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.

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.

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.  

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.

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.

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.

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.