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.