My name is Mrs. Phillips – (aka. Mrs. P., Masta P.)! I’m glad that you’re here!

Do now!

1. Print your first and last name on the list beside the card on your desk. (Make sure that you put your name under the correct period.)

2. Fill out Birthday Square.

3. Begin filling out the survey that you received at the door.

4. Collect surveys through roll call.

Monday

And now for the annual slaughtering of names!• Please…. Gently correct me when I

pronounce your name wrong so that I can make some notes on my role sheet.

• It will take me a while to get them… Just remember that you have 7 new names… I have 200.

Collect Birthday sheets by month starting with August…

Establishing Opening Traditions:• Musical meet and greet! • Warm-up on the board. Sit down and begin working on

it. Expectation – must be in your writer’s notebook which will be for a grade.

• After a designated period of time, the music will stop. Warm-up should be completed.

• Need a volunteer to ring the bell for the start of class. (I will ring Day 1)

• At this point, we will stand and recite our class poem. • Quick celebrations of any birthdays! Is anyone

celebrating a birthday today????!!!• This is the signal that it is time to get into the lesson.

Class poem – From “Return to Love” by Marianne Williamson

Our deepest fear is not that we are inadequate.Our deepest fear is that we are powerful beyond measure.It is our light, not our darkness that most frightens us.We ask ourselves, Who am I to be brilliant,gorgeous, talented, fabulous?Actually, who are you not to be?Your playing small does not serve the world.There is nothing enlightened about shrinkingso that other people won't feel insecure around you.We are all meant to shine, as children do.We were born to make manifest the glory that is within us.It is not just in some of us; it is in everyone.And as we let our own light shine, we unconsciouslygive other people permission to do the same.As we are liberated from our own fear,our presence automatically liberates others.

Need someone to time me on next material 10 minutes only– Most important thing is for us to get to know each other a little today and for you to start feeling comfortable, but there are some housekeeping things that I need to get to you today.

• Go briefly through expectations and honor code sheet.

• Must be signed and brought back by Friday!

Supplies needed quickly -- • Novels

First Six Weeks -- Falling Leaves – (Adeline Yen Mah) -- H and K– Need by next Friday!!!

Speak – Laurie Halse Anderson – ACA – Need bynext Friday!!!

• All students need a vocabulary book -- Buy at the V. I. P.s window – First lesson starts next Tuesday. $ 13.00

• Composition Book in class by Monday – Non-Negotiable. No spirals

Watch the following clip

• How is what is going on in the clip like the relationship between a teacher and her/his students?

• Who are you in the clip?

• Who am I?

So…

• We will be doing several activities this week to help us to get to know each other.

Classmate Bingo• 1. Each student gets a bingo card, and make sure you have a writing utensil.• 2. The object of the game is to get as many of your squares signed as you

can within the allotted time. • 3. You may not sign someone’s sheet unless what the square says about

you is the truth. (ie. I could not sign under “Someone born in a city beginning with an “L” because I was born in Houston, but I could sign under “someone who loves to write” or “Someone who loves to eat sushi.”

• 4. You may only sign each person’s sheet one time.• 5. Help each other by letting others know what you could sign for them. The

object is to try to meet as many of your classmates as you can.• 6. You have one minute to look over the sheet before I say go so that you

know how you can help others.

On your mark….

• Get set….

• GO!

Put books on top of your desk – and clean up area!• Happy Trails! • REMINDERS• Purchase

– Freshman Vocabulary Book– Chinese Cinderella (Adeline Yen Mah) (K) (must have

Monday)– Falling Leaves (Adeline Yen Mah) (H) (must have Monday)

• Paper work due back:– Class Expectations Sheet– K entry and exit sheets.

Extension if we have more time…• Get with a partner and make sure you

know how to get to your next class.

More Icebreakers on the next several slides.

Grab Bag Icebreaker

• 1. Each student selects one item from the grab bag.

• 2. Jot down 3 ways that you are like the item that you chose. (Think out of the box!)

• 3. When it is your turn, tell us your name and BRIEFLY talk to us about your connections with the item you chose.

• For example…

My item – pink paper clip• I am like this paper clip in that it is the color pink which is

vibrant. My personality is full of life an passion like the color pink. I believe in living each day to the fullest and putting myself out there. People can take me as I am or not. I will hide my light for no one. Also, the purpose of a paper clip is to keep things organized. I, like the clip, am extremely organized as far as my lessons are concerned. My students will always find me completely ready for them, and I try to present the lesson in an organized way that students can follow. One other detail about the paper clip that is like me is the fact that it is varied in the directions that it goes. I am varied in the things that I like to do, not just “one note”. I am as happy at the ballet as I am being at a football game. Rock music, rap music, country music, alternative music, or mellow easy listening, all appeal to me, and I need to be going and doing something to be happy.

Treats for those who share

Grab Bag Icebreaker

• 1. Students come up in groups and each student selects one item from the grab bag.

• 2. Jot down 3 ways that you are like the item that you chose and elaborate on each way. 1 minute to gather your thoughts before we start sharing.

• 3. Treats for students who share.

Right, Left Game

• Form a circle

• As I read my story, when you hear the word “left,” pass the treat bag to the left, and when you hear the word “right,” pass the treat bag to the right.

• The person who ends up with the treat bag at the end of the game gets to keep it.

IcebreakersCommon threads:

I will start by telling a little about myself or have a student start.

If something I say has something in common with you, raise your hand and share what we have in common and then tell something else about yourself. I will give you ball of yarn while I continue to hold on to the beginning.

When you have something in common with the person talking, raise your hand. The person speaking gets to finish and decide who gets the string next.

Hopefully, by the end, we will find that we are all connected in some way. Do not let go of your connection to the string.

Do Now! Warm-upMake a jot list of every detail you see in the picture. (ie. Two paths, woods etc.) Treat for longest list.

Tuesday

Class poem – From “Return to Love by Marianne Williamson

Our deepest fear is not that we are inadequate.Our deepest fear is that we are powerful beyond measure.…Our playing small does not serve the world.There is nothing enlightened about shrinkingso that other people won't feel insecure around us.We are all meant to shine…And as we let our own light shine, we unconsciouslygive other people permission to do the same.As we are liberated from our own fear,our presence automatically liberates others.

Any Birthdays in the House?

Remind 101

• Cell phones out• ACA students only – Add the following number to your contacts - 469-

251-1097 – you will send the following text to me -- @englishi• K students only – Add the following number to your contacts – 469-

251-1097 – you will send the following text to me -- @englishik • H students only – Add the following number to your contacts – 469-

251-1097 – you will send the following text to me -- @phillipseh• You will receive an automatic text that requests you to send your first

and last name so that number – once you do so, you will be in my system.

Housekeeping• Reminders:

– Purchase • Freshman Vocabulary Book – $ 13.00 Collect $ and

distribute books

• Falling Leaves (K and H) (must have Friday, September 5)

• Speak (ACA) (Must have by Friday, September 5)

• Composition Book – in class Monday!

• Collect paperwork:– Class Expectations Sheet– K entry and exit sheets.

House Keeping (cont.)• 1. Establish teams for the first six weeks.

– We will use the groups in all kinds of ways this year, so everything you do in class matters for your team.

– At the end of each six weeks there will be a reward for the class group that has the top performance. (Usually donuts or cookies etc.)

– Need score keeper. Score keeper still participates, but does not get points for any team. The score keeper gets the treat awarded at the end of the six weeks.

Mrs. Phillips's Website• www.phillipsenglishI.weebly.com• …. Or go to Cypress Woods website, click faculty, find my

name (Phillips, Mitzi) click on it – Welcome page has a link to the official website.

• Very helpful if you have been absent -- has a very detailed lesson plan for each day of the week.

• For those who like to look ahead or maybe you can't remember the due date, the information will be on this page.

• Many times, if you are missing a handout, you can go to the website and print a new one.

Class Rules• 1. No cussing/swearing – no excuses

• 2. Nothing goes airborne.

• 3. All school rules apply.

• 4. Have respect for everyone in the class. Before you speak, consider whether or not you are making it “unsafe” for someone else to share his/her voice.

• 5. Remain seated unless given permission to be out of your seat.

• 6. If you want to charge your cell phone, take care of it before class begins- Make sure you are in your seat working on the warm-up by the time the tardy bell rings.

Expectations

• 1. Everything is for a grade.

• 2. Read the book!

• 3. Have a “Plan B” when it comes to dates on major grades – especially when it comes to technology.

• 4. A = above and beyond what is required. A = Exceptional

OBJECTIVE:Wildcats will make relevant associations based on concrete details in visual art.

Wildcats will identify nouns in a written text.

Relevance:Why does this matter in the real world ? These are tools to help us think analytically about things that we read. Employers hire people who read analytically, think critically and write effectively.

With a partner: Match the word on the left to correct word or set of words on the right.

• Rock• Heart• Hand

• key

• Friendship, tenderness

• Love• Knowledge; wisdom• Toughness;

durability

What is the difference between the two columns?

• Rock• Heart• Hand

• key

• Toughness; durability

• Love• Friendship,

tenderness• Knowledge; wisdom

Concrete Abstract

• Rock• Heart• Hand

• key

• Toughness; durability

• Love• Friendship,

tenderness• Knowledge; wisdom

Associations

• What does this word mean to you?

Associations• Conceptual connections (ideas, qualities,

conditions) that emerge from the diction, imagery, and details of the literary work that we are reading. (In your notes, put this in your own words – Explain to a neighbor what this means to you.)

• Literally what do you see? (We must move away from this…. to

• What abstract idea do you connect with the literal evidence?

L1Literal/concrete

Mountain

• L2• Association/Abstract idea

associated with the literal word or image

When you came into the room I had you make a list of concrete details you saw in the picture.

Count up the number of details you wrote down.

Award treat for longest list!

Let’s start with some imagery

• In your teams you will have 2 minutes to combine your list from warm-up -- a list of every literal detail you see in the picture.

• 5 minutes

• Share “literal details”

Now, let’s up the ante!

• With every word on the list we created together, make at least 3 abstract associations (ideas, qualities, conditions) that you associate with that image.

• 5 minutes

Share ideas

Hand out Degen Associative Chart• You will need to keep this with you all year

because we will be talking about associative thinking not just all year, but your whole time in high school.

• Level 1 = What is the literal evidence that is there? Students highlight in yellow!

• Level 2 = What are the abstract associations that we make with that evidence? Students highlight in blue!

So let’s start to look at how associations can help us develop our analytical voice:

• Objective # 2 – Wildcats will analyze noun choice in “The Road not Taken” and make associations with each noun choice made by Frost.

• Brief review of nouns

• Today we will focus on the idea of analyzing the specific nouns a writer chooses in order to convey a more abstract idea.

Do an initial reading of “The Road not Taken” by Robert Frost•

The Road Not Taken  Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.

Robert Frost

Now, in pairs, go through the poem stanza by stanza and underline each noun.

Home Fun For each of the nouns that we have underlined give 3 abstract associations with that word.

• If time remains in class, students work with a partner to get started on their home fun.

Clean ending!Team points for the day? • Did any team have 100% participation

today?

• Happy trails -- get books together and be ready to wrap up when the music is over.

So tell me one idea that you gained from class today?

• 5 points per share!

• Tomorrow, be ready to put this idea to use in order to go more into depth on the poem.

K/H -- Do Now!

• Take out your T Chart you made last night on “The Road Not Taken” as well as your copy of the poem.

• Select 3 of your words for which you made the most “profound” associations.

Wednesday

ACA -- Do Now!Warm-up

Get out your poem. Underline all of the nouns in the poem. Choose at least 3

nouns that you think are important in the poem and make at least 2 associations

with those words.

Class poem – From “Return to Love by Marianne Williamson

Our deepest fear is not that we are inadequate.Our deepest fear is that we are powerful beyond measure.…Our playing small does not serve the world.There is nothing enlightened about shrinkingso that other people won't feel insecure around us.We are all meant to shine…And as we let our own light shine, we unconsciouslygive other people permission to do the same.As we are liberated from our own fear,our presence automatically liberates others.

Business first

• Purchase of vocabulary books. English I = Level D book

• Hand in outstanding paper work on rules and regulations.

• Composition Book – in class Monday!• Novels – By next Friday!• My website- phillipsenglishi.weebly.com

Review yesterday’s key concepts.

• Team Points for team input – one per customer!

• Wildcats will use concrete details (L1) and abstract associations (L2) to analyze our year poem “The Road Not Taken” and then apply theme of the poem to their own lives.

OBJECTIVE # 1

ACA only

• Review the definition of a noun.

• Go through warm-up – List the nouns from the poem on a T-Chart.

The Road Not Taken  Two *roads diverged in a yellow *wood,And sorry I could not travel bothAnd be one*traveler,long I stoodAnd looked down one as far as I couldTo where it bent in the *undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that *morning equally layIn *leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere *ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.

Robert Frost

T chart with selected words.

• L1 • L2

ACA Start hereMy expectations for group work

• 1. Everyone participates.• 2. This is not the time for you to ask me to go to the bathroom.• 3. This is not the time to come ask me a question about something

that does not pertain to the lesson we are doing.• 4. This is not time to do work for other classes.• When you do 2 – 4 it sends me the signal that you don’t believe that

what we are doing is important…..but I am telling you that it is of utmost importance!

• 5. We can enjoy the assignment, but don’t get out of control and make me regret doing something fun.

I need 2 volunteers.

• Award 5 points to their teams that we established yesterday.

Task # 1• 2 volunteers sit at front table.

• When I say go, each contestant will – 1. open the tube of toothpaste– 2. squeeze 100 percent of the contents of the

tube onto the paper plate without getting it anywhere other than the plate.

– 3. stand up when all of the toothpaste is out.

– 1st place = 5 additional points for your team.

On your mark!!!

Task # 2• You will now take all of the toothpaste and

put it back into the tube the way it was before the person before you squeezed it all out.

• 1. Use the toothpick provided for you.

• 2. When 100 percent of the toothpaste is back in the tube, the tube looks the way it did before it was squeezed, and the tube is back in the original box, stand up.

On your mark!!!

What was the problem in the second task?

• We will come back to this activity at the end of the lesson. Keep it in mind as we move through today’s lesson.

TABLE BLOGTABLE BLOG

• The person whose name comes first in the alphabet will be the GROUP LEADERGROUP LEADER.. Please do the following:

Come and get your blog paper and take it back to your group.

The Road Not Taken• GROUP LEADER: Give each member of

your group a marker.• Each person should write his/her name

(small) on the front of the paper in the marker color selected. Put all names in same place.

• Keep the same marker throughout the activity. You will be awarded a daily grade for your level of participation on this activity.

The Road Not Taken  Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I,I took the one less traveled by,And that has made all the difference.

Robert Frost

Rules for Table Blogging from this point further

• NO TALKING ALLOWED• Write all responses on butcher paper• Write only things related to the

questions• This will be a class participation grade• You will lose points for talking,

inappropriate comments on paper, or lack of participation

• Who is the speaker of the poem? (Don’t say Robert Frost, the author! Who does he represent?)

• The speaker describes the wood as “yellow” why do you think he chose to point out this idea? Is there anything symbolic that you could attach to this detail? (think about the associations chart – what abstract ideas came up when we thought about the “yellow” woods (fall)

• What does the road traveler do as he approaches the 2 paths? Why?

7th period start here!

• Instead of roads through a garden or a wide-open plain, why do you think the poet writes about roads that go through a “wood”? (Think about what woods usually symbolize in the statement, “We’re not out of the woods yet?” Think about our associative thinking exercise yesterday!) What do you think the 2 roads represent?

• Which road did the traveler select? Was it the better road? Cite the evidence.

• How do we know that the speaker realizes this choice of paths is “final”? Use textual evidence and explain.

• Now, re-read the title of the poem.• Which of the 2 roads does the writer

seemed to be more focused on based on the title?

• Why do you think he focuses on the road he did not get to take in the title?

• What emotion does he seem to feel by the end of his journey? Why?

• In line 16, Frost says, “I shall be telling this with a sigh…” In what two ways could the reader interpret the sigh? What difference does it make how the reader interprets the word “sigh” in trying to figure out how the speaker feels about the choice he made?

• What is the true message of the poem once you consider the title, the writer’s emotions by the end of the poem, and the way he selected which road to take?

• Consider the activity that we did at the beginning of the period. What does this activity have to do with the point that Frost is trying to make?

• What are some outcomes that might happen if someone chooses a “less traveled” road? Consider more than one point of view (ie. The Donner Party) Do you know people who have taken “the road less traveled”? What was the outcome? What about people who have taken the well traveled road? What was the outcome? What kind of lives did they have?

• Do people always have a chance to go back and try another road in life? Explain.

• Are their any life decisions that are harder to alter or reverse than others? Explain.

• In light of all of this exploration, what is it that you think Frost is trying to tell us? Look to board for homework.

De-brief

H EXTENTSION ONLY

The Road Not Taken  Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I --I took the one less traveled by,And that has made all the difference.

Robert Frost

• Evidence that might support the following literal interpretation:

• Student A• Frost is saying that in life

people should take the road that is less traveled in order to have the best life.

The Road Not Taken  Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I --I took the one less traveled by,And that has made all the difference.

Robert Frost

• Evidence that supports the following associative interpretation:

• Student B• Frost is saying that choices

are difficult and because we are uncertain of the outcome and many times do not get a chance to make the choice again, we must think hard about our decisions.

• Which interpretation explains all of the evidence offered?

The Road Not Taken  Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claimBecause it was grassy and wanted wear,Though as for that the passing thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I marked the first for another day!Yet knowing how way leads on to wayI doubted if I should ever come back.

I shall be telling this with a sighSomewhere ages and ages hence:Two roads diverged in a wood, and I --I took the one less traveled by,And that has made all the difference.

Robert Frost

• How might student B contradict this student’s evidence?

• Student A• Frost is saying that in life

people should take the road that is less traveled in order to have the best life.

Collect students’ work for the day. Happy Trails!

• Ticket out of class…

• Quick review:• On a sheet of paper, finish the following

sentence… (Make sure you use my sentence starter to create a complete sentence.

• In “The Road not Taken”, Robert Frost’s message is….

THURSDAY

Do Now! • Take your seat and be prepared to follow

instructions quickly. Do not take anything out of your back pack.

THURSDAY

AP Freshman Meetings all period.

• Expectations:

• 1. You must sit with our class, so stay together on the way to the auditorium.

• 2. Be respectful of the presenters.

• 3. Do not climb over seats – travel down the aisle to get to your seat.

• 4. No cell phone or electronic devices are to be out during presentation.

Do Now!

• Clear your desk except for a pen/pencil and the answer sheet you picked up at the door.

Friday

Objective

• Wildcats will define literary terms and discuss the effect a specific literary device has on a piece of text.

Take Diagnostic Assessment• When you complete the front of

your sheet:

• 1. Turn in your answer sheet.

• 2. Get out one sheet of notebook paper.

• 3. Turn the original quiz over and complete the questions on the back of the original assessment on your own sheet of paper.