Monday, May 20, 2019

Week of 20 May 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist?
                                      ---How did the Great Depression/Dust Bowl  affect America?
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?
                              Hamlet:  Can one (apparently) have all the right information and make the wrong
                                               decisions?
                                             Which decisions I make today will affect me for my entire life?
                                             When is loyalty to myself, and my own values, more important than
                                                loyalty to a friend? a person in power?
                                             How can I invent new opportunities?
                                     ---Bias skews all decisions, actions, and thoughts.
                                     ---Decisions based on data are filtered by our beliefs.
                                     ---Appearance vs. reality
                                     ---Loyalty vs. betrayal
                                     ---Decisions determine destiny
                                     ---Flawed data (appearances, propaganda) leads to inappropriate decisions.
                               Short Story:  How can we use narratives to understand ourselves, others, and the
                                                       world?
                                                     How do storytelling, language, and words shape an individual?
                                                     Where does the meaning of a story reside? Within the text, within                                                              the reader, or in the transaction that occurs between them?
                                                      What is a "story", and how does it function in our lives?
                                 The Crucible:  What does it mean to be socially responsible and ethical?
                                                          Are we products of our environment or are we genetically 
                                                                    destined?  Is hypocrisy a natural human flaw?
                                                           Is personal integrity more important than survival?  Are there 
                                                                     times when you should lie?
                                                           Is guilt by association ever justified?
                                                           Does history repeat itself?

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides Final due April 15th;  Reading Check Test on April 15th, Alternative Ending PowerPoint April 26thand Hamlet (Students will view Hamlet, work cooperatively to create a PowerPoint to teach their assigned Act.  They will follow a Rubric, use the text as a resource, and include meaning and relevancy. Due May 14th).  Students will work on the Short Story this week.  They will be asked to read, analyze, and respond to a classic Short Story.  Students will be asked to identify Short Story elements and literary devices.  They will pick one story genre from a selection.   Plotlines and Worksheets will be due on the day of the Pearson Assessment, Tuesday, May 20th. Students will learn about McCarthyism and The Crucible.  Students will participate in discussions after summary viewings.  They will be asked to analyze characters and create Memes and Gifs to apply the theme of abuse of power(hysteria, integrity, reputation, human dignity, and truth). Memes and Gifs need to be completed by Tuesday, May 28th.  Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group segments that will play on the live broadcast and promote changes for the second year.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Monday, May 13, 2019

Week of 13 May 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist?
                                      ---How did the Great Depression/Dust Bowl  affect America?
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?
                              Hamlet:  Can one (apparently) have all the right information and make the wrong
                                               decisions?
                                             Which decisions I make today will affect me for my entire life?
                                             When is loyalty to myself, and my own values, more important than
                                                loyalty to a friend? a person in power?
                                             How can I invent new opportunities?
                                     ---Bias skews all decisions, actions, and thoughts.
                                     ---Decisions based on data are filtered by our beliefs.
                                     ---Appearance vs. reality
                                     ---Loyalty vs. betrayal
                                     ---Decisions determine destiny
                                     ---Flawed data (appearances, propaganda) leads to inappropriate decisions.
                               Short Story:  How can we use narratives to understand ourselves, others, and the
                                                       world?
                                                     How do storytelling, language, and words shape an individual?
                                                     Where does the meaning of a story reside? Within the text, within                                                              the reader, or in the transaction that occurs between them?
                                                      What is a "story", and how does it function in our lives?

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides Final due April 15th;  Reading Check Test on April 15th, Alternative Ending PowerPoint April 26thand Hamle(Students will view Hamlet, work cooperatively to create a PowerPoint to teach their assigned Act.  They will follow a Rubric, use the text as a resource, and include meaning and relevancy. Due May 14th).  Students will work on the Short Story this week.  They will be asked to read, analyze, and respond to a classic Short Story.  Students will be asked to identify Short Story elements and literary devices.  They will pick one story genre from a selection.   Plotlines and Worksheets will be due on the day of the Pearson Assessment, Friday May 17th. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group segments that will play on the live broadcast and promote changes for the second year.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Friday, April 26, 2019

Week of 29 April 2019 and 6 May 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist?
                                      ---How did the Great Depression/Dust Bowl  affect America?
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?
                              Hamlet:  Can one (apparently) have all the right information and make the wrong
                                               decisions?
                                             Which decisions I make today will affect me for my entire life?
                                             When is loyalty to myself, and my own values, more important than
                                                loyalty to a friend? a person in power?
                                             How can I invent new opportunities?
                                     ---Bias skews all decisions, actions, and thoughts.
                                     ---Decisions based on data are filtered by our beliefs.
                                     ---Appearance vs. reality
                                     ---Loyalty vs. betrayal
                                     ---Decisions determine destiny
                                     ---Flawed data (appearances, propaganda) leads to inappropriate decisions.

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides Final due April 15thReading Check Test on April 15th, Alternative Ending PowerPoint April 26thand Hamlet (Students will view Hamlet, work cooperatively to create a PowerPoint to teach their assigned Act.  They will follow a Rubric, use the text as a resource, and include meaning and relevancy. Due May 10th).with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group segments that will play on the live broadcast and promote changes for the second year.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Tuesday, April 23, 2019

Week of 22 April 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist?
                                      ---How did the Great Depression/Dust Bowl  affect America?
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides Final due April 15th;  Reading Check Test on April 15th, Alternative Ending PowerPoint April 25th) and Hamlet with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group segments that will play on the live broadcast and promote changes for the second year.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Friday, April 12, 2019

Week of 15 April 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 


 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist?
                                      ---How did the Great Depression/Dust Bowl  affect America? 
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides Final due April 15th;  Reading Check Test on April 15th, Alternative Ending PowerPoint April 19th) and Hamlet with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group segments that will play on the live broadcast and promote changes for the second year.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Friday, April 5, 2019

Week of 8 April 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?
                            Of Mice and Men:  How does individuality affect our relationships?
                                      ---Symbiotic Relationships:  Mutualism, Parasitism, Commensalism
                                      ---Does the American Dream still exist? 
                                      ---How did the Great Depression/Dust Bowl  affect America?   
                                      ---How important in life are hopes and dreams?
                                      ---Who in society has power? What kinds of circumstances are truly beyond                                              an individual’s control and what options are truly within the realm of                                                    personal choice?

Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays , biography, Of Mice and Men (Study Guides due April 12th;  Alternative Ending PowerPoint April 19th) and Hamlet with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?
                                        How do I inform my audience?
                                        How do I persuade my audience?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group monthly segments that will play on the live broadcast.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Monday, March 25, 2019

Week of 25 March 2019 and 1 April 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for meaning and relevancy of the work as a whole. Literature is also an example of good writing. The writing improves when a student reads. Vocabulary also improves because the student is learning to read in context. We want successful students who can think critically and communicate effectively. 



 #AllAboard 


English 11:   How do individuals stand up and take responsibility for changing their societies?
                            How did The Enlightenment/The Age of Reason affect progress and change?
                            Was the Declaration of Independence written for selfish or ideological reasons?
                            How well did the Articles of Confederation and the Constitution promote the ideals
                                      in the Declaration of Independence?  Is the Constitution a living document?
                            Is individualism still the cornerstone of life in America?
                                      ---How does Whitman characterize America?  Dickinson?
                                      ---What are the characteristics of 21st century American culture?
                                      ---How do I count?  Where am I headed?


Students will explore the history and effects of social responsibility through informational texts, historical documents, speeches, and drama.  Over the next marking period, students will analyze and discuss the need for change.  They will identify, research, and analyze a variety of fiction and nonfiction works that deal with relevant themes of individuality and cooperation, dignity, heroes, hope, fear, power and protest. They will read and analyze the Declaration of Independence (Historian Interpretations due 12/10, Review of the Grievances on 12/11, Test is on 12/11) and The Constitution (Iroquois Constitution Article due on 12/12, Constitution Article due 12/19, Preamble/Deficiencies in the Articles of Confederation/Principles of the Declaration 12/21, Declaration and Home page due 1/4, The Six Main Ideas Found in the Constitution and the Constitution Web page due 1/18).  Students will need to complete a Mid-Year Diagnostic Test due Friday, January 25th.  They will be required to read and respond to the Historical Perspective of 1880-1870 ( Due February 6th).  Students will read and discuss passages from Ralph Waldo Emerson's "Nature" and "Self-Reliance", Henry David Thoreau’s “Civil Disobedience,” and sample the poetry of Walt Whitman  and Emily Dickinson (Test on Wednesday, March 6th). Students will produce a compare/contrast paragraph that will be published on their website (No later than March 8th).  They will also create a poem that identifies American characteristics.  Students will be required to apply poetic elements and devices (No later than March 22nd).  They will begin the Intro for Emerson (Annotations due March 12th) and Thoreau (Annotations due March 14th).  Student will identify Emerson's and Thoreau's philosophical beliefs and identify them in the essays.  They will be respond to questions and create connections (Emerson Test March 15th & Thoreau Test on March 18th).  Students will identify self strengths and goals.  They will create cover letters and resumes to show self-knowledge and complete a practical real-world skill (Due April 5th).   For continued connection and relevancy, they will be required to create a website that thematically relates the historical documents, essays (April 1st), biography, Of Mice and Men and The Crucible with examples from the past and the present. Students will be asked to create strong, organized paragraphs using transitions.They will required to edit their written work on their web pages.  Students will be asked to take a stand and decide whether or not protest is effective (Completed Website at the end of The Crucible--during the 4th Marking Period).  

Broadcast Journalism:  How does what we know about the world shape our perspectives?
                                        How do I get ready for a LIVE broadcast?
                                        How do I pitch an idea/story?
                                        How do I work on a team?

Students will continue working as a team to get ready for daily live broadcasts.  Students will prepare scripts and equipment, collaborate, and create.  They will work on making sure that the Newscast progresses and improves.  In order to hone persuasive skills, students are creating Public Service Announcements (PSA) for various upcoming events.  They are learning and using technology to create and produce logos, taglines, promos, sounds, and video for group monthly segments that will play on the live broadcast.  Students will be writing and producing a Podcast to become experienced in a variety of broadcast mediums.  Students will promote daily district events on Facebook.


Public Speaking:  How do basic speaking and listening skills help us to communicate?
                              Why are clear, concise, specific organized ideas necessary speech skills ?
                               How do rhetoric skills improve speech writing and presentation?


Keystone Remediation:   How does my interaction with the text provoke thinking and response?
                                         What are my strengths and weaknesses?


This course requires a student to show improvement in standards that need to be strengthened.  Students will be given a set of activities to complete each week.  They will be responsible for meeting, grading, and conferencing with the teacher on areas of strengths and weaknesses.  Every student will focus and work on improving their reading and writing skills for success on the Keystone.  Students will be asked to create and present projects that will not only challenge themselves, but also their peers.  They will be asked to produce relevant work that will help all of us to rise to the challenge of critical thinking.  Highlighting, annotating, vocabulary dissection, vocabulary in context, fictional and nonfictional analysis, identification and application of literary terms, sample tests, and written responses will be practiced on a regular basis.

Week of 20 May 2019

The goal of this English class is to produce critical thinkers and problem solvers. Students are not only reading for comprehension but for...