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.