Alexandria+GLT2

ENGLISH 10

-Content Objectives: begin learning about quotations and how to use them properly -Pass out a packet, which students will use during this Quotation Unit -Students will begin working on identifying direct quotations and writing from those indirect quotations -Students will also be introduced to how to punctuate quotations correctly -Homework: students are given a worksheet with a bunch of non-punctuated sentences that contain quotes. Students need to place quotation marks, commas and other punctuation marks in the sentences correctly.
 * Tuesday, November 4th**

-Content Objectives: to continue working with punctuating quotations correctly -Go through the homework worksheet as a class, students write up the sentences on the board -Put up sentences on the overhead, go through them as a class -Reinforce punctuation -One of the hours has to do PLAN testing preparation, this is why today is a bit sketchy...
 * Wednesday, November 5th**

-Content Objectives: begin learning about underlining and other uses of quotation marks -Go through the 4th worksheet in the packet about quotations being used to tell titles of short stories and songs, underlining is for books/plays/long poems/magazines, etc. -Practice sentences in the packet where students need to fill out the sentence punctuation correctly -Watch news clips as a class, go through how to quote them properly -Learn about quotations within a quote (take examples from the news clips)
 * Thursday, November 6th**

-Content Objectives: to assess how students learned the quotation material and for students to start learning about citation -Take the Quotes Quiz where students are given sentences that contain quotes but have no punctuation. Students need to put in the correct punctuation. -Hand out Waverly's Writing Stylebook, go through as a class and highlight the information needed in order to correctly cite a work -Introduce citing electronic sources and parenthetical citations, give lots of samples
 * Friday, November 7th**

-Content Objectives: to continue working with citations -Review samples of citations -Introduce citing URL Guides, using lots of examples -Homework: Students need to find and cite properly two URLs
 * Monday, November 10th**

-Content Objectives: for students to continue working with citing URLs -Check the homework by having the students write them out on the board/overhead -Review what makes a website credible or not, whether or not to use them as a source -Evaluate 4 websites as a class to make sure that class understands when a site is credible or not
 * Tuesday, November 11th**

-Content Objectives: for students to be introduced to and to begin their Internet Research Paper -Introduce paper topic requirements -Review journals for topic ideas -Paper is due ON or BEFORE 12/5 -Homework: Topic is due on Friday
 * Wednesday, November 12th**

-This day is open for PLAN testing and bubble sheets
 * Thursday, November 13th**

-Content Objectives: for students to begin thinking about/researching their papers -Class goes to the ITC to use the computer lab to research their topics -Make sure that the students are recording sites, authors and source info and taking notes on the information needed -Homework: to finish researching their paper on their own
 * Friday, November 14th**

-Students go to the ITC to continue what they were learning/working on from Friday
 * Monday, November 17th to Wednesday November 19th**

-Worksheets as homework are checked and graded every day that their assigned, to make sure that students are following along -Quiz on quotes -Asking students assessing questions on how to cite properly -While students are working on their research, check their notes to make sure that they are citing and quoting properly
 * Assessment Strategies:**

During this unity my students will create a paper using the proper quotations and will be cited correctly. They will evaluate incorrect sentences and will need to correct them. They will analyze how a sentence is correctly punctuated and cited. They will apply this knowledge when they start to write their research paper.

Questions/Concerns: -This information is obviously boring but is extremely important to learn. How do I make it at least interesting enough so that I won't have 30 sleeping kids in the room?! -What should I do for the students in the hour that needs to take the PLAN test, but the other two hours don't need to? That hour is now one day behind. What should I do?

FEEDBACK:

Good questions! Similar to teaching grammar in a world language class, teaching grammar and mechanics in English needs to be contextualized. The key to keeping kids awake is having the kids working with examples of texts that are engaging and relevant. Also, it's important to identify and communicate WHY it's important to learn this stuff. I would encourage you to think of a theme to tie this unit together and then use that theme to guide what content you use. It seems like it would make sense to choose a theme that could be related to their upcoming research papers. Also, you could incorporate some games to practice the skills you're trying to build. I would browse the Wiki for games and see what could be applied to your class. user:Anny1

I don't have any problem with classes not being perfectly synchronized. In fact, in my opinion if classes are precisely at the same point, it's unlikely that responsive teaching is happening. You can accomplish the same basic objectives in each section of a class without taking exactly the same route. So, I would consider the extra hours as bonuses -- use them to really individualize curriculum for that particular group of learners (the two periods who don't have to take the test) -- assuming you want to keep your classes together. In other words, I wouldn't worry about it too much. Just make the necessary adjustments and know that it's o.k. to be off schedule. :) user:Anny1

-I don't think this is boring stuff, it's really important. I think starting with basic things like quotes is a great way to get students into thinking like a writer. Maybe you could tie in information about copyrighting or something like that (music downloads, etc.) to relate it more to students. They may not realize how serious the consequences could be for not citing sources. In the professional world, people have to know these things and their work may be overlooked just because they have superficial flaws. I really like that you are spending time to PRACTICE the use. -Can I have those sheets you used without punctuation? I would loove to use them in my class. -I think it's okay that the classes aren't together. Maybe you could give the one class extra time in the computer lab if you really want them to stay together. Right now, my 2 German classes are not exactly together just because of the speed they do things. So I always overplan a little (like one activity) so that students have something to do today and if they don't get to it today, they will tomorrow. -I like the plan, if you see this--what kind of worksheets are they getting for homework?user:pumer30

The homework sheets are usually 10-15 sentences that have no punctuation whatsoever, and which also contain quotes. Students need to put in the punctuation. For example:

1) what a curious sight Bill said slowly to Marge have you ever seen anything like it -Students need to capitalize (by underlining the letter) and put in the commas and quote marks