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.

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.

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.

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.

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.