ms. johnson’s language class tiffany.johnson@fayette.kyschools.us

Ms. Johnson’s Language ClassTiffany.Johnson@fayette.kyschools.ushttps://johnsonpld.wordpress.com

August 13 (A)August 14 (B)

• Opener: • Hello!, ¡Hola, Bonjour!, hujambo!, 你好 , こ

んにちは للترحيب , هتاف

• Welcome to our class! I want to introduce (紹介する , introducir) myself in a letter.

• Read with me, and circle words you do not understand.

VOCABULARY VOCABULARIO 語彙

• In your notebook, make a list of the words you circled from my letter:

• Label (etiqueta, ラベル ) the page as follows:

• VOCABULARY• Excited• Nervous• Routine• Profession

Write the word in your native language next to the English word.

August 13

• Vocabulary • Excited Emocionado : )

Let’s talk about some of the words and create small pictures to help us remember.

Daily Procedures (Procedimientos)• Every day• 1. You will get your folders and notebook from the class bin,

caja, 木箱 . • 2. You will open your notebook and put the date at the top. • 3. you will write the daily target(s) at the top of the page:• Example, ejemplo, 例

August 13Target: I can read and write to produce a letter.

I can ask and respond to questions.

Procedures• 4. You will skip (saltarse, スキップ ) a line and complete the opener

activity (comenzar la actividad, 始めの活動 ) or wait for directions from me.

• 5. We will complete our work in our notebooks and folders. We will save all ESL work and put folders and notebooks in the bins each day.

• 6. Folders will be for Writing and Tests• Label the folder writing on one side and tests on the other side.• 7. I will check your work/progress for the day and give you a mark on

your targets to show if you are mastering the target of the day. • Voy a revisar su trabajo / progreso para el día y dar una marca que

demuestre que sus metas está dominando el gol de la jornada.• 我会检查你的工作 / 进度的一天，给你一个标记上你的目标显示，如

果你掌握了这一天的目标。• 私はあなたがこの日の目標を習得している場合は、ターゲット ·

ディスプレイ上であなたにマークを与えるためにその日の作業内容をチェックします。

Example of marks:• Example, ejemplo, 例

• August 13• Target: I can read and write to produce a letter. • I can ask and respond to questions.• • = Mastery

• = Non mastery •

Common Rules Entering and Exiting:

• Please enter quietly and calmly, get your notebooks and folders, find your seat and start the opening work.

• If you are late, please have your tardy note in hand and find your seat quietly. I will get you caught up when I can.

• Please wait for me to dismiss the class by sitting in your seats quietly.

During Class:• Please listen to instruction and work during work times. Do not disrupt or prevent

others from learning and achieving. I will provide many opportunities for different activities and for students to show their personality. We will foster mutual respect here.

Absent Work:• I have folders in class that house the instructions for the day and the reading you

may have missed along with other handouts. • Check my teacher website as well to find important documents from class.• It is also wise to check with me (at an appropriate time) to make sure you have

everything that you missed.

Four Square Speaking Activity • I want to know more about you!

• Speak about yourself in English in each of the four categories:

• I am from ___________ My favorite food is______

• I like to do___________ My family is like_______

Let’s Label

ELD IIHelp me label all of the nouns in my classroom.

Example:ChairTable

Help me Label procedures in my classroom.Example:Place folders and notebooks in bins.Raise your hand to ask a question.

Lastly• Write me a letter that introduces you and your family!

• Tell me a lot about your own culture.

• This is a good way for me to see how well you can write in English.

CultureTarget: W.10.4: I can write clearly and correctly. • Bell Ringer: • Rewrite these sentences in the correctly.

• 1. Give the iPod to she

• 2. Save some desert for dad and I.

• 3. Its too early for there brother to return from Japan.

Culture• We will start to get to know each other through sharing our

cultures and what we like.

• Here is mine.

Teacher

Mother

Dramatic

Flag

“Under Pressure”• http://youtu.be/BWdLt3Afjrg?list=RDBWdLt3Afjrg

“Under Pressure”• Pressure pushing down in you • Pressing down on me• No man asked for

• Pressure that burns a building down• Splits a family in two• Puts people on the streets

Vocabulary Vocabulario

Pressure presión shinikizo 压力

the exertion of force upon a surface by an object, fluid, etc., in contact with it.

What does is the pressure?• What is the pressure that the song talks about?

•America is called a melting pot of all cultures, and this song connects everyone because everyone feels pressure on them.

Write about your culture • Write about your culture in a sentence or two. What would

you say to someone who doesn’t know your culture?

August 15• Target:• I can summarize a text. • I can describe my culture in words and with pictures.

• Vocabulary:• Summarize – Tell what the main idea and topic and plot details of

the story. • Plot- Events• Synonym – A word that has the same meaning as another word.

Bell Ringer:1. Beautiful2. Hateful3. cold

Culture Project• You will have a project to tell me about your culture in 4 ways.

August 19• Target: • I can summarize a text.• I can describe my culture using words and pictures.

• Vocabulary:• Summary- Restate the main points of the story. • Paraphrase- restate the main idea of the sentence in a new way. • Topic- The subject of the sentence or story. • Main idea- The point or opinion of the sentence or story.

• Example:• 1. Toshi is not very tall and not very short. He is average height. • A. Toshi’s height is normal.• B. Toshi’s height is not normal.

Bell Ringer:

1. Toshi is not very tall and not very short. He is average height.

What is the topic of the sentence?

What is the main idea of the sentence?

How could you paraphrase the sentence?

SSR for 20 min. Finish chapter 1• As you read, remember to write down new vocabulary words

that you do not understand.

Watch the clip. • Watch the clip to help you understand the book and

characters.

August 21• Target: • I can write a summary of a text.

• Agenda:• 1. Bell Ringer (Paraphrase Practice)• 2. Read 20 min. • 3. Write a summary for practice. • 4. Finish describing your culture and present to the class.

Paraphrase Practice• 1. My boots are ten years old.

A. My boots are new.B. My boots are old.

2. John is a serious person. He almost never laughs. A. John is a happy person.B. John is a quiet person who doesn’t laugh.

3. Mary is shy and quiet. A. Mary is doesn’t like to be loud.B. Mary likes to be loud.

Read for 20 minutes.

Summary• Restate the main points of the chapter. Use 3 sentences.

• In chapter 2 of the book_______________ happens. Another things that happens in chapter 2 is____________. The last thing that happens in chapter 2 is ___________________.

Finish Cultural Project

• Finish your projects to present Today!

• We will have a quiz on Tuesday over Summary, paraphrasing, topic, main idea, synonym, tracking plot events.

August 26• I can Identify Character and setting in a text. • I can write the steps of a recipe accurately.

• Agenda: • 1. Review quiz• 2. Bell Ringer character and setting• 3. Practice with character and setting. • 4. Character and setting in novel• 5. Recipe model• 6. write your own recipe.

August 28• I can write the steps and in detail accurately.• I can identify parts of speech.

Agenda:1. Parts of speech notes and activity2. Finish Recipe3. Present4. Exit Slip—parts of speech5. Homework: read to page 41 and answer the

questions.

Noun— person, place, thing, idea• NOUN

• Sustantivo• persona, lugar, cosa, idea

VERB Verbo

• A word for _________________.

• una palabra para la acción

Adjective Adjectivo• A word to _____________ a • ____________.

• una palabra para describir un sustantivo.

Exit Slip:

• I __Verb________ to the _______noun______ every day.

•Words to choose: • Run• Store• School•Walk

September 2• Target: • I can identify main idea and details. • I can identify verbs and types of verbs. • I can identify tone in a text. • Bell Ringer: • Identify the parts of speech in the sentence:

• My name is Ms. Johnson.

• Noun

Verbs• Past, present, future

• Past:• She raced yesterday.

• Present:• We race today.

• Future:• We will race tomorrow.

Verb form of being• I ----- am

• You ---- are• We ---- are• They---- are

• He --- is• She ---- is• It ---- is

Practice:• My name______________ Isabel. I _________ from Canada.

I _____________ tall and my hair _________• Very long. Right now, I ______________ a student in Japan. I

___________ interested in science. My school • ________________ for international students. The students

__________from all over the world. I ________• Shy, but it ____________ easy to make friends at my school.

Main idea and supporting details• Practice and model together.

• We will track our reading progress weekly with this type of informational reading.

Tone Activity• Take some words and look up the definition for each.

• Write the word and definition on a piece notecard.

September 4• Target: I can analyze how the author creates tone.• I can compare two character’s actions and personalities.

• Agenda: • Falshback grammar• Complete tone analysis or other homework. • Watch some of film and discuss• What we like don’t like• What characters we like• Exit Slip

• Read together

Read Poems and identify tone. • Analyze how the author creates the tone of “Moco Limping.”

• Answer, Cite, Explain

• The tone of the poem “Moco Limping” is____________. I know that the tone is _______________ because __________________.

• The evidence from the story proves that the tone is ___________• because _____________________.

September 10• Target: I can compare two character’s actions and

personalities.

• Agenda:• Bell Ringer• Read Chapter 3 together• Model analysis • Draw a web /chart• Write analysis

Exit Slip:• Use evidence to compare two character’s personalities and

actions.

• Tita Nacha• Hardworking Hardworking• Like to cook Like to cook• Deal with sadness Deal with

sadness

Compare two characters using evidence from the book. • Answer• Cite• Explain

• The characters Tita and Nacha are similar because they both like to cook and they are hardworking. Both characters also know how to hide their emotions and keep going when they are in pain. “And so, arms around each other, Nacha and Tita wept until there were no more tears in Tita’s eyes” (page 30). The quote explains that both character’s were very sad, but after they cried they kept working.

September 12• Target: I can apply different strategies to writing.

• Agenda:• Flashback grammar• Vocabulary• Hero Adjectives• 3 strategies

• Function• Negation• Example

Compare two characters using evidence from the book. • Answer• Cite• Explain

• The characters Tita and Nacha are similar because they both like to cook and they are hardworking. Both characters also know how to hide their emotions and keep going when they are in pain. “And so, arms around each other, Nacha and Tita wept until there were no more tears in Tita’s eyes” (page 30). The quote explains that both character’s were very sad, but after they cried they kept working.

• The characters ______ and _________ are different and the same because______________, __________, ________. Evidence from the book to prove this is “_____________________________________”

September 25• Target: I can apply different strategies to writing.

• Agenda:• Finish video and track heroism• Write a paragraph for our essay using a different strategy.

(type)

Write 4 adjectives that describe a hero

• 1.• 2.• 3.• 4.

Are any of the characters in our book heroic?• How are they heroic?

• How are they not heroic?

Write a paragraph • Topic sentence• A hero or no hero from the book is…..

• Evidence:• The character is a hero or not a hero because ….. Page ( )

• Explain:

• The quote shows that the character is not a hero is a hero because…

Example Strategy• Give an example of a hero. • An example of a hero is Superman.

Negation Strategy• A hero is not ….• A hero is not a person who is selfish.

Function Strategy• What is a hero to the world?• A hero is someone who protects other people who are in

danger.

September 29• I can write a summary. • I can write an informational essay.

• Agenda:• Write summary of the movie.• Go over parts of an essay and label them in the model. • Finish 3rd body paragraph.

Model• A hero to me is ____________________. I think that a hero is

_____________________ because ____________________________. (tell me about the hero quality in 4-5 sentences) other heroes that have that quality are_____________ and ______________. They have this quality because______________________.

October 1• Target: I can identify characters and motivations through

actions.

• Agenda:• Make sure all work is sent to my email. • Flashback worksheet• Romeo and Juliet

• Family Tree

Terms• Grandmother____________• Grandfather_____________• Father__________________• Mother_________________• Cousins_________________• Siblings_________________• Nurse__________________

Servant_________________

Montague• Montague -Lady Montague Sister Montague

• Romeo -Benvolio

• Servants:• Abraham• Balthasar

Montague• Montague ___________ Sister Montague

• Romeo __________

• Abraham• ________

Capulet• Capulet Lady Capulet Sister Capulet

• Juliet Tybalt

• Nurse

• Servants• Sampson• Gregory

Capulet• __________ Lady Capulet _______________• • ______ Tybalt

• Nurse

• ___________• Sampson• ____________

Your Family TreeLast Name ______________

Grandfather--------GrandmotherFather----------mother------- ----aunts and unclesSisters--------brothers ------Cousins

Read scene and watch scene• Complete chart

October 7• Target: I can identify the plot points of a text.

• Agenda:

• Review vocabulary• Read scene 1 and complete chart• Watch scene 1 and complete chart• Track the plot on the first day• Write the summary

October 9• Target: I can compare multiple versions of a text.

• Agenda: • Read scene 2 and track vocabulary with transition in your

notebook.• Watch the beginning scene to Gnomeo and Juliet and compare

and contrast to the other versions. • Write a summary

October 13• Target: I can identify academic and technical vocabulary.

Agenda:1. Review for the quiz on Wednesday2. Practice3. Read Scene 44. Complete a reading strategy for scene 1-45. View Scene 4 6. Record events on chart

October 15• Quiz• Read scene 5 silently when finished with quiz

• Lexia/ type summaries on Onedrive

October 21• Target: I can summarize and perform a scene.

• Agenda: • Read Act 2 scene 1 together and demonstrate reading

strategies. • Split the scenes • Have the groups read their scene and record 4 reading strategies• Watch the scenes

• Perform the scenes.

October 27• Target: I can compare the events of a movie to the play.

• Agenda:• Go over chapter two vocabulary –write the words and definitions

in your notebook. • Review Act 2-3 events and add to our timeline• Go over test review• Test on Oct. 31• Read the two short stories to compare.