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Mr Chavis

Email: 
wchavis@amherst.k12.va.us
Phone: 
434-528-6499 ext
Classes Taught: 
1st-English 11/ 2nd-English 11 Inclusion/ 3rd English 11 Inclusion)/4th- Planning / 5th-Work Keys Writing/ 6th-English 11 Inclusion / English 11 Inclusion

Important Dates:

April 25-29-Interims 

May 13: SOL EOC Reading Test 

May 27, 7:00 p.m., Vines Center:  Graduation

May 30:  Memorial Day

 

Lesson Plans/William Chavis/English 11 Regular (Per 1) and Inclusion (Periods 2,3,6,7) April 25-29

Week's Objectives

SOL 11. 4 Read, comprehend, and analyze relationships among American literature, history, and culture. Strand g-Explain how figures of speech enhance a reading selection.  Strand i-Read and analyze a variety of dramatic selections  between verbal, 

SOL 11.5 The student will read and analyze a variety of nonfiction texts Strand a-Determine an author's purpose for writing text.  Strand b- Read and follow directions to complete an application for college admission.  Strand e-Analyze two or more texts addressing the same topic to identify author's purpose and determine how authors reach simillar or different conclusions.

Assignments/Activities (step by step)

Mon:  Warmup:  Assign the "Tall Tale LiteraryTerms Identification Reading Passage," have students complete, and go over in class.11.4g Give worksheet on "Author's Purpose" and go over in class. 11.5a From Literature and Language, Continue reading/discussing Act I, Scene 1 of A Raisin in the Sun by Lorraine Hansberry. 11.4i.

Tues:  Warmup:  From the Va SOL Coach workbook, do the nonfiction workplace application questions 36-42 and include 3 related questions from the Smart Board. 11.5b  Finish Act 1 Scene 1 and begin reading/discussing Act 1, Scene 2 of A Raisin in the Sun from Literature and Language, pp. 861-871. 11.4i

Wed:  All classes report to the Science Lab to take a Student Growth Assessment test on IA. (Various Reading SOLs)

Thurs:  Warmup:  Review Powerpoint questions on SGA 1 on the Smart Board.  Give paired reading passages "Help on the Hoof" and "Guide Horse Training Process,"  have students complete, and go over in class. 11.5e Continue reading/discussing Act 1, Scene 2 of A Raisin in the Sun from LIterature and Language. 11.4i

Fri:  Warmup:   From the Buckle Down reading workbooks, do  SOL reading quesitons 38-44, pp.14-16. (Various Reading SOLs) Continue reading/discussing Act 1 Scene 2 of A Raisin in the Sun. 11.4i

 

Lesson Plans/William Chavis/English 11 Regular (Per 1)  and Inclusion (Periods 2,3,6,7)  May 2-6

Week's Objectives

SOL 11.3 Apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.  Strand a-Use the analysis of roots to determine word meanings. Strand h-Determine an author's purpose for writing.

SOL 11.4 Read and analyze relationships among American literature, history, and culture. Strand g-Determine and apply figures of speech to literature. Strand i-Read and analyze a variety of dramatic selections.

SOL 11.5 Read and analyze a variety of nonfiction texts.  Strand a-Determine the main idea of a text.

Assignments/Activities (step by step)

Mon:  Warmup:  Do reading SOL questions 1-9 from handout copies titled "Hungry Bears Prefer Minivans" and go over in class.  Finish Act 1 Scene 2 of A Raisin in the Sun and give a mujltiple choice quiz on Act 1.  11.4i

Tues:  Warmup: In groups, complete a worksheet on Latin roots. Afterwards, go over in class with each group reporting on various words.  Give a brief root word quiz. 11.3a  Begin Act 2, Scene 1 of A Raisin in the Sun from Literature and Language, pp. 874+. 11.4i

Wed:  Warmup:  Give students a worksheet titled," Identifying Poetic Devices" and go over in class. 11.4g  Continue reading/discussing Act 2, Scene 1 of A Raisin in the Sun from Literature and Language. 11.4i

Thurs:  Warmup:  Give students a worksheet titled "Main Idea"  and go over in class.11.5a Finish Act 2, Scene 2 of A Raisin in the Sun and begin Scene 2, pp. 883+ 11.4i

Fri:  Warmup:   From the Buckle Up reading questions series, do questions 23-29 (various reading SOLs) Continue reading/discussing Act 2, Scene 2 of A Raisin in the Sun from  Literature and Language. 11.4i

 

Lesson Plans/William Chavis/English 11 Regular (Per 1) and Inclusion (Periods 2,3,6,7) May 9-13

Week's Objectives

SOL 11.4: Read and analyze relationships among American history, literature, and culture. Strand g-Explain how imagery and figures of speech contribute to the reader's senses and experience in poetry. Strand i-Read and analyze a variety of dramatic selections. Strand l-Read and analyze a piece of satirical literature.

SOL 11.5:  Read and analyze a variety of nonfiction texts. Strand d-Draw conclusion and make inferences based on given information.

Assignments/Activites (step by step)

Mon:  Warmup: Read/discuss Robert Frost's "Out, Out" ;  answer pertinent SOL review questions and go over in class. 11.5d  Finish reading/discussing Act 2 Scene 2 of A Raisin in the Sun from Literature and Language.  Begin Act 2, Scene 3, pp886+ 11.4i

Tues:  Warmup:  Introduce satire by reading from Scope, "The Shock of Recognition," on pp. 527/407+  Go over questions about the satire and the story on the Smart Board.11.4l  Finish reading/discussing Act 2 Scene 3 of A Raisin in the Sun from Literature and Language. 11.4i

Wed:  Warmup: Give "Passenger Pigeons" SOL questions to complete:  afterwards, go over in class. 11.5d  Review Act 2 and give a multiple choice quiz.  Begin reading/discussing Act 3 of A Raisin in the Sun. 11.4i

Thurs:  Warmup:  Give SOL Reading Pretest for students to complete;  afterwards, go over in class. (various reading SOLs)  Review the assessmenton the Smart Board for the SOL test.  Give instruction on where to report for the SOL Test. Continue reading/discussing Act 3 of A Raisin in the Sun from LIterature and Language. 11.4i

Fri:  Students will take the SOL EOC Reading Test in the morning.  Finish reading/discussing Act 3 of A Raisin in the Sun.  Give a multiple choice quiz on Act III  11.4i

 

Lesson Plans/William Chavis/English 11 Regular (Per 1) and Inclusion (Periods 2,3,6,7)  May 16-20

Week's Objectives

11.4 Read, and analyze relatiosnships among American history, literature, and culture.  Strand b-Study American literature in its historical context.  Strand i-Read and analyze dramatic selections.

Assignments/Activities (step by step)

Mon:  Students will complete a crossword puzzle on A Raisin in the Sun as a culminating activity/future test review..  11.4i  Begin approved ACHS LIbrary video of A Raisin in the Sun. 11.4i

Tues:  Review for a test on A Raisin in the Sun.  Continue the approved ACHS Library video of A Raisin in the Sun. 11.4i

Wed:  Finish the appproved ACHS Library video of A Raisin in the Sun. 11.4i

Thurs:  Give a test on A Raisin in the Sun (all period with discussion) 11.4i

Fri:  See mini 3:33 mini bio on John  Steinbeck from You Tube and a 5:05 video on The Great Depression and the Dust Bowl.  From Literature and Language, read/discuss an excerpt from The Grapes of Wrath, pp. 770-773.  11.4b

 

Lesson Plans/William Chavis/English 11 Regular (Per 1) and Inclusion (Periods 2,3,6,7)  May 23-27

Week's Objectives 

Assignments/Activities (step by step)

 

Lesson Plans/William Chavis/English 11 Regular (Per 1) and Inclusion (Periods 2,3,6,7) May 30-June 3

Week's Objectives

Assignments/Activities (step by step)

 

 

 

Mr. Chavis  (Inclusion-Ms. Ellis)

Textbooks:      Elements of Literature 11 and Language Network 11

Course Description:   This course will provide students with instruction in the

                                        following areas:  reading/American literature, the elements

                                       of proper grammar and punctuation, composition, research,

                                       and oral language.

Course Objective:   1.   Prepare for the SOL writing and reading tests.

                                    2.  Study the history of American literature.

                                    3.  Study grammar and usage problems.

                                    4.  Utilize correct capitalization and punctuation.

                                    5.  Write persuasively.                                          

                                    6.  Utilize research skills to compose a persuasive research paper.

                                    7.  Read and analyze informational materials.

                                    8.  Deliver an oral presentation.

Units of study:           A.  Collection 1:           “Encounters and Foundations”

(literature)                  B.  Collection 2:           “American Romanticism”

                                    C.  Collection 3:          “Transcendentalism”

                                    D.  Collection 4:          “The Rise of Realism”

                                    E.  Collection 5:           “The Moderns”

                                    F.  Collection 6:           “Contemporary Literature”

Units of Study:            A.  Capitalization and Punctuation

(writing skills)            B.  Sentence Fragments and Run-on Sentences

                                    C.  Subject-Verb Agreement

                                    D.   Pronoun-Antecedent Agreement

                                    E.   Usage Problems

                                    F.   Sentence Redundancy

                                    G.   Parallelism

                                    H.   Composition and Research

Materials:                    Pen or pencil, paper, textbook, and notebook are required each day.

Grading:                     The standard grading scale for the school will be used.

                                    Homework:  10%     Unit Tests and Compositions:  35%      Daily Work:  35%   

                                    9 Week Assessment:  20%

 

Classroom                   All students are expected to conduct themselves in an orderly manner at

Behavior:                      all times.  Any inappropriate behavior will not be tolerated.  Students are

                                       not allowed to talk while the teacher or another student is speaking.  You

                                      are also required to stay awake and be attentive.  No eating or drinking.  No cell phone usage 

                                      or texting.   The tardy policy for the school will apply.

 

Make-up Work:           When a student is absent, it is his or her responsibility to make up work

                                      And ask about the material that was missed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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