tag:blogger.com,1999:blog-88054332891516194662023-06-21T00:49:06.145-04:00Mrs. Miller's Homework HelplineMrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comBlogger177125tag:blogger.com,1999:blog-8805433289151619466.post-42775043328888631372018-05-14T14:01:00.001-04:002018-05-14T14:01:14.161-04:00Week of 14 May 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Students will continue to read, annotate, and analyze the assigned short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will create summaries, research the author, and the time period in which the story was written*Due before7 May. They will complete annotated bibliographies for valid analyses that support their findings*Due 11 May . The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline *Due 18 May, a rough draft *Due 21 May, and a final copy *Due25 May. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. As students read at their own pace (**ideally, an Act a week), they will analyze, respond, and later view the famous tragedy by William Shakespeare (if time allows). During the week of 14 May, students will be required to collaborate, create, present and teach an Act analysis of the drama *Due 21 May. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration. <i>Hamlet </i>summary with study guide questions will be due by Tuesday, 29 May.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on the Persuasive Speech. MLK critique due by 7 May. Reasoning Exercise Worksheet due by 9 May. Fact, Value, or Policy Worksheet due 11 May. Persuasive Speech Preparation Worksheet due by 21 May. Logic and reason are necessary tools for the success of the Persuasive/Argumentative speech. Students will need to find 6-8 valid resources. They will need to organize their information in an outline. Students will be required to write a hard copy of their speech. Podium cards are necessary. A PowerPoint is the required visual aid. Speeches will commence during Senior Finals Week.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next marking period/semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation. The Literature Keystones will be on Thursday, May 17th and Friday, May 18th.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-73060806104391000882018-05-08T14:47:00.001-04:002018-05-08T14:47:22.315-04:00Week of 7 May 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Students will continue to read, annotate, and analyze the assigned short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will create summaries, research the author, and the time period in which the story was written*Due before7 May. They will complete annotated bibliographies for valid analyses that support their findings*Due 11 May . The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline *Due 18 May, a rough draft *Due 21 May, and a final copy *Due25 May. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. As students read at their own pace (**ideally, an Act a week), they will analyze, respond, and later view the famous tragedy by William Shakespeare (if time allows). During the week of 14 May, students will be required to collaborate, create, present and teach an Act analysis of the drama *Due 21 May. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration. <i>Hamlet </i>summary with study guide questions will be due by Tuesday, 29 May.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on the Persuasive Speech. MLK critique due by 7 May. Reasoning Exercise Worksheet due by 9 May. Fact, Value, or Policy Worksheet due 11 May. Persuasive Speech Preparation Worksheet due by 21 May. Logic and reason are necessary tools for the success of the Persuasive/Argumentative speech. Students will need to find 6-8 valid resources. They will need to organize their information in an outline. Students will be required to write a hard copy of their speech. Podium cards are necessary. A PowerPoint is the required visual aid. Speeches will commence during Senior Finals Week.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next marking period/semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation. The Literature Keystones will be on Thursday, May 17th and Friday, May 18th.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-1632452570106467262018-04-30T10:02:00.001-04:002018-04-30T10:02:53.350-04:00Week of 30 April 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Students will continue to read, annotate, and analyze the assigned short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will create summaries, research the author, and the time period in which the story was written*Due before7 May. They will complete annotated bibliographies for valid analyses that support their findings*Due 11 May . The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline *Due 18 May, a rough draft *Due 21 May, and a final copy *Due25 May. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. As students read at their own pace (**ideally, an Act a week), they will analyze, respond, and later view the famous tragedy by William Shakespeare (if time allows). During the week of 14 May, students will be required to collaborate, create, present and teach an Act analysis of the drama *Due 21 May. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration. <i>Hamlet </i>summary with study guide questions will be due by Tuesday, 29 May.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will finish up the Panel Discussion Presentations. The purpose of the Panel Discussion is for students to experience the need to synthesize new information or differing views/perspectives with existing knowledge. Engagement, turn-taking, clarification, and acceptance demonstrate speaking and listening skills which are necessary for public speaking. Panel Discussions should be led with the necessity to answer several topic questions. Panel Members will be graded on personal involvement when delivering opinions and reflections and when fielding questions. Communication of meaning, involving the audience, physical gestures, and vocal quality will also be graded. Audience members are required to show evidence of critical thinking and personal involvement through the questioning process. ***Reminder: Chapters 16-18 due by 4 May. MLK critique due by 7 May. Reasoning Exercise Worksheet due by 9 May. Fact, Value, or Policy Worksheet due 11 May. Persuasive Speech Preparation Worksheet due by 21 May. <br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next marking period/semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-45652704780966476122018-04-23T12:50:00.001-04:002018-04-25T07:55:25.703-04:00Week of 23 April 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Students will continue to read, annotate, and analyze the assigned short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will create summaries, research the author, and the time period in which the story was written*Due 7 May. They will complete annotated bibliographies for valid analyses that support their findings*Due 11 May . The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline *Due 18 May, a rough draft *Due 21 May, and a final copy *Due25 May. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. As students read at their own pace (**ideally, an Act a week), they will analyze, respond, and later view the famous tragedy by William Shakespeare (if time allows). During the week of 14 May, students will be required to collaborate, create, present and teach an Act analysis of the drama *Due 21 May. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will continue the Panel Discussion Presentations. The purpose of the Panel Discussion is for students to experience the need to synthesize new information or differing views/perspectives with existing knowledge. Engagement, turn-taking, clarification, and acceptance demonstrate speaking and listening skills which are necessary for public speaking. Panel Discussions should be led with the necessity to answer several topic questions. Panel Members will be graded on personal involvement when delivering opinions and reflections and when fielding questions. Communication of meaning, involving the audience, physical gestures, and vocal quality will also be graded. Audience members are required to show evidence of critical thinking and personal involvement through the questioning process. ***Reminder: Chapters 16-18 due by 4 May.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next marking period/semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-67783179926047530782018-04-16T13:00:00.000-04:002018-04-16T13:00:05.287-04:00Week of 16 April 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Over the next marking period, students will read and respond to fiction. Students will read a variety of short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will research the author and the works. They will complete annotated bibliographies for valid analyses that support their findings. The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline, a rough draft, and a final copy. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What does it mean to be world-ready?<br />
<br />
Students will continue work on 21st Century student/work resumes. Student resumes will aid students who will go directly into the work force, as well as with the completion of college applications. They will be preparing resumes for Mock Interviews on May 2nd. Students will create a student resume summary/profile and one for each prospective business interview. They will learn to create summaries/profiles that include a career path, education, job skills, and transferable skills. Students will research the businesses in order to create appropriate summaries/profiles and resumes. Researching businesses will help students complete job-specific resumes and prepare them for the upcoming interviews. Self-reflection on one's strengths and weaknesses and goal setting are necessary skills for future success, wherever that may be.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will continue work on the Panel Discussion. This collaborative presentation requires students to research, share, and present perspectives/ideas on both a local topic and on a national topic. They must become “experts” in their fields, sharing their expertise in front of the class. Student should support information with examples, facts, and statistics, integrating research into the speech. They should comment on other students’ comments and make transitions to their comments. Students will be required to create Visual Aids. Discussion Panels will commence on Tuesday, April 17th. Students will view, read, and respond to JFK's Inaugural Address. Analysis and Critiques for the speech will be due on Friday, April 20th.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-49931159654593587132018-04-11T13:07:00.000-04:002018-04-11T13:08:20.400-04:00Week of 9 April 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Over the next marking period, students will read and respond to fiction. Students will read a variety of short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will research the author and the works. They will complete annotated bibliographies for valid analyses that support their findings. The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline, a rough draft, and a final copy. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What does it mean to be world-ready?<br />
<br />
Students will take a break from <i>Hamlet </i>and begin work on 21st Century student/work resumes. Student resumes will aid students who will go directly into the work force, as well as with the completion of college applications. They will be preparing resumes for Mock Interviews on May 2nd. Students will create a student resume summary/profile and one for each prospective business interview. They will learn to create summaries/profiles that include a career path, education, job skills, and transferable skills. Students will research the businesses in order to create appropriate summaries/profiles and resumes. Researching businesses will help students complete job-specific resumes and prepare them for the upcoming interviews. Self-reflection on one's strengths and weaknesses and goal setting are necessary skills for future success, wherever that may be. <br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will continue work on the Panel Discussion. This collaborative presentation requires students to research, share, and present perspectives/ideas on both a local topic and on a national topic. They must become “experts” in their fields, sharing their expertise in front of the class. Student should support information with examples, facts, and statistics, integrating research into the speech. They should comment on other students’ comments and make transitions to their comments. Students will be required to create Visual Aids. Discussion Panels will commence on Monday, April 16th. Students will view, read, and respond to Commencement Speeches. Analysis and Critiques for the speeches will be due on Friday, April 13th.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-68452114893569107382018-04-02T13:06:00.000-04:002018-04-02T13:21:17.231-04:00Week of 2 April 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Over the next marking period, students will read and respond to fiction. Students will read a variety of short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will research the author and the works. They will complete annotated bibliographies for valid analyses that support their findings. The annotated bibs will require MLA citation. Students will write a literary analysis, with parenthetical citation, which will require an outline, a rough draft, and a final copy. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. As students read at their own pace, they will analyze, respond, and later view the famous tragedy by William Shakespeare. Students will be required to collaborate, create, present and teach an Act analysis of the drama. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will begin work on the Panel Discussion. This collaborative presentation requires students to research, share, and present perspectives/ideas on both a local topic and on a national topic. They must become “experts” in their fields, sharing their expertise in front of the class. Student should support information with examples, facts, and statistics, integrating research into the speech. They should comment on other students’ comments and make transitions to their comments. Students will be required to create Visual Aids.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Students will take quizzes on Affixes and Roots. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-6562802031371061122018-03-20T13:09:00.001-04:002018-04-02T13:19:44.097-04:00Weeks of 19 March 2018 and 26 March 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<span style="color: red; font-style: italic; font-weight: bold;">English 12: </span>How can we use narratives to understand ourselves, others, and the world?<br />
<br />
Over the next marking period, students will read and respond to fiction. Students will read a variety of short stories. They will be required to identify and apply short story elements and literary devices through note-taking, annotations, and a plotline for each story. Students will research the author and the works. They will complete annotated bibliographies for valid analyses that support their findings. Students will write analytical literary essays which will require an outline, a rough draft, and a final copy. This unit is the culmination of yearlong work. Through the completion of this writing assignment, students will apply the critical thinking skills they have been asked to practice throughout the year.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Can one (apparently) have all the right information and make the wrong decisions?<br />
<br />
Students will dive into the world of <i>Hamlet</i>. They will read, view, analyze, and respond to the famous tragedy by William Shakespeare. Students will be required to collaborate, create, present and teach an Act analysis of the drama. They will be required to share ideas, work cooperatively, summarize plot, identify and apply literary elements and devices, analyze characters, and interpret meaning. Students will be given Rubrics for the PowerPoint Presentation, the Oral Presentation, and for Collaboration.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will begin work on the Panel Discussion. This collaborative presentation requires students to research, share, and present perspectives/ideas on both a local topic and on a national topic. They must become “experts” in their fields, sharing their expertise in front
of the class. Student should support information with examples, facts, and
statistics, integrating research into the speech. They should comment on other students’ comments and make
transitions to their comments. Students will be required to create Visual Aids.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-61079060085496240592018-03-09T13:49:00.002-05:002018-03-09T13:52:28.535-05:00Week of 5 March 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
Do we learn from our mistakes? Responsibility and Blame<br />
<br />
Students will respond to the <i>Tragedy of Macbeth</i> by identifying and analyzing philosophies on fate/chance, ambition/power, and gender roles. They will answer, discuss, and collaborate on questions that focus on literary elements and devices for each Act. Students will be able to apply the relevance of Shakespeare's work as a classic to modern life. Students will begin <i>The Macbeth</i> Video Game Project. They will be required to discuss, collaborate, and create <i>The Macbeth</i> Video Game Walkthrough and PowerPoint. Students will apply literary elements and devices to a 21st century application. Projects are due on 8 March 2018. Mid-Year Diagnostic Tests will be due on Monday, March 12th. <i>Macbeth </i>Test will be given on Monday, March 12th.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
Why do we allow ourselves to become victims?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. Students should also be able to identify character motivation, the reason for the use of symbols, and/or how imagery is used through their analysis. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play. Students will be required to create strong expository paragraphs for each song choice. They will be given rubrics for the overall project and for paragraph writing. Projects will be due no later than March 8th. Mid-Year Diagnostic Tests will be due on Monday, March 12th. <i>The Crucible </i>Test will be given on Monday, March 12th.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will analyze two sample Introductory Speeches. They will engage in substantial, thought- provoking discussion which will help gauge topic choices, enhance critical thinking skills, and promote confidence. Textbook Chapters 1, 2, 3, 5, 7 and 4 will be due no later than February 23rd. Topics for the Introductory Speech will be due on Monday, February 19th. Outlines for the Introductory speech will be due by February 23rd. Hard Copies and podium cards will be due at the beginning of Speech Day, 5 March 2018. Speeches will continue until Monday March 12th. <br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-21460954304302172172018-02-19T14:53:00.001-05:002018-03-09T13:45:33.879-05:00Weeks of 19 February and 26 February 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
Do we learn from our mistakes? Responsibility and Blame<br />
<br />
Students will respond to the <i>Tragedy of Macbeth</i> by identifying and analyzing philosophies on fate/chance, ambition/power, and gender roles. They will answer, discuss, and collaborate on questions that focus on literary elements and devices for each Act. Students will be able to apply the relevance of Shakespeare's work as a classic to modern life. Students will begin <i>The Macbeth</i> Video Game Project. They will be required to discuss, collaborate, and create <i>The Macbeth</i> Video Game Walkthrough and PowerPoint. Students will apply literary elements and devices to a 21st century application.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
Why do we allow ourselves to become victims?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. Students should also be able to identify character motivation, the reason for the use of symbols, and/or how imagery is used through their analysis. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play. Students will be required to create strong expository paragraphs for each song choice. They will be given rubrics for the overall project and for paragraph writing. Projects will be due no later than March 2nd.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will analyze two sample Introductory Speeches. They will engage in substantial, thought- provoking discussion which will help gauge topic choices, enhance critical thinking skills, and promote confidence. Textbook Chapters 1, 2, 3, 5, 7 and 4 will be due no later than February 23rd. Topics for the Introductory Speech will be due on Monday, February 19th. Outlines for the Introductory speech will be due by February 23rd. Hard Copies and podium cards will be due on Speech Day, February 28th.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-34547295091520226072018-02-15T14:46:00.001-05:002018-02-15T14:46:23.093-05:00Week of 12 February 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
Do we learn from our mistakes? Responsibility and Blame<br />
<br />
Students will respond to the <i>Tragedy of Macbeth</i> by identifying and analyzing philosophies on fate/chance, ambition/power, and gender roles. They will answer, discuss, and collaborate on questions that focus on literary elements and devices for each Act. Students will be able to apply the relevance of Shakespeare's work as a classic to modern life. They will begin discussion for their group projects. Students will begin <i>The Macbeth</i> Video Game Project. They will be required to discuss, collaborate, and create <i>The Macbeth</i> Video Game Walkthrough and PowerPoint. Students will apply literary elements and devices to a 21st century application.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
Why do we allow ourselves to become victims?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. Students should also be able to identify character motivation, the reason for the use of symbols, and/or how imagery is used through their analysis. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play. Students will be required to create strong expository paragraphs for each song choice. They will be given rubrics for the overall project and for paragraph writing.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will begin reading and discussing the basics of beneficial speech habits. They will be asked to read, analyze, and discuss The State of the Union Address and the Rebuttal. Students will be given a transcript of each speech. They will engage in substantial, thought provoking discussion. Textbook Chapters 1, 2, 3, 5, 7 and 4 will be due on February 13th.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-67969042861502959712018-02-06T12:29:00.003-05:002018-02-06T12:29:57.344-05:00Week of 5 February 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
Do we learn from our mistakes? Responsibility and Blame<br />
<br />
Students will respond to the <i>Tragedy of Macbeth</i> by identifying and analyzing philosophies on fate/chance, ambition/power, and gender roles. They will answer, discuss, and collaborate on questions that focus on literary elements and devices for each Act. Students will be able to apply the relevance of Shakespeare's work as a classic to modern life. They will begin discussion for their group projects. Students will begin <i>The Macbeth</i> Video Game Project. They will be required to discuss, collaborate, and create <i>The Macbeth</i> Video Game Walkthrough and PowerPoint. Students will apply literary elements and devices to a 21st century application. <br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
Why do we allow ourselves to become victims?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. Students should also be able to identify character motivation, the reason for the use of symbols, and/or how imagery is used through their analysis. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play. Students will be required to create strong expository paragraphs for each song choice. They will be given rubrics for the overall project and for paragraph writing. <br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will begin reading and discussing the basics of beneficial speech habits. They will be asked to read, analyze, and discuss The State of the Union Address and the Rebuttal. Students will be given a transcript of each speech. They will engage in substantial, thought provoking discussion. Textbook Chapters 1, 2, 3, and 5 will be due on February 7th.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-27459268988360535922018-01-31T12:53:00.004-05:002018-01-31T12:54:22.174-05:00Week of 29 January 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
Do we learn from our mistakes? Responsibility and Blame<br />
<br />
Students will respond to the <i>Tragedy of Macbeth</i> by identifying and analyzing philosophies on fate/chance, ambition/power, and gender roles. They will answer, discuss, and collaborate on questions that focus on literary elements and devices for each Act. Students will be able to apply the relevance of Shakespeare's work as a classic to modern life. They will begin discussion for their group projects. Students will begin <i>The Macbeth</i> Video Game Project.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
Why do we allow ourselves to become victims?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will begin reading and discussing the basics of beneficial speech habits. They will be asked to read, analyze, and discuss The State of the Union Address and the Rebuttal. Students will be given a transcript of each speech. They will engage in substantial, thought provoking discussion. Textbook Chapters 1, 2, and 3 will be due on Friday, February 2nd.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-42145901016865630582018-01-22T15:10:00.002-05:002018-01-22T15:10:27.003-05:00Week of 22 January 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do our attitudes towards the past and future shape our actions?<br />
<br />
Students will respond to informational literature on the Renaissance and the Reformation, Elizabethan England, Shakespeare, and his works. Perspectives on culture, attitude, the playwright, and the audience are necessary for the enjoyment of Shakespeare's plays. Video clips with summaries will be played before each Act. Study guides for the play will be distributed. Students will be asked to analyze philosophies on fate/chance, ambition/power, and gender roles.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
<br />
Students will view <i>The Crucible </i>and then be required to create a soundtrack for the play. Students will write paragraphs analyzing the connections between song choices and the chosen scene. They should be able to identify messages of abuse of power, censorship, revenge, forgiveness, sacrifice, and other themes found in the play. The Soundtrack Project, including lyrics, images and a cover, will demonstrate knowledge and analysis of the play.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students have been introduced to the course requirements. This class creates confidence, improves critical thinking and writing skills, and produces students with an increased awareness of self. A positive, respectful environment that welcomes constructive criticism to strengthen speech skills is necessary for each student's success. Students will begin reading and discussing the basics of beneficial speech habits.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-53375227578872189302018-01-03T09:26:00.002-05:002018-01-10T13:17:58.522-05:00Week of 1 January 2018 and 8 January 2018<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do people come to have different views of society?<br />
<br />
Students will create a satirical poem using the direct and indirect characterizations of their assigned pilgrim(s) which identify criticisms of substance and a need for reform. Students will be given a packet that contains Rubric requirements, examples of a poem, and a list of requirements for the satirical poem. The poem will be due no later than Wednesday, 10 January 2018. There will be a Chaucer Test on Friday, 12 January 2018<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> How do we respond when challenged by fear?<br />
<br />
Students will be asked to read, analyze, and respond to informational articles on the History of the Period. They will pick a topic to research for discussion on the 1950's. They will be asked to pick at least 2 articles, highlight, and analyze the articles for discussion. Interest, insight, and relevancy for the upcoming unit on <i>The Crucible</i> are several of the reasons for the research. Discussion is a life skill necessary for success. Discussions will begin on Thursday/Friday during the week of the 8 January 2018.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Logic and reason are necessary tools for the success of the Persuasive/Argumentative speech. Students will need to find 6-8 valid resources. They will need to organize their information in an outline. Students will be required to write a hard copy of their speech. Podium cards are necessary. A PowerPoint is the required visual aid.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation. Literature Keystones will be given on January 11th and 12th.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-86168164828446615542017-12-11T15:05:00.002-05:002018-01-03T09:27:49.864-05:00Weeks of 11 December 2017 and 18 December 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How do people come to have different views of society?<br />
<br />
Students have begun reading their assigned characters from "The Prologue" to Chaucer's<i> Canterbury Tales</i>. They will be required to identify the direct and indirect characterization for each assigned pilgrim(s). Students will create a character wall as they share the characterizations of their pilgrim on a character walk. They will then each need to create a satirical poem using the direct and indirect characterizations of their assigned pilgrim(s) which identify criticisms of substance and a need for reform. Students will be given a packet that contains Rubric requirements, examples of a poem, and a list of requirements for the satirical poem.<br />
<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Does the American Dream exist?<br />
<br />
Students will be asked to read, analyze, and respond to the novella, <i>Of Mice and Men </i>as a work of Modernism and Realism. They will be required to complete worksheets and study guides. Students will apply literary devices (characters, settings, and symbols) towards themes of justice, vision, power, and friendship. The students should be prepared to participate in discussions on the novel and to respond to the critical thinking questions.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will complete worksheets to help them prepare for the Persuasive Speech. Logic and reason are necessary tools for the success of this speech. Students will need to find 6-8 valid resources. They will need to organize their information in an outline. Students will be required to write a hard copy of their speech. Podium cards are necessary. A PowerPoint is the required visual aid. Students will be required to watch and critique JFK's Inaugural address. They will identify key rhetoric devices used in his speech. Hopefully, students will seize upon the opportunity to utilize several of these skills in their last researched speech.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-5783198463447099152017-12-04T15:09:00.002-05:002017-12-04T15:09:44.161-05:00Week of 4 December 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Students will complete watching a visual interpretation of Mary Shelley's <i>Frankenstein</i>. They will be required to answer 4 short answer response questions on Tuesday, December 5th. Students will demonstrate knowledge of the question by creating a thesis. They will fill out organizational charts that make connections to the idea in the thesis and show evidence/examples from the literature. The questions will focus on themes and devices discussed throughout the reading of the novel. The focus of the short answer questions is the application of meaning using organizational skills to show inference.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What role does individualism play in American society? How do I fit in?<br />
<br />
Students will read philosophical essays on the role of the individual in society. They will read a passage from "Self Reliance" and a passage from "Civil Disobedience". Emerson and Thoreau, teacher and student, leaders in the "The American Renaissance" teach students the importance of self-knowledge and stewardship. Students will complete an assessment at the end of the unit. Students will need to identify today's individualists and stewards in the 21st Century. They will be required to show the characteristics, beliefs, and actions of the men and women through discussion.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will complete worksheets to help them prepare for the Persuasive Speech. Logic and reason are necessary tools for the success of this speech. Students will need to find 6-8 valid resources. They will need to organize their information in an outline. Students will be required to write a hard copy of their speech. Podium cards are necessary. A PowerPoint is the required visual aid. Students will be required to watch and critique JFK's Inaugural address. They will identify key rhetoric devices used in his speech. Hopefully, students will seize upon the opportunity to utilize several of these skills in their last researched speech. <br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-36737794094442536102017-11-20T12:09:00.000-05:002017-12-04T14:46:46.687-05:00Weeks of 20 November 2017 and 27 November 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
Enjoy time with family and friends over the Thanksgiving Break!<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Students will continue to read, interpret, and analyze Mary Shelley's <i>Frankenstein</i>. There will be a notebook check on the Tuesday we return from Thanksgiving Break. Students will be asked to create a literary analysis. The class will be responsible for the agreed upon assessment. They may use any form (essay, Google Slides, PowerPoint, Prezi, Powtoon, etc...) necessary to show their knowledge and application of the story and meaning of the novel, <i>Frankenstein</i>. Students will be required to show how Shelley's novel has influenced the 21st century. They will identify and explain a minimum of 5 influences.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What role does individualism play in American society? How do I fit in?<br />
<br />
Students have immersed themselves into the works of Walt Whitman and Emily Dickinson. They have read and responded to informational articles on each poet. Students will ultimately be asked to analyze the poetry through a Compare/Contrast analysis. They will identify speakers, interpret figurative language, identify poetic devices, and respond to the poetry. Students will take a test on these poets on the Wednesday they return from Thanksgiving Break.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will continue to research their topic. They are required to pick a topic, create a purpose statement, a thesis statement find 4-6 valid sources(MLA format), organize the speech, produce podium cards, create a hard copy, and practice the Informational Speech. Speeches will commence the Wednesday after Thanksgiving Break.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-91162733928080653022017-11-15T12:01:00.000-05:002017-11-15T12:02:58.274-05:00Week of 13 November 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Students will continue to read, interpret, and analyze Mary Shelley's <i>Frankenstein</i>. There will be a notebook check on Tuesday, November 21st. Students will complete the novel before break (Tuesday) and be required to take a short answer response quiz. Students will be asked to create a literary analysis. The class will be responsible for the agreed upon assessment. They may use any form (essay, Google Slides, PowerPoint, Prezi, Powtoon, etc...) necessary to show their knowledge and application of the story and meaning of the novel, <i>Frankenstein</i>. Students will be required to show how Shelley's novel has influenced the 21st century. They will identify and explain a minimum of 5 influences.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What role does individualism play in American society? How do I fit in?<br />
<br />
Students will be introduced to the works of Walt Whitman and Emily Dickinson. They will be given informational articles on each poet. Students will ultimately be asked to analyze the poetry through a Compare/Contrast analysis. They will identify speakers, interpret figurative language, identify poetic devices, and respond to the poetry. Students will complete a Diagnostic Test which helps them exercise skills to improve critical thinking skills. Through the taking of the test, students are utilizing annotative skills, vocabulary dissection and vocabulary in context, making connections, and responding to literature.<br />
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will continue to conference. They are required to pick a topic, create a purpose statement, a thesis statement find 4-6 valid sources(MLA format), organize the speech, produce podium cards, create a hard copy, and practice the Informational Speech. Speeches will commence the Wednesday after Thanksgiving Break.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-27150396232563057662017-11-08T12:36:00.002-05:002017-11-08T12:36:33.799-05:00Week of 6 November 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Over the next 2 weeks, students will finish the unit on Romanticism with a focus on British Gothic Literature. They will read, interpret, and analyze Mary Shelley's <i>Frankenstein</i>. Students may use resources available to them to help complete the reading, however, resources should not be used in place of reading and responding to the novel. Students will be asked to create a literary analysis. They may use any form(essay, Google Slides, PowerPoint, Prezi, Powtoon, etc...) necessary to show their knowledge and application of the story and meaning of the novel, <i>Frankenstein</i>. Students will be required to show how Shelley's novel has influenced the 21st century. They will identify and explain a minimum of 5 influences.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Should we listen to the instinct of fear? Who can we trust?<br />
<br />
Students have read, interpreted, and analyzed a variety of Gothic short stories. Based on their summary, students are required to create one Movie Poster for the short story of their choosing. They have been asked to persuade their target audience to see their 21st vision of the short story. Use of symbols, characters, literary devices, and themes are incorporated into the Rubric. Artistic ability is encouraged, but not graded.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Demonstrative Speeches will commence this week. Students will be required to hand in their podium cards, and a hard copy of their speech. They will learn the importance of audience and the necessity of preparation for instruction. One-to-one conferencing will occur next week.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will be working on advanced root word development. Over the next semester, they will work on a variety of ways to improve skills to improve reading, interpreting, and analyzing texts. Students need to join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-91372623565710077972017-10-30T12:36:00.001-04:002017-10-30T12:36:46.021-04:00Week of 30 October 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Over the next 2 weeks, students will complete a unit on Romanticism with a focus on British Gothic Literature. They will read, interpret, and analyze Mary Shelley's <i>Frankenstein</i>. Students may use resources available to them to help complete the reading, however, resources should not be used in place of reading and responding to the novel. Students will be asked to create a literary analysis. They may use any form(essay, Google Slides, PowerPoint, Prezi, Powtoon, etc...) necessary to show their knowledge and application of the story and meaning of the novel, <i>Frankenstein</i>. Students will be required to show how Shelley's novel has influenced the 21st century. They will identify and explain a minimum of 5 influences.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Should we listen to the instinct of fear? Who can we trust?<br />
<br />
With respect to the macabre and horrific, students will complete a short unit on American Gothic Literature over the next two weeks. They will define and identify elements of Gothic Literature through discussion. Students will read a variety of Gothic short stories and then be required to read, interpret, and analyze each short story as a piece of Gothic literature. They will be asked to write a summary and analysis for each story. Students will then be required to create a Gothic Movie Poster for the short story. They will be given requirements and a Rubric.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on their Demonstrative Speeches which will begin the week of November 6th. They will be required to create an outline, a hard copy of the speech, and podium cards that will be collected on speech day. Students should be practicing their speeches on Thursday and Friday, with changes/final edits over the weekend. There will be peer critiquing and discussion on the Introductory Speeches. Grades will not be posted until all conferencing is complete. Students have recognized that necessary preparation and practice will tremendously improve speech substance and delivery.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will complete creating their board games using word parts. Students will peer critique the board games. They will learn through the experience of playing each Vocabulary Dissection game. Students will identify strengths and weaknesses of each game, making comments and suggestions. They will join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-90946032774701221802017-10-23T12:45:00.002-04:002017-10-23T12:45:35.049-04:00Week of 23 October 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>How does literature influence our lives? Does humanity exist?<br />
<br />
Over the next 2 weeks, students will complete a unit on Romanticism with a focus on British Gothic Literature. They will read, interpret, and analyze Mary Shelley's <i>Frankenstein</i>. Students may use resources available to them to help complete the reading, however, resources should not be used in place of reading and responding to the novel. Students will be asked to create a literary analysis. They may use any form(essay, Google Slides, PowerPoint, Prezi, Powtoon, etc...) necessary to show their knowledge and application of the story and meaning of the novel, <i>Frankenstein</i>. Students will be required to show how Shelley's novel has influenced the 21st century. They will identify and explain a minimum of 5 influences.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> Should we listen to the instinct of fear? Who can we trust?<br />
<br />
With respect to the macabre and horrific, students will complete a short unit on American Gothic Literature over the next two-three weeks. They will define and identify elements of Gothic Literature through discussion. Students will read a variety of Gothic short stories and then be required to read, interpret, and analyze one short story as a piece of Gothic literature. They will be asked to write a summary and analysis. Students will then be required to create a Gothic Movie Poster for the short story. They will be given requirements and a Rubric.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on their Demonstrative Speeches which will begin the week of November 6th. There will be peer critiquing and discussion on the Introductory Speeches. Grades will not be posted until all conferencing is complete. Chapters 10 and 12 are due on 10/17. Chapters 11, 13, and 14 are due on 10/20. <br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will continue to learn word dissection and analysis. They will complete creating their board games using word parts. Students will peer critique the board games. They will learn through the experience of playing each Vocabulary Dissection game. Students will identify strengths and weaknesses of each game, making comments and suggestions. They will join the Opened classroom, create accounts for the College Board site, and download the Practice Question of the Day app. These online sites and apps will help students work on reading comprehension, sentence structure, vocabulary in context, types of writing, writing organization, and interpretation.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-52344777589106321372017-10-19T12:21:00.002-04:002017-10-19T12:22:09.395-04:00Week of 16 October 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
Flexibility has been given due to the schedule last week...<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>Why do we need heroes? Is it more important to win or to take a stand?<br />
<br />
Students will read a variety of poems based on heroism and war. They will be asked to identify the importance of word choice (diction) and tone for interpretation. Students will create a thesis statement (for a compare/contrast essay) and an outline to analyze and interpret the tone and message of the poet towards heroism in war (sacrifice/success). Poetic devices will be identified and discussed. Students will take a test on the poems on Friday, October 20th.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What is the meaning of Freedom?<br />
<br />
Students will continue to read informational texts on the Founders of the Constitution. Students will be asked to respond to the text by identifying any unknown vocabulary, highlighting, asking questions and applying relevancy through connections. Students have been given a Constitution packet that includes a chart for research on a particular founder, ideals found in the Constitution, and Argument outlines. The packet, along with the rubric will help guide students as they create the Founders PowerPoint with a perspective.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on their Introductory Speeches which will begin on Tuesday, 10/17. There will be peer critiquing and discussion. Chapters 10 and 12 are due on 10/20. Chapters 11, 13, and 14 are due on 10/24. One-to-one conferencing for the Introductory Speech will begin on Friday, 10/20.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will learn word dissection and analysis. They have been asked to create a board game using word parts. Students, working cooperatively will write instructions, create boards and board pieces, play, and learn affixes and roots through experience and application. They have been given a rubric. Word dissection, analysis, and vocabulary in concept are necessary tools to respond to the text.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com0tag:blogger.com,1999:blog-8805433289151619466.post-45034188903455231502017-10-10T13:32:00.002-04:002017-10-10T13:32:46.273-04:00Week of 10 October 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>Why do we need heroes? Is it more important to win or to take a stand?<br />
<br />
Students will read a variety of poems based on heroism and war. They will be asked to identify the importance of word choice (diction) and tone for interpretation. Students will create a thesis statement (for a compare/contrast essay) and an outline to analyze and interpret the tone and message of the poet towards heroism in war (sacrifice/success). Poetic devices will be identified and discussed. They will then be asked to create an argumentative essay utilizing the variety of poems read from Unit 1. Students will be asked to write a complete essay on heroic traits and show whether it is more important to win or to take a stand.<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What is the meaning of Freedom?<br />
<br />
Students will continue to read informational texts on the Founders of the Constitution. Students will be asked to respond to the text by identifying any unknown vocabulary, highlighting, asking questions and applying relevancy through connections. Students have been given a Constitution packet that includes a chart for research on a particular founder, ideals found in the Constitution, and Argument outlines. The packet, along with the rubric will help guide students as they create the Founders PowerPoint with a perspective.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on their Introductory Speeches which will begin on Thursday, 10/12. There will be peer critiquing and discussion. Chapters 10 & 12 are due on 10/17. Chapters 11, 13, and 14 are due on 10/20. One-to-one conferencing for the Introductory Speech will begin on Monday, 10/16.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will learn word dissection and analysis. They have been asked to create a board game using word parts. Students, working cooperatively will write instructions, create boards and board pieces, play, and learn affixes and roots through experience and application. They have been given a rubric. Word dissection, analysis, and vocabulary in concept are necessary tools to respond to the text.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.comtag:blogger.com,1999:blog-8805433289151619466.post-17168273257923503632017-10-03T13:40:00.000-04:002017-10-10T13:33:00.355-04:00Week of 3 October 2017<h2 style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; margin: 0px;">
<i>"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats</i></h2>
<div style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;">
<i><br /></i></div>
<strong style="background-color: #f6f6f6; color: #0d1db8; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><strong><em style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">The goal of this English class is to produce critical thinkers. 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.</span></em></strong></strong><b style="background-color: #f6f6f6; color: red; font-family: "trebuchet ms", trebuchet, verdana, sans-serif; font-size: 13px;"><i> </i></b><br />
<br />
<br />
<i><b><span style="color: red;">English 12: </span></b></i>Why do we need heroes? Is it more important to win or to take a stand?<br />
<br />
Students will complete there Beowulf projects on Tuesday, October 3rd. They will need to upload their projects onto Google Classroom. They have been given the code to join. Students will review Daily #12 on Wednesday (projects have taken the priority). They will take a test on <i>Beowulf</i> on Wednesday. Daily #14 will be assigned on Thursday. Students will read a variety of poems based on heroism and war. They will be asked to complete identify the importance of word choice (diction) and tone for interpretation. Students will create PowerPoints to analyze and interpret the tone and message of the poet towards heroism in war (sacrifice/success).<br />
<br />
<b><i><span style="color: red;">English 11: </span></i></b> What is the meaning of Freedom?<br />
<br />
Students will complete Powtoons and upload them to Google Classroom by Tuesday, October 3rd. They will begin/complete Daily 13. Students will complete a Test on the Declaration. On Thursday, they will read an informational article on the Founders of the Constitution. Students will be asked to respond to the text by identifying any unknown vocabulary, highlighting, asking questions and applying relevancy through connections. The informational article will prepare them for the research and the creation of the Founders PowerPoint.<br />
<div>
</div>
<br />
<b><i><span style="color: red;">Public Speaking: </span></i></b> How do basic speaking and listening skills help us to communicate?<br />
<br />
Students will work on their Introductory Speeches. Outlines are due around 10/5. Students will receive facilitation. They will review the analysis of two Commencement speeches. Students will focus on delivery skills and rhetoric skills. Chapter 6 is due on 10/2. Chapter 8 is due on 10/4 and Chapter 9 is due on 10/6.<br />
<br />
<b><i><span style="color: red;">Keystone Literature Workshop:</span></i></b> How does my interaction with the text provoke thinking and<br />
response?<br />
<br />
Students will learn word dissection and analysis. They have been asked to create a board game using word parts. Students, working cooperatively will write instructions, create boards and board pieces, play, and learn affixes and roots through experience and application. They have been given a rubric. Word dissection, analysis, and vocabulary in concept are necessary tools to respond to the text.Mrs. Hoppelhttp://www.blogger.com/profile/09967630649301784100noreply@blogger.com