Weekly Agenda, Resources, and Important News
April 18-22, 2016
All Classes:
- Monday: Students work on speech comparing Franz Kafka's and Peter Kuper's Metamorphosis
- Tuesday: Super-Testing Day - 7:30 and 11:30 sessions
- Wednesday: Super-Testing Day - 7:30 and 11:30 sessions
- Thursday and Friday: Students present speeches
April 11-15, 2016
April 4-8, 2016
Monday: Focus on Ovid's version of the myth of Arachne. Compare two paintings of the myth.
March 28 - April 1, 2016
Monday-Friday: Read and analyze Ovid's Metamorphosis.
Honors Homework: Greek/Roman Mythology Matrix due Friday, April 1, 2016 - Download from below and share on googledocs with me, msphoa2015@gmail.com
Honors Homework: Greek/Roman Mythology Matrix due Friday, April 1, 2016 - Download from below and share on googledocs with me, msphoa2015@gmail.com
March 14-17, 2016
Listen to the Radiolab episode "Colors." Take notes and summarize passages. Present to class. Due end of Class 12 points.
Vocabulary and key ideas _ 3 points
Summary _ 3 points
Spelling and Convention_ 3 points
Presentation - 3 points
Vocabulary and key ideas _ 3 points
Summary _ 3 points
Spelling and Convention_ 3 points
Presentation - 3 points
February 22-26, 2016
All Classes:
Monday-Thursday: In partners, students collaborate on an argumentative or an informative essay. Students use class time to read, plan, write, and edit their papers. The essays are due on Friday; papers turned in late will lose points.
Friday: Students analyze elements of a painting and a poem that depict the same subject and complete a comparison chart.
Monday-Thursday: In partners, students collaborate on an argumentative or an informative essay. Students use class time to read, plan, write, and edit their papers. The essays are due on Friday; papers turned in late will lose points.
Friday: Students analyze elements of a painting and a poem that depict the same subject and complete a comparison chart.
February 16-19, 2016
- Tuesday: 1st Period - Rain delay, 2nd Period - Watch Schindler's List, 3rd Period - Complete first part of movie test, 4th Period - Finish Schindler's List, 6th Period - Finish Schindler's List, 7th Period - Test (2 parts) on movie
- Wednesday: Periods 1,2 - Finish movie * Periods 3, 4, 6- Test on Schindler's List* Period 7 - Small group discussion on the educational value of Schindler's List
February 1-5, 2016
All classes:
Monday
Monday
- As a pre-reading activity for Elie Wiesel's Night, students do a quick, one-period research assignment on a term from the Holocaust: Elie Wiesel, the Gestapo, the SS, The Holocaust by Bullets, Auschwitz. Students must provide historical significance on and essential information on Googleslides. The slides must include a photograph or other visual. They must save their slide presentation with their topic and their names in their title. Then they must share with me at www.msphoa2015@gmail.com.
- Take Your Child to Work Day/ Students in class will watch beginning 44 minutes of Schindler's List.
- Students receive vocabulary for the first section of Night. All students must keep all handouts until we finish the book: easy A grade.
- Class listens to the audio of the first few pages of Night. Students read the first section - to page 22- independently. See link above.
- Students find textual evidence from Night to answer a reader response question.
- Class watches Schindler's List and compares events to Night.
January 25-29, 2016
Monday, January 25: Periods 1,2, 3:
***Any students needing to complete computer-based FSA practice test will navigate the test in class today or at home using instructions outlined by the teacher. Practice test code will be posted HERE on the website at 7:30 p.m. Monday, January 25 or Wednesday, January 27 and sent out on Remind.***
Monday, January 25: Periods 4,6,7:
- Students analyze poetic devices, meter and imagery, in Grace Nichols' "Island Man" and Imtiaz Dharker's "Blessing" through movement and performance and connect how the poets use these devices to build upon their poems' themes.
- Students annotate poems.
- Review root word list 9.
***Any students needing to complete computer-based FSA practice test will navigate the test in class today or at home using instructions outlined by the teacher. Practice test code will be posted HERE on the website at 7:30 p.m. Monday, January 25 or Wednesday, January 27 and sent out on Remind.***
Monday, January 25: Periods 4,6,7:
- Students discuss "A Very Old Man with Enormous Wings."
- Class debates identity of the old man.
- Students review poetic terms meter and rhythm by singing Dickinson poems.
- Test on root word list 9 and confusing word list on Friday, January 29
- ***Any students needing to complete computer-based FSA practice test will navigate the test in class today or at home using instructions outlined by the teacher. Practice test code will be posted HERE on the website at 7:30 p.m. Monday, January 25 or Wednesday, January 27 and sent out on Remind.***
- Mini-lesson: Teacher introduces the SIFT analysis method which students can use when writing a literary analysis.
- Students identify literary/poetic devices that deal with sound.
- Students finish FSA diagnostic if not already complete. Those who have finished identify errors and make corrections.
- (2nd period only) Students work on easily confused word exercises.
- Test on root word list 9 and confusing word list on Friday, January 29
- Any students needing to complete computer-based FSA practice test will navigate the test in class today or at home using instructions outlined by the teacher. Practice test code will be posted HERE on the website at 7:30 p.m. Monday, January 25 or Wednesday, January 27 and sent out on Remind.***
- In partners, students respond to literary analysis question on "A Very Old Man".
- Students find and record evidence then craft commentary reflecting on the author's use of language to communicate his message.
- Students share and compare their results.
- Assessment: Students will use their notes for writing a short response to teacher question.
- Any students needing to complete computer-based FSA practice test will navigate the test in class today or at home using instructions outlined by the teacher. Practice test code will be posted HERE on the website at 7:30 p.m. Monday, January 25 or Wednesday, January 27 and sent out on Remind.***
- Test on root word list 9 and confusing word list on Friday, January 29
- Students review root list 9 by creating words using previous root sets and prefix and suffix lists.
- Students listen to teacher audio and practice spelling confusing words correctly through dictation.
- Make sure to have completed FSA practice test and sign form.
- Test on root word list 9 and confusing word list on Friday, January 29
- Students take test on root list 9 and on confused words.
- Students turn in forms stating they understand FSA format.
January 19-22, 2016
Tuesday:
Wednesday: All classes took a practice FSA test from USATestPrep.
Thursday: Students will take a computerized FSA test from FSAssessments.org. A paper-based practice test is available to download in the link below.
Friday: Course selection cards are distributed. Due by February 1, 2016 filled in with any required signatures to Ms. Phoa. Click the link for video instructions on course selection.
Wednesday: All classes took a practice FSA test from USATestPrep.
Thursday: Students will take a computerized FSA test from FSAssessments.org. A paper-based practice test is available to download in the link below.
Friday: Course selection cards are distributed. Due by February 1, 2016 filled in with any required signatures to Ms. Phoa. Click the link for video instructions on course selection.
January 11-15, 2016
Monday: Periods 4,6,7
1. Root Set 8 (1-5): Students record roots, definitions, and derivatives.
2. Making your point: Using the mnemonic ALEC to help support and guide analytical writing.
3. Teacher defines mnemonic, ALEC, and demonstrates usage with a song: 50 Ways to Say Goodbye.
4. Students study student essay model and identify the Assertion and Evidence components of ALEC in the essay.
5. Class brainstorms characteristics of effective assertions and evidence. Students create a checklist they will use when they revise their own writing later in the week.
Monday: Periods 1,2, 3
1. Root Set 8 (1-5)
2. Combining ideas: Using connectors (conjunction and punctuation) to emphasize relationships between ideas.
Homework:
-Root quiz on Friday
Tuesday:
1. Root Set 8 (6-10)
2. Florida Standards Assessment Practice: Students read and annotate texts. Answer comprehension questions. Due at end of period.
Homework: Periods 4,6,7 - Complete questions 1-5 on FSA practice.
Wednesday:
Periods 1,2,3
1. Class reviews usage of the semi-colon and reasons writers use it. Then complete practice exercises.
2. Class continues to read and annotate Chekov and Singer passages begun on Tuesday. Students highlight text that speaks to the nature of human dignity and distinguish between words of the wiser text and show: don't tell text.
Periods 4, 6, 7
1. Class reviews usage of the semi-colon and reasons writers use it. Then complete practice exercises.
2. Class continues to read and annotate Chekov and Singer passages begun on Tuesday. Students highlight text that speaks to the nature of human dignity and distinguish between words of the wiser text and show: don't tell text.
3. Fill-in AEC planning organizer.
Thursday:
1. Warm-up: Sentence Combining/ Identify words of the wiser
2. Students explore the Commentary in (ALEC): Is it relevant? Does it say something new? Does it speak to the prompt?
3. They analyze exemplars of commentary in order to identify characteristics of effective commentary.
a. What questions does the commentary answer for the reader?
b. How does the commentary affect the readers feeling about the essay?
c. Does it tell the reader anything new?
5. Think-pair-share strategy: Students answer these questions and then switch with a partner.
6. Students revise commentary and share.
HomeworK: Study for quiz.
Friday:
1. Quiz on Root Set 8 and compound sentences (using comma & coordinating conjunctions, the semi-colon, and the colon correctly)
2. Play Kahoot on literary analysis.
1. Root Set 8 (1-5): Students record roots, definitions, and derivatives.
2. Making your point: Using the mnemonic ALEC to help support and guide analytical writing.
3. Teacher defines mnemonic, ALEC, and demonstrates usage with a song: 50 Ways to Say Goodbye.
4. Students study student essay model and identify the Assertion and Evidence components of ALEC in the essay.
5. Class brainstorms characteristics of effective assertions and evidence. Students create a checklist they will use when they revise their own writing later in the week.
Monday: Periods 1,2, 3
1. Root Set 8 (1-5)
2. Combining ideas: Using connectors (conjunction and punctuation) to emphasize relationships between ideas.
Homework:
-Root quiz on Friday
Tuesday:
1. Root Set 8 (6-10)
2. Florida Standards Assessment Practice: Students read and annotate texts. Answer comprehension questions. Due at end of period.
Homework: Periods 4,6,7 - Complete questions 1-5 on FSA practice.
Wednesday:
Periods 1,2,3
1. Class reviews usage of the semi-colon and reasons writers use it. Then complete practice exercises.
2. Class continues to read and annotate Chekov and Singer passages begun on Tuesday. Students highlight text that speaks to the nature of human dignity and distinguish between words of the wiser text and show: don't tell text.
Periods 4, 6, 7
1. Class reviews usage of the semi-colon and reasons writers use it. Then complete practice exercises.
2. Class continues to read and annotate Chekov and Singer passages begun on Tuesday. Students highlight text that speaks to the nature of human dignity and distinguish between words of the wiser text and show: don't tell text.
3. Fill-in AEC planning organizer.
Thursday:
1. Warm-up: Sentence Combining/ Identify words of the wiser
2. Students explore the Commentary in (ALEC): Is it relevant? Does it say something new? Does it speak to the prompt?
3. They analyze exemplars of commentary in order to identify characteristics of effective commentary.
a. What questions does the commentary answer for the reader?
b. How does the commentary affect the readers feeling about the essay?
c. Does it tell the reader anything new?
5. Think-pair-share strategy: Students answer these questions and then switch with a partner.
6. Students revise commentary and share.
HomeworK: Study for quiz.
Friday:
1. Quiz on Root Set 8 and compound sentences (using comma & coordinating conjunctions, the semi-colon, and the colon correctly)
2. Play Kahoot on literary analysis.
January 4-7, 2016
Tentative Schedule
Monday- (All Classes)
1. Learn poetic structure terms. Read and paraphrase "We grow accustomed to the Dark." Compare to other Dickinson poems (Unit 4 of Collections textbook).
2. Review punctuating with colons. Do exercises from the punctuation guide (link available above). Read through packet and complete the work listed below. Rewrite the sentences correctly.
STEP 2: Practice 1, question 4 only
Practice 2, question 2 only
Practice 3, questions 1-8 all
Core and Honors: Quiz on Root Set 7 and Punctuating with Colons
Homework: Selection test on Dickinson poems on Tuesday, January 12.
Monday- (All Classes)
- Record Root Set 7 - Test on Thursday. PDF available under Resources Page.
- Grammar: When to Use a Colon - Analyze sentences and write their own.
- Introduce Collection 4. Interpret quote by Thoreau: "The question is not what you look at, but what you see."
- Bring textbooks on Tuesday and Wednesday.
- Homework: Grammar packets due on Monday. Root set quiz on Thursday.
1. Learn poetic structure terms. Read and paraphrase "We grow accustomed to the Dark." Compare to other Dickinson poems (Unit 4 of Collections textbook).
2. Review punctuating with colons. Do exercises from the punctuation guide (link available above). Read through packet and complete the work listed below. Rewrite the sentences correctly.
STEP 2: Practice 1, question 4 only
Practice 2, question 2 only
Practice 3, questions 1-8 all
Core and Honors: Quiz on Root Set 7 and Punctuating with Colons
Homework: Selection test on Dickinson poems on Tuesday, January 12.
Midterm Week: December 14-18, 2015
December 7-11, 2015
Tentative Schedule:
- Monday- (Periods 4,6, &7) Students take root word quiz for Set 6 and then review mid-term exam format.
- Monday- (Periods 1,2,&3) Students finish FSA-practice-argument essay, review root words for quiz, review mid-term-exam format.
- Tuesday-Friday- (All Classes) To prepare for the mid-term, students read exemplar essays from Collections and rework introductory paragraphs and add parenthetical citations; do interactive grammar lessons to prepare for the mid-term; create root word triads. Students review literary fair exemplars and work on their own entries.
November 30- December 4, 2015
- Monday: Students completed SAT Grammar Practice: Comparison Problems. See link below.
- Tuesday-Wednesday: Teacher and students review argumentative essay samples using Collections' Performance Task workbook. See link below.
- Thursday-Friday: Students write argumentative essays in class. Task includes reading sources, evaluating the prompt, planning, and writing. Students may choose their own topic, or they will answer the prompt provided by the teacher. See link below.
November 23-24, 2015
Tentative Schedule
- Make sure you have turned in parallel poems. Extra-credit website edition needs to be turned in by Tuesday. Email me the link. cynthia.phoa@browardschools.com
- Review writing a precise claim. Work through interactive tutorial on writing a claim and fill in teacher outline.
- Write an introduction to an essay taking a position on next year's AB-block schedule. Review rubric for next FSA essay. Students will pick their own topics and be responsible for finding and printing out articles to use as support for their arguments.
| writing_a_claim_arguementative_writing_worksheet_grade_11__1_.pdf |
October 26-30, 2015
Tentative agenda: Students will (hopefully)
Check out English 2 Honors and Core pages for directions on making the mind map.
Find Macbeth resources on the following padlet by clicking on the link.
- Continue studying Macbeth: Finish Act I and start Act II.
- Turn in mind map assigned on Thursday, 10/22/15. Due Tuesday, 10/27/15.
- Take a quiz on Act I on Friday, 10/30 .
- Take home and complete grammar packet by Friday, 10/30.
Check out English 2 Honors and Core pages for directions on making the mind map.
Find Macbeth resources on the following padlet by clicking on the link.
October 12-16, 2015
Below is the agenda for the upcoming week. It is, as always, an optimistic and tentative schedule, but I'm crossing my fingers that we'll complete everything.
- After reading and annotating articles on sport hunting, students will write an argumentative essay that synthesizes the information presented in their readings. They will use textual evidence to support their thinking. They will be required to do the following.
- Read and annotate 5 articles.
- Decide on a claim and create a plan for their writing.
- Write their papers. The essay must be 4 to 5 paragraphs and 500 to 700 words.
- Revise and edit essays.
- Cover new list of root words (List 5) for the week and take a test on Friday.
- Review special cases of subject/verb agreement. Case 1 - Making subjects and verbs agree when words come in between. Students will cover the material Monday, Tuesday, and Wednesday, and they will have a 20 question test on Thursday.
October 5-9, 2015
In addition to reading Of Mice and Men this week, students will write an argumentative essay in favor of or against sport hunting. This is one of several practice essays that the students will use to hone their writing skills in preparation for state-wide assessments. In their papers, students are asked to take a position on a subject and support their claim using evidence from the sources the school provides. We will spend three class periods reading, planning, and writing the essays, and then I am asking for the children to type their essays at home on the weekend. (October 10 & 11).
A PDF of all the root word lists is available on the Resources page.
The essay prompt, essay reference articles, and an essay planning sheet is also available on the Resources page.
Important Dates: Friday, October 9 - Quiz on Root Word List 4
due Monday, October 12 - Typed FSA Practice Essay 2
A PDF of all the root word lists is available on the Resources page.
The essay prompt, essay reference articles, and an essay planning sheet is also available on the Resources page.
Important Dates: Friday, October 9 - Quiz on Root Word List 4
due Monday, October 12 - Typed FSA Practice Essay 2
September 28 - October 2, 2015
This week, we continue reading Of Mice and Men. All classes have a quiz on the material read so far on Thursday, October 1, 2015. The students will get a handout touching on important points. A downloadable copy is also available under the Resources tab. Click on Study for OMAM 1.The root word lists seem to be taking about a week to cover, so Root Word List 3 quiz is scheduled for Friday again. In general, the students can assume the schedule will be to cover one list per week and test on the Friday of the week. Anyone who would like to get a head start can pull up the root lists I will be using under the Resources tab of the website.
Important Dates: Friday, October 2 - Quiz on Root Word List 3
Thursday, October 1 - Of Mice and Men Quiz
Important Dates: Friday, October 2 - Quiz on Root Word List 3
Thursday, October 1 - Of Mice and Men Quiz
September 21-22, 24-25, 2015
We start reading Of Mice and Men by John Steinbeck this week. The majority of the reading will be done in class, and I anticipate reading it will take us around three weeks. The students will be given several in class assignments that I will collect and grade. Most of these will ask the students to analyze specific passages. Additionally, the students will have a test upon completion of the novel which is scheduled for the week of October 5-9, 2015.
Homework & Tests:
Due Friday, September 25, 2015 - Theme Song Analysis Due -
On Friday, September 25, 2015 - Quiz on Root Word List 2
On Tuesday, September 29, 2015 - Test 1 on Of Mice and Men (pages 2-49) . There will be 10 multiple choice questions worth 1 point each and two short response questions worth 5 points each.
Homework & Tests:
Due Friday, September 25, 2015 - Theme Song Analysis Due -
On Friday, September 25, 2015 - Quiz on Root Word List 2
On Tuesday, September 29, 2015 - Test 1 on Of Mice and Men (pages 2-49) . There will be 10 multiple choice questions worth 1 point each and two short response questions worth 5 points each.
September 15-18, 2015
PSAT practice booklets will be handed out on Tuesday; I apologize for not getting them out on Friday. All Cypress Bay sophomores take the PSAT at school. Any juniors or seniors who wish to take the test must pay and enroll by mid-September. I will review some exercises with the students on Thursday and Friday, September 17th and 18th, so they will need to bring the booklets to school those days.
Additionally, students will time to review their argumentative essays they wrote during the second week of school. They will use the rubric to evaluate sample essays in order to understand more fully how they are evaluated.
This week, all classes will be tested on selections they have read from Collections and on Root Word List 1.
Periods 1, 2, and 3
Tuesday: Take quiz on "What, of This Goldfish, Would You Wish?"
Wednesday: Take quiz on Root Word List 1.
Period 4
Wednesday: Take quiz on "The Lottery"
Thursday: Take quiz on Root Word List 1.
Periods 5, and 6
Tuesday: Take quiz on "The Lottery"
Wednesday: Take quiz on Root Word List 1.
Additionally, students will time to review their argumentative essays they wrote during the second week of school. They will use the rubric to evaluate sample essays in order to understand more fully how they are evaluated.
This week, all classes will be tested on selections they have read from Collections and on Root Word List 1.
Periods 1, 2, and 3
Tuesday: Take quiz on "What, of This Goldfish, Would You Wish?"
Wednesday: Take quiz on Root Word List 1.
Period 4
Wednesday: Take quiz on "The Lottery"
Thursday: Take quiz on Root Word List 1.
Periods 5, and 6
Tuesday: Take quiz on "The Lottery"
Wednesday: Take quiz on Root Word List 1.
September 8-11, 2015
Thanks for coming to open house! It was a pleasure getting to meet my students' families.
All classes started working on root words to build vocabulary. We will cover a couple or three root words a day and spend a day or two working with the words in class. Next Wednesday, September 16, 2015 students will be tested on the roots.
All classes will read selections from the textbook. Important concepts will be emphasized as we read in class. Students will be tested on the stories Tuesday, September 15. ("Goldfish" for Core, "The Lottery" for Honors) Students will need their books in class all this week and through Thursday of next week.
Students will be given practice PSAT booklets on Friday to take home and review before their upcoming test in October. All Cypress Bay sophomores take the PSAT at school. Any juniors or seniors who wish to take the test must pay and enroll by mid-September. I will review some exercises with the students on Thursday and Friday, September 17th and 18th, so they will need to bring the booklets to school those days.
Remember to check the make-up work tabs for more details on each days activities.
All classes started working on root words to build vocabulary. We will cover a couple or three root words a day and spend a day or two working with the words in class. Next Wednesday, September 16, 2015 students will be tested on the roots.
All classes will read selections from the textbook. Important concepts will be emphasized as we read in class. Students will be tested on the stories Tuesday, September 15. ("Goldfish" for Core, "The Lottery" for Honors) Students will need their books in class all this week and through Thursday of next week.
Students will be given practice PSAT booklets on Friday to take home and review before their upcoming test in October. All Cypress Bay sophomores take the PSAT at school. Any juniors or seniors who wish to take the test must pay and enroll by mid-September. I will review some exercises with the students on Thursday and Friday, September 17th and 18th, so they will need to bring the booklets to school those days.
Remember to check the make-up work tabs for more details on each days activities.
August 31- September 4, 2015
Periods 1, 2, and 3 (Bring Collections on Thursday and Friday)
Monday: Plan and write synthesis essay.
Tuesday: Finish essay. Work on artwork for figurative language project.
Wednesday: Study sample poems and write final poem for project.
Thursday: Read and discuss Etgar Keret's short story, "What, of this goldfish, would you wish?" Continue work on figurative language project.
Friday: Multiple choice quiz on Keret's story. Continue work on figurative language project.
Periods 4, 5, and 6 (Bring Collections on Wednesday and Thursday)
Monday: Plan and write synthesis essay.
Tuesday: Study sample poems and write final poem for project.
Wednesday: Work on poem for figurative language mini-project and artwork (due Friday). Introduce "What, of this goldfish, would you wish?"
Thursday: Analyze cultural influences and timeline in "What, of this goldfish, would you wish?"
Friday: Multiple choice quiz on Keret's story. Group story writing.
Homework due: 1. Figurative language project due on Friday, September 4. 2. Quiz on "Goldfish" story scheduled for Friday.
Monday: Plan and write synthesis essay.
Tuesday: Finish essay. Work on artwork for figurative language project.
Wednesday: Study sample poems and write final poem for project.
Thursday: Read and discuss Etgar Keret's short story, "What, of this goldfish, would you wish?" Continue work on figurative language project.
Friday: Multiple choice quiz on Keret's story. Continue work on figurative language project.
Periods 4, 5, and 6 (Bring Collections on Wednesday and Thursday)
Monday: Plan and write synthesis essay.
Tuesday: Study sample poems and write final poem for project.
Wednesday: Work on poem for figurative language mini-project and artwork (due Friday). Introduce "What, of this goldfish, would you wish?"
Thursday: Analyze cultural influences and timeline in "What, of this goldfish, would you wish?"
Friday: Multiple choice quiz on Keret's story. Group story writing.
Homework due: 1. Figurative language project due on Friday, September 4. 2. Quiz on "Goldfish" story scheduled for Friday.
August 24-28, 2015
** All Periods: Bring Collections to class on Wednesday and Thursday**
Welcome back to school. This week, the students will settle into their schedules, and we'll begin to get to know one another. We will spend a significant amount of time the first few days reviewing classroom standards and expectations; however, by the end of the week, you will begin serious academic work. Under the "Make-up Work" tab, I've written a general outline of class activities so you can access assignments if you are absent or if you want to make sure you have completed all tasks.
Bring Supplies: Post-its and highlighters on Friday
Homework:
Bring Supplies: Post-its and highlighters on Friday
Homework:
- First Period Only: First day papers (due by Friday 8/28 for a grade)
- All Periods: Complete and submit student information form on "Home" page of this website. (due by Friday, 8/28), and read and sign student English 2 Contract (due by Friday, 8/28)
- All Periods: Annotate (i.e. highlight important ideas and details) articles for the diagnostic synthesis essay scheduled for Tuesday of next week (due by Monday/Sept. 1). This will be reviewed on Thursday, 8/27 and Friday 8/27.