SOL 11.5: Read and analyze a variety of nonfiction texts. Strand d-Draw conclusions and make inferences on explicit and implied information using textual support.
SOL 11.7: Edit writing in order to correct grammatical problems. Strand f-Correct problems with compound subjects and general editing mistakes.
Mon: Warmup: Finish subject-verb agreement with compound subjects. Review, give a worksheet, and go over in class. 11.7f Show a Power Point on the next unit in literature, Realism. Begin the unit with Sojourner Truth. Read/discuss her biography on p. 326 in Literature and Language. Show a brief bio. of her life on You Tube entlitled, "Sojourner Truth, The Story of Liberty." (5.26) Read/discuss her speech, "Ain't I a Woman," in Literature and Language on pp. 322-323. Show a You Tube video of Cecily Tyson reading Truth's "Ain't I a Woman Speech." (2:33) 11.5d
Tues: Warmup: Give a sentence correction of review material and go over in class. 11.7f Pass students a longer speech by Sojourner Truth given in New York in 1867 and read/discuss. Review SOL-related questions on the Smart Board about this speech. Students will then do a Double Bubble Map comparing and contrasting this speech with yesterday's as a pair share activity. Students will then share results with the class. Show a You Tube video of the unveiling of Truth's statue at the U. S. Capitol in the late 1990s (4:39) 11.5d
SOL 11.3 Apply knowledge of context clues in order to extend vocabulary understanding. Strand a-Use structural analysis of roots to understand complex words. Strand b-Use context to determine the meanings of words and phrases.
SOL 11.5 Read and analyze a variety of nonfiction texts. Strand e-Analyze two or more texts adressing the same topic to identify the author's purpose and how they reach similar and different conclusions. Strand h-Generate and respond logically to literal, inferential, evaluative, and critical thinking questions before and after reading texts.
SOL 11.7 Edit writing for sentence parallelism . Strand f- Determine redundancy errors and correct parallel structure in a sentence.
Activities/Assignments (Step by Step)
Mon: Warmup: Review sentence parallelism on the Smart Board, give an exercise, and go over in class.11.7f From Literature and Language, read/ discuss Frederick Douglass's bio. on p. 326. Then, read/discuss his speech, "Untie His Hands," on pp. 318-321. Students will complete a Double Bubble Map comparing and contrasting Truth and Douglass as a paired passage culminating activity. 11.5e HW: Assign students a worksheet of Greek Roots. 11.3a
Tues: Warmup: Review sentence parallelism on the Smart Board, give an exercise, and go over in class. 11.7f Go over Monday's homework on Greek Roots. 11.3a Continue Frederick Douglass by reading/discussing an excerpt from his autobiography from Scope English Anthology entitled, "Learning to Read." From the Princeton Review, answer SOL Reading questions1-7 on pp. 146-147 about Douglass's early childhhood and go over in class. 11.5h
Wed: Warmup: Give sticky note vocabulary activity on the words from Frederick Douglass's "The Battle with Mr. Covey" and go over in class. As the activity proceeds, students will write the correct definitions to the words on their context clue sheets. 11.3b From Elements of Literature, begin reading/discussing an excerpt from Frederick Douglass's autobiography entitled, "The Battle with Mr. Covey," pp.399-403. 11.5h
Thurs: Warmup: As a review, do a Study Stack activity on the Smart Board with the vocab. words from "The Battle with Mr. Covey." 11.3b Finish reading/discussing "The Battle with Mr. Covey," on pp. 399-403 from Elements of Literature. Give a multiple choice quiz on the selection. Hw: Study for the vocabulary quiz on the words from "The Battle with Mr. Covey." 11.5h
Fri: Give vocab quiz on the words from "The Battle with Mr. Covey." 11.3b Show a 19:01 video about Frederick Douglass entitled "Frederick Douglass-Freedon Fighter," and discuss. 11.5h
SOL11.3 Apply knowledge of word origins to extend vocabulary. Strand a-Use structural analysis of roots to understand complex words. Strand b-Use context clues to understand the meanings of words.
SOL 11.4 Read, comprehend, and analyze relationships among American literature, history , and culture. Strand a-Describe the contributions of African Americans.
SOL 11.5 Read and analyze a variety of nonfiction texts. Strand h-Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions from reading texts.
SOL 11.7 Edit writing for correct sentence structure . Strand f-Proofread and edit writing for correct parallelism and redundancy.
Mon.: Warmup: From the Princeton Review, do SOL Writing questions 19-27, pp.168-171 and go over in class. Also, in preparation for tomorrow's I-Test 7 Simulated Writing Test, review some of the types of questions that will be presented on the Smart Board.11.7f Give a "sticky note" vocabulary acitivity from Harriet Jacobs's "Incidents in the Life of a Slave Girl." Students will be given a sheet with context clue sentences, and they will post definitions to vocabulary words on the wall. Afterwards the definitions will be reviewed and students will write the correct ones.11.3b HW: Give worksheet on Latin Roots.11.3a
Tues.: All classes will report to the Math Lab to take the mid-term version of the I-Test 7 Simulated Writing Test.
Wed.: Warmup: Do a Study Stack activity on the words from 'Incidents in the LIfe of a Slave Girl." 11.3b Go over the homework on Latin Roots. 11.3a Review sentence redundancy on the Smart Board, give a practice exercise, and go over in class.11.7f Review the biography of Harriet Jacobs on p. 405. Begin reading/discussing "Incidents in the Life of a Slave Girl" on CD from Elements of LIterature, pp. 405-410. 11.5h
Thurs.: Warmup: Students will participate in a Study Stack activity with the vocabulary words. 11.3b Give second sentence redundancy worksheet and go over in class. 11.7f Finish reading "Incidents in the Life of a Slave Girl," pp 405-410 on CD. Students will complete a Sequencing Map on the events in the story upon completion.11.5h
Fri.: Give a vocabulary quiz on the words from "Incidents in the Life of a Slave Girl." 11.3b See a 5:08 You Tube video about Harriet Jacobs. 11.4a Divide into groups and do a "cubing" exercise. Each member of the group will present his/her data to the class. For a culminating activity, give a multiple choice quiz on the story. 11.5h
11.4 Read, comprehend, an analyze relationships among American literature, history, and culture. Strand i-Read and analyze a variety of dramatic selections.
11.5 Read and analyze a variety of nonfiction texts Strand d-Draw conclusions and make inferences on explicit and implied information using textural support.
Activities/Assignments (step by step)
Mon: Review for the reading and writing sections of the 9 Week Assessment with a study sheet and on the Smart Board. (Reading and writing SOLs covered: 11.3,11.4,11.5,11.6,11.7)
Tues: All students report to various labs to take the 2nd Nine Week Assessment. (Reading and writing SOLs covered 11.3, 11.4,11,5,11,6,11,7)
Wed: Give background information on Chief Joseph's famous speech, "I Will Fight No More Forever," in "Expand your Knowledge," p. 327 in Literature and Language. Read/discuss Chief Joseph's famous speech, "I Will Fight No More Forever," p.328. Ask students the following thought question after reading: Was Chief Joseph an effective leader? Why or Why not? Write a response on paper. 11.5d Pass out copies of a drama of Stephen Crane's The Red Badge of Courage, choose parts, and begin reading the play aloud. 11.4i
Thurs: Finish reading/discussing a drama of The Red Badge of Courage. Review and give a mutiple choice quiz on the selection. Begin an approved video of the drama/book.11.4i
Fri: Finish showing a video of The Red Badge of Courage for the entire period. 11.4i (Note-I will be absent on this day.)
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
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.