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English I Seminar: 1,3  

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  • English I Seminar Unit II-Theme

    10-20-17

    Bellwork- Verb Phrases (including helping verbs)

    Learning Targets- theme, archetype, motif

    Activity- continue reading part one of F451- try to finish part one by Monday for reading check quiz

    Exit slip- Describe Clarisse McClellan. How is she like Ray Bradbury (according to his interview)

  • English I Seminar Unit II-Theme

    10-19-17

    Bellwork- Transitive and Intransitive verbs

    Learning Targets- theme, motif, archetype

    Activity- continue reading F451, section one The Hearth and the Salamander

    exit slip- Describe Montag- what type character is he

  • English I Seminar Unit II-Theme

    10-18-17

    Bellwork- Being or Linking Verbs

    Learning Targets- 5-9

    Begin reading the novel Fahrenheit 451 on Kindle

    This book is part of the public domain and is avaiable online as a free downlaod if you need to read at home.

    Exit Slip- What does the quotation,"If they give you lined paper, write the other way," mean to you. Ray Bradbury included this as the preface to his book.

     

     

  • English I Seminar Unit II-Theme

    10=17-17

    Bellwork-action verbs

    Learning Targets- 5-9

    Activity- view Ray Bradbury interview about books, writing and Fahrenheit 451

    Exit Slip- what  words of wisdom stood out to you in his interview?  How does what he has to say relate to what we have read, viewed, listened to thus far?

     

  • English I Seminar Unit II-Theme

    10-16-17

    Bellwork- what your opinion-various topics

    Learning Targets- 5-9 see unit

    Agenda- topic of risk -quotations- and writing prompt

    Write for 20 minutes and share with class.

    What would you be willing to stand up for (take a risk) and what would you be willing to risk?

     

  • English I Seminar Unit II-Theme

    10-11-17

    MOVIE DAY FOR HIGH ATTENDANCE REWARD

    THURSDAY AND FRIDAY ARE FALL BREAK!

  • English I Seminar Unit II-Theme

    10, 9-10, -17

    Learning Targets 5-9 theme, archetypes, and motifs

    FORMATIVE ASSESSMENT OVER THEME UNIT

    TWO DAYS

    Thursday and Friday are FALL BREAK!

     

  • English I Seminar Unit II-Theme

    10-6-17

    BOOK FAIR!

    Notice: Formative Assessment over Theme Unit next Monday and Tuesday.

  • English I Seminar Unit II-Theme

    10-5-17

    Bellwork- summative assessment over nouns, pronouns, and antecedents.

    Learning Targets- 5-9

    Activity- Listen to song "We didn't start the fire" by Billy Joel

    Discuss themes, archetypes, motifs, historical connections

    Exit Slip- What events are fueling the "fire" today?

  • English I Seminar Unit II-Theme

    10-4-17

    Bellwork -  review pronouns and antecedents

    Learning Targets- 5-9 on theme, archetypes and motifs.

    Activity- view a video illustrating Plato's Allegory of the Cave

    Discussion of concepts.

    Exit slip- draw cave

    Notice: Study for summative assessment on nouns, pronouns and antecedents on Thursday.

  • English I Seminar Unit II-Theme

    10-3-17

    Bellwork- review pronouns for upcoming summative assessment

    Learning Targets- 5-9

    Agenda: Students will complete an art analysis of a painting depicting the destruction of war.

    Discussion of themes, motifs and archetypes present

    Exit Slip- Student draw their depiction of the desctruction of war

  • English I Seminar Unit II-Theme

    10-2-17

    Bellwork-Review nouns for upcoming assessment

    Learning Targets- 5-9

    Agenda:

    Listen to "War Pigs" anti-war song from 1970

    Analyze as an historical artifact

    Exit Slip- is this song still relevant in today's world? What are some songs about war from your era?

  • English I Seminar Unit II-Theme

    9-29-17 Friday

    Club Day- clubs meet every period. Students not involved in a club will do make-up work and read or work on their Novel Project.

    no bellwork or exit slip.

  • English I Seminar Unit II-Theme

    9-27 to 9-28-17

    Bellwork-Pronouns  review and formative assessment

    Learning Targets 5-9

    Agenda- Pre-reading activity- technology

    Read "There Will Come Soft Rains" by Ray Bradbury

    Comprehension questions, discussion

    Exit slip

  • English I Seminar Unit II-Theme

    9-25 to 9-26-17

    Bellwork-Pronouns

    Learning Targets- see unit beginning

    Agenda- read short story "Harrison Bergeron" by Kurt Vonnegut

    View film clip of story.

    Discuss and complete comprehension questions.

    Exit slip- What is true equality? Is it achieveable for everyone?

  • English I Seminar Unit II-Theme

    Bellwork

    Learning Targets 7-9 on previous day.

    Shortened class period due to Pep Rally

    Work on Archetypes and Identity.

  • English I Seminar Unit II-Theme

    9-21-17

    Bellwork- Pronouns

    Learning Targets

    LT5: I can determine the theme (central ideas) of a text and analyze its development over the course of the text.

     

    LT6: I can analyze the theme of a text by explaining how it is shaped by specific details from the text.

     

    LT7: I can write an objective summary that follows the plot of a text and supports the theme.

     

    LT8: I can identify the archetype and explain what it symbolizes using textual evidence

     

    LT9: I can identify and explain a motif that leads to the theme of a text.

    Introduction to Theme Unit

    Handicap Group Activity

    Exit Slip

  • English I seminar Unit 1 Summative Assessment

    9-19 to 9-20-17

    No Bellwork

    See Previous Learning Targets- 1,2,3

    Summative Assessment over two days.

  • Review/make-up/Reading Day

    9-18-17 

    Bellwork- put Learning targets into your own words from memory

    Learning Targets

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

    LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Agenda

    Finish formative assessment if not finished

    Hand back graded papers, go over grading criteria

    Review for Summative on Tuesday the 19th

    Exit Slip- how ready do you feel for summative?

  • Formative Assessment

    9-12-17 and 9-13-17 and 9-14-17 and 9-15-17

    (extended time due to assembly and MAP testing)

    bellwork-pronouns

    Learning Targets

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

     LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Activity: Formative Assessement:  reading The Monkey's Paw short story. Answer text dependent questions and answer diction questions

    Those that finish early will have time to read for the Novel Project. (Novel Project is due December 8th)

    Exit slip

  • Formative Assessment

    9-11-17

    Bellwork-Pronouns

    Learning targets

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

     LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Activity- Read The Monkey's Paw short story

    Answer Text dependent questions

    Exit Slip

  • English 1 Seminar Unit 1

    Bellwork: Look up examples of types of pronouns

    Learning Targets: 

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

    LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Agenda- Free Write Friday- respond to writing prompt and share with class.

    Exit slip- sharing

  • English I seminar Unit 1

    September 6 and 7, 2017

    Bellwork: Look up and define different types of pronouns

    Learning targets:

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

    LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Agenda: Read and discuss The story of an Hour by Kate Chopin

    Complete active reading guide questions

    Exit slip: How and what is spring a metaphor for in the story?

  • Eng I Seminar Unit 1

    Sept 5, 2017

    Bellwork: Formative Assessment over types of nouns

    Learning Targets:

    LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a tex

    LT3: I can explain how diction (word choice) adds to the overall tone of a text.

    Agenda: read "A Light Exists in Spring" by Emily Dickinson

    annotate poem for diction and meaning

    answer questions

    Exit Slip: What is the overall meaning/tone of the poem?

     

     

  • Free Write Friday

    9-1-17

    Bellwork: Writing Prompt

    Learning Targets:

    • I can respond creatively to a prompt
    • I can draw on life experiences to create a writing.

    Exit Slip: Share out writing.

  • On demand writing

    8-31-17

    • Bell work

    • Learning Targets

    • Produce clear and coherent writing.

    • Develop and strengthen writing as needed by planning, revising, editing, rewriting.

    • Draw evidence from literary or informational texts to support analysis, reflection, and research.

    • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    • Look at rubric

    • On-Demand Writing Prompt

    • Complete writing assessment

    • Exit slip: turn in completed writing

  • On demand writing

    8-30-17

    • Bell work

    • Review the following noun types:

    • What is an abstract noun?  Give 3 examples.

    • What is a concrete noun?  Give 3 examples.

    • What is a common noun? Give 3 examples.

    • Change the following words to singular possessive, plural, and plural possessive

    • Girl

    • Goose

    • People

    •  
    • What is a proper noun? Give 3 examples.

    • What is a collective noun? Give three examples.

    • Learning Targets

    • Produce clear and coherent writing.

    • Develop and strengthen writing as needed by planning, revising, editing, rewriting.

    • Draw evidence from literary or informational texts to support analysis, reflection, and research.

    • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    • Look at rubric

    • On-Demand Writing Prompt

    • Read three articles

    • Make writing plan

    • Exit Slip- How prepared am I to complete my writing assessment for tomorrow?

  • Great Expectations

    8-28-17

    • Bell Work- Formative Assessment- Nouns

    • Learning Targets

    • LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    • LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

    • LT3: I can explain how diction (word choice) adds to the overall tone of a text.
    •  

       

    • Read an excerpt from “Great Expectations” with partner

    • Activity- draw and describe a character

    • Exit Slip- trace your hand and on each finger write the name of a person who has helped raise you by hand.
  • The Sound of Thunder

    8-24-17

     

    Bellwork:

    The singular form of each noun is given. Write the other forms requested.

    Singular Singular Possessive Plural Plural Possessive

    • Example    book         book’s books books’

    1. hem

    2. exercise

    3. company

    4. piano

    Learning Targets

    • LT1: I can cite strong and thorough textual evidence to support what a text says explicitly.

    • LT2: I can cite strong and thorough evidence to support analysis of inferences drawn from a text.

            LT3: I can explain how diction (word choice) adds to the         overall tone of a text.

     

    Cornell Note Sheet

    Read “A Sound of Thunder”

    Exit Slip:

    • What warnings are given to the participants?  

    • What do you think will happen if someone doesn’t follow the rules?
  • Unit I Seminar English

    • Bell work

    • Copy the following examples of possessive and plural words onto your paper.

    • Come up with three other examples on your own.

    • Examples:

      • Noun not ending in –s the boy the boy’s basketball

      • Noun ending in –s the boss the boss’s temper

      • Plural noun              the bosses the bosses’ meeting

      • Irregular Plurals children children’s toys

    • Learning Targets

    • Activity

    • Read “A Sound of Thunder”

    • Cornell Note Taking while reading

    • Exit Slip

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