English 1 Table of Contents

Ms. Boland’s English 1           
Table of Contents   ~Business Communication Unit~
Objectives: *To explain the importance of using code-switching (appropriateness of various types of language depending on the circumstance) for different purposes.*To practice using the business letter format in a practical mannerAssignments in the Business Communication Unit (quotation marks indicate the “title” of the assignment):1.      “The Business Letter” parts (heading, date, inside address, salutation, body, closing, signature)   H12.      Academic Vocabulary: “Business Communication” (words to use in business letters)                     G13.      Academic Vocabulary: “Guided Practice” and “Independent Practice” (homework)                       G1.14.      “Slang to Academic Language”                                                                                                          H25.      Letter to Ms. Jones (the Independent Practice portion of the “Slang to Academic Language” assignment)               H2.16.      “Business Letter Assignment”                                                                                                                        I 17.      “Online Communication” (the worksheet to help you write a professional email to a teacher)     M18.      The actual EMAIL that you sent                                                                                                          M1.19.      “Literary Devices: Tone” (you did the guided practice when watching movie trailers in class)       H310.   Creative Writing: “Tone Stories” (you practiced writing the same story in different tone)                        H3.1  
Standards Addressed:·         Reading 2.1 Analyze the structure of a workplace document·         Writing 2.5: Write business letters·         Language Conventions 1.3 Demonstrate an understanding of proper English usage and control of grammar.
 SELF-ASSESSMENT/ REFLECTION QUESTIONS:1.      Did you try your best? How could you do better in the future?  2.      Did you complete and turn in every assignment?  3.      Circle the professional student skills you are currently working on: Present            Punctual                      Prepared                     Polite               Proactive Ms. Boland’s English 1           
Table of Contents   ~Expository Writing Unit #1: “Students’ Choice”~
Objective: Write a paragraph that explains why your choice is better than the alternative choice.·         Students will learn and internalize the terms (TS, CD, CM, CS, Lead-in, Chunk) and structure of an expository paragraph while writing about a topic that they find engaging.Examples: ·         Playing sports versus watching sports·         Mc Donald’s hamburger versus an In-N-Out hamburger·         Studying at home versus staying after-school in a tutoring center·         Summer break versus winter breakAssignments in the Expository Writing Unit #1: “Students’ Choice” 11.   Parts of Speech                                                                                                  J 1  (noun,adjective,verb,adverb,pronoun,preposition,conjunction,interjection,article)   12.   Guided Practice and Independent Practice for Parts of Speech                              J 2 (label the parts of speech)   13.   Essay Terms                                                                                                        I 0(topic sentence, lead-in, concrete detail, commentary, concluding sentence, chunk)        14.   Opinion Continuum worksheet (+ kinesthetic activity in-class)                              I 2 15.   My Opinion:___________ vs _________________                                                       I 3                                      This paragraph can be written on binder paper or the “My Opinion” worksheet with sentence starters, but it MUST be marked with colors showing you have: a topic sentence (RED), concrete details (BLUE), commentary (GREEN) and a concluding sentence (BLACK))! 
Standards Addressed:·         Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject·         Writing 2.3a: Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.·         Language Conventions 1.3 Demonstrate an understanding of proper English usage and control of grammar.
 SELF-ASSESSMENT/ REFLECTION QUESTIONS:
What is the difference between an adverb and an adjective? What is one way to easily identify many adverbs?   What is an example of a preposition?  What is an example of a conjunction?  Do you need to review your parts of speech? How can you practice ? Re-read your “Student Choice” paragraph. How can you improve your paragraph to make it a stronger argument? Remember, if your argument is strong you can convince people to agree with you. Would you be able to write an entire essay on this topic? If so, how would you accomplish that?  What assignment did you do well?  What assignment was the most challenging? Circle one of these words that best describe how you were in class this week: 
Present            Punctual                      Prepared                     Polite               ProactiveMs. Boland’s English 1
Table of Contents ~Expository Writing Unit #2: “School Uniforms”~
Objective: Write a paragraph that explains your position on school uniforms. Support your position with evidence from the newspaper article and your own life experiences.·         Students will apply their knowledge of the body paragraph format in response to an expository text.·         Students will learn to identify evidence from a text that can be used as CDs.Assignments in the Expository Writing Unit #2: “School Uniforms”16.  Academic Vocabulary: “Glen Cove Weighs Uniforms for Its Schools”            G2 17.  Academic Vocabulary CARDS                                                                G2.1(You made these with your group, but when we take them off the word wall you can put them into your binder J)  18.  Academic Vocabulary Guided Practice and Independent Practice                 G2.219.  Idea Wave: “Glen Cove Weighs Uniforms for Its Schools”                          M420.  Reading Readiness Guide: “Glen Cove Weighs Uniforms for Its Schools”       M521.  The New York Times article “Glen Cove Weighs Uniforms for Its Schools”     M6by Linda Saslow           22.  Cornell Notes: “Glen Cove Weighs Uniforms for Its Schools”                       M7(homework assignment) 23.  School Board Meeting (group notes)                                                       M8Circle the name of the group you worked withParents in favor of uniforms (+)                    Parents against uniforms (-)Students in favor of uniforms (+)                   Students against uniforms (-)Administrators for and against uniforms (+, -)   24.  My Opinion: School Uniforms (sentence starters)                                      I4 25.  School Uniform Paragraph assignment                                                    I4.1 (this worksheet is on the back of I4~directions, prompt, room to brainstorm) 26.  Your best EXPOSITORY PARAGRAPH about school uniforms                        I5(on binder paper)        Standards Addressed:                ·         Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject·         Writing 2.3a: Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.·         Language Conventions 1.3 Demonstrate an understanding of proper English usage and control of grammar.    
Self-Assessment
Please answer the following questions and keep this paper in your binder.What assignment did you enjoy the most? Why? Please be specific and write why you liked the assignment. Which assignment was the most challenging? Why? Please be specific and explain what you struggled with.  If you had time to practice some of the skills you learned during this unit, how would you practice those skills on your own?  Did you try your best? How could you do better in the future?  Did you complete and turn in every assignment? Circle the professional student skills you are currently working on: Present  Punctual              Prepared              Polite            Proactive