English I Honors—August 25, 2015

Team 1 Group Work Station Team 2 Independent Work Station

Malaika ButtStephany GonzalezJodelle LaurentAllison MartinezNathaniel OrtizCory RathburnRay PearlLex RussellDylan Talmadge

Kaitlyn HanselMarquise InnisLory-Ashley AlcindorAshley BowdenJordan CrawfordSarah DibPaislea PlantAndrew Zglinicki

Team 3 Teacher Work Station Team 4 Technology Station

Nelissa BisramLaila DibJonathan NunezNiasha Pierre ToussaintAlexandria BuhrShanie PierreJulian KostadinovGage Forgoress

Marcus HodgesErin SchaefferJoey RichardsMadison PlattAlyssa JergeMiles GarriquesTiffany CoronelRaven Mosley

• Go to your station and wait quietly for directions.• Homework: Study for Lesson 3 and 5 Vocabulary Quiz.

Rotation Rules• Depending on which station you start at, you will either hang your backpack on

the back of the chair or put it under the desk. You will leave your backpack at the starting station.

• You should have a sheet of paper and something to write with when you go to each station. – If you need supplies, you will raise your hand, and the student aide will get

them for you. – If you have issues with technology, you will raise your hand, and the student

aide will help you.• You will be silent during rotation. You are not to speak with other students.• When the timer goes off, you will stop what you are doing immediately, clean up

your area, and move immediately to the next station even if you are not finished with the activity. You will have until the timer stops (15 seconds) to be at the next station. You will take any incomplete work with you to the next station.

• You will begin work immediately upon arrival at the next station.

Teacher Station

• Rules: – Begin Daily Warm-up immediately upon arrival.

You will keep your daily-warm up and add to it each day. You will turn it in on Friday.

– Only speak when teacher directs you to do so. – Keep full attention on the teacher and not what is

happening at other stations.

Independent Work Station• Rules:– Get your work from the class period folder.– Begin working quietly.– You may raise your hand and ask the aide for help, but

you are not to speak to other students in the station.– If you still have questions with independent work, you

may ask questions when you arrive at the Teacher Station.

– If you finish before time to rotate, you will get work from the “Enrichment” folder or read a book.

– Clean up area when it is time to rotate.

Technology Station• Rules:– Login quickly to the program.– Use your own headphones or the headphones

provided (wipe down the headphones when finished).– Work independently. – If you have questions or need assistance, you will ask

the student aide for help. – If you finish before it is time to rotate, you may finish

independent work or read a book.– Log out of the program before rotating.

Group Work Station• Rules:– You will whisper at all times. – Each team member will contribute to the group

activity.– If you finish early, you will finish Independent

work or read a book.– Clean up the station before rotating.

English I Honors– Today’s Stations

• Teacher Station: Discuss/Review Notes• Independent Work Station: Take notes on a sheet of

notebook paper (leave the notes on the desk when you rotate). When you finish with the notes, do the Tone and Imagery Worksheet.

• Technology Station: Log into Reading Plus and get to work. You should be focusing on your See Reader and Read Around Lessons first, and then if there is time at the end of the week you can work on I-balance assignments (if you have them).

• Group Work Station: You will complete Activity 1.2 first, and then complete Activity 1.3. You will use the highlighters to highlight elements of voice as you read the passages.

• Writing and Presenting an Interview Narrative– Your assignment is to interview a person who has

attended a post-secondary institution (i.e., a two- or four-year college, a training or vocational school, the military). From that interview, you will write a narrative that effectively portrays the voice of the interviewee while revealing how the experience contributed to his or her coming of age.

Embedded Assessment 1

English I HonorsEA1: Writing and Presenting

an Interview Narrative

Describe an incident from an interviewee’s

college experience that influenced his or

her coming of age.

Incorporate vivid examples from the three descriptive

categories (appearance, actions,

and speech).

Present an interviewee’s unique

point of view by conveying his or her

distinct character.

Follow a logical organizational structure for the genre by orienting the reader, using transitions, and maintaining a consistent

point of view.

Use descriptive language, telling details, and vivid

imagery to convey a strong sense of the interviewee’s voice.

Embed direct and indirect quotations

smoothly. Demonstrate correct spelling and excellent

command of standard English

conventions.

You will need to start thinking now about a person you want to interview.

• Daily Warm-up: When you think about pizza, what comes to mind? Write a paragraph describing pizza and showing your attitude toward it (at least 6-8 sentences).

Teacher Station

Talking about Voice

• Voice—a writer’s (or speaker’s) distinctive use of language to express his or her ideas as well as persona. Tone + Diction + Syntax + Imagery = Voice

• Tone—a writer’s or speaker’s attitude toward the subject. Tone is conveyed through the person’s choice of words and detail. Tone is easier to figure out when someone is speaking versus written text.

• Diction—Word choice intended to convey a certain effect.• Syntax—Sentence structure; the arrangement of words and

the order of grammatical elements in a sentence.• Imagery—The words or phrases, including specific details and

figurative language, that a writer uses to represent persons, objects, actions, feelings, and ideas descriptively by appealing to the senses.

Tone• Imagine you have three people who want to marry you (you lucky dog), but you

are not ready to settle down (your only in 9th grade)!• You have to let each of them down, but your tone should be different depending

on the type of person.• Think of what you would say to each of these suitors and what your tone would

be. Write a brief statement below each description. Make sure to choose your words precisely to convey your tone.

• Bachelor/bachelorette #1—Totally shallow and only wants to be with you for your looks.

• Bachelor/bachelorette #2—Will still live with his mommy even after graduation.

• Bachelor/bachelorette #3—This person would be a good match if you both were 10 years older.

Imagery• Read the following passage, paying special attention to any images the

writer uses.• Molly crept out the door onto the front porch. Early morning. A fresh

new day. Their old farmhouse sat comfortably on an acre of grass and gardens, surrounded by trees. Distant traffic sounds filtered through trees: muted background music. Molly sat on the steps and took a deep contented breath. Dawn's ragged swirls of mist lingered among the maple and fir trees. Two robins pecked in the grass looking for worms. Mom's bed of daffodils glowed yellow in the morning light. Molly hugged herself, while a nippy breeze poked through her thin cotton nightie. And then she saw them. They stepped out of the mist-laden gloom between the trees, one dainty step after the other, across the grass in front of her. There were three of them: a deer and her two young fawns. Molly held her breath. Awesome!

• After reading the passage, underline the words and phrases that help the reader see, feel, hear, smell, and taste (you may not find details for all of the five senses).

Your Turn!• Exchange your paragraph with your partner.

Annotate each other’s texts for diction, syntax, and imagery.

• What inferences would a reader likely draw about you based on the voice in your passage?

Inferences about the Speaker

Diction Syntax Imagery Tone

Your Partner

English I Honors—Lesson 3 Vocabulary

• The vocabulary words in this lesson belong to the Latin word families –claudere, meaning “to close”, and strictus, meaning “to bind”.

• constricting—v. becoming narrower• restrict—v. put a limit on; keep under control• stricture—n. a restriction on a person or activity; a sternly critical or censorious

remark or instruction.• strain—v. force (a part of one’s body or oneself) to make a strenuous or unusually

great effort.• preclude—v. prevent from happening; make impossible• close— transitive v. to block against entry or passage • cloister—n. a covered walkway in a convent or monastery• enclosure—n. an area that is sealed off with an artificial or natural barrier• exclude—v. deny access to (someone) or bar (someone) from a place, group, or

privilege• exclusion—n. the process or state of excluding or being excluded

English I Honors—Lesson 5 Vocabulary

• privation—n. a state in which things that are essential for human well-being such as food and warmth are scarce or lacking.

• solace—n. comfort or consolation in a time of distress or sadness.• introspection—n. the examination or observation of one's own mental and

emotional processes.• provisional—adj. lasting for only a limited period of time; not permanent.• bereft—adj. deprived of or lacking something, especially a nonmaterial asset.• epiphany—n. a sudden and profound understanding of something.• fortuitous—adj. happening by accident or chance rather than design.• melancholy—n. a feeling of pensive sadness, typically with no obvious cause.• avocation—n. a hobby or minor occupation.• renaissance—n. a rebirth or revival.