Monday, December 11, 2017

Weeks of 11 December 2017 and 18 December 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 



English 12:  How do people come to have different views of society?

Students have begun reading their assigned characters from "The Prologue" to Chaucer's Canterbury Tales.  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.


English 11:  Does the American Dream exist?

Students will be asked to read, analyze, and respond to the novella, Of Mice and Men 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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Monday, December 4, 2017

Week of 4 December 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 



English 12:  How does literature influence our lives? Does humanity exist?

Students will complete watching a visual interpretation of Mary Shelley's Frankenstein.  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.

English 11:  What role does individualism play in American society?  How do I fit in?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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. 

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Monday, November 20, 2017

Weeks of 20 November 2017 and 27 November 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 

Enjoy time with family and friends over the Thanksgiving Break!

English 12:  How does literature influence our lives? Does humanity exist?

Students will continue to read, interpret, and analyze Mary Shelley's Frankenstein. 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, Frankenstein.  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.

English 11:  What role does individualism play in American society?  How do I fit in?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Wednesday, November 15, 2017

Week of 13 November 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  How does literature influence our lives? Does humanity exist?

Students will continue to read, interpret, and analyze Mary Shelley's Frankenstein. 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, Frankenstein.  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.

English 11:  What role does individualism play in American society?  How do I fit in?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Wednesday, November 8, 2017

Week of 6 November 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  How does literature influence our lives? Does humanity exist?

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 Frankenstein. 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, Frankenstein.  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.

English 11:  Should we listen to the instinct of fear?  Who can we trust?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Monday, October 30, 2017

Week of 30 October 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  How does literature influence our lives? Does humanity exist?

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 Frankenstein. 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, Frankenstein.  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.

English 11:  Should we listen to the instinct of fear?  Who can we trust?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Monday, October 23, 2017

Week of 23 October 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  How does literature influence our lives? Does humanity exist?

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 Frankenstein. 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, Frankenstein.  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.

English 11:  Should we listen to the instinct of fear?  Who can we trust?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.   

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Thursday, October 19, 2017

Week of 16 October 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 

Flexibility has been given due to the schedule last week...

English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

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.

English 11:  What is the meaning of Freedom?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Tuesday, October 10, 2017

Week of 10 October 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

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.

English 11:  What is the meaning of Freedom?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Tuesday, October 3, 2017

Week of 3 October 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

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 Beowulf 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).

English 11:  What is the meaning of Freedom?

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.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

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.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

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.

Tuesday, September 26, 2017

Week of 25 September 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

Students have begun work on the Beowulf Project.  Students have chosen one of the following options:  movie trailer/critique, newspaper/magazine article, children's book, puppet show, or a graphic novel.  They will demonstrate comprehension and knowledge by applying themes, symbols, elements of the epic or elegy, characters, setting, and plot of Beowulf.  Students have been given instructions/requirements, worksheets, daily logs, examples, and rubrics.  They will be using Chromebooks.

English 11:  What is the meaning of Freedom?

Students will identify the ideas/concepts of the time period and apply them to the analysis of the Declaration of Independence. Students will complete worksheets, participate in discussion, and write a response. They will be required to compare the First Draft of the Declaration and the Final Draft. Students will summarize and analyze what they have read and complete a POWTOON.  They have agreed upon a Rubric.  Students will work in pairs to create a POWTOON that will support the purpose statement.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

Students will put their reading and discussions to work.  They will complete reading and analyzing two Commencement Speeches, due on the 27th and the 29th.  Students will identify organization, rhetoric skills, and delivery. They will discuss the importance of word choice, content, rhythm, and presentation skills.  Students will take notes, complete worksheets, and participate in discussions.  Topics for the Introductory Speech are due this week.  Chapter 4 is due on the 26th.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

Students will complete a Sample Test.  They will check and critique their own work on multiple choice questions.  Students will then refocus their goals in reading and writing after identifying specific skill strengths and weaknesses.   Students will learn to decipher test questions, use the process of elimination, and practice written responses.

Monday, September 18, 2017

Week of 18 September 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

Students will read, respond, discuss, and share information and ideas.  Students will identify the difference between the epic and the elegy, christian and pagan themes, and winning vs. taking a stand.  They will read, analyze, and engage in discussions through literature circles on Beowulf. Students will be responsible for individual notes and analyses, participating in small group discussions, and leading/teaching large group discussions.  Through guided discussion and peer interaction, students will share their response to the relevancy of the poem.  Students will be preparing themselves for the choice of creating a:  movie trailer/critique, newspaper/magazine article, or a graphic novel.  They will demonstrate comprehension and knowledge by applying themes, symbols, elements of the epic or elegy, characters, setting, and plot of Beowulf.

English 11:  What is the meaning of Freedom?

CDT will be on Monday and Tuesday.

Students will identify the ideas/concepts of the time period and apply them to the analysis of the Declaration of Independence. Students will complete worksheets, participate in discussion, and write a response. They will be required to compare the First Draft of the Declaration and the Final Draft. Students will summarize and analyze what they have read and complete a POWTOON.  They will become a part of the grading process by helping to create a Rubric for the POWTOON.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

Students will put their reading and discussions to work.  They will complete reading and analyzing two Commencement Speeches.  Students will identify organization, rhetoric skills, and delivery. They will discuss the importance of word choice, content, rhythm, and presentation skills.  Students will take notes, complete worksheets, and participate in discussions.  They will also be asked to read and complete Ch. 1-5 in their text.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

Students will complete a Diagnostic Test.  They will check and critique their own work on multiple choice questions.  Students will then refocus their goals in reading and writing after identifying specific skill strengths and weaknesses.   Students will learn to decipher test questions, use the process of elimination, and practice written responses.

Tuesday, September 12, 2017

Week of 11 September 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 


English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

Students will read, respond, discuss, and share information and ideas.  Students will identify the difference between the epic and the elegy, christian and pagan themes, and winning vs. taking a stand.  They will read, analyze, and engage in discussions through literature circles on Beowulf. Students will be responsible for individual notes and analyses, participating in small group discussions, and leading/teaching large group discussions.  Through guided discussion and peer interaction, students will share their response to the relevancy of the poem.  Students will be preparing themselves for the choice of creating a:  movie trailer/critique, newspaper/magazine article, or a graphic novel.  They will demonstrate comprehension and knowledge by applying themes, symbols, elements of the epic or elegy, characters, setting, and plot of Beowulf.

English 11:  What is the meaning of Freedom?

Students will continue working on Unit 1. They will be required to respond to informational articles on the historical perspectives that led to America's independence.  Students will highlight, annotate, and make connections to the informational literature.  They will utilize vocabulary in context, identify tone and perspective. Students will create a T Chart and apply the ideas in a written response. They will identify the ideas/concepts of the time period and apply them to the analysis of the Declaration of Independence. Students will complete worksheets, participate in discussion, and write a response. They will be required to compare the First Draft of the Declaration and the Final Draft. Students will summarize and analyze what they have read and complete a POWTOON.  They will become a part of the grading process by helping to create a Rubric for the POWTOON.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

Students will put their reading and discussions to work.  They will complete reading and analyzing two Commencement Speeches.  Students will identify organization, rhetoric skills, and delivery. They will discuss the importance of word choice, content, rhythm, and presentation skills.  Students will take notes, complete worksheets, and participate in discussions.  They will also be asked to read and complete Ch. 5 in their text.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

Students will continue to work on response essays.  They will receive individualized facilitation to improve writing a response on a standardized test.  Students will recognize and utilize the writing process.  They will check and critique their own work on multiple choice questions.  Students will learn to decipher test questions, use the process of elimination, and practice written responses.

Tuesday, September 5, 2017

Week of 4 September 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 

English 12:  Why do we need heroes?  Is it more important to win or to take a stand?

Students will be responsible for reading, analyzing, and responding to the articles that will enable them to successfully complete reading and analyzing the epic poem.  They will read, respond, discuss, and share information and ideas.  Students will identify the difference between the epic and the elegy.  They will read, analyze, and engage in discussions through literature circles on Beowulf. Students will be responsible for individual notes and analyses, participating in small group discussions, and leading/teaching large group discussions.   Through guided discussion and peer interaction, students will share their response to the relevancy of the poem.  Students will be preparing themselves for the choice of creating a:  movie trailer/critique, newspaper/magazine article, or a graphic novel.  They will demonstrate comprehension and knowledge by applying themes, symbols, elements of the epic or elegy, characters, setting, and plot of Beowulf.

English 11:  What is the meaning of Freedom?

Students will continue working on Unit 1. They will be required to respond to informational articles on the historical perspectives that led to America's independence.  Students will highlight, annotate, and make connections to the informational literature.  They will utilize vocabulary in context, identify tone and perspective. Students will create a T Chart and apply the ideas in a written response. They will identify the ideas/concepts of the time period and apply them to the analysis of the Declaration of Independence. Students will complete worksheets, participate in discussion, and write a response. They will be required to compare the First Draft of the Declaration and the Final Draft.

Public Speaking:  How do basic speaking and listening skills help us to communicate?

Students have been introduced to the course requirements.  Students will be reading and responding to information found in the text to help them learn the importance of both listening and speaking skills when writing a speech.  The application of information will aid with the writing of their Introductory Speech.  They will ask questions, participate in discussions, and create a safe, productive environment.   The first Chapter will be due on Friday, September 6th.

Keystone Literature Workshop:  How does my interaction with the text provoke thinking and
                                                      response?

Students will continue to work on response essays.  They will receive individualized facilitation to improve writing a response on a standardized test.  Students will recognize and utilize the writing process.  They will check and critique their own work on multiple choice questions.  Students will learn to decipher test questions, use the process of elimination, and practice written responses.  

Monday, August 28, 2017

Week of August 28th 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats


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. 

Welcome Back!

English 12:  What makes a hero?

Students have been introduced to the course requirements.  This year will focus on how we,  as individuals, can make life better...not easier.  We look forward to creating an environment that respects individual thought, creative production, and a diligent work ethic. Students will be responsible for promoting thoughtful discussions about the relevancy  of literature, utilizing/applying critical thinking skills to the literature, and demonstrating their writing skills through written responses.  They will be given an informational article on the culture of the Anglo-Saxons.  Students will be responsible for reading, analyzing, and responding to the article that will enable them to successfully complete reading and analyzing the epic poem.  Students will begin with identifying characteristics of the hero type through the modern day superhero found in graphic novels and comparing/contrasting to the epic hero found in Beowulf.  They will identify elements of the epic poem and graphic novel writing.  Through guided discussion and peer interaction, students will share their response to the relevancy of the poem.

English 11:  What is the meaning of Freedom?

Students have been introduced to the course requirements.  Students will begin working on Unit 1. They will be required to respond to informational articles on the historical perspectives that led to America's independence.  Students will highlight, annotate, and make connections to the informational literature.  They will utilize vocabulary in context, identify tone and perspective. Students will create a T Chart and apply the ideas in a written response. They will identify the ideas/concepts of the time period and apply them to the analysis of the Declaration of Independence. Students will complete worksheets, participate in discussion, and write a response. They will be required to compare the First Draft of the Declaration and the Final Draft.


Public Speaking:  How do basic speaking and listening skills help us to communicate?

Students have been introduced to the course requirements.  Students will be reading and responding to information found in the text to help them learn the importance of both listening and speaking skills when writing a speech.  The application of information will aid with the writing of their Introductory Speech.  The first Chapter will be due on Friday, September 1st.

Keystone Remediation:   How does my interaction with the text provoke thinking and response?

Students have been introduced to the course requirements.  This course requires a student to show improvement in standards that need to be strengthened.  Each student will receive a goal(s) to be reached for individual improvement.  Every student is responsible to focus and work on improving a skill for success on the Keystone.

Tuesday, May 16, 2017

Week of May 15th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?  Where do we call home?

Students will respond to the work, Frankenstein.  They will identify and apply Gothic elements  to Frankenstein. Students will identify and apply themes of isolation, revenge, secrets and lies, family, science and exploration, compassion and forgiveness, and appearances.  They will respond to this work as a cumulative unit for the year.  Students will review for the Final exam.

Practical English 11:  How do we respond when challenged by fear?

Students will view The Crucible and Hamlet.  They will analyze and discuss elements of the drama and elements of the tragedy.  Students will read and respond to informational articles on the authors and analyses of the plays.  They will be required to create storyboards and video game walkthroughs. Students will be given the prompt, requirements, templates, and rubrics.  They will work in pairs/groups.  Projects will be due no later than May 24th.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 7 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does speech influence thought?

Students will be working on the Reflective Speech.  Reflective thinking and critical thinking are closely connected. They will use rhetoric skills to communicate a narrative about a significant incident to the audience .  Students will need to have an outline, a hard copy, podium cards/binder, and  a visual aid.  Speeches will commence on Tuesday, May 18th.

Monday, May 8, 2017

Week of May 8th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?

Students will continue to work on their Poetry Books.   They will learn how powerfully personal poetry is to both the poet and the reader. They will apply poetic elements and devices to write and analyze poetry/songs. Students will write analytic paragraphs to accompany the poems/songs.  They will be given the requirements, and rubrics.  Poetry books are due no later than Friday, May 12th.

Practical English 11:  How do we respond when challenged by fear?

Students will view The Crucible and Hamlet.  They will analyze and discuss elements of the drama and elements of the tragedy.  Students will read and respond to informational articles on the authors and analyses of the plays.  They will be required to create storyboards and video game walkthroughs. Students will be given the prompt, requirements, templates, and rubrics.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 6 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does speech influence thought?

Students will be working on the Reflective Speech.  Reflective thinking and critical thinking are closely connected. They will use rhetoric skills to communicate a narrative about a significant incident to the audience .  Students will need to have an outline, a hard copy, podium cards/binder, and  a visual aid.  Speeches will commence on Tuesday, May 18th.

Tuesday, May 2, 2017

Week of May 1st 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?

Students will continue to work on their Poetry Books.   They will learn how powerfully personal poetry is to both the poet and the reader. They will apply poetic elements and devices to write and analyze poetry/songs. Students will write analytic paragraphs to accompany the poems/songs.  They will be given the requirements, and rubrics.  Poetry books are due no later than Wednesday, May 10th.

Practical English 11:  What role does individualism play in American society?

Students will demonstrate how Transcendentalism helped to shape America today.  Individualism for the greater good of the country is a defining moment in American Literature.  Students will read and analyze  Walt Whitman.  They will also read and analyze a Romantic Poet, Emily Dickinson. Students will read excerpts from Walden and Civil Disobedience. They will read and analyze "The Love Song of J. Alfred Prufrock".  Students will make connections to individualism and American Society.  Students will identify speaker and apply literary elements and devices.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 5 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does the speech influence thought?

Students will be working on the Persuasive/Argumentative Speech.  They will use persuasive strategies and rhetoric skills to convince their audience to adopt the same thought or to motivate to act.  They will be required to have 5-7 sources, an outline, a hard copy, podium cards/binder, and  a visual aid.  Speeches will commence on Tuesday, May 2nd.

Monday, April 24, 2017

Week of April 24th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?  What is your core purpose and how will you get there?

Students will use the information from the Romanticism article to help complete their Poetry Projects. Students will learn how powerfully personal poetry is to both the poet and the reader. They will apply literary elements and devices to write and analyze poetry/songs. Students will write
analytic paragraphs to accompany the poems/songs.  They will be given the requirements, and rubrics.  Poetry books are due no later than Tuesday, May 2nd.

Practical English 11:  What role does individualism play in American society?

Students will demonstrate how Transcendentalism helped to shape America today.  Individualism for the greater good of the country is a defining moment in American Literature.  Students will read and analyze  Walt Whitman.  They will also read and analyze a Romantic Poet, Emily Dickinson. Students will read excerpts from Walden and Civil Disobedience. They will read and analyze "The Love Song of J. Alfred Prufrock".  Students will make connections to individualism and American Society.  Students will identify speaker and apply literary elements and devices.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 4 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does the speech influence thought?


Students will be working on the Persuasive/Argumentative Speech.  They will use persuasive strategies and rhetoric skills to convince their audience to adopt the same thought or to motivate to act.  They will be required to have 5-7 sources, an outline, a hard copy, podium cards/binder, and  a visual aid.

Tuesday, April 18, 2017

Week of April 17th 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?  What is your core purpose and how will you get there?

Students will read and respond to informational article on Romanticism.  They will be required to
use vocabulary in context, connect to the information, identify literary/poetic devices and structure, identify purpose and meaning. The information will be used to help complete the Poetry Projects. Students will learn how powerfully personal poetry is to both the poet and the reader. The responses will be due Friday, April 21st.

Practical English 11:  What role does individualism play in American society?

Students will create movie critiques.  They will be required to write persuasively and apply the structure and format for movie reviews.  Students will also be asked to interpret The Pursuit of Happyness.  They will be asked to draw parallels and conclusions to the ideas found in the Declaration of Independence, Transcendentalism and today..

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 3 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does the speech influence thought?


Students will be working on the Persuasive/Argumentative Speech.  They will use persuasive strategies and rhetoric skills to convince their audience to adopt the same thought or to motivate to act.  They will be required to have 5-7 sources, an outline, a hard copy, podium cards/binder, and  a visual aid.

Wednesday, April 12, 2017

Week of April 10th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?  What is your core purpose and how will you get there?

Students will identify requirements of the Functional resume and of the cover letter.  They will create a cover letter and a resume for a job they want.  Students will need to identify future plans and goals. Self reflection and knowledge are vital for success.

Practical English 11:  What role does individualism play in American society?

Students will complete their PowerPoint Presentations demonstrating their knowledge and the connections made to the information by creating a thesis and using specific evidence to support it. Students will read and respond to an article on Chris Gardner.  They will be required to summarize the informational article through highlighting.  Students will then identify the message/meaning of the article:  nature vs. nurture, power/greed, relationships/loyalty, leadership/individualism, society/morality, gov't/individual.  They will use this article next week to create movie critiques. Students will also be asked to interpret The Pursuit of Happyness.  They will be asked to draw parallels and conclusions to the ideas found in Transcendentalism.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 2 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does the speech influence thought?

Students will be working on the Persuasive/Argumentative Speech.  They will use persuasive strategies and rhetoric skills to convince their audience to adopt the same thought or to motivate to act.  They will be required to have 5-7 sources, an outline, a hard copy, podium cards/binder, and  a visual aid.

Tuesday, April 4, 2017

Week of April 2nd, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  How do we define ourselves?  What is your core purpose and how will you get there?

Students will identify requirements of the Functional resume and of the cover letter.  They will create a cover letter and a resume for a job they want.  Students will need to identify future plans and goals. Self reflection and knowledge are vital for success.

Practical English 11:  What role does individualism play in American society?

Students will immerse themselves in the focus time period of 1800-1870.  They will be asked to research a period of history from 1800-1870.  Students will identify the perceptions of individualism in American society during the 19th century by analyzing works from a variety of individuals. They will be required to identify author's perspective and summarize the article with specifics.  Students will then produce PowerPoint Presentations demonstrating their knowledge and the connections made to the information by creating a thesis and using specific evidence to support it.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will begin work on Key 1 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in the focus area.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  How does word choice, syntax, and tone affect communication?


Students will present their Informative Speeches.  They will be asked to complete peer critiques. Students will review, critique, and conference after presentations have been completed.

Monday, March 27, 2017

Week of March 27th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

English 12:  When do we need a new vision?

Students will analyze devices used in a satire.  Satire is used to force people to agree with the author and act.  Students will be required to write a critical evaluation of a current day satire.  They will be required to demonstrate the use of hyperbole, understatement, and verbal irony.  Students' knowledge of satire aids in the comprehension of purpose. Students should be able to see how criticism leads to change.
They will create cover letters and resumes.

Practical English 11:  Does the American Dream exist?

Students will be asked to read, analyze, and respond to the novella, Of Mice and Men.  They will be required to complete worksheets and study guides. The students should be prepared to participate in discussions on the novel and to respond to the critical thinking questions.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will continue work on Key 7 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in Answering the Constructed-Response.  Students will be required to read a prompt and respond to it using an assertion and evidence.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  Why should the use of valid and reliable sources be necessary?


There will  be one-to-one conferencing at the end of the week to review speech delivery and content. They will be required to read and respond to Chapter 15 in their texts.  Students will complete the Informative Speech process.  Informative Speech Presentations will begin on April 2nd.

Monday, March 20, 2017

Week of March 20th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 


English 12:  When do we need a new vision?

Students will identify and apply the structure of poems (rhyme scheme and form).  They will analyze author's point of view, identify and apply poetic devices.  Students will analyze devices used in a satire.  Satire is used to force people to agree with the author and act.  Students will be required to write a critical evaluation of a current day satire.  They will be required to demonstrate the use of hyperbole, understatement, and verbal irony.

Practical English 11:  What is the meaning of freedom? Does the American Dream exist?

Students will need to complete the newscast on a current event (political or social).  They will be using the handouts on The Constitution and The Bill of Rights to complete their projects. Students will need to include several of the ideas found in these documents when producing the newscast. They will need to create a backdrop and a script.  Students will be given a handout on the requirements which will include a Rubric.  They will be required to use their sources in the script of the newscast.   Students will make sure to use valid sources and differentiate between real news and fake news.  The project will be due at the end of next week, March 10th, 2017.  Students will also be asked to read, analyze, and respond to the novella, Of Mice and Men.  They will be required to complete worksheets and study guides.  Students will be asked to work on this unit while students will be filming their newscasts.  The students should be prepared to participate in discussions on the novel and to respond to the critical thinking questions.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will continue work on Key 7 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in Answering the Constructed-Response.  Students will be required to read a prompt and respond to it using an assertion and evidence.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  Why should the use of valid and reliable sources be necessary?

There will  be one-to-one conferencing at the end of the week to review speech delivery and content. They will be required to read and respond to Chapter 10 and 12 due on Tuesday, March 21st and Chapters 11, 13, & 14 due on Friday, March 24th in their texts.  Students will be asked to compare/contrast Malcolm X and Martin Luther King, Jr.  They will be required to analyze these speeches and will need to identify good rhetoric skills.  Students will begin the Informative Speech process.  Informative Speech Presentations will begin on April 2nd.

Friday, March 17, 2017

Week of March 13th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 

SNOW....see next week's Homework Helpline

Monday, March 6, 2017

Week of March 6th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 


English 12:  Why is disillusion and vision necessary?

Students will continue work on the Final Project for the novel by completing 1 of 3 choices:  Front Page of the Newspaper, Propaganda Poster (the promotion of an idea), or Soundtrack.  They will also be required to complete an advertisement (the promotion of an object). Students will be required to complete worksheets, work in pairs, and use their creativity.  They will identify persuasive techniques, immerse themselves in a time period/culture, apply literary devices, and/or demonstrate civic responsibility.  The project will be tentatively due by Friday, March 10th.

Practical English 11:  What is the meaning of freedom? Does the American Dream exist?

Students will need to produce a newscast on a current event (political or social).  They will be using the handouts on The Constitution and The Bill of Rights to complete their projects. Students will need to include several of the ideas found in these documents when producing the newscast.  They will need to create a backdrop and a script.  Students will be given a handout on the requirements which will include a Rubric.  They will be required to use their sources in the script of the newscast.   Students will make sure to use valid sources and differentiate between real news and fake news.  The project will be due at the end of next week, March 10th, 2017.  Students will also be asked to read, analyze, and respond to the novella, Of Mice and Men.  They will be required to complete worksheets and study guides.  Students will be asked to work on this unit while students will be filming their newscasts.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will continue work on Key 6 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in Answering the Constructed-Response.  Students will be required to read a prompt and respond to it using an assertion and evidence.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  Why should the use of valid and reliable sources be necessary.

There will  be one-to-one conferencing at the end of the week to review speech delivery and content. They will be required to read and respond to Chapter 9 in their texts.  Students will be asked to compare/contrast Malcolm X and Martin Luther King, Jr.  They will be required to analyze these speeches and will need to identify good rhetoric skills.  Students will begin the Informative Speech process.  Informative Speech Presentations will begin on March 30th.

Monday, February 27, 2017

Week of February 27th, 2017

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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. 


English 12:  Why is disillusion and vision necessary?

Students will complete the Final Assessment for Lord of the Flies.  They will be required to apply the literary allusion to examples found in the novel and synthesize the evidence to answer questions based on symbols and themes.  Students will begin the Final Project for the novel by completing 1 of 3 choices:  Front Page of the Newspaper, Propaganda Poster (the promotion of an idea), or Soundtrack.  They will also be required to complete an advertisement (the promotion of an object). Students will be required to complete worksheets, work in pairs, and use their imaginations.  The project will be tentatively due by Friday, March 3rd.

Practical English 11:  What is the meaning of freedom?

Students will complete the Constitution packets.  They will be required to begin and complete the Final Project.  Students will need to produce a newscast on a current event (political or social).  They will be using the handouts on The Constitution and The Bill of Rights to complete their projects. Students will need to include several of the ideas found in these documents when producing the newscast.  They will need to create a backdrop and a script.  Students will be given a handout on the requirements which will include a Rubric.  They will be required to use their sources in the script of the newscast.   Students will make sure to use valid sources and differentiate between real news and fake news.  The project will be due at the end of next week, March 10th, 2017.  Students will also be asked to read, analyze, and respond to the novella, Of Mice and Men.  They will be required to complete worksheets and study guides.  Students will be asked to complete this unit while students will be filming their newscasts.

Keystone Literature Remediation:  Why is reflection and self-assessment necessary?

Students will continue work on Key 6 in their Keystone Literature Workbooks.  They will identify a goal and chart their progress in Fiction.  Students will be required to read and respond to questions on purpose, structure, tone, characterization, symbolism, and meaning.  Students will use each key to focus their work on the online apps.  They will complete assignments and chart their progress.


Public Speaking:  Why should the use of valid and reliable sources be necessary.

There will  be one-to-one conferencing at the end of the week to review speech delivery and content. They will be required to read and respond to Chapter 6 in their texts.  Students will be asked to compare/contrast two very public speakers during the 1960s.  They will be required to analyze these speeches and will need to identify good rhetoric skills.  Students will begin the Informative Speech process.