1/11 English 9RCP and English 1 Agenda

SNEEZE! 1/11/18

Answer the following:

  1. What are the qualities necessary for someone to be considered a hero? Be specific! (This may be a list)
  2. List several examples from either people you personally know, or those in movies and film, or that you have heard about/read about in various media sources.
  3. Choose one and write a paragraph about why they fit the definition you gave in #1, or why nobody fits that list.

Next, students are given a packet with two articles and follow up questions.  The students are reading up on the author Homer and what creates an epic hero.  They will do the close reading exercise, utilized all semester.  After each close reading, students will answer the follow up questions.

10 points

1/9-1/12 Agendas English 2

Each day we will write a body paragraph utilizing the graphic organizer given in class.  The organizer will be filled out and a paragraph written on the back, should time permit.

Body paragraph 1 is due 1/9

Body paragraph 2 is due 1/10

Body paragraph 3 is due 1/11

Students will receive feedback on each BP and then be required to edit and write a rough draft in class, to turn in Friday at the end of class (1/12).

1/9-1/10 English 1 & English 9RCP Agenda


Form groups of two to three and select a movie or book that your group feels is a quintessential representation of the Hero’s Journey. Together, discuss the movie and create a poster that represents all elements of the Hero’s Journey.

Content and appearance count!  Follow the examples I showed you in class.

Due at the end of class 1/10.

20 points.


1/8 Drama Agenda

In small groups, please read the following shorts story:

A girl and her father were driving along a country road on their way home when they saw a young girl hitchhiking. They stopped and picked her up and she got in the back seat. She told the girl and her father that she lived in a house about five miles up the road. She didn’t say anything after that but just turned to watch out the window. When the father saw the house he drove up to it and turned around to tell the girl they had arrived – but she wasn’t there. Both he and his daughter were really mystified and decided to knock on the door and tell the people what had happened. They told him they had once had a daughter who answered the description of the girl they supposedly had picked up, but she had disappeared some years ago and had last been seen hitchhiking on this very road. Today would have been her birthday.

2. Construct a short screenplay based on the story making sure you use standard screenplay format. This should include:
● More than one scene;
● Screen directions;
● Dialogue.

3. Allocate parts (including a ‘narrator’ for slug lines and directions) to members of the group and prepare a reading of your script for presentation to the class.

1/8/17 All English Classes – New Year Lesson

Sneeze 1/8

Use half of a page to write a 3-5​ ​sentence​ ​reflection​ inspired by this motivational quote:

“When we strive to become better than we are, everything around us becomes better, too.” – Paulo Coelho (author of The Alchemist)

  1. self-criticism​ ​looks​ ​like/sounds​ ​like​. The teacher​ will give an example​ of what self-improvement​ ​looks​ ​like/​ ​sounds​ ​like​.

Criticism​ (as defined by Merriam-Webster for English Language Learners)

  1. the act of expressing disapproval and of noting the problems or faults of a person or thing: ​ the act of criticizing someone or something

Self-criticism​ ​looks​ ​like: ​ ​Being ashamed of your score on an exam because it was lower than your friend’s score, so you throw away your results.

Self-criticism​ ​sounds​ ​like: ​ “I wish I was as smart as Samantha. She’s beautiful and smart and I could never be as good at math as she is.”

Improvement​ (as defined by Merriam-Webster for English Language Learners)

  1. the act of improving something:​ the act or process of making something better
  2. the quality of being better than before

Self-improvement​ ​looks​ ​like: ​ ​Choosing to attend tutoring once a week for math after learning that your test score was lower than anticipated.

Self-improvement​ ​sounds​ ​like: ​ ​“I didn’t do as well on this test as I thought I would. I know that I can do better and I will earn a better grade on the next exam.” (Acknowledge your shortcomings without beating yourself down about them. Make it a goal to improve yourself in these areas.)

Use the second half of the same notebook page to brainstorm healthy goals for the new year. Students will not only list​ ​the​ ​goal but also​ ​two-​ ​three​ ​benefits​ that could come from​ ​that​ ​goal​.

Some​ ​examples:

Learn to cook →                           ● Health benefits

  • Help parents/guardians
  • New independence

Read one book every two months →

  • Expand vocabulary
  • Cope with stress
  • Mental break from school work

3 minutes!

  1. Take your flashcard and fold​ ​it​ ​down​ ​the​ ​middle​.
  2. Write​ ​one​ ​academic​ ​goal​ ​on​ ​the​ ​left​ side and one​ ​personal​ ​goal​ ​on​ ​the​ ​right​

*You will be sharing these two goals in a group setting.

Groups of Four

You will each​ share​ of your two goals​ ​with​ ​the​ ​group​, one at a time.

  1. discuss/brainstorm​ (realistic) options​ for each individual to​ ​achieve​ your goals​ – at least five for EACH goal
  2. Use the back​ ​side​ ​of the flashcard to write​ ​down​ ​(bullet point) ideas​ for accomplishing goals.

Look at the options for accomplishing your goals and circle​ ​(highlight)​ ​two​ ​options​ ​for​ ​each​ that are realistic or “doable.” Turn in note card.

In your notebooks, reflect​ ​on​ ​the​ ​group​ ​brainstorming​ ​process​.

  • What did it feel like to envision your future?
  • How helpful was it to have a group of peers helping you brainstorm?
  • What have you learned about planning for success?
  • How committed or motivated are you to accomplish your goals this year?