SUBSTITUTE TEACHER PLANS
MONTROSE HS ENGLISH -- CA HEIDELBERGER
Thursday (periods 1-8), April 26, 2007
CAH not here!

NOTE: Classroom Rule: Absolutely no food or drink of any form allowed in the classroom in any container, not even in backpacks. If you see food or drink, you take it. No returns.

Students get a completion grade for all homework due. Mark on the roster any students who do not have the due assignments complete.

Period 1 (08:25-09:15)--Freshman Literature (11 freshmen)

DUE: Notes on Chapter 4 of Of Mice and Men. Students should be able to show you at least half a page of notes on what happens in this chapter (and a lot does).

READING QUIZ: Have students spread out, take out a sheet of paper, and write down answers to the quiz questions (see attached sheet), which you will give orally. Students may consult their notes as they write their answers. After the last question, have students trade 'em and grade 'em.

Discussion: Get the students to talk about the four main characters in this chapter: Crooks, Lennie, Candy, and Curley's wife.

• How is each of these characters isolated, or an outsider?
• How else is each of these characters alike?
• Why doesn't Crooks stand up for himself against Curley's wife?
• Why doesn't Candy stand up for himself against her more?
• Why doesn't Crooks want to join these fellows in their hope of getting a farm of their own?

Assignment for tomorrow: Read Chapters 5 and 6, take notes, and prepare for one more reading quiz!

Period 2 (09:18-10:08): prep! Take a break!

Period 3 (10:11-11:01)--Research & Writing (2 sophomores)

Lauren and Allessa have one big project due Monday: 700 more words of their research papers! Allessa still needs to submit her 700 words from the previous Monday. She should not be allowed to leave the room, study Spanish, talk about shopping, or anything other than producing those 700 words that were due last Monday! Even if she has to write them by hand on scratch paper, that is all she should do.

Period 4 (11:04-11:54)--Integrated Math (1 freshman, 2 sophomores)

DUE: Red Textbook p438 #19-33 -- Factoring/DeFOILing!

Check answers for these problems with those in the book. Have students pay extra close attention to the signs in the problems and their answers. Have them also review the rules for signs in factoring:

ASSIGNMENT: Red p438 #34-45

Do not feel obliged to listen to any of Jon's stories about gory skateboard accidents.

Period 6 (12:49-13:39)--Comp IV (14 seniors)

Seniors have the entire period to very quietly read A Midsummer Night's Dream, Act III. They must finish the Actby tomorrow. They should also be prepared for a vocab quiz over Act III (words available online!) which may include a mystery word. 

Period 7 (13:42-14:32)--Comp III (10 juniors)

DUE: Final Drafts of Essay #5!

Then, It's a Big Book Day! Students are to spend the entire period quietly engaged with their "Big Books." They may be reading, taking notes, or writing essays about their Big Books. Any student who does not have his/her Big Book or who does not spend the entire period working quietly and independently with that book loses points. 

Period 8--Speech I (21 sophomores)

No homework due.

In-Class Speaking Assignment: Enthusiasm and Upward Intonation Practice!

• Take students to the gym ("Let's see some hustle!")
• Give the students the following prompt: "When I get done with high school, I plan to..."
• The entire class gets ten minutes prep time to think about and practice what they want to say on this topic.
• Students should not write down any notes.
• Students should prepare by walking about the gym, separate from others, saying voer and over to themselves what they want to say. Students will discover that as they talk to themselves, new ideas for their speeches will suggest themselves. 
• After ten minutes, gather students in one area (on one area of the bleachers, if any are pulled out; otherwise, on the floor in front of the stage). Students will speak either from the floor (if students are seated in the bleachers) or from the stage. 
• Take volunteers first; pick from the roster at your discretion if no one volunteers within five seconds.
• Students must speak for one full minute on the given prompt.
• Students must speak as if they are excited about what they are going to do after graduation.
• Students must not advocate any illegal activities (students who say, "I'm gonna get wasted!" or make other such inappropriate comments will be docked points).
• Students must avoid all use of upward intonation (i.e., making every sentence sound like an uncertain question at the end -- if you are unclear as to what I mean, ask Lauren, Erin, Dathan, etc. to use their interp skills to demonstrate).
• You should score the speeches on these three criteria:
  • Does the student speak smoothly for at least one minute (yes/no -- record time for short speeches)?
  • Does the student speak with excitement (1–5: 1 = sounds bored and boring; 5 = totally enthusiastic)?
  • Does the student avoid upward intonation (1–5: 1 = every sentence has upward intonation; 5 = no upward intonation at all)?
• Record these scores on the roster. Everyone should be able to speak if you keep them hustling!

CAH