Survey of Literature Daily Agenda and Bell Ringer 2008-2009

Survey of LiteratureSurvey of Literature

Daily AgendaDaily Agenda

and Bell Ringerand Bell Ringer

2008-20092008-2009

Monday, 9/8/08Monday, 9/8/08

Objective:Objective: Students will: organize binders; learn the Cornell Students will: organize binders; learn the Cornell

Note-taking method.Note-taking method.

Agenda:Agenda: Bell Ringer: Why is it important to take notes in class? Bell Ringer: Why is it important to take notes in class?

Respond in at least one paragraph (5-7 sentences). Respond in at least one paragraph (5-7 sentences). Check materials/organize bindersCheck materials/organize binders Introduce Cornell NotesIntroduce Cornell Notes

Homework:Homework: AVID’s School Supply Drive is this week; for extra AVID’s School Supply Drive is this week; for extra

credit, bring in any type of school supply to donate by credit, bring in any type of school supply to donate by tomorrow.tomorrow.

Tuesday, 9/9/08Tuesday, 9/9/08 Objective:Objective:

Students will: practice taking Cornell Notes.Students will: practice taking Cornell Notes. Agenda:Agenda:

Bell Ringer:Bell Ringer:• If you could have one wish come true, what would it be? If you could have one wish come true, what would it be?

Would you truly be happy if the wish were granted? Think Would you truly be happy if the wish were granted? Think deeply about the effects this wish will have on your life and deeply about the effects this wish will have on your life and then write one paragraph about them. then write one paragraph about them. Oh the things I would Oh the things I would do if…do if…

Collect school supply donationsCollect school supply donations STAR Note-taking StrategySTAR Note-taking Strategy

Homework:Homework: Extra Credit: bring in school supplies to donate!Extra Credit: bring in school supplies to donate! Write a one-paragraph reflection for today’s notes.Write a one-paragraph reflection for today’s notes.

Wednesday, 9/10/08Wednesday, 9/10/08 Objective:Objective:

Students will: practice taking Cornell Notes.Students will: practice taking Cornell Notes.

Agenda:Agenda: Bell Ringer: A logo is a symbol that stands for a team, Bell Ringer: A logo is a symbol that stands for a team,

company, etc. Create a logo for yourself. Then company, etc. Create a logo for yourself. Then explain why that logo is appropriate for you.explain why that logo is appropriate for you.

Collect STAR notesCollect STAR notes Ms. V notesMs. V notes

Homework:Homework: Write a one-paragraph reflection for Ms. V notesWrite a one-paragraph reflection for Ms. V notes For extra credit, donate school supplies for the AVID For extra credit, donate school supplies for the AVID

School Supply DriveSchool Supply Drive

Thursday, 9/11/08Thursday, 9/11/08 Objective: Students will practice Cornell Notes.Objective: Students will practice Cornell Notes. Agenda:Agenda:

Bell Ringer: Today is the anniversary of the attack on Bell Ringer: Today is the anniversary of the attack on the World Trade Center. Where were you? What do the World Trade Center. Where were you? What do you remember? Respond in at least one paragraph.you remember? Respond in at least one paragraph.

Collect homeworkCollect homework Collect school supply donationsCollect school supply donations Movie notesMovie notes Quiz tomorrow over Cornell NotesQuiz tomorrow over Cornell Notes

Homework:Homework: Finish your notes (left column and Finish your notes (left column and

summary/reflection)summary/reflection) School supply donations will be accepted until School supply donations will be accepted until

tomorrowtomorrow

Friday, 9/12/08Friday, 9/12/08 Objective: Objective:

Students will: practice taking Cornell Notes; Students will: practice taking Cornell Notes; analyze the benefits of using Cornell Notes.analyze the benefits of using Cornell Notes.

Agenda:Agenda: Bell Ringer: Write a one-paragraph reflection Bell Ringer: Write a one-paragraph reflection

of your first two weeks in high school. What of your first two weeks in high school. What did you like? What didn’t you like? did you like? What didn’t you like? Problems?Problems?

Turn in all five bell ringers when finishedTurn in all five bell ringers when finished Collect homework & school supply donationsCollect homework & school supply donations QuizQuiz

Homework:Homework:

Monday, 9/15/08Monday, 9/15/08 Objective:Objective:

Students will: organize binders; take Cornell Notes.Students will: organize binders; take Cornell Notes. Agenda:Agenda:

Bell Ringer: Describe in detail a conflict that you have Bell Ringer: Describe in detail a conflict that you have recently had. How did you handle it? Did it get recently had. How did you handle it? Did it get resolved? How? Your response should be one resolved? How? Your response should be one paragraph (5-7 sentences).paragraph (5-7 sentences).

Quiz make-up by Friday—make an appointment!Quiz make-up by Friday—make an appointment! Organizing Binders (Agenda/Bell Ringer)Organizing Binders (Agenda/Bell Ringer) GradesGrades Pass out books/late passesPass out books/late passes

Homework: Homework: Read p. 23-25 in your textbook and take Cornell Read p. 23-25 in your textbook and take Cornell

Notes (including left column and reflection/summary)Notes (including left column and reflection/summary)


Students will: read and analyze a short story.Students will: read and analyze a short story. Agenda:Agenda:

Bell Ringer: Status is defined as the standing a Bell Ringer: Status is defined as the standing a person has in a group to which he or she belongs. person has in a group to which he or she belongs. What role does status play in a group to which you What role does status play in a group to which you belong, such as at PLJ? What are some things that belong, such as at PLJ? What are some things that give a person status? How can you tell that a person give a person status? How can you tell that a person has status? What are some benefits of status? What has status? What are some benefits of status? What are some possible harmful effects of concern of are some possible harmful effects of concern of status?status?

Quiz make-up by FRIDAY!!Quiz make-up by FRIDAY!! ““The Necklace” p. 26 & Reader’s NotebookThe Necklace” p. 26 & Reader’s Notebook

Homework:Homework: Finish reading “The Necklace”Finish reading “The Necklace”


Students will: reread and analyze a short story.Students will: reread and analyze a short story.

Agenda:Agenda: Bell Ringer: List five goals that you have for yourself Bell Ringer: List five goals that you have for yourself

this school year.this school year. Quiz make-ups by FRIDAYQuiz make-ups by FRIDAY Collect homeworkCollect homework P. 35 Comprehension Check and Questions 1-8P. 35 Comprehension Check and Questions 1-8

Homework:Homework: Literary Analysis and Vocabulary SkillbuilderLiterary Analysis and Vocabulary Skillbuilder

Thursday, 9/18/08Thursday, 9/18/08 Objective:Objective:

Students will: reread and analyze a short story; Students will: reread and analyze a short story; identify plot elements.identify plot elements.

Agenda:Agenda: Bell Ringer: Put the following story elements in order: Bell Ringer: Put the following story elements in order:

falling action, rising action, climax, exposition, falling action, rising action, climax, exposition, resolutionresolution

Collect homeworkCollect homework Finish p. 35 Qs (1-8/Comp Check)Finish p. 35 Qs (1-8/Comp Check) Grammar ReviewGrammar Review

Homework: Review story elements and “The Homework: Review story elements and “The Necklace” for tomorrow’s quizNecklace” for tomorrow’s quiz

Friday, 9/19/08Friday, 9/19/08 Objective:Objective:

Students will: analyze a short story; identify Students will: analyze a short story; identify plot elements.plot elements.

Agenda:Agenda: Bell Ringer: Referring back to “The Necklace,” Bell Ringer: Referring back to “The Necklace,”

identify the exposition, rising action, climax, identify the exposition, rising action, climax, falling action, and resolutionfalling action, and resolution

Turn in Bell Ringers (stapled)Turn in Bell Ringers (stapled) QuizQuiz P. 59 Vocab in ActionP. 59 Vocab in Action

Homework:Homework:


Students will: organize binders.Students will: organize binders.

Agenda:Agenda: Bell Ringer: One type of conflict is person vs. person. Bell Ringer: One type of conflict is person vs. person.

In one paragraph, describe a conflict that is person In one paragraph, describe a conflict that is person vs. person.vs. person.

Pass back papersPass back papers Organize binders/binder checkOrganize binders/binder check Quiz make-up by THURSDAYQuiz make-up by THURSDAY AIM High Tutoring sign-up Thurs 5-7pmAIM High Tutoring sign-up Thurs 5-7pm

Homework:Homework: Read “The Most Dangerous Game,” p. 38-57.Read “The Most Dangerous Game,” p. 38-57.


Students will: reread and analyze a short Students will: reread and analyze a short story; define and identify conflict.story; define and identify conflict.

Agenda:Agenda: Bell Ringer: In one paragraph, describe a Bell Ringer: In one paragraph, describe a

conflict that would be person vs. nature.conflict that would be person vs. nature. P. 58 Comp. Check and Qs 1-8P. 58 Comp. Check and Qs 1-8 Monday EXPLORE test begins at 8am!!Monday EXPLORE test begins at 8am!!

Homework:Homework: Finish p. 58 questionsFinish p. 58 questions


Students will: identify and discuss conflict; define terms.Students will: identify and discuss conflict; define terms. Agenda:Agenda:

Bell Ringer: Another type of conflict is person vs. self. In one Bell Ringer: Another type of conflict is person vs. self. In one paragraph, describe a situation that would be person vs. self.paragraph, describe a situation that would be person vs. self.

Turn in Bell Ringers (stapled)Turn in Bell Ringers (stapled) Quiz make-ups TODAY!Quiz make-ups TODAY! Monday, the EXPLORE starts at 8amMonday, the EXPLORE starts at 8am Tutoring sign-up tonight 5-7pmTutoring sign-up tonight 5-7pm Collect homeworkCollect homework Discuss conflictDiscuss conflict Define termsDefine terms

Homework:Homework: Finish vocabularyFinish vocabulary

ConflictConflict

External:External: Person vs. personPerson vs. person Person vs. naturePerson vs. nature Person vs. obstaclePerson vs. obstacle

Internal:Internal: Person vs. selfPerson vs. self

VocabularyVocabulary ConflictConflict ExpositionExposition Rising actionRising action Falling actionFalling action PlotPlot ClimaxClimax ResolutionResolution ProtagonistProtagonist AntagonistAntagonist FlashbackFlashback

MonologueMonologue DialogueDialogue ImageryImagery SettingSetting CharacterizationCharacterization Main characterMain character Minor characterMinor character FocusFocus OrganizationOrganization SupportSupport

Monday, 9/29/08Monday, 9/29/08 Objective:Objective:


Bell Ringer: Why do you think parents often have Bell Ringer: Why do you think parents often have high expectations of their children? Your response high expectations of their children? Your response should be one paragraph.should be one paragraph.

Tutoring—first 15 to return the applicationTutoring—first 15 to return the application Check homeworkCheck homework Active Reading worksheetActive Reading worksheet Read “Two Kinds” p. 88-99Read “Two Kinds” p. 88-99

Homework:Homework:


Students will: read and analyze a short story.Students will: read and analyze a short story.

Agenda:Agenda: Bell Ringer: Give an example of each of the following: noun, Bell Ringer: Give an example of each of the following: noun,

pronoun, verb, adverb, and adjective.pronoun, verb, adverb, and adjective. Check homeworkCheck homework Active Reading worksheetActive Reading worksheet Read “Two Kinds” p. 88-99 (3Read “Two Kinds” p. 88-99 (3rdrd Period) Period) P. 100 Qs: Comp Check & 1-8 (skip 2)P. 100 Qs: Comp Check & 1-8 (skip 2)

Homework:Homework: 33rdrd Period ONLY: Questions on p. 100: Comp Check & 1-8 Period ONLY: Questions on p. 100: Comp Check & 1-8

(skip 2)(skip 2)


Students will: analyze theme; review grammar terms.Students will: analyze theme; review grammar terms. Agenda:Agenda:

Bell Ringer: Write the pronouns in each of the following Bell Ringer: Write the pronouns in each of the following sentences:sentences:

• 1. Aren’t those the ones you wanted?1. Aren’t those the ones you wanted?• 2. Others may seem nicer than Willis, but no one could be.2. Others may seem nicer than Willis, but no one could be.• 3. Someone told me to give this to you.3. Someone told me to give this to you.• 4. Most of the books I need for my report are not in the library.4. Most of the books I need for my report are not in the library.• 5. What did you say to him?5. What did you say to him?

Collect homeworkCollect homework Review themeReview theme Major/minor charactersMajor/minor characters

Homework:Homework: P. 101 Vocab in Action & p. 103 Strategies for Building P. 101 Vocab in Action & p. 103 Strategies for Building

VocabVocab



Bell Ringer: Write the verb or verb phrase in each sentence.Bell Ringer: Write the verb or verb phrase in each sentence.• 1. Ms. Varney wrote a letter of recommendation for Jasmine.1. Ms. Varney wrote a letter of recommendation for Jasmine.• 2. Someone transported Jeff to the hospital by ambulance.2. Someone transported Jeff to the hospital by ambulance.• 3. Sarah will now run sixteen miles to practice for the marathon.3. Sarah will now run sixteen miles to practice for the marathon.• 4. Dogs have barked outside every night this week.4. Dogs have barked outside every night this week.• 5. A man was living under the expressway for a few years.5. A man was living under the expressway for a few years.

Check homeworkCheck homework Short story of your choiceShort story of your choice

Homework:Homework: Finish reading and identifying the literary elementsFinish reading and identifying the literary elements

Thursday, 10/2/08Thursday, 10/2/08 Pick a story:Pick a story:

““Where have You Where have You Gone, Charming Gone, Charming Billy?” p. 63Billy?” p. 63

““Marigolds” p. 75Marigolds” p. 75 ““The Osage Orange The Osage Orange

Tree” p. 104Tree” p. 104

Identify:Identify: ExpositionExposition Rising ActionRising Action ClimaxClimax Falling ActionFalling Action ResolutionResolution ConflictConflict ThemeTheme ProtagonistProtagonist AntagonistAntagonist Main charactersMain characters Minor charactersMinor characters

Documents

Survey of Literature Daily Agenda and Bell Ringer 2008-2009