1. RICKS INSTITUTE
SECOND PERIOD WEEKLY PLAN – GRADE 12
Activities for Week 1 (October 12-16, 2009)
A. Review First Period test questions
Objectives: 1. To answer test questions for clarity and objectivity;
2. To identify errors in spelling, punctuation, grammar and content.
• Activities/Procedure: Ask students to identify errors, and then make comments on one
another’s test papers.
B. Visual/Descriptive Writing
Objectives: 1. To describe visible structures or objects (for example, the classroom);
2. To use phrases and clauses as modifiers in descriptive writing;
3. To use the present simple tense in visual/descriptive writing (for example,
a school campus).
• Activities/Procedure: Ask students to describe the physical appearance of their classroom; Ask
students to identify things that make their classroom a good place for learning;
Main Activities for Week One
1. To identify all errors on another student’s first period test paper (Lang. Arts) and make
comments on the paper;
2. To write a paragraph describing a visible structure (a classroom, as a place for learning).
NOTE: Spelling, dictation, and reading will also form part of the activities.

2. Activities for Week 2 (October 19-23)
A. Visual/Descriptive Writing
Objectives: To use connectives to:
1. Compare things (similarities);
2. Contrast things (differences);
3. Make a conclusion (summary);
4. Add information and clarification.
• Activities/Procedure: Ask students to make an oral description of things (objects) or structures
they see by making:
o comparison;
o similarity;
o conclusion/summary; and
o clarification.
Main Activities for Week Two
1. To compare and contrast two structures or objects (Ricks Media Center and Washington chapel)
in two paragraphs;
2. To summarize a piece of writing (a paragraph).
Textbook References:
SECOND PERIOD WEEKLY PLAN – GRADE 10

3. Activities for Week 1 (October 12-16, 2009)
A. Review test questions for first period
Objectives: 1. To answer test questions for clarity and objectivity;
2. To identify errors made in spelling, punctuation, and
grammar.
• Activities/Procedure: Ask students to rewrite the first period test in their English copybooks as
Assignment 1.
B. Writing Sentences
1. Writing sentences according to use or purpose
Objectives: a. To name the kinds of sentences according to use or
Purpose;
b. To identify the uses or purposes;
c. To identify end marks for each kind of sentence;
d. To write sentences as class activity.
• Activities/Procedure: Ask students to make sentence, and then identify each kind of sentence
according to use; tell students every group of words ( that make a complete sense) falls within
one of the names sentences; ask students to write sentences for each kind of sentences.
•
2. Writing sentences according to structure or form
Objectives: a. To name sentences according to structure or form;
b. To tell what a clause is, and differentiate between a clause
and a phrase (group of words);
c. To name and identify the kinds of clauses, and the kinds of
subordinate clauses;
d. To identify words (relative pronouns) that introduce clauses;

4. e. To identify an adjective clause in a sentence, and write
sentences having an adjective clause.
• Activities/Procedure: Ask students to identify relative pronouns from textbooks, and use these
to make sentences; Ask students to identify the subjects and predicates (verbs) in each
sentences, and main clauses and subordinate clauses; Tell students that an adjective clause is
introduced by relative pronouns.
Main Activities for Week One
1. To write two or more sentences for each kind of sentences according to use or purpose, using
one of the words: dormitory, library, Ricks Institute, science, English, rainy season, internet,
principal;
2. To identify a main clause and a subordinate clause in a given sentence.
Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-162; pp. 371-388)
Activities for Week 2 (October 19-23)
A. Naming, identifying, and writing sentences with subordinate clauses (Cont.)
Objectives: 1. To name the kinds of subordinate clauses;
2. To identify words (subordinating conjunctions) that introduce adverb
clauses;

5. 3. To identify an adverb clause in a sentence;
4. To write sentences with an adverb clause.
• Activities/Procedure: Ask students to identify subordinating conjunctions from textbook, and
use these to make sentences; help students to identify which part of each sentence makes sense
and which does not (main clause and subordinate clause); tell students an adverb clause is
introduced by subordinating conjunctions.
B. Sentences according to structure
Objectives: 1. To name and identify sentences according to structure or form;
2. To combine two or more sentences to form one sentence;
3. To use pronouns and conjunctions to form compound sentences and
complex sentences.
• Actvities/Procedure: Ask students to name sentences according to form, and to identify the
subjects and verbs (predicates) in given sentences; tell students that parts of sentences
introduced by relative pronouns and subordinating conjunctions are subordinate clauses
(adverbs and adjectives); assists students to identify sentence parts joined by coordinating
conjunctions and conjunctive adverbs as compound sentences, that each part can stand alone as
a sentences (main clauses).
Main Activities for Week Two
To combine two or more sentences to form one sentence.
Text Reference: Grammar & Composition Handbook, High School 2 (pp. 161-175; pp. 371-388)