Welcome to Quarter 1!

NOTICE: I cannot keep up with maintaining both my website and Canvas. So unfortunately, after sixteen years, I must at this time abandon my websites. PLEASE CHECK CANVAS for log, lessons, assignments, and more. Please email me with questions.

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ENDURING UNDERSTANDINGS - The BIG Ideas

In a learning environment, students should express themselves and ask questions without fear.

To have our ideas valued and respected, we need to value, respect, and consider others' ideas as well.

To enhance our understanding, we may need to reconsider our ideas and try to "see" from others' perspectives.

Humans create meaning, and it comes from at least three sources: the reader, contexts, and the author's text; meaning does not exist solely within the confines of the text itself, and it is not fixed, but changes over time as contexts and readers change.

ESSENTIAL QUESTIONS

How and why must we show both self-respect and respect for others to create a positive learning environment?

How and why do we become, as Langston Hughes implies, “a part of” each other by sharing our writing and our ideas during our class time? Do we become “a part of” and learn from each other whether we want to or not? How? Why?

Why is it both a student’s right and responsibility to interpret “texts” in their individual way while providing evidence and reasoning (support) for their interpretation?

What in life, both inside and outside the classroom, is open to interpretation?

Where does meaning come from?

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7 Th 09/03 Today's CRITICAL THINKING and COLLABORATION Objectives - 1. To apply and practice our interpretive skills, we will look at our fish; that is, we will read and discuss the short story "Look at Your Fish!" and determine the meaning of unfamiliar vocabulary using context, root and related words, and substitution, compose factual and interpretive questions about the story, and select significant excerpts from the story. 2. To query and discuss the short story "Look at Your Fish!", we will draft - in our notes - factual and interpretive questions about the story and discuss the relative significance of the drafted questions and their potential answers.

Content: Orienting Task/Writing Prompt - Consider a time when someone pushed you to complete a task or activity, or improve or master a skill, against your will - when you did not want to, perhaps you even resented them for it at the time, but upon reflection, you’re glad they did. Describe the task, activity, or skill. How did this individual push you? What specifically did they do? How did you feel during the process? How did you feel when you completed the task? What did you learn from it?

Reading "Look at Your Fish!" and working in small groups to discuss and question the text, following directions.

Homework: (1) COMPOSE A "TRUE" PAGE, by hand, about a powerful quotation or passage from your first quarter HRL selection (i.e., the book you chose to read this quarter) that explores the significance of the quotation, why it's profound or powerful or what it shows that's relevant to you and your life or all our lives. This is a draft for more formal writing, so you will receive full credit PROVIDED you put forth your best effort to elaborate upon an aspect of your selected text and write a page about it. AFTER DRAFTING, scan your page and upload it in to the apropos assignment in Canvas.

(2) ESTABLISH or MAINTAIN A READING HABIT, REALLY (20-30 minutes daily). See the note "DON'T PROCRASTINATE!" (3) As you read your selection for the honors reading assignment, keep a log or other record of insightful, profound, controversial, or otherwise significant quotations. You may use your post-it notes or tape flags to mark them. You may write questions or comments on your post-its; they are a tool - use them to become a more active reader. You will write about some of the selected quotations later in the quarter, but begin choosing them now. Perhaps set a quota of two or three per chapter; some chapters may have many more, others less.

If you finish your HRL selection, consider the value of rereading it, or you may select another book to read. In any case, you should read EVERY DAY for at least 20 minutes.

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6 Tu 09/01 Today's CHARACTER, COMMUNICATION and CRITICAL THINKING Objectives - 1. Using a rubric that defines the criteria and expectations for daily note-taking and writing prompts, we will reflect on and self-assess our habits and skills to date and individually identify ways to improve from this point forward. 2. To develop an understanding of grammar as an artistic tool, we will interpret, discuss, take notes on, and apply the simile "grammar is like paint on a palette." 3. To write consistently in complete sentences, we will take notes on the components and requirements of the independent clause. 4. To emphasize the role of context in creating meaning, we will compose with and discuss the many ways to use the word "play.

Content: Portfolio Self-Evaluation #1 - exercising integrity, focusing on improvement

The collective groan. QW: "Grammar is like paint on a palette" discussion/notes. Building Sentences #0.1 - Simple Sentences (Independent Clause) - subject, verb, complete idea, capitalization, end sentence punctuation; avoid fragments, incomplete ideas.

Object lesson in context: QW1: Compose two to three sentences using the word "play" in different ways. Discussion/notes. Where does meaning come from? Large group discussions, notes, annotations.

Homework: (1) COMPOSE A "TRUE" PAGE, by hand, about a powerful quotation or passage from "Why is My Life So Hard?" that explores the significance of the quotation, why it's profound or powerful or what it shows that's relevant to you and your life or all our lives. This is a draft for more formal writing, so you will receive full credit PROVIDED you put forth your best effort to elaborate upon an aspect of your selected text and write a page about it. Please scan your "page" and submit it as a pdf in CANVAS.

OPTIONAL ENRICHMENT: Develop a daily habit of recognizing your tailwinds and expressing gratitude, articulating, out loud in discussion with a confidante, or writing in a journal at times. According to the evidence, you are more likely to 1. "sleep better," 2. "go to the doctor less often," and 3. "show less depressive symptoms."

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5 F 08/27 Today's CHARACTER and CRITICAL THINKING Objectives - We will become familiar with the school Media Center and our media specialists, Mr. Barth and Ms. Grimm. 2. Enjoy reading; 3. Maintain (or reestablish) focus while reading; 4. Begin establishing or maintain a reading habit of at least 20 minutes daily.

Content: Character is comprised of the intellectual, emotional, and ethical qualities distinctive to an individual. Reading challenging, diverse literature - especially outside of one's sphere - develops vocabulary at its most basic level, but it also promotes understanding and can build perspective and empathy. Literature often also reflects and challenges a culture's values, providing opportunities for readers to consider the ethics of characters, societies, and themselves.

Expectations: Be respectful, listen, take notes, answer questions, find a book, and read independently.

Homework: (1) ESTABLISH A READING HABIT, REALLY (20-30 minutes daily). See the note "DON'T PROCRASTINATE!" below.

(2) As you read your selection for the honors reading assignment, keep a log or other record of insightful, profound, controversial, or otherwise significant quotations. You may use your post-it notes or tape flags to mark them. You may write questions or comments on your post-its; they are a tool - use them to become a more active reader. You will write about some of the selected quotations later in the quarter, but begin choosing them now. Perhaps set a quota of two or three per chapter; some chapters may have many more, others less.

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DON'T PROCRASTINATE!

Read your HRL selection or face SLEEPLESS DOOM as the quarter becomes more intense and you slowly transform into a walking zomboid incapable of really learning anything because you're up late trying to get caught up on what you should have already done!

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4 W 08/26 Today's CHARACTER and CRITICAL THINKING Objectives - To recognize our challenges and obstacles as well as the supports and means to overcome them, we will (1) listen to Freakonomics Radio’s program "Why is My Life so Hard?", (2) read and annotate the transcript, (3) discuss the concept and issues, (4) take notes on each other’s ideas, and (5) apply the themes to our own lives.

Content: Writing Prompt Part the First/Pre-Listening: What are some of your troublesome or problematic issues or challenges in life right now? In other words, what isn't going so well? Conversely, what is going well? Who or what helps out, props up, or brings joy?

Basic annotation, modeling annotation on the transcript, as we listen to Freakonomics Radio: "Why is My Life So Hard?"

Key Concepts: 1. Spotlight Effect, 2. Hot-Hand Fallacy, 3. Bias Blind Spot, 4. Self-Handicapping, 5. Hedonic Treadmill, 6. Availability Bias, 7. Habituation/Adaptation, 8. Moral Flexibility, 9. Headwinds, 10. Tailwinds

Homework: (1) Establish or maintain a reading habit of at least 20 minutes each day, preferably literary fiction; however, creative non-fiction, biography, autobiography, and history also produce similar, positive results in critical thinking skills and more. The most important thing to do is to read, every day. So if your preference at this time is graphic novels, comic books, magazines about your favorite hobbies, or others, use those to establish the habit. Informational textbooks (e.g., math, biology, or other subject area textbooks) do not qualify. (2) Visit this website, read the English 10H Honors Reading Assignment, peruse the list READING LIST, and consider several possibilities for 1st quarter; later this week we will visit the media center for orientation and to check out a book for your 1st quarter Honors Reading Assignment.

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3 M 08/24 Today's CRITICAL THINKING and COMMUNICATION Objectives: 1. We will read, reread, question, analyze, discuss, and annotate "Theme for English B." 2. To differentiate between looking at words, turning pages, and actually reading and feeling, we will take notes on the importance of engaging the senses through the application of tones, tempo variations, pitch changes, dynamics, and rests. 3. To see how Langston Hughes poem can serve as a model for autobiographical writing, we will read Mr. Nagro's poem/model BioPage "To be More Than What We Are."

Content: Review the homework (i.e., establish or maintain a reading habit). Notes: "the free-throw" analogy. QW: The value of repetition - What changes, or what is different, when you watch a film more than once? Discussion/notes. Connect repetition to rereading and even meeting people. Return to "Theme for English B" read-aloud. QW: What do you notice that you did not before? What can you tell about the speaker's character, attitudes, and ideas from the poem? Discussion/notes. Explanation and modeling of homework assignment with weak and strong models. Housekeeping: website, portfolio, and disclosure form.

Tone is a primary context for discerning meaning. Read-aloud criteria: To read with meaning and power, discern and apply tones, vary tempo and pause when apropos, change pitch and dynamically increase and decrease volume.

Homework: (1) Using "Theme for English B" as a model, "Go home and write a page tonight..." BIOPAGE: compose one page (handwritten and legible) about yourself that may include some biographical information, but more importantly, expresses some of your thoughts and feelings. You may write standard prose or poetry. Do not provide an exhaustive list of your family members, favorite movies, or hobbies. Do not focus on trying to rhyme. Your objective is to provide me and your classmates with a starting point from which we can get to know you and each other just like we get to know Langston Hughes reading his poem and like I've tried to help you get to know me with mine. Please see the poor example and the better example here: Mr. Nagro's examples. This assignment is due through Canvas by Friday, 08/28/2020

(2) Establish or maintain a reading habit of at least 20 minutes each day, preferably literary fiction; however, creative non-fiction, biography, autobiography, and history also produce similar, positive results in critical thinking skills and more. The most important thing to do is to read, every day. So if your preference at this time is graphic novels, comic books, magazines about your favorite hobbies, or others, use those to establish the habit. Informational textbooks (e.g., math, biology, or other subject area textbooks) do not qualify.

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2 TH 08/20 Today's CRITICAL THINKING and COMMUNICATION Objectives: 1. Today we will distribute most of the handouts we will need this semester and organize our portfolios. 2. We will also check out The House on Mango Street and Fahrenheit 451. 3. To determine our areas of focus while reading, we will read the differences between critical and casual reading, and individually select up to no more than four areas of focus from the critical reading list. 4. We will read "Theme for English B" and select a few key details for questions and discussion next class.

Content: 1. HOUSEKEEPING: book check out/distribute handouts 2. Critical vs. Casual Reading - review and select two to four areas to focus on as you read. 3. "Theme for English B" initial reading, annotation, discussion/notes.

Homework: (1) Establish or maintain a reading habit of at least 20 minutes each day, preferably literary fiction; however, creative non-fiction, biography, autobiography, and history also produce similar, positive results in critical thinking skills and more. The most important thing to do is to read, every day. So if your preference at this time is graphic novels, comic books, magazines about your favorite hobbies, or others, use those to establish the habit. Informational textbooks (e.g., math, biology, or other subject area textbooks) do not qualify.

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1 TU 08/18 Today's CITIZENSHIP, CHARACTER, and COMMUNICATION Objectives: 1. Welcome, orientation, and establishing class rapport, protocols, procedures, and rationale. 2. We will begin developing good habits: note-taking.

Content: Establishing a writing habit: note-taking as a learning activity. Citizenship and character: respecting other's place on the risk spectrum and abiding by the mask policy; recognizing our duties to "embrace, accept and respect one another's differences" (THS Mission, Vision, Values, and Goals). Building trust through open, honest, candid communication. Writing Prompt: Personal Expectations,

Homework: (1) Establish or maintain a reading habit of at least 20 minutes each day, preferably literary fiction; however, creative non-fiction, biography, autobiography, and history also produce similar, positive results in critical thinking skills and more. The most important thing to do is to read, every day. So if your preference at this time is graphic novels, comic books, magazines about your favorite hobbies, or others, use those to establish the habit. Informational textbooks (e.g., math, biology, or other subject area textbooks) do not qualify. (2) Find this website and organize your portfolio (Portfolio Organization) for Honors English 10 using the tabbed dividers provided.

Literary Fiction Reading habit:

4 points: I have established and maintain a literary reading habit of at least 20 minutes at least six days weekly

3 points: I have established and maintain a literary reading habit off at least 20 minutes four or five days weekly

2 points: I either cram my reading or only read literary fiction three days weekly

1 point: I either cram my reading or only read literary fiction once or twice a week