The class will focus on refining English learners’ writing skills according to the WIDA standards as well as the 9th Grade Georgia Standards of Excellence in Writing and Language. The course emphasizes expository, narrative, and persuasive writing, and may include note-taking, steps in the writing process, improving writing in focus, clarity, coherence, and organization, as well as idea development, language conventions, research skills, and writing in specific content areas.
August 1-5, 2016: The teacher introduced herself. Student stood and introduced themselves. The teacher reviewed classroom expectations and the tardy policy and the expectations of students at Pebblebrook. The first day of class was short because of the pep rally and extended homeroom.
During the week, the students and the teacher talked about Unit 1: Family and Identity. An anticipation guide and key vocabulary was reviewed by students and teacher. We did an author background on Sandra Cisneros and read an excerpt (My Name) from her book The House on Mango Street. Students also wrote a narrative about themselves. A sample essay was given as a guide to follow.
Students wrote a narrative essay on Family. They were allowed to write it in class as well as take home to finish. The teacher will use narrative essays to have writing samples of students.
August 8, 2016: Students practiced with recognizing the past tense. They had to correct a passage by supplying the correct past tense of the verbs. They also had to write on their favorite place to go and tell why and describe the place(s).
August 9, 2016: Students took the Common Assessment today. Any student absent will take the exam when he or she returns.
August 10, 2016: The teacher used a power point for the lesson. Students were given the elements of a story: plot, character, theme, conflict, and setting. We read My Korean Name by Leonard Chang. We discussed the elements of the story and answered questions. Students were asked to give different themes of the story.
August 11, 2016: Students worked with a vocabulary analysis sheet for the story My Korean Name by Leonard Chang. The words and definitions were given on the sheet, and the students had to write a personal connection or translation to the words, draw an image, and create an original sentence.
August 12, 2016: Students were placed in groups to work on elements of the story My Korean Name. The groups were plot, character, conflict, theme, and setting. The teachers gave students guided directions and a rubric on how they would be scored.
August 15-19, 2016: Students will finish group project on Monday. Students and teacher will continue with the Family Unit and exercises. We will do vocabulary and writing practices to review for Unit Test on Friday. We will also do writing support exercises with singular and plural nouns; we will edit passages, and work with words that have the same sound but different spellings. Often times, students use the wrong words when writing, and this exercise will help them to use the correct words. We will also practice with vocabulary development with suffixes and writing conventions with spelling and contractions. A revising activity will take place to help students use visualization when writing by using adjectives and descriptive details.
August 22, 2016: Unit 2 Dreams was started. The teacher started by showing a picture and asking the students what do they think the girl is dreaming about. The teacher listened to the different responses and made comments. The teacher and students wrote individual definitions for the word dreams. Students illustrated their dreams on a handout from the teacher. Each student shared their definitions and illustrations of their dreams. Students defined dreams as visions, thoughts, ambitions, the future, family, goals, images, an illusion created by the unconscious part of the brain, and a dream triggers events that will happen in the future, etc. Students' definitions are posted on the bulletin board.
August 23, 2016: The teacher gave students background information the first airplane and introduced the author of Dragonwings, a novel by Laurence Yep, but he turned the novel into a play. We will read an excerpt from the play on tomorrow. The information provided was related to the theme of dreams for this unit. Orville and Wilbur Wright and the play Dragonwings both contained the dreams of people and what they wanted to accomplish. We are also talked about prior knowledge and its definition. We also discussed helping others. The teacher gave an example of how she helped someone else. Students were called on to also give examples of helping someone else. New vocabulary were introduced. The students practiced with the new words by matching the definitions, and then they also wrote sentences with them and shared with the class. We talked about ready strategies such as compare, contrast, and similar. Students did a Venn diagram to compare/contrast themselves with the reading that was given. Students were asked to think about the comparing and contrasting reading strategy when reading the play Dragonwings.
August 24, 2016: The teacher and students read Dragonwings. Students were assigned characters to read in the play. Students identified the characters, setting, conflict, plot, and the theme about dreams: Dreams stay with you, and you never forget them. Students compared/contrasted Dragonwings with the story My Korean Name which we had read previously read (prior knowledge). While reading, students were introduced to new vocabulary words in bold print and the definitions were listed at the bottom of each page. We reviewed the words and students made personal connections with them. Students recorded the vocabulary words in their notes to study. The teacher made sure students had an understanding of the play by asking open-ended and closed-ended questions.
August 25, 2016: We reviewed Dragonwings and practiced more with the vocabulary words. Students had to identify if parts from the scene was cast of characters, dialogue, stage directions, or scene. Students learned about inference and predict. They had to predict the end of Dragonwings.
August 26, 2016: Students completed class work for Dragonwings.
August 29, 2016: Students learned about Leonardo Da Vinci and his paintings and inventions. They also learn what informational text is and used context clues to define words. They should understanding by connecting readings (Dragonwings and Da Vinci's Dreams). They practiced with identifying different informational texts. They learned about illustrations and captions. They drew their own illustrations and captions. Students need to study the new vocabulary words and apply them with real life situations for better comprehension.
August 30, 2016: We reviewed with Kahoot! The review included readings from Dragonwings and Da Vinci's Dream as well as vocabulary. The teacher's grammar focus was conjunctions (and, but). The teacher explained when to use each and demonstrated examples for students to practice.
August 31, 2016: We finished the practice on conjunctions from yesterday. Students were given classwork on conjunctions to complete and turn in. Study will have a quiz on the readings tomorrow.
September 1, 2016: Students took a Unit Quiz today.
September 2, 2016: Students were given their scores from the quiz yesterday. We played Kahoot as a review.
September 5, 2016: Labor Day holiday. No school.
September 6, 2016: We discussed and read about the dreams of Dr. Martin Luther King, Jr. We talked about the meaning of segregation and how people tried to get rid of it. Students were given an anticipated guide to help with vocabulary and comprehension questions for the readings. The students were given an expository writing assignment and a list of people who worked for a dream of improving the world in some way. They had to choose one.
September 7, 2016: We watched short videos on the sit-ins, Rosa Parks, Dr. King, Gandhi, and then discussed them.
September 8, 2016: Students read poetry on dreams and did comprehension questions. The students had to also interpret each poem. They learned about rhyming and free verse poems. The students were introduced to the authors of the poems, Langston Hughes and Jane Medina.
September 9, 2016: Students were given a writing topic to practice with their writing. Do you think it is ever a good idea to end a friendship? Why or why not?
September 12, 2016: Students were given strips of paper with a poem written on them. They had to read the poem to the class, interpret the poem, and tell whether it was free verse or a rhyming poem. Other students were allowed to comment on the poems as well.
September 13, 2016: Students worked in groups on vocabulary, fact and opinion, and rewriting strategies.
September 14, 2016: We reviewed with Kahoot for Unit test on Friday.
September 15, 2016: Students were given writing prompts for their writing exercise. They had write on the given subject and execute writing skills. Their writings will be placed in their writing portfolios. Some students also engaged in peer editing.
September 16, 2016: Students took a Unit Two Test on Dreams and turned in their expository writing assignment.
September 19, 2016: The teacher introduced Unit 3: Liberty and Justice to students with a power point. Students and teacher discussed what is justice and does everyone receive it. We talked about the three appeals: ethos, logos, and pathos. Students were given examples of each and then the teacher displayed examples for the students to decide which appeal was appropriate for the commercial. Students were also informed that during this unit, they will produce a persuasive essay.
September 20, 2016: We reviewed the rhetorical appeals. Students were grouped into two to read the pro/con articles given by the teacher. They had to list three main reasons for the pro and con articles and list an example of pathos, ethos, and logos from each article.
September 21, 2016: Students finished the pro/con articles in their groups and they will present their articles and pro/con sides tomorrow in class.
September 22, 2016: Students presented in groups their pro/con articles.
September 23, 2016: Students watched a documentary on the death of Emmett Till to show how injustice can happen. We discussed the video, and students gave their point of view of how they felt after watching the video.
October 3, 2016: We learned new vocabulary words and made predictions from the short story "The Pearl" by John Steinbeck. We discussed the injustice of poor people compared to the treatment of rich people. I did a Reading Check for understanding by asking oral questions. We reviewed the story and vocabulary and students had to compose sentences with the vocabulary words.
October 4, 2016: Teacher showed students an example of persuasive writing. Students were given topics for their persuasive writing assignment. Students also picked a top to write on in class as an introduction to persuasive writing.
October 5, 2016: Students independently read about Genes and DNA and genetic fingerprinting. They how DNA and fingerprinting can be used as evidence for justice in the courts. They answered comprehension questions. As grammar practice, the teacher gave students a worksheet on their, there, and they're. From observation of students' writing, the teacher noticed that these words were used incorrectly.
October 6, 2016: The teacher and students reviewed the worksheet on their, there, and they're. Students were given paragraphs to correct depending on their reading level. The paragraphs were beginning, intermediate, and advanced levels. The teacher gave feedback to students on the numbers that were wrong. The students were asked to study the mistakes and know how to correct them.
October 7, 2016: Students did sentence corrections exercises and worked with homophones. They need reinforcement for their writing skills. The should be able to recognize written mistakes in others' writings as well as their own. This practice will help them to reflect on their writing skills.
October 10, 2016: Students were given different levels of reading comprehension passages to read and answer questions. They also practiced with contractions and identified first, second, and third person. The teacher also informed students about Unit IV: Facing Fears which more details will come tomorrow.
October 11-14, 2016: Students and teacher will start Unit IV: Facing Fears. We will read short stories on fear and discuss them. Key vocabulary will be introduced and used as well. Students will also write their own scary story and present it to the class. Students will identify the setting, characters, conflict, plot, and theme in all stories.
October 17-21, 2016: Students and teachers continued with the Fear Unit. Students will write their own scary stories. We will read more short stories on fear.
October 24-28, 2016: We will continue with the Fear Unit, read about Stephen King and some of his horror stories. Students will learn key vocabulary and apply them in their writing. We will discuss why authors write about horror stories and how students feel about them.
October 31-November 4, 2016: We are on the Fear Unit this week. We have read The Raven and The Tell-Tale Heart by Edgar Allan Poe. Students are learning key vocabulary to each reading. We are learning figurative language and identifying these elements in the readings of Edgar Allan Poe.
November 7-11, 2016: We are finishing up the Fear Unit. A unit test will be given on Friday. We are also practicing more with vocabulary, reading, and writing skills. Students and teacher will read a variety of passages and learn key vocabulary and apply the vocabulary.
November 14-18, 2016: We are working with vocabulary and short passages this week. Students have a vocabulary packet to learn words in context, definitions, comprehension checks, word families, same word/different meaning, words in collocations and expressions, words in readings, discussion, and writing.
November 28-December 16, 2016: We will continue to focus on vocabulary, reading, and writing. Students will be given stories to read along with vocabulary words to practice with everyday writing and speaking skills. We will also review for final exams during this time period. Students will be able to make up work and/or work on extra credit assignments for grade improvements.