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Patrick Sewak
10th grade English, Union City
Topic: Vocabulary, editing essays, and reading literature (LOTF).
Objectives: SWBAT increase their: vocabulary, writing skills, and understanding of
P. A. Standards 1.1.10.E.
P. A. Standards 1.3.10.A.
P. A. Standards 1.4.10.B.
Vocabulary: Begin chapter 13 in Vocabulary book.
Anticipatory set: Bellringer: Define the term respect. What is your ideal of respect?
Bellringer: (3-5 minutes)
Talk to them about respect and
what I expect from them.
(5 minutes)

See attached sheet. (This is just an
idea I had Tien. If you think this is a
bad idea or wont work, just say so.)

Vocabulary Unit 13.

(15 minutes max)

Go over the vocabulary words with

them. I say them, they repeat them.
Assign 20 sentences, and give them
10 minutes to complete them. Finish
for homework if you do not finish in
class. (Circulate through the class to
help maintain order, and to offer
suggestions and praise.)

Essays (5-10 minutes for each

switch, there are 4 switches, so
20-40 minutes total.)

Get out both your Person for a day,

and Outcast essays. Get out a
pencil. (I will have a box of pencils
ready to go.) Pass out check list for
Essays sheet. Exchange papers. (I
have to look at the classroom again,
to see how I am going to do this. I
may move Robert & Jared into the
actual rows just for this assignment.)
Read over the essay you have in front
of you, making whatever grammar,
spelling, or comments you think are
necessary. Use the check list to help
guide your thoughts. Please be
classroom appropriate. When you are
done put your initials in the top right
corner. Grammar is one of those

Essay continued.
(Honestly, I think its going to take
them at most 5 minutes to edit each
essay. I think it will be closer to 2-3
minutes for most of them.)

skills that you really only improve
by doing. Reading is another way
that your grammar improves. An
oddity, with grammar, that I have
noticed is that its harder to proof
read your own work. It seems to be
easier for most people to spot
mistakes in something they did not
write, than in something they did.
If this kind of editing works for
you, maybe you can find someone
to partner with on a regular basis to
proof read each others work.
Another trick I picked up from a
professor was The Jaw Test for
punctuation. Hold one hand under
your jaw, and quietly read what you
are editing out loud. When your
mouth closes, or your jaw stops
thats a likely spot for a punctuation
mark. It works for some people,
just another tool that you might find
useful. (Circulate through class
while they work.)
Pass papers again. (Same
instructions, again about 5-10
mins.) Try to find something
different from what the first
editor did. The more you proof
read; the easier it will become for
you. You will be able to do it faster.
Some of you might discover that
you are very good at editing, and
editing is a possible avenue of
employment. Editing is an essen
-tial part of the writing process; the
ability to write proficiently is useful
no matter what field you choose to
pursue. (Reports, letters, etc.)
Pass the corrected papers back to
their owners. Once you have your
paper, take a minute to look it over.
See if theres anything you didnt
catch when you looked it over, or if
any of the comments give you an
idea of how you can improve your

Essay continued.

Now we are going to do the same
thing with the Outcast essay.
Exchange, correct, exchange again,
correct, return, and reflect.
(Continue circulating.) All right, pass
Mr. Phams essay to the back; pass
mine to the front.

Reading LOTF (Time for this will

largely depend on how quickly
they get through the essay work.
I am thinking that they will take
less time to get through the essays
than 40 minutes; it will probably
be closer to 20 minutes. There
will probably be closer to 30
minutes left in the block for the

I am giving you the rest of the block

to read chapters 7-9 in LOTF. We
will be having a test on those
chapters on Friday. It is only 27
pages total. I would like you to read
on your own. If you finish early, or
have already read the chapters; work
on your study guide questions for
those chapters. I will be making the
majority of the questions for your test
from the study guide. If you have all
that done; than please read ahead in

Closure: Finish your vocabulary assignment for homework if you did not complete it in
class. Make sure you have chapters 7-8 read in LOTF for tomorrow.
Adaptations: Adaptations will be made on a case by case basis based on the students IEP.
This could be triple spacing and large font to extra time granted for tests. It all depends
on what each student needs.
Materials: Essay guide, LOTF book, and vocabulary book.
Assessment: Students will be assessed on their essay assignment and class participation.


Good Morning, I am going to be your teacher for this week. Mr. Pham will be in
the back of the class, and will sign whatever passes you need signed due to school policy.
Other than that, Im going to be running class up to and through Friday. Everyone one of
you has an equal amount of my respect at the moment. Whether that respect increases or
decreases is entirely up to you; both as individuals and as a class.
Here is what I expect from you. I want you in your seats and ready to begin class
when the bell rings. I know some of you have to do things at the beginning of the block,
and thats fine. Please do not call out answers to questions. Raise your hand, and I will
call on you. If I open the floor for discussion, you can answer questions without raising
your hands, but I will let you know specifically when those times are. You are in 10th
grade at least; I think you should know by now that you are supposed to be quiet in class.
When I ask for your attention, I want it the first time. I will be using Mr. Phams 1, 2, 3
rule. If I get to three, it is quiz, essay, or extra homework time.
If I have to you will be writing essays everyday of the week that I am here. It
doesnt have to be that way, but it will be if I do not receive the respect and cooperation
that I need to run class. I would much rather have a happy classroom than a strict one.
The choice of how this week goes is largely up to you.


Directions: Read over the essay you have in front of you, making whatever grammar,
spelling, or comments you think are necessary. Use the check list to help guide your
thoughts. Please be classroom appropriate. When you are done put your name in the top
right corner.
Main Idea or Thesis: (When you find the thesis; circle the entire sentence.)
Topic Sentences: (When you find a topic sentence; put brackets [ ] around that sentence.)
Paragraphs (7 Sentences)
Grammar (Be on the look out for Run-On Sentences and Sentence Fragments.)
Does the essay flow form one topic to another or does it jump around?
Does it make sense, or does it stray off topic? For example, one paragraph talks about
being Bret Farr, and the next paragraph is about how many days left until Winter break.