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RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 1 (October 12-16, 2009) A) Review First Period test questions Objectives:
1. To answer test questions for clarity and objectivity;
2. To identify errors in spelling, punctuation, grammar and content. Activities/Procedure: Ask students to identify errors, and then make comments on one another’s first period test papers.
B) Visual/Descriptive Writing Objectives: 1. To describe visible structures or objects (for example, the classroom); 2. To use phrases and clauses as modifiers in descriptive writing; 3. To use the present simple tense in visual/descriptive writing (for example, a school campus).
Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask students to identify things that make their classroom a good place for learning.
Main Activities for Week One
1. To identify all errors on another student’s first period test paper (Lang. Arts) and make comments on the paper; 2. To write a paragraph describing a visible structure (a classroom, as a place for learning).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Activities for Week 2 (October 19-23) Visual/Descriptive Writing Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity;
2
conclusion/summary; and clarification.
Main Activities for Week Two
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course)
SECOND PERIOD WEEKLY PLAN – GRADE 10
Activities for Week 1 (October 12-16, 2009) A) Review test questions for first period
3
Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors made in spelling, punctuation, and grammar. Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as Assignment 1.
B) Writing sentences according to use or purpose Objectives: a. To name the kinds of sentences according to use or purpose: b. To identify the uses or purposes; c. To identify end marks for each kind of sentence; d. To write sentences as class activity.
Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence according to use; tell students every group of words (that make a complete sense) falls within one of the names sentences; ask students to write sentences for each kind of sentences.
B) Writing sentences according to structure or form Objectives: a. To name sentences according to structure or form; b. To tell what a clause is, and differentiate between a clause and a phrase
4
(or group of words);
c. To name and identify the kinds of clauses, and the kinds of subordinate clauses; d. To identify words (relative pronouns) that introduce clauses; e. To identify an adjective clause in a sentence, and write sentences having an adjective clause.
Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these to make sentences; Ask students to identify the subjects and predicates (verbs) in each sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is introduced by relative pronouns.
Main Activities for Week One
5
1. To write two or more sentences for each kind of sentences according to use or purpose, using one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet, principal; 2. To identify a main clause and a subordinate clause in a given sentence.
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-162; pp. 371-388)
Activities for Week 2 (October 19-23) A) Naming, identifying, and writing sentences with subordinate clauses (Cont.) Objectives: 1. To name the kinds of subordinate clauses; 2. To identify words (subordinating conjunctions) that introduce adverb clauses; 3. To identify an adverb clause in a sentence;
4. To write sentences with an adverb clause.
6
Activities/Procedure: Ask students to identify subordinating conjunctions from textbook, and use these to make sentences; help students to identify which part of each sentence makes sense and which does not (main clause and subordinate clause); tell students an adverb clause is introduced by subordinating conjunction
B) Sentences according to structure Objectives: 1. To name and identify sentences according to structure or form; 2. To combine two or more sentences to form one sentence; 3. To use pronouns and conjunctions to form compound sentences and complex sentences. Actvities/Procedure: Ask students to name sentences according to form, and to identify the subjects and verbs (predicates) in given sentences; tell students that parts of sentences introduced by relative pronouns and subordinating conjunctions are subordinate clauses (adverbs and adjectives); assists students to identify sentence parts joined by coordinating conjunctions and conjunctive adverbs as compound sentences, that each part can stand alone as a sentences (main clauses).
Main Activities for Week Two To combine two or more sentences to form one sentence.
7
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 3 (October 26-30, 2009) Visual/Descriptive Writing (Continued from Week 2) Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
Main Activities for Week Three
8
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course) Handbook for Writers (Sixth Edition); Lynn Quitman Troyka
SECOND PERIOD WEEKLY PLAN – GRADE 10
Activities for Week 3 (October 26-30, 2009) A) Combining sentences using Objectives: Combining sentences using: 1. Coordinating conjunctions; 2. Relative pronouns; 3. Subordinating conjunctions (and other connectives).
9
B) Using vocabulary words in sente Objectives: 1. To use selected words in sentences; to use the antonym of same Word in a sentence. 2. Use a group of sentences to describe an object (visual description).
Activities/Procedure: a. Ask students to use textbook to do Pretest/Exercise On pp. ----b. Do a sit work (quiz) on writing sentences with subordinate clauses c. Ask students to describe objects/structures they see.
Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 4 (November 2-6, 2009)
10
11
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
SECOND PERIOD WEEKLY PLAN – GRADE 12 Activities for Week 1 (October 12-16, 2009) A) Review First Period test questions Objectives:
1. To answer test questions for clarity and objectivity; 2. To identify errors in spelling, punctuation, grammar
and content. Activities/Procedure: Ask students to identify errors, and then make comments on one another’s first period test papers.
B) Visual/Descriptive Writing Objectives: the
1. To describe visible structures or objects (for example,
classroom); 2. To use phrases and clauses as modifiers in descriptive
writing; 3. To use the present simple tense in visual/descriptive writing (for example, a school campus).
Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask students to identify things that make their classroom a good place for learning.
12
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Main Activities for Week One 1. To identify all errors on another student’s first period test paper (Lang. Arts) and make comments on the paper; 2. To write a paragraph describing a visible structure (a classroom, as a place for learning).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Activities for Week 2 (October 19-23)
13
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Visual/Descriptive Writing Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
Main Activities for Week Two
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
14
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course)
Activities for Week 3 (October 26-30, 2009) Visual/Descriptive Writing (Continued from Week 2) Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
15
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Main Activities for Week Three
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course) Handbook for Writers (Sixth Edition); Lynn Quitman Troyka
16
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
SECOND PERIOD WEEKLY PLAN – GRADE 10 Activities for Week 1 (October 12-16, 2009) A) Review test questions for first period
17
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors made in spelling, punctuation, and grammar. Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as Assignment 1.
B) Writing sentences according to use or purpose Objectives: a. To name the kinds of sentences according to use or purpose:
b. To identify the uses or purposes; c. To identify end marks for each kind of sentence; d. To write sentences as class activity.
Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence according to use; tell students every group of words (that make a complete sense) falls within one of the names sentences; ask students to write sentences for each kind of sentences.
B) Writing sentences according to structure or form Objectives: a. To name sentences according to structure or form;
18
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
b. To tell what a clause is, and differentiate between a clause and a
phrase (or group of words);
c. To name and identify the kinds of clauses, and the kinds of subordinate clauses; d. To identify words (relative pronouns) that introduce clauses; e. To identify an adjective clause in a sentence, and write sentences having an adjective clause.
Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these to make sentences; Ask students to identify the subjects and predicates (verbs) in each sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is introduced by relative pronouns.
Main Activities for Week One
19
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
1. To write two or more sentences for each kind of sentences according to use or purpose, using one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet, principal; 2. To identify a main clause and a subordinate clause in a given sentence.
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161162; pp. 371-388)
20
10/19/2009
21
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 1 (October 12-16, 2009) A) Review First Period test questions Objectives:
1. To answer test questions for clarity and objectivity;
2. To identify errors in spelling, punctuation, grammar and content. Activities/Procedure: Ask students to identify errors, and then make comments on one another’s first period test papers.
B) Visual/Descriptive Writing Objectives: 1. To describe visible structures or objects (for example, the classroom); 2. To use phrases and clauses as modifiers in descriptive writing; 3. To use the present simple tense in visual/descriptive writing (for example, a school campus).
Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask students to identify things that make their classroom a good place for learning.
Main Activities for Week One
1. To identify all errors on another student’s first period test paper (Lang. Arts) and make comments on the paper; 2. To write a paragraph describing a visible structure (a classroom, as a place for learning).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Activities for Week 2 (October 19-23) Visual/Descriptive Writing Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity;
2
conclusion/summary; and clarification.
Main Activities for Week Two
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course)
SECOND PERIOD WEEKLY PLAN – GRADE 10
Activities for Week 1 (October 12-16, 2009) A) Review test questions for first period
3
Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors made in spelling, punctuation, and grammar. Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as Assignment 1.
B) Writing sentences according to use or purpose Objectives: a. To name the kinds of sentences according to use or purpose: b. To identify the uses or purposes; c. To identify end marks for each kind of sentence; d. To write sentences as class activity.
Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence according to use; tell students every group of words (that make a complete sense) falls within one of the names sentences; ask students to write sentences for each kind of sentences.
B) Writing sentences according to structure or form Objectives: a. To name sentences according to structure or form; b. To tell what a clause is, and differentiate between a clause and a phrase
4
(or group of words);
c. To name and identify the kinds of clauses, and the kinds of subordinate clauses; d. To identify words (relative pronouns) that introduce clauses; e. To identify an adjective clause in a sentence, and write sentences having an adjective clause.
Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these to make sentences; Ask students to identify the subjects and predicates (verbs) in each sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is introduced by relative pronouns.
Main Activities for Week One
5
1. To write two or more sentences for each kind of sentences according to use or purpose, using one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet, principal; 2. To identify a main clause and a subordinate clause in a given sentence.
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-162; pp. 371-388)
Activities for Week 2 (October 19-23) A) Naming, identifying, and writing sentences with subordinate clauses (Cont.) Objectives: 1. To name the kinds of subordinate clauses; 2. To identify words (subordinating conjunctions) that introduce adverb clauses; 3. To identify an adverb clause in a sentence;
4. To write sentences with an adverb clause.
6
Activities/Procedure: Ask students to identify subordinating conjunctions from textbook, and use these to make sentences; help students to identify which part of each sentence makes sense and which does not (main clause and subordinate clause); tell students an adverb clause is introduced by subordinating conjunction
B) Sentences according to structure Objectives: 1. To name and identify sentences according to structure or form; 2. To combine two or more sentences to form one sentence; 3. To use pronouns and conjunctions to form compound sentences and complex sentences. Actvities/Procedure: Ask students to name sentences according to form, and to identify the subjects and verbs (predicates) in given sentences; tell students that parts of sentences introduced by relative pronouns and subordinating conjunctions are subordinate clauses (adverbs and adjectives); assists students to identify sentence parts joined by coordinating conjunctions and conjunctive adverbs as compound sentences, that each part can stand alone as a sentences (main clauses).
Main Activities for Week Two To combine two or more sentences to form one sentence.
7
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 3 (October 26-30, 2009) Visual/Descriptive Writing (Continued from Week 2) Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
Main Activities for Week Three
8
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course) Handbook for Writers (Sixth Edition); Lynn Quitman Troyka
SECOND PERIOD WEEKLY PLAN – GRADE 10
Activities for Week 3 (October 26-30, 2009) A) Combining sentences using Objectives: Combining sentences using: 1. Coordinating conjunctions; 2. Relative pronouns; 3. Subordinating conjunctions (and other connectives).
9
B) Using vocabulary words in sente Objectives: 1. To use selected words in sentences; to use the antonym of same Word in a sentence. 2. Use a group of sentences to describe an object (visual description).
Activities/Procedure: a. Ask students to use textbook to do Pretest/Exercise On pp. ----b. Do a sit work (quiz) on writing sentences with subordinate clauses c. Ask students to describe objects/structures they see.
Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 4 (November 2-6, 2009)
10
11
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
SECOND PERIOD WEEKLY PLAN – GRADE 12 Activities for Week 1 (October 12-16, 2009) A) Review First Period test questions Objectives:
1. To answer test questions for clarity and objectivity; 2. To identify errors in spelling, punctuation, grammar
and content. Activities/Procedure: Ask students to identify errors, and then make comments on one another’s first period test papers.
B) Visual/Descriptive Writing Objectives: the
1. To describe visible structures or objects (for example,
classroom); 2. To use phrases and clauses as modifiers in descriptive
writing; 3. To use the present simple tense in visual/descriptive writing (for example, a school campus).
Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask students to identify things that make their classroom a good place for learning.
12
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Main Activities for Week One 1. To identify all errors on another student’s first period test paper (Lang. Arts) and make comments on the paper; 2. To write a paragraph describing a visible structure (a classroom, as a place for learning).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Activities for Week 2 (October 19-23)
13
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Visual/Descriptive Writing Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
Main Activities for Week Two
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
14
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course)
Activities for Week 3 (October 26-30, 2009) Visual/Descriptive Writing (Continued from Week 2) Objectives:
To use connectives to:
1. Compare things (similarities); 2. Contrast things (differences); 3. Make a conclusion (summary); 4. Add information and clarification.
Activities/Procedure: Ask students to make an oral description of things (objects) or structures they see by making: comparison; similarity; conclusion/summary; and clarification.
15
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Main Activities for Week Three
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel) in two paragraphs; 2. To summarize a piece of writing (a paragraph).
NOTE: Spelling, dictation, discussion, and reading will also form part of the activities.
Textbook Ref. :Warriner’s English Grammar and Composition (5th Course) Handbook for Writers (Sixth Edition); Lynn Quitman Troyka
16
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
SECOND PERIOD WEEKLY PLAN – GRADE 10 Activities for Week 1 (October 12-16, 2009) A) Review test questions for first period
17
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
Objectives: 1. To answer test questions for clarity and objectivity; 2. To identify errors made in spelling, punctuation, and grammar. Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as Assignment 1.
B) Writing sentences according to use or purpose Objectives: a. To name the kinds of sentences according to use or purpose:
b. To identify the uses or purposes; c. To identify end marks for each kind of sentence; d. To write sentences as class activity.
Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence according to use; tell students every group of words (that make a complete sense) falls within one of the names sentences; ask students to write sentences for each kind of sentences.
B) Writing sentences according to structure or form Objectives: a. To name sentences according to structure or form;
18
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
b. To tell what a clause is, and differentiate between a clause and a
phrase (or group of words);
c. To name and identify the kinds of clauses, and the kinds of subordinate clauses; d. To identify words (relative pronouns) that introduce clauses; e. To identify an adjective clause in a sentence, and write sentences having an adjective clause.
Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these to make sentences; Ask students to identify the subjects and predicates (verbs) in each sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is introduced by relative pronouns.
Main Activities for Week One
19
RICKS INSTITUTE – Lesson Plan for Language Arts, 2009/2010 First Semester, Grades 10 & 12
1. To write two or more sentences for each kind of sentences according to use or purpose, using one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet, principal; 2. To identify a main clause and a subordinate clause in a given sentence.
NOTE: Spelling, dictation, discussion (debate) and reading will also form part of the activities. Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161162; pp. 371-388)
20
10/19/2009
21
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