English I/English I Honors

Mr. Dietert, Rm. 245, 2009-2010

Email: terryl.dietert@polk-fl.net;

Assignments online: http://www.schoolnotes.com/33801/mrdietert.html



Supplies: 1 ream of white paper to bring in to Mr. Dietert

2 inch binder

Notebook paper for binder

5 dividers to put into binder

3 pencils or blue/black ink pens



Binder organization: 4 sections with dividers -

1st section, dated warm ups in order

2nd section, dated journals in order

3rd section, vocabulary lessons/quizzes in order by date

4th section, student worksheets and papers in order by date



Make-up policy: Work is due on time. Students who are absent must check the class log and turn in all missed work. Work will be due by figuring the number of days absent plus 2 days, not counting weekends. Example – if a student misses a Monday, Tuesday, and Wednesday, they would have 5 school days to turn it in, which would be the following Wednesday. This policy is consistent with the Polk County School Board make up policy. See the Student Code of Conduct for details. Check the LHS website www.lakelandhighschool.com for “Assignments Online,” or to send email at terryl.dietert@polk-fl.net if you have any questions.



Classroom Expectations – these are in addition to the school-wide “5 rules”:

1. Talk at the appropriate times- only when given permission.

2. Have materials – paper, pens, pencils, binders.

3. Come to school everyday and try your personal best.

4. Be respectful to the teacher and to others’ cultures, viewpoints, and ideas – no teasing.

5. No food or drinks in class, except water.

6. Head gear and sunglasses are not to be worn.



*Cell phones: If you are using your phone, or if it rings, we will ask for the battery and then turn that in to the office. After 24 hours, a parent or guardian may pick it up. Other Electronics: If you are using any other electronic device, I will take that and turn it in to the office.



Consequences: First offense – non-verbal warning, Second – verbal warning and/or student conference with possible seat change, Third – intra-class detention and/or call home, Fourth –– phone call home and contact athletic coach (if applicable), Fifth – referral to office



LHS Tardy policy –

• 1st Tardy: Teacher warning and student conference.

• 2nd Tardy: Teacher warning and student conference.

• 3rd Tardy: Parent phone call

• 4th Tardy: Teacher assigns a detention.

• 5th Tardy: Referral to Lakeland Discipline for a work detail assignment.

(turn over)





Course overview: Students will explore the genres of fiction, nonfiction, drama, and poetry through reading, writing, listening, speaking, and viewing. Curriculum maps will help students organize their thinking as they follow benchmarks and standards under the following Sunshine State Strands: Reading Process, Literary Analysis, Writing Process, Writing Applications, Communication, and Information and Media Technology.

Work will include grammar, usage, and mechanics study; vocabulary, word families, and affixes; research and study skills; reading strategies; and critical thinking. We will stress FCAT reading strategies such as main idea, summarizing, and author’s purpose, utilizing graphic organizers when possible. In addition, students will practice timed writings to prepare both for FCAT.



Note to parents: Please contact me at any time regarding the progress of you son or daughter. My email address again is terryl.dietert@polk-fl.net. Please make a point to fill out and turn in the Parent Internet Viewer form in your child’s information packet that he/she will bring home the first day. This way you can check your child’s grades daily. I look forward to working with your child and you this ninth grade year.

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Semester 1, Mr. Dietert

English 1, English 1 honors, 9th grade



1Monday, August 24 – fill out note cards, hand out info packets, review syllabus (tardies, expectations), hand signal; Power Point summaries on school rules; A-Z words with “My Boy…” essay before I read aloud, read, discuss; partner review summary of expectations, Think Pair Share



Tues25 – collect expectations salmon color, per 1 only collect packet info; Journal – rate you summer vacation and give 3 reasons; Find the Fibs about Mr. Dietert (10), then about students (5); fill out “Getting to Know You” sheets



Wed26 – collect expectations salmon color, per 1 only collect packet info; DOL puzzle on document projector; writing pretest - FCAT practice prompt; finish “The Question” essay



Thurs27 – collect expectations salmon color, per 1 only collect packet info; DOL puzzle on document projector; pretest scantron grammar 1-35



Fri28 – collect expectations salmon color, per 1 only collect packet info; take learning styles inventory and point out traits of each; begin unit on Fiction – What’s in my Head to be posted on board; Homework – write a letter to Mr. Dietert in RAFT style, through the eyes of a former teacher, pointing out character traits and work habits – 1 page

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6MonAugust 31 –WU; answer 4 questions after story “The Sniper,” in pairs; discuss difference between plot and theme and have students write a plot summary of the story as well as a possible theme, then have them answer one of the 3 LEQ’s, including the one about setting; hand out Fiction curriculum map; grade multiple choice pretests; teach short RAFT lesson and assign Homework – write a letter to Mr. Dietert in RAFT style, through the eyes of a former teacher, pointing out character traits and work habits – 1 page



Tues – DOL puzzle in groups; class meeting in morning; show students how to navigate to assignments online; grade multiple choice pretests; hand out vocabulary on two fiction stories - Hollaback and Round Robin; journal from Necklace p. 212 Quickwrite; author skim; build background for The Necklace



Wed – ID’s made at the beginning, and students keep track of the 5 senses on the walk and the wait, and afterward, back in the class, students write a poem using the notes; DOL-grammar or vocab practice; students listen to/read The Necklace and summarize plot with plot summary SWBS (somebody wanted but so) as well as answer LEQ from fiction curriculum map



Thurs – WU – vocab practice - alphabetize (sort by); answer FCAT ques. from Necklace; start writing practice with sentence combining in BK; start “Sound of Thunder” with Quickwrite, background, and vocabulary level 2 and 3



Fri – WU – vocab practice word sort (categorize) by part of speech and/or DOL; give notes (guided note taking) on persuasive essay; build background for Sound of Thunder; set up QCCORP

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MonSept7 – no school – Labor Day



11Tues – WU -word clue game; journal - answer FCAT ques from Necklace plus level 3 ques. p 229 2, 3; show plot diagram for fiction -label for Necklace; show FCAT rubric and anchor papers; students practice prewriting for a persuasive prompt - 2 reasons and an anecdote for each



Wed - vocab due; DOL-grammar; BK context clues - p. C737-741 guided practice 1-26; Journal from Sound… Thunder; author skim; begin listening to “The Sound of Thunder” while keeping QCCORP;



Thurs – DOL vocab review, teach connotation and students categorize by connotation - positive, neutral, negative; finish “Sound of Thunder” and answer level 3 boldfaced ques. at the end of the story in pairs - 1 sheet per collaborative pair; find in story cause and effect – p. 11 Active Readers’ Practice Book



Fri – DOL vocab review-write 2 complex sentences using level 2 vocab words; acrostic summary of “short story” using level 3 words; BK affixes and roots - C742-751; vocab test next Tues; give notes (guided note taking) on persuasive essay

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15Mon – keep a QCCORP while finishing story; KWL for library – fill out know; go to library for orientation; Hmwork – bring ID for library visit tomorrow



Tues – bring ID’s to enter the library computer system and to select book to read;



Wed – Students leave for FAIR reading testing; Guidance comes in to give graduation info; fill out story map in pairs for Sound of Thunder; answer questions p. 49 2, 7, 8, Reading Check, and p. 48 Choices #2 News Writing



Thurs – WU – acrostic summary – “Fiction”; students finish reading testing; p. 49 active/passive voice do 1-4; review level 3 words; flyswatter vocab



Fri – quick study vocab; vocab test- extra credit for being here on day of test; read book from library silently

MonSept21 – no school for students

20Tues – WU – 2 sentence diagrams; complete story map and questions p. 49 2, 7, 8, and Reading Check from “Sound of Thunder;” p. 49 lit active/passive voice do 1-4;

Wed - WU – 2 sentence diagrams; parts of speech – group work and presentations with definition, 2 examples, 1 non example, and 6 practice problems for class to do: S L39, V L69, Adj L91, Adv L104, Pro L47; Prep L125, Conj L132, Inter L135

Thurs – hand out binder peer check sheets; continue presentations

Fri – WU; Binder Check; take notes on Standard Deviants video on parts of speech – nouns, pronouns, and verbs; affixes BK p. C647-650 and analogies C653-655;

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24MonSept28 – WU – 2 diagrams - verb phrases; finish group presentations on parts of speech; students do BK problems assigned by groups; affixes BK p. C647-650 and analogies C653-655

Tues – WU – 2 diagrams; finish video on parts of speech with summarized note taking; per 2 and 6 – hand out textbooks; per 2,5, and 6 – hand out vocab from music CD with 30 words; persuasive essay components: BK C432 and peer share exercises C437, highlight 438 uses, structure 440, 442 Practice Your Skills PYS 1-10; C449 PYS audience 1-10; peer share – pick a topic; Hmwk – select a topic for tomorrow

Wed – WU- 2 diagrams; hand out level 3 vocab for full process essay; develop and organize an argument C453-455; start writing – hand out 2 pages of rubric with transitions and complex sentence conjunctions

Thurs – journal – Quickwrite from Poison; build background for Poison; hand out vocab per 1,3,and 7 from class short stories – Hollerback and pronounce in pairs; Hmwk – fill out vocab graphic organizer for tomorrow;

Fri – WU - 2 diagrams; vocab word sort by part of speech; read story Poison with story map to fill out during reading, no QCCORP; ticket out the door

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