News

  • 5/30 Students took final exam for Great Gatsby. Went over handout on nonverbal and vocal aspects of speaking. Viewed three sample speeches to evaluate these. Students given time to work on final speeches. Chose speaking order. 

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  • 5/25 Students were given the choice of working on speeches or reading the final three chapters of The Great Gatsby. The exam for Gatsby will be on Wednesday, May 30.

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  • 5/23 students received a handout to organize elements of their final exam speech and the ruric for the final. Students took a quiz from Monday's viewing to demonstrate familiarity with characters. Read informational text on how the 1919 World Series was fixed. Students viewed Gatsby film up to Gatsby saying you can recapture the past. Students checked out novels to read final three chapters of the book. Gatsby test will be given next Wednesday, 5/30.

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  • 5/21 students viewed 1 hour of the film The Great Gatsby. 2nd hour discussed anticpation questions and receeived graded personal statements. Period 3 did a wheel decide to pick speech topics. 

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  • 5/17 Students received handout on argumentative speech to be used for semester final. Students viewed prezi to introduce The Great Gatsby. Distributed character list for the novel and handout on what it would cost to be Gatsby today. Lastly, went over anticipatory set questions. Students asked to write justification for responses for two of them to discuss on Monday. 

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  • 5/15 Students took check quiz on "Winter Dreams" We filled in boxes of graphic organizer relating to summary, author's life, and the theme of ambition. Students then viewed prezi to reinforce symbolism in literary works. We looked at handout on archetypal symbols. We then discussed the three prominent symbols found in "Winter Dreams"

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  • 5/11 students given time to read the story "Winter Dreams' for next Tuesday.

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  • 5/10 Students given 10 minutes to final and print their personal statements. Students viewed "Bernice Bobs Her Hair" after brief introduction. Discussed the story in relation to irony, allegory, symbolism and ambition. Students who plan to be gone tomorrow received copy of the story "Winter Dreams" to be read by Tuesday. 

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  • 5/8 students conducted peer edits of classmate's personal statement using guide provided. Final statements will be due on Thursday. Students read informational text on sacrifices to be made to secure one's ambitions. Students took intro notes on F Scott Fitzgerald and modernism along with literary elements to be examined with Fitzgerald's works. Students watched mini bio and viewed photos of his gravesite. 

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  • 5/4 students took assessment on "The Devil and Tom Walker" Remaining class time used to work on personal statements to prepare for  peer edit on Tuesday.

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  • 5/2 Reviewed story "The Devil and Tom Walker" and discussed how it is an archetype. Introduced Tall Tale. Viewed video and read "Babe the Blue Ox" to apply characteristics. Students took notes on satire and viewed prezi to see techniques to build satire.Ffilled in graphic organizer to prepare for Friday's quiz. 

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  • 4/30 students took notes on author Washington Irving and literary term archetype. Students viewed prezi to reinforce archetypal plot of selling one's soul. Students listened to audio for "The Devil and Tom Walker."

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  • 4/26 Students took quiz on "the Ambitious Guest" and background on author, dark romanticism, and setting functions. Read informational text "What is a Legacy?" in relation to our theme of ambition and the story. Students viewed two videos on leaving a legacy. Distributed rubric for personal statements and students used the remainder of the period to work on theirs. 

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  • 4/24 Students took notes on author, literary style, and literary period for Nathaniel Hawthorne. Students listened to audio for "The Ambitious Guest" We filled in graphic organizer to demonstrate understanding of story details, its relationship to theme of ambition, and significance of setting. Students received handout and viewed slides to understand use of setting in short stories. Story quiz on Thursday.

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  • 4/20 Students completed check asssessment on "The Necklace" and related discussion. Group read informational text on women, success, and ambition. Students given time to begin work on personal statements. 

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  • 4/17 Students given outcomes for sample application essays read in class. Students given notes on de Maupassant and his writing style. Students listened to "the Necklace" and then asked to fill in graphic organizer in relation to story's plot and our theme for qt 4. Reviewed irony with handout and photos and discussed irony in the story. 

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  • 4/12 Distributed personal statement prompts and UW system prompts to demonstrate relevance and alignment. Students completed creative free write to connect with personal characteristics. Distributed four sample personal statements for students to evaluate. Students assigned to choose one for admission and one for rejection and provide reasons why on corresponding wksht. 

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  • 4/10 Introduced qt 4 theme by sharing/discussion of essential questions. Students viewed motivational video of what is meant by ambition. Read Gates article on creating your story of ambitioin. Students read Krahn story to see negative consequences of too much ambition. Students took self-quiz to determine their ambition level. Distributed personal statement options. 

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  • 4/6 Students completed viewing Ender's Game DVD adaptation. Remainder of class used to final Piktochart infographics and turn in. 

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  • 4/4 Students received grading rubric for piktocharts, which are due on Friday. First half of class used for working on infographics. Second half of class spent to continue watching Ender's Game DVD adaptation. 

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  • 4/2 students continued viewing DVD of Ender's Game. Second half of class used to continue work on pictochart infographics. 

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  • 3/21 Ender's Game vocab packets collected. Students completed the performance test for quarter 3. Began viewing Ender's Game film adaptation. 

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  • 3/19 Students plated Kahoot to review events of chapters 13-15. Discussed book's ending. Reviewed the hero path in relation to the novel. Students turned in final discussion guide. Students used time to work on piktocharts or vocab. Vocab will be collected on Wednesday. Performance test to be given on Wednesday.

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  • 3/15 Students asssigned writing project for Ender's Game unit. Distributed handout on piktochart requirements and sheet to record sources. Students viewed video on basics of piktochart. Class time used to read, work on vocab, begin research for project, or begin creating piktochart. Vocabulary for Ender's Game will be collected Wednesday, 3/21. Students will take performance test for Enders Game on 3/21.

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  • 3/13 Students completed check quiz on section 4. Went over the discussion questions for chapter 4.  Students received final discussion questions handout. Played audio for chapter 13. Final novel vocabulary packet will be due Wednesday, 3/21!!!!

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  • 3/9 Class time used to complete reading of chapters 10-12 for 3/13 or work on vocabulary assingment for the novel. 

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  • 3/7 "What's My Army" bio poems collected. Students took check quiz on chapter 9.  Went over discussion questions for chapter 9 and article on Locke and Domostenes to see modern implication. Students assigned next three chapters to be read by 3/14. Studentss listened to audio of chapter 10 to aid them in their reading. 

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  • 3/5 Went over discussion questions for section 3. Students took part in cooperative search for text to support 4 themes in the novel. Section 4 due on Wednesday as well as printed bio poems. 

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  • 2/22 Looked at sample ACT prompt for writing section of the exam. Went over sample responses, grades they earned, and evaluation of those responses to prepare for next Tuesday's ACT exam. Students given reading time to complete section 3 for Monday, discussion guide and vocab.

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  • 2/20 Students viewed video on how to format response to the ACT writing response. Played quizizz to check close reading of section 2 of Ender's Game. Went over section 2 discussion questions. Students received section 3 discussion question sheet and began listening to audio for "Salamander" Section 3 should be read by Monday, 2/26. Flash fiction sci-fi papers to be collected on Thursday. 

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  • 2/14 Students conducted self-edit of sci-fi flash pieces. Products will be due 2/22. Played wheel decide to check comprehension of section 1 reading. Went over discussion guide for section 1. Students viewed video of how sci-fi writing technology has come to pass today. Students assigned section 2 and discussion questions for Tuesday, 2/20.

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  • 2/12 students used period to either work on sci-fi flash fiction writing products, read 1-26 in text and complete accompanying vocab./discussion questions, or both. Teacher-led edit of writing products will be on Wednesday. 

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  • 2/9 School closed due to weather. Class did not meet. 

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  • 2/7 went over anticipatory set questions for Ender's Game. Students received novel vocab packets and discussion questions for section 1. Section 1 will be due on Tuesday, 2/13. Mrs. Jacobs checked out copies to students. Remainder of time used to work on flash sci-fi writing pieces. 

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  • 2/5 students viewed intro prezi for Ender's Game while filling in note taking guide. Students given half of class period to work on original sci-fi flash ficiton. 

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  • 2/1 students completed formal assessment on sci-fi, flash fiction, and stories read. Time given for brainstorming and to being personal writing products- Sc-fi flash fiction. 

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  • 1/30 Students took informal assessment filling in graphic organizer for on-demand reading. Went over handout explaining the writing product for flash fiction. Distributed rubric and brainstorming sheet. Students viewed video on recommendations for taking the reading portion of the ACT exam.

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  • 1/26 Read the story "Test" Students filled in graphic organizers in cooperative groups. Students transfered findings to art paper and presented to class to determine  accuracy and prepare for independent story analyis on Tuesday.

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  • 1/24 completed graphic organizer for "The Feeling of Power" Introduced students to flash fiction with youtube and handout. Read sample of Twitterature. Read "The Eyes Have It" and completed graphic organizer for same. 

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  • 1/22 Students shown video of teen inventor to launch quarter 3 theme. Looked at essential questions for the theme. Connected to literary genre 1. Students viewed 2 clips and received handout to clarify characteristics of science fiction genre. Read "The Feeling of Power" and filled in graphic organizer for short story elements side. Will continue with sci-fi side on Wednesday. 

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  • 1/11 Students viewed the remainder of Of MIce and Men film adaptation. Students introduced to course options for Senior English. Personal reading time given.

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  • 1/5 Students provided peer edits for two classmates of literary analysis papers. final papers due on 1/9

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  • 1/3 Students lead through an edit of their literary essays using teacher-designed list. Students should have completed corrections to prepare for Friday's peer edit. Final products will be printed on Friday and turned in after peer edit and correction period. 

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  • 12/22 Students viewed presentation on transitions - which should be included in Of Mice and Men lit analysis writing products. Writing products will be due at the start of class on Friday, January 5. Students used class time to continue writing products. 

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  • 12/20 Students completed performance test for Of Mice and Men. Students introduced to writing body paragraphs using ICE. Showed sample body paragraph. Students used time to continue work on Q2 writing product. 

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  • 12/18 Students given time to complete edits to sacrifice letters and address envelopes for mailing. Went over repsonses to the novella's completion- performance assessment on Wednesday. Students introduced to writing product for the novella (handiout) Modeled how to complete thesis statement and topic sentences. Looked at using ICE to introduce evidence in body paragraphs. Students asked to start gathering evidence for body paragraphs. 

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  • 11/14 Students took check quiz on chapter 5. Went over chapter 5 discussion notes. Read chapter 6 out loud to complee the novella. Students asked to make edits to sacrifice letters and address envelopes so letters could be sent. 

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  • 12/12 Students played Kahoot to reveiw events of chapter 4. Went over chapter 4 discussion notes. Students volunteered responses from chapter 4 imagery worksheet. Students assigned chapter 5 for Thursday. Period 2A received graded sacrifice letters so edits can be made on Thursday and letters can be sent. 

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  • 12/8 Graded chapter 3 worksheet on regional idioms. Went over discussion notes for chapter 3. Assigned chapter 4 and worksheet on identifying figurative language for Tuesday, 12/12.

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  • 12/6 Went over examples from chapter 2 homework. Went through discusson notes for chapter 2. Students assigned to read or listen to audio for chapter 3 and complete worksheet on regional idioms. 

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  • 12/4 Students given 20 minutes to finalize and print their sacrifice letters. Printouts attached to rubric and turned in. Class time given to read chapter 2 of the novella and complete reader response for Wednesday.

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  • 11/30 Students conducted peer edits of sacrifice letters. Final letters due at the start of class on Monday, 12/4. Played Kahoot to review events of chapter 1. Went over discussion notes for chapte 1.  Students assigned chapter 2 and reader response worksheet to complete by 12/6.

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  • 11/28 Students completed background assessment for Of Mice and Men. Students used second half of class to complete drafing and revising of sacrifice letters. Letters will be peer edited on Thursday. Students should also have completed reading chapter 1 of the novella by next class meeting.

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  • 11/17 Students given about 25 minutes to conduct research on organizations/agencies/individuals to whom they might compose their sacrifice letter. Continued intro prezi to Of Mice and Men. When looking at the Depression, students read portion of "Harvest Gypsies" Students received copies of the novella. 

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  • 11/13 Went over worksheet for "The OUtcasts of Poker Flat" Introduced ideas of everyday and cumulative sacrifice using youtubes from athletes and children of immigrants. Read articles on Janesville couple who were honored for adopting and man who died from bacteria who helped victims of Hurricane Harvey. Students completed exit card on examples of these two types of sacrifice as seen in their own lives. 

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  • 11/9 We started by reviewing responses on their group worksheet on identifying sacrifice in movies, real life, and in connection to our last text, The Crucible. I introduced backgroun on the "Gettysburg Address" Students viewed PBS video on the speech. We examined how the speech related to our essential questions on our theme of sacrifice. I next introduced background on regional literature. Students listened to audio for "The Outcasts of Poker Flat" and asked to fill in reading guide to chart sacrifice of the characters in the story. 

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  • 11/7 students viewed various clips from movies and real life illustrating the theme of sacrifice.  Read article on "$ Chaplains" Filled in note-taking guide related to elements of sacrifice and looked over the essential questioins for the unit. Students asked to complete activity in cooperative groups on their experiences related to sacrifice. Students assigned handout on why people make sacrifices to read for next class meeting. 

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  • 11/1 Students viewed the remaining 20 minutes of the Crucible DVD adaptation. Students took final exam on the play.

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  • 10/30 Students given time to complete 7 deadly sins activity. Continued viewed DVD adaptation of The Crucible through the end of Act III. Went over review sheet in preparation for Wednesday's exam.

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  • 10/24 Completed reading and discussion of Act 4. Students asked to work in cooperative groups to assigne the Seven Deadly Sins to characters from the play to demonstrate an understanding of their motivations.

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  • 10/20 completed reading and discussion of Act 3. Students took part in cooperative practice to identify types of figurative language and find samples from within the play. 

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  • 10/18 completed viewing film adaptation up to the close of Act 2. Started reading and discussion of Act 3 up to questioning Abigail (pgs 108- 2A and 95-3A).

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  • 10/16 Read and discussed lost scene. Students viewed 40 minutes of Crucible adaptation to reinforce reading so far. 

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  • 10/12 Students completed group activity matching types of fallacies to scenes taken from the Crucible. Read and discussed the remainder of Act 2.

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  • 10/10 Graded Crucible vocabulary squares assignment. Discussed events from the end of Act 1 which was assigned reading. Chose parts and began reading up to Act 2's conversation of Goody Osborn being accused. Distributed handout and went over types of fallacies. Went back to reading play up to the accusaton against Elizabeth Proctor. 

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  • 10/6 Students given time to wrap up exit cards from station activities. Copies of the play checked out to students. Started listening to Act I. Students asked to complete Act 1 by our next class meeting. Assigned Crucible Squares vocabulary activity to go with the play. Due on Tuesday, October 10.

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  • 10/4 Students viewed documentary on the Salem witchcraft trials. They received character list for The Crucible. 

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  • 10/2 memoirs collected. Students took part in station activity to understand reasons for studying the Crucible: to learn about the playwright, historical details, as a political allegory, as a social drama, and to understand the tragic hero. 

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  • 9/28 Students viewed presentations to learn about the Puritans and their beliefs in preparation for studying "The Crucible" Students turned in punctuating dialog redos.

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  • 9/26 Went over graded memoir performance assessments to give recommendations for future tests. Offered redo for the punctuating dialog wksht. Students used remainder of classtime to complete memoirs and peer edit with classmates. 

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  • 9/22 Students took the performance test for memoir. Students used remaining time to work on memoirs.

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  • 9/20 Graded dialog practice. Introduced memoir writing assignment. Looked at slides on elements of the memoir and types of leads to use for the opening. Instructed students on how to MLA format documents. Time given to brainstorm ideas for personal memoirs. Students will take the Memoir performance test on Friday. 

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  • 9/18 Students took memoir formative assessment. Completed dialog activity and groups shared. Went over how to punctuate dialog prezi. Students assigned dialog punctuating worksheet for Wednesday.

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  • 9/14 Students read from independent texts while I graded memoir 4 box on graphic organizers. Reviewed sensory language with writing activity using prompts. Introduced dialog with Starbucks script. Developed general rules for dialog. Students in 2A saw Crilley video on tips for dialog. Both classes began working on dialog scenarios in groups with prompts generated in class. Test for memoir 5 on Monday. 

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  • 9/12 Students viewed prezi on using sensory language and practiced using clips  supplied by teacher. Handout- sensory language words distributed.  Students given example of memoir to flag for sensory language. After break, students shared responses from graphic organizer for "Mother Tongue" Viewed Everest clip and read Krakauer memoir and filled in graphic organzer together. Viewed John Lewis clip and assigned memoir "Walking with the Wind" for Thursday. 

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  • 9/8 Introduced memoir with clips from film adaptations to discern definition for this genre. Distributed handout with characteristics of a memoir. Students received graphic organizer and watched 9/11clip then read from "Last Man Standing" Teacher modeled how to fill in organizer using this piece. Viewed clip of memoirist Amy Tan. Students read "Mother Tongue" in groups and then asked to cooperatively fill in second block for next class. 

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  • 9/6 Students received syllabus and classroom expectations (handout). Completed individual introductions by having students write an 11-word memoir. Intro'd qt 1 theme with Rob Roy clip. Played Walk the Line to evaluate worth and honor of characters featured. Viewed youtube on What is Honor. Went over essential questions for Qt 1.

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