade do you normally make in language arts?

Paragraph Three: Include information about your goals. These would include goals for this class, for this school year, for all of high school, for life after high school, and for your life’s goal.

Finally, end with a closing: Your student, Sincerely, Yours Truly, etc. Your name should be signed in cursive.

Checklist for writing the letter:

1. I have used friendly letter format.
2. I have written a neat copy of my letter to turn in to be graded.
3. I have signed my first and last name to the letter.
4. I have written three separate paragraphs, using complete sentence format.
5. I have used transitions to make my writing flow smoothly.
6. I have begun each paragraph with a topic sentence.
7. I have followed rules of spelling, punctuation, and capitalization.

8/29/2019

In teams of two to four you will choose a quote from a book, poem, song, etc. that you relate to and sticks with you.  You will then put the quote on the provided paper in a visually appealing way.  After, you will write on a separate lined sheet of paper why you personally relate to the quote in five sentences or more.  Tell me a story or something of the like.  “I don’t know” or “I just like it” are not acceptable answers and will be marked as zeros.

 

One quote per group

BUT

One paragraph per person

You may choose your own groups.  NO you may not work in with more people.

8/28/19

STATION ACTIVITY

(1) At this station, students will collaborate with their group members to come up with at least seven class community agreement statements. How do we create a safe and empowering learning environment? Think of behavioral norms that you need your peers and teacher to follow in order to feel safe, respected, and empowered in our classroom. Be as specific as possible.

(2) Create a name tent

(3) Answer questions in group or solo:

  1. How many students are in the classroom?
  2. How many are boys?
  3. How many are girls?
  4. What room number are we in?
  5. Find something red in the classroom.
  6. Name one thing you like about our classroom.
  7. Name one thing you would add or subtract to the room to make it better.

(4) Play Tangoes Puzzle Game

(5) Play Baseball Puzzle Game

8/27/19

Note card activity:

Name:
Pronunciation:
Preferred Name:
Extracurriculars:
Strengths:
Areas of opportunity:
Classroom needs:
Concern/fear about this academic year:

Pass out syllabus.  Answer these questions:

1. What are some language arts’ skills that we will be learning this year?
2. What are three types of assessments offered in this class?
3. What is the late work policy?
4. What materials are you expected to have when coming to class?
5. According to the syllabus, when are you on time to class?
6. What is the policy for electronic devices in this class?
7. When am I available for tutoring?
8. What is my web page?
9. What is my email?

6/3/19-6/7/19 English 1CP & 9RCP Agendas

5/3/19

Get your notebook back!

Complete projects in class.  Due tomorrow.

5/4/19

Turn in projects.

Telling time.

Fake Bank Account project directions and explanation.  Due Friday.   See Ms. Navarro for the work.

5/5/19

Bus route schedule practical knowledge, as found on Google Classroom.  Due at the end of class.

5/6/19

Knots practical knowledge skill set, as found on Google Classroom.

5/7/19

Finals review and note-card.

5/27/19 – 5/31/19 English 1CP & English 2 Agendas

5/27/19

Read Act 4 Scenes 1-3 R&J and have presentations

5/28

Read ACT 4 SCENE 4-5 & ACT 5 SCENE 1-2 R&J and have presentations

5/29

Complete visual notes for characters and walk up songs (see 5/17)

5/30

Read Act 5 SCENE 3 R&J and have presentation

5/31

Begin final project, choice of two

Whole project instructions posted on Google Classroom

 

Extra Credit Options….use up to TWO

10 Point Assignments

  1. Read an article that relates to a story or idea discussed in class. You may find articles on teentribune.com or on newsela.com. Write a half to one page summary of the article with commentary about what you read.

 

  1. As you are reading independently, find five words you don’t know.  Copy the sentences from which the words appear and then look up and copy the definition.

 

  1. Find an online age appropriate writing contest and copy a submitted entry to bring to class.

 

  1. Write a one page letter of appreciation using letter writing format to a person or business that has helped you in some way.  Express your gratitude to them giving specific examples of what they did that helped you.  Deliver the letter and bring me a copy.

 

  1. Write a song or poem of 20 or more lines. Get 20 points if you make it into a PowerPoint with images.

 

  1. Read about an author you have enjoyed and list 20 facts about this author.

 

  1. Write 10 questions and interview a parent or another adult about what life was like for them as a teenager.

 

  1. Go to myspellit.com and click on one of the languages or fields from “Words From.” Select the tab marked “You Try It.”  Attempt and print any 20 questions with answers that you read and understood.

 

  1. Rewrite a chapter of a book you read as a screenplay for a movie. Use character names for your dialogue.

 

5/20/19-5/24/19 English 1 & 9RCP Agendas

5/20/19

Students’ storyboard and R&J PRESENTATION:

Act 2 Scene 5 – Act 3 Scene 1

5/21/19

Students’ storyboard and R&J PRESENTATION:

Act 3 Scenes 2-3

5/22/19

Students’ storyboard and R&J PRESENTATION:

Act 3 Scenes 4-5

5/23/19

Mini one-on-one student conferences re: grade and missing work

LAST DAY FOR LATE WORK IS JUNE 1, 2019

5/24/19

Students’ storyboard and R&J PRESENTATION:

Act 4 Scenes 1-3

 

 

5/15/19-5/17/19 English 1 & English 9RCP Agendas

5/15/19

Presentations and discussion of: Act 2 Scenes 3-4

5/16/19

Dissect and paraphrase each line of the balcony scene in class.

Each pair of students were assigned 15 lines to paraphrase into how they would say the lines today.  Then we went around the class in order of the scene and read out the interpreted lines.

5/17/19

Get out your notebook. Write: 5/17/19 Page ____ “Visual Notes for Characters”

On this page (or another that you glue/staple in) please create some visual notes that will help identify the relationships of the characters, what their personality is like, and what major things they have said or done. Some ideas for these visual notes are on the board, though you can choose your own way.

EACH character, after they are identified and THOROUGHLY described, should then be given a theme song. Choose a theme song (or walk-up song for baseball fans) from your own music tastes or pop culture that you feel fits the character and what they are about.

There are FIFTEEN characters total. I will stamp these for full credit of 20 points on Monday.

5/9/19-5/10/19 English I and English 9RCP Agendas

5/9/19

Today students presented Act 1 Scenes 2-3, the corresponding storyboard, and we watched the scenes from the movie.

After, we discussed Direct and Indirect Characterization by expanding the character T chart and writing down what the impressions are of some of the main characters.

5/10/19

Today I reviewed a brief history of The Globe Theatre.

https://res.cloudinary.com/dk-find-out/image/upload/q_80,w_1920,f_auto/THE_GLOBE_FINAL_rt_uczloq.jpg

After I asked the students to work in pairs to construct a mini model using the printable: https://www.papertoys.com/images/globe.pdf?

5/2 – 5/8 English 1 and English 1RCP Agendas

5/2

Assign Romeo and Juliet Scenes

Explain project that is posted on Google Classroom (storyboard, present, act out)

5/3/19, 5/6/19, 5/7/19

Work on project in groups.  Whatever is not complete is now homework.

5/8

Prologue as a preview – what do we now know will happen?

Act 1 Scene 1 – listen to audio book

Watch movie – 13 minutes

Make “Characters of R & J” T Chart in notebook

List Montague and Capulet characters along with what we know about them

 

5/1/10 English 9RCP and 1 Agendas

Iambic Pentameter check for understanding using a group whiteboard and list of questions.

Google Slide 4 Slide Creation and Gallery Walk

I will give each pair their own literary term and they will make a GS presentation.

Google Slide Requirements:

  1. SLIDE ONE: your literary term
  2. SLIDE TWO: your definition
  3. SLIDE THREE: an example of how your literary term works
  4. SLIDE FOUR: a picture representing your literary term

5/1/19 Page _____ “Literary Terms”

TERM DEFINITION EXAMPLE or Description of image