Welcome to english 9 week of tuesday september 4th

MRS. NAVEJAR
MR. CURLEY
Tuesday,
September 4 th

English 9

SPONGE
YOU HAVE 5 MINUTES
 Walk in quietly, sit down in your assigned seat and
begin writing

 Write about what you are thinking and feeling.

TUESDAY, SEPTEMBER 4TH
 Welcome!
 Take attendance/check your schedule
 Are you in the right class?
 Please take out
 Notebook
 Pencil or pen

 Wait for class to start
 Bell rings

INTRODUCTIONS
 Instructors in the room
 Mrs. Navejar
 Mr. Curley

 English 9-1st semester
 Today we will:
 Course Overview
 Grading Policy
 Grade Scale
 Required Class materials
 Classroom expectations

INSTRUCTORS
 Instructors in the room
 Mrs. Navejar
 Mr. Curely

 Mrs. Navejar
 B.A. -Mount Mary College
 English/History Middle-Secondary Education
 M.S.- UW-Madison
 Educational Psychology
 Ph.D doctoral student- UW-Milwaukee
 Educational Psychology- learning and development
 MPS Teacher for 12 years
 10 years at Pulaski
 I’m in my 4rd year at Hamilton High School

WELCOME TO ENGLISH 9!
A Few Things to Remember
• Take notes
• Attendance is critical, be on time
• Be prepared, always bring required materials
• No cell phones or electronic devices
• Enter the classroom and begin work quietly
• If you respect your fellow students, teachers, and
environment, you will be respected too
• All Hamilton HS conduct rules apply in this
class
• Take notes

COURSE DESCRIPTION
LOOK AT SYLLABUS
The central purpose of this course is to expand students’
foundational skills in all communication arts.
These include reading, analyzing literature, writing,
listening, speaking, discussing, using language,
understanding media, using technology, and employing
research skills.
Students will apply these skills as they continue to
develop their abilities as creative and critical thinkers.
The goal of this course is to engage students in a
meaningful survey of various genres of literature and
writing.
Equipping students with effective foundational reading
and writing skills is paramount.
There are no prerequisites for this course.

21ST CENTURY GRADING POLICY

Hamilton is enforcing the 21st Century Grading
Policy. A student’s grade is dependent upon several
factors.
Foremost, the grade is determined by academic
achievement during the mark period.
High quality work is achieved through the daily
practice and review of class skills and ideas learned
during the class hour.
A student’s grade is dependent upon active daily
participation and skills mastery based upon standards
which require regular attendance.

GRADE SCALE
• Advanced: Demonstrates in-depth understanding
of academic knowledge and skills tested at the 9th
grade level.
• Proficient: Demonstrates competency in the
academic knowledge and skills tested at the 9th
grade level.
• Basic: Demonstrates some academic knowledge
and skills tested at the 9th grade level.
• Minimal Performance: Demonstrates very limited
academic knowledge and skills tested at the 9th
grade level.

REQUIRED CLASS MATERIALS

Pens/pencils
college ruled loose leaf paper,
notebook
folder (please have an extra supply of these items
as we will need them throughout the 18 week semester).

CLASSROOM EXPECTATIONS:
1. Please arrive on time. If you are late, enter in quietly.
Students who are repeatedly late will require
disciplinary action.
2. This classroom is a “safe-zone”. We do not allow
students to make fun of others, or make them feel
unsafe in any way. We believe that each student
deserves the right to learn in an environment where we
can all relax, have fun, learn, and be equals.
3. Come prepared to learn. We have designed this class
in an “honors” format. We have high expectations, and
we expect each student will arrive with the necessary
materials and attitudes to fully realize themselves as
successful scholars.
4. Hamilton High School and room 375 has a no cell
phone policy. Do not take out your phone for any
reason. Students who break this important school rule
will be taken to the administrator.

ROOM 375
CLASSROOM PROCEDURES
Review
1. Walk in quietly
2. Enter the room BEFORE the bell rings
 Do not stand outside the door
3. Sit in your assigned seat
4. Take out notebook and pen/pencil
 You must bring your own pencil/pen and notebook
 You will keep your notebook in the class
 Write your name on the top of the notebook and on the inside
cover
5. Write down the notes for the day or begin the activity that is posted on
the overhead
Remember:
1. We begin on time, and we do not waste time.
2. Do not get up from your seat without permission.
3. When the class ends, you must stay in your seat and wait till I dismiss
you.

SPEAKING AND LISTENING
 Speaking and Listening is a part of your grade
 What does “speaking” look like?
 Reflect on the question (think time)
 Write down a response before you speak (prepare)
 Raise your hand (we want to give everyone a chance)
 What does listening look like?
 Why is it important to hear everyone’s thoughts and opinions?
 What are your experiences with people who “hog” the
conversation?
 How do you feel when people interrupt you? Talk over you?
 The body language of listening
 Looking at the speaker
 The white of your eyes should be facing the speaker
 Do not write or play with items on your desk when someone is
speaking

GET TO KNOW YOU
 Handout
 Fill out questionnaire-6 minutes

 Pair up with the person on your right

 Pick out three questions from your handout that you
are willing to share with your partner
 Share those three points with each other
 Introduce your partner and tell us one thing about
that person
 Hi, my name is ______________. I would like to
introduce __________________. _____ likes to
_______.

TUESDAY, SEPTEMBER 4TH
 Review what we discussed
 Preview what we will be doing tomorrow

SPONGE
YOU HAVE 5 MINUTES
 Walk in quietly, sit down in your assigned seat and
begin writing

WEDNESDAY, SEPTEMBER 5TH
Today we will:
 Review

 Preview

 Take assessment on
 Grammar, usage and mechanics
 Writing

 Discuss homework
 Preview tomorrow’s lesson

LESSON PLAN
 Objectives
 Students will take an assessment to measure their level of knowledge on the following:
 Grammar
 Mechanics
 Usage
 Writing
 Wisconsin Common Core State Standards
 Covers both Writing and Language standards
 Activities
 Students will take a multiple choice writing and language assessment
 Students will write a brief persuasive essay
 Instructional Materials
 Test
 Writing paper
 Scan-tron
 pencils
 Accommodations/Modifications (*see iep binder)
 Homework
 Focus on punctuation handout
 Comma, semi-colon, spelling, using the right word
 Handwriting

HOMEWORK
 Punctuation Handout
 Practice/Review
 Handwriting
 Why is it important to have good handwriting?
 What happens if you fill out a job application and the
employer can’t read the app?
 Why do you think people over the years have developed
poor writing habits?

THURSDAY, SEPTEMBER 6TH
Today we will:
 Review HOMEWORK
 CHECK IN- DISCUSS ESIS GRADEBOOK
 Preview what we are learning today
 Review our curriculum map
 Review text book
 Discuss what we are learning and why we are learning it
 Focus on spelling, comma, semicolon, using the right
word, sentence combining
 Handwriting

LESSON PLAN-THURSDAY, SEPTEMBER 6TH
 Objectives
 Students will understand what they are expected to learn this semester
 We will be discussing the CCSS and why it was created
 Activities
 Students will:
 Review 9th Grade curriculum map
 Text book
 Review the contents (layout) and items in the book

 Class set of Curriculum Maps
 Textbooks
 Sentence combining handout and handwriting worksheet
 Homework
 Focus on spelling, comma, semicolon, using the right word, sentence
combining
 Handwriting

FRIDAY, SEPTEMBER 8TH
Today we will:
 Review HOMEWORK
 CHECK IN
 Preview what we are learning today
 Review



LESSON PLAN
 Objectives
 Students will:
 Recognize Persuasive techniques (reading strategies)
 Audience
 Purpose
 Persuasive points
 I can identify a central idea and explain how it develops using specific details throughout the text in an informational text. (RI.9.2)
 I can describe how an author constructs an analysis by looking at the order of points made, how they are introduced and
developed, and the connection of ideas. (RI.9.3)
 I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4)
 I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims. (RI.9.5)
 I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6)
 I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8)
 Activities
 Review homework
 Discuss how we break into groups
 KWL- Civil Rights, President Kennedy, Dr. King, I Have a Dream Speech (group)
 Whole group discussion- review our KWL
 Small group- Read Kennedy's Birmingham speech
 Whole group- Discuss comprehension questions– review reading strategies and terms
 Review homework

 President John Kennedy’s Birmingham Speech
 Dr. King’s I Have a Dream Speech (homework)
 Handwriting handout
 Homework
 I Have a Dream speech by Dr. King (Handout)
 Handwriting (handout)

Discuss how we break into groups

 Small group
 Pairs- in pair groups, you will work with the person next to you
 Small group of 3-4
 Each person is expected to participate
 There will be no criticizing of each other’s ideas
 You need to encourage each other to contribute
 Introduce yourself to each other
 Usually, group notes are fine unless the teacher tells you
otherwise (one person takes notes for the whole group)
 Keep your voices down- if everyone speaks at their normal
speaking level, it will be too loud in the classroom
 Ask for help if you or your group is confused (really, you
should ask your group members any questions, and then call
upon the teacher to clarify)
 When the teacher calls the class to order, you must stop your
discussions and stop writing. Wait for the teacher to tell you
what to do next.

KWL- Civil Rights, President Kennedy, Dr. King, I
Have a Dream Speech (group)

What do you What do you What did you
KNOW want to KNOW LEARN?
President
Kennedy
Dr. King
I Have a Dream
Speech
Civil Rights

Whole group discussion- review our KWL

 Each group will share one thing they wrote down

Small group- Read Kennedy's Birmingham speech

 With a partner, review the reading
 Discuss margin questions and terms

 Each person will WRITE DOWN THEIR OWN
RESPONSES ON THEIR OWN PAPER
 You may discuss questions and share answers

 Keep your voices down

 Be prepared to share with the class

Whole group- Discuss comprehension questions–
review reading strategies and terms

 We will go around the room and each group will
answer one question per group

Review homework

 I Have a Dream speech by Dr. King
(Handout)
 All margin questions must be filled out
 Consider how Dr. King’s speech and
President Kennedy’s speech:
 Use similar persuasive techniques

 Used different persuasive techniques

 Other similarities and differences

 Handwriting (handout)

Welcome to english 9 week of tuesday september 4th

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Welcome to english 9 week of tuesday september 4th