Supplies: Lakeland High School agenda
Two inch binder with paper
3 to 4 dividers to put in binder
3 pencils or blue/black ink pens
Binder organization: 4 sections with dividers -
1st section, dated warm ups in order
2nd section, dated journals in order
3rd section, vocabulary lessons/quizzes in order by date
4th section, student worksheets and papers in order by date
Make-up policy: Work is due on time. Students with excused absences must check the class log and turn in all missed work. This policy is consistent with the Polk County School Board make up policy. See the Student Code of Conduct for details. This policy may be waived in individual circumstances per teacher discretion. Check the LHS website www.lakelandhighschool.com for “Assignments Online,” or to send email at terryl.dietert@polk-fl.net if you have any questions.
Course overview: Students will explore the genres of fiction, nonfiction, drama, and poetry through reading, writing, listening, speaking, and viewing. Curriculum maps will help students organize their thinking as they follow benchmarks and standards under the following Sunshine State Strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Technology.
Work will include grammar, usage, and mechanics study; vocabulary, word families, and affixes; research and study skills; reading strategies; and critical thinking. We will stress FCAT reading strategies such as main idea, summarizing, and author’s purpose, utilizing graphic organizers when possible. In addition, students will practice timed writings to prepare both for FCAT and SAT.
Classroom Expectations:
1. Be on time to class – already seated and starting bell work when the bell rings.
2. Have materials – paper, pens, pencils, binders, and book.
3. Come to school everyday and try your personal best.
4. Be respectful to the teacher and to others’ cultures, viewpoints, and ideas.
5. Turn in work on time.
6. No food or drinks in class, except water.
7. Have a book to read at all times.
8. Use the restroom before class, or use up to two restroom passes per 9 weeks.
Consequences: First offense – non-verbal warning, Second – verbal warning, Third – intra-class detention, Fourth –– phone call home and talk with athletic coach, Fifth – referral to office
Note to parents: Please contact me at any time regarding the progress of you son or daughter. My email address again is terryl.dietert@polk-fl.net. Please make a point to fill out and turn in the Parent Internet Viewer form in your child’s information packet that he/she will bring home the first day. This way you can check your child’s grades daily. Please check the back of this sheet for LHS’s expectations, which are identical to mine. I look forward to working with your child and you this ninth grade year.
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1Tuesday Jan 22 – find seats and fill out file cards; discuss expectations; hand out and review pink syllabus; warm up (editing practice); complete Getting to Know You sheets; journal “I rate my summer a … 1-10 and support with 3 reasons; A-Z words with “The Question” essay before I read aloud
2Wed 23 – warm up – editing practice; stereotype inventory for groups building; hand out poetry vocabulary with Level 3 words; mix freeze (quiz quiz trade) with 12 word wall FCAT words; Find the Fibs about Mr. Dietert; Find the Fibs in groups; take notes on skimming and scanning and practice those skills on Doberman essay, then read chorally while students keep a reading log – 5 vocab words and 5 QCOR (questions, comments, opinions, reactions); write a poem, at least 8 lines, about the article, using assonance and alliteration
3Thurs 24 - per 1 collect internet forms; Pretest timed writing – persuasive essay; selective underlining w/ Harry Potter characters in pairs – report to class with overhead transparency while class takes 2 column notes; exit ticket – compare and contrast physical and character traits
4Fri 25 – collect internet forms; warm up (error correction) journal – prewrite and draft a character sketch of a friend/relative with both kinds of traits, then change details into a poem; grammar worksheet; FCAT practice (2 poetry nonfiction selections) from lit book
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5MondayJan 28 – WU – alphabetize vocab, then categorize into pts of speech – 4 columns; mix freeze (quiz quiz trade) with 12 word wall FCAT words; Pretest timed writing – expository essay;
6Tues – WU – error correction -“Daily”; journal – p. 494 Quickwrite; activate w/ Make the Connection p. 494 and listen to “Daily” lit p. 495 and fill out graphic organizer on imagery; hand out poetry content map; Pretest on grammar/reading; Homework for Wed – read Daily p. 495 and answer 2 ques.
7Wed - WU – word clue game; activate WU on Whitman; activate w/ Make the Connection p. 496 Think Pair Share, and listen to “When I Heard…”, answer ques 2-4 p. 498 in journal; Hmwk for Thurs p. 498 Choices #2 or #3
8Thurs – WU - write two context clue sentences; journal – Quickwrite p. 502, then read poem “Fog” and discuss imagery; Note taking summaries on graphic org. boards - p. 554 – meter and free verse, and answer questions about p. 541 “Fire and Ice” regarding meter; Pick a Poem – p. 570 or 572 – Quickwrite – Think Pair Share, then listen to both, answering questions 1, 2-4, 8 or 1, 5-7, 9; Hmwk for Fri – study vocab words
9Fri - vocab quiz on poetry words; read/listen to “Seven Ages of Man” p. 536 using graphic organizer and answer ques; Found poetry – find words/phases in magazines to construct poems
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10MonFeb4 – hand out new vocab – do holla back and Round Robin; hand out textbooks; Pick a Poem – p. 570 or 572 – Quickwrite as Think Pair Share, then listen to both, answering questions 1, 2-4, 8 or 1, 5-7, 9 solo and complete graphic organizer on meter, then answer questions about p. 541 “Fire and Ice”; read/listen to “Seven Ages of Man” p. 536 using graphic organizer and answer ques; Homework for Tues – complete vocabulary graphic organizer
11Tues – vocab homework due; WU – alphabetize and categorize vocab by part of speech; check practice FCAT worksheet from Jan 25 and make 3 corrections to turn in; review parallelism worksheet; Found poetry – find words/phases in magazines to construct poems
12Wed – WU- word clue game; journal - ; p. 556 “Women” read and Think Pair Share the implied metaphor; “Injust” p. 505, read and answer ques from the last 3 poems p. 507; Hmwk for Thurs - p. 558 Choices #1 – write poem and mark up for reading aloud interpretively
13Thurs – WU – students in numbered heads write one word clue each; present marked up poems (last night’s homework) to groups of 4; “I Wandered Lonely as a Cloud” p. 510-512 read and answer ques p. 513 Round Table style; Hmwk for Fri – p. 498 Choices #3 or write a Haiku (see p. 499 for instructions)
14Fri – WU – error correction text transparencies; Journal p. 545 Choices #4; Journal p. 561 Quickwrite; read “My Papa’s Waltz” p. 562 and answer ques 4-6 Round Table; “The Road Not Taken” p. 601 and answer 2,5,6,8 on 604
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15MonFeb11 – WU – write a paragraph using 6 vocab words; journal – practice an essay answer from LEQ question in graphic org form: restate ques – use vocab from content map – use examples from class poems and poetry acrostic; highlight Level 3 words that are on test tomorrow review; read examples of good essay answers on last vocab test and review test; read “My Papa’s Waltz” p. 562 and answer ques 4-6 Round Table; “The Road Not Taken” p. 601 and answer 2,5,6,8 on 604; “I Wandered Lonely as a Cloud” p. 510-512 read and answer ques p. 513 Round Table style;
16Tues – WU – call out vocab words before test – 5 minutes; poetry unit test including Poetry 2 vocab;
17Wed – error correction; A-Z words – Doberman article; handout on transitions with subordinating conj; writer’s workshop – hand out graphic organizer – FCAT scoring Rubric; prewrite to two prompts by listing, web, or organizer teacher hands out; discuss division of time during 45 minutes; go to media center to get book to read;
18Thurs – WU - error correction; take skimming/scanning notes; read “Doberman” article after skimming; timed writing – time sections individually – 10 min, 25 min, 10 min; binder checks
19Fri – WU- alphabetize vocab; hand out new vocab (from nonfiction articles) and nonfiction informative curriculum map; read movie review and answer nonfiction analysis questions on graphic organizer – numbered heads; continue binder checks
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20Mon – no school – Presidents’ Day
21TuesFeb19 – WU – categorize vocab according to connotation – negative, positive, or neutral; finish nonfiction analysis form from Friday; read “Dreams” article and fill out DRTA (Direct Response Thinking Activity) form with vocab on back defined by context with original context sentence included; give format for book reports – product written on 5x8 file card – rating out of 10, MIW – most important word, character sketch (fiction only), favorite chapter/ least favorite chapter (nonfiction only), plot (fiction only); silent reading
22Wed – WU – word clue game; selective underlining w/ Harry Potter characters in pairs – report to class with overhead transparency while class takes 2 column notes; exit ticket – compare and contrast physical and character traits;
23Thurs – WU – start sentence diagramming; peer edit essays from last Thursday using FCAT writing scoring rubric; vocab word slap (flyswatter vocab); $99.00 computer review – graphic organizer – list + and – in 2 column notes, write a concluding sentence (summary) of article
24Fri – vocab test nonfiction; WU – sentence diagram; lib books due next Wednesday!; selective underlining book review of + and – comments the reviewer makes; summary - nonfiction acrostic in journal
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25MonFeb25 – WU – diagram 2 sentences; per 1 read $99 computer article and record + and – about computer; per 2 take vocab test from Friday; new vocab – hollaback vocab with round robin; A-Z words on Black Market kidney article and nonfiction analysis (graphic organizer); Hmwk - vocab due tomorrow
26Tuesday – WU – diagram 2 sentences and vocab wk - categorize by connotation; per 1 and 4 finish nonfiction analysis on Black Market Kidney article; per 2 do nonfiction analysis (graphic organizer) on Black Market Kidney article; play “Do you have…?”; discuss organization of nonfiction – use transitions on back of FCAT writing rubric, then read FCAT article with short and extended response – numbered heads – check in class mult. Choice problems
27Wed - WU – diagram 2 sentences and word clue game; journal – 6 word memoirs – your life so far, build background by looking at NPR article that inspired idea; read Wilderness book review and record positives and negatives about book; read silently or work on book review – also renew books
28Thurs - WU – diagram 2 sentences, vocab work – write 2 context clue sentences; show clip from Comedy Channel of satire, then read nonfiction article on Steve Colbert and discuss non-fiction terms – main idea, cause-effect, author’s purpose, tone, organization
29Fri – nonfiction informational final with vocab test including LEQ’s, also diagrams on quiz; summary – letter to absent student; read My Turn article about tolerance and keep QCORP in journal to discuss in class
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30MonMar3 – WU – 2 diagrams skill indirect objects; new seat chart; per 2 finish FCAT article with short and long response and check answers; journal – 6 word memoirs – your life so far, build background by looking at NPR article that inspired idea; homework for Tuesday – book report due
31Tues – WU – 2 diagrams (graphic org) compound subjects and verbs; hand in book reports; copy 6 word memoirs (life summaries so far) onto file cards to put on wall; hand out new vocabulary – hollaback vocab with round robin (fluency work); hand out short story/novel curriculum maps; hmwk due Wed – hand in completed vocabulary chart
32Wed – WU – 2 diagrams (graphic org) object complement and vocab work – word sort by connotation; journal –Quickwrite –stretch learning; author skim to build background, then start story “Thank You Ma’am” –and begin popcorn reading aloud – stop for frequent reflection on paper – finish silently; read story; answer ques. p. 127 Rd Ck and ques 1,4,5,6; It Says, I Say, and So; complete FCAT practice sheet from story
33Thurs - WU – 2 diagrams (graphic org) and vocab work – write context clue sentences; group poster – Diagramming for Dummies – 10 steps to remember; journal reflection from “Poison”; build background-author skim; read aloud story or listen from CD; answer ques p. 91 2,4,6,7,8; start notes on foldable-Mighty Morphin Parts of Speech
34Fri – WU – 2 diagrams (graphic org); no vocab test today, but next Tues; see Dialogue with Text p. 5, then read “Harrison Bergeron” w/ reactions and questions including FCAT ques
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35MonMar10 – WU - error correction from literature; practice diagramming; FCAT reference/research practice article; finish reading “Poison” aloud story or listen from CD; answer ques p. 91 2,4,6,7,8; summarize 3,2,1 – 3 facts about FCAT, 2 things about short stories, 1 answer to an SS LEQ
36Tues – FCAT + those students all day; after lunch activity:
37Wed – FCAT + those students all day; after lunch activity:
38Thurs – WU – alphabetize vocab and practice diagramming; prepare class for satire- Bergeron with Letter from John Cleese and with downloaded clip from Steve Colbert; see Dialogue with Text p. 5, start reading/listening to “Harrison Bergeron” w/ reactions and questions including FCAT ques; this week timed writing – look at FDOE Florida Writes CD anchor essays
39Fri - vocab test with LEQ’s and diagramming; preview vocab from and then begin “The Interlopers” in class (keeping a QCORP reading log) and answer assigned questions using Level 3 ques
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40MonMar17 – Per 1 NRT testing; no per 2; per 4 regular today –no WU; Tenjewberrymud; practice 5 diagrams; watch Poe’s “Tell Tale Heart” and answer questions;
41Tues – WU – error correction/lit related, 2 diagrams; binder checks Thursday; hand out new vocabulary Cask/Interlopers – hollaback vocab with round robin (fluency work); journal about “The Interlopers,” build background, author skim, listen while writing QCORP, answer ques.; Hmwk - vocab due Wed
42Wed – WU – word clue game – students write; binder checks tomorrow; preview Pigman vocab – hand out 1st 2 chapters vocab; start novel The Pigman with anticipation guide on posterboard and post, book cover inferences, and reading log/bookmark; fill out QCORP while reading Pigman; writer’s workshop - look at FDOE Florida Writes CD with anchor essays while students summarize different traits of 2,4,6
43Thurs – WU – word sort connotation; check binders today; Think Pair Share; build background, author skim, start listening to “The Cask of Amontillado” while keeping reading log; complete Save the Last Word for Me worksheet reading strategy; timed writing
44Fri – WU - write 2 context clue sentences; finish “The Cask…” and answer ques.; continue The Pigman chap 1 and 2
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50MonApr7 – WU – word clue game; prep for story “Necklace” - build background, author skim, setting, preview vocab; finish thru Chap 5 of Pigman – read part of Chap 4 aloud, and students finish that chap and 5 silently, answer comprehension ques from chaps 1-5; hand out new vocab “Sound of Thunder/Necklace” – Hollaback and Round robin – fill out graphic organizer - due Wednesday
51Tues – view Channel One - study for vocab; review last vocab test; vocab test on Pigman chaps 1-5 with no LEQ’s; finish Pigman comprehension ques; listen to “The Necklace” p. 221 and do 2,3,6,8, and Reading Check (Somebody Wanted But So) and discuss;
52Wed – WU – alphabetize “Sound of Thunder/Necklace” words; hand out persuasive techniques sheet; set up foldable for Cereal Boxes Project - make foldable – logical/emotional appeals – figure out cereal with highest fiber, lowest calories, and lowest sugar (discuss the whole grain myth) CIM
53Thurs – WU – write complex context clue sentences; peer score timed expository writings from last Thursday week; start Pigman chap 6; Pick a story - “The Gift” p. 258 and answer ques 1, 2, 3 and write Choices 3 in 50 words or less or “Snow” p. 215 and answer ques 1, 4, and Reading Check
54Fri – WU – word sort by connotation; groups of 4 - design a cereal box with at least 3 persuasive techniques from sheet; finish story from yesterday with questions
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56Tues – WU - write complex context clue sentences; continue Pigman chapters 6-8, filling out comprehension ques; play Do That Scene from Pigman – groups perform scenes from the novel
57Wed – Channel One-study for short story test - vocab from Sound of Thunder/Necklace with LEQ’s; hand out new nonfiction vocab – hollaback and Round Robin – complete chart, due tomorrow; continue reading Pigman
58Thurs – vocab due; Channel One; timed writing; Start Nonfiction with Word Splash in journal; hand out Nonfiction content map; read “Not Much of Me” p. 352 and do ques 1 (journal), 2,4,5 and Reading Check
59Fri – WU – word sort by part of speech; BK L160-161 sentence patterns – pair work; finish reading through chap 8 Pigman and finish comprehension ques on worksheet
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60MonApr21 – WU – students write word clues in pairs; start phrases in BK book – students in groups organize appositives and verbals (participles, gerunds, and infinitives) to teach to class; continue reading Pigman chap. 9 + with new comprehension ques sheet
61Tues – WU – alphabetize vocab; continue phrases in BK book – students teach to class; start “When I Lay …” Quickwrite – numbered heads p. 356, listen on CD, answer ques;
62Wed – vocab quiz + LEQ’s; parting comments; new seat chart/We Like sheet with silly names game; continue Pigman
63Thurs – new vocab Darkness - Hollaback and Round Robin; continue Pigman; 45 minute timed writing;
64Fri – vocab due/Channel One; continue Pigman; begin clauses work in BK book with learning stations
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