9/16/19-9/20/19 English 1CP Agendas


Silent Reading.

9/20/2019 Page ___

Characterization and “The Most Dangerous Game”

Characters Char. Element What we know
Rainsford S










Whitney S










Ivan S










General Zaroff S











Read MDG as a class.


Silent reading.

Vocabulary Jam.

Characterization chart and graphic organizer.


Review Novel Project (instructions handed out and posted on Google Classroom).

Silent reading.

Complete vocabulary definitions from the list copied down last week.  Due tomorrow first thing in class.

9/16 and 9/17

Library orientation leading up to checking out an independent reading book.

9/9/19-9/13/19 English 1CP Agendas


Library videos and introduction tasks and worksheet.


Speed Dating Socratic Seminar.

Write down vocabulary words in notebook.

Pg. 2 MDG Vocabulary

  1. tangible
  2. indolent
  3. droll
  4. recede
  5. staccato
  6. opaque
  7. palatial
  8. mirage
  9. gargoyle
  10. discern
  11. disarming


  1. amenities
  2. ardent
  3. surmount
  4. debacle
  5. security
  6. cunning
  7. attribute
  8. condone
  9. invariably
  10. imprudent



Most Dangerous Game Anticipation Questions

Write down each statement as we go. Write two sentences or more in response to whether you agree or disagree with each statement.

1. Hunting is a sport.
2. Animals have no feelings or emotions.
3. If faced with a seemingly impossible task, you should never try to accomplish it.
4. Hunting is unfair.
5. People who tend to do well under pressure, often succeed at their tasks.
6. Physical strength is more important than intelligence.
7. Bringing a gun to a knife fight is fair.
8. Murder is wrong no matter what the circumstances may be.
9. Your first impression of a person is always right.


Complete all slide show presentations for front loading exercise.


Per 1: Assembly

All other classes: 37 Did Nothing As A Woman Was Murdered activity

English 1CP Agenda 9/3-9/6


Complete work from Friday.

Pass out planner.  Go through entire school year and mark up planners with important dates and information.


Complete planners.

Organize notebook.  Make table of contents.

Begin the beginning of the year slides, as posted on Google Classroom.

9/5 & 9/6

Continue slides as posted on Google Classroom.

8/27/2019-8/30/2019 English Classes! Week One!

Welcome to a new school and year OHS Yellow Jackets!  I will be your guide throughout this first year journey and strongly suggest that you keep your hands and arms inside the ride at all times.


(1) Complete quotes assignment

(2) Learn how to log in to a Chrome Book, access your email, and Google Classroom.

(3) Do the assignment posted in Google Classroom:

Please click the YouTube Video below and watch it in order to better understand how to submit an assignment on Google Classroom.

Create a document following the instructions from the video, and write me a letter telling me about yourself:

Begin with a salutation: Dear Ms. Navarro,

Paragraph One: Include information about yourself, (your family, places you have lived, your pets, any travels, jobs, sports, hobbies, unique interests and/or talents, etc.) Be sure to include names and ages where appropriate. Be specific with your information.

Paragraph Two: Include information about you and the subject of language arts. What do you like to read? What movies have you enjoyed? What are your art and music interests? What are your interests outside of academic classes? How do you learn best? What grade do you normally make in language arts?

Paragraph Three: Include information about your goals. These would include goals for this class, for this school year, for all of high school, for life after high school, and for your life’s goal.

Finally, end with a closing: Your student, Sincerely, Yours Truly, etc. Your name should be signed in cursive.

Checklist for writing the letter:

1. I have used friendly letter format.
2. I have written a neat copy of my letter to turn in to be graded.
3. I have signed my first and last name to the letter.
4. I have written three separate paragraphs, using complete sentence format.
5. I have used transitions to make my writing flow smoothly.
6. I have begun each paragraph with a topic sentence.
7. I have followed rules of spelling, punctuation, and capitalization.


In teams of two to four you will choose a quote from a book, poem, song, etc. that you relate to and sticks with you.  You will then put the quote on the provided paper in a visually appealing way.  After, you will write on a separate lined sheet of paper why you personally relate to the quote in five sentences or more.  Tell me a story or something of the like.  “I don’t know” or “I just like it” are not acceptable answers and will be marked as zeros.


One quote per group


One paragraph per person

You may choose your own groups.  NO you may not work in with more people.



(1) At this station, students will collaborate with their group members to come up with at least seven class community agreement statements. How do we create a safe and empowering learning environment? Think of behavioral norms that you need your peers and teacher to follow in order to feel safe, respected, and empowered in our classroom. Be as specific as possible.

(2) Create a name tent

(3) Answer questions in group or solo:

  1. How many students are in the classroom?
  2. How many are boys?
  3. How many are girls?
  4. What room number are we in?
  5. Find something red in the classroom.
  6. Name one thing you like about our classroom.
  7. Name one thing you would add or subtract to the room to make it better.

(4) Play Tangoes Puzzle Game

(5) Play Baseball Puzzle Game


Note card activity:

Preferred Name:
Areas of opportunity:
Classroom needs:
Concern/fear about this academic year:

Pass out syllabus.  Answer these questions:

1. What are some language arts’ skills that we will be learning this year?
2. What are three types of assessments offered in this class?
3. What is the late work policy?
4. What materials are you expected to have when coming to class?
5. According to the syllabus, when are you on time to class?
6. What is the policy for electronic devices in this class?
7. When am I available for tutoring?
8. What is my web page?
9. What is my email?

6/3/19-6/7/19 English 1CP & 9RCP Agendas


Get your notebook back!

Complete projects in class.  Due tomorrow.


Turn in projects.

Telling time.

Fake Bank Account project directions and explanation.  Due Friday.   See Ms. Navarro for the work.


Bus route schedule practical knowledge, as found on Google Classroom.  Due at the end of class.


Knots practical knowledge skill set, as found on Google Classroom.


Finals review and note-card.

5/27/19 – 5/31/19 English 1CP & English 2 Agendas


Read Act 4 Scenes 1-3 R&J and have presentations


Read ACT 4 SCENE 4-5 & ACT 5 SCENE 1-2 R&J and have presentations


Complete visual notes for characters and walk up songs (see 5/17)


Read Act 5 SCENE 3 R&J and have presentation


Begin final project, choice of two

Whole project instructions posted on Google Classroom


5/20/19-5/24/19 English 1 & 9RCP Agendas


Students’ storyboard and R&J PRESENTATION:

Act 2 Scene 5 – Act 3 Scene 1


Students’ storyboard and R&J PRESENTATION:

Act 3 Scenes 2-3


Students’ storyboard and R&J PRESENTATION:

Act 3 Scenes 4-5


Mini one-on-one student conferences re: grade and missing work



Students’ storyboard and R&J PRESENTATION:

Act 4 Scenes 1-3



5/15/19-5/17/19 English 1 & English 9RCP Agendas


Presentations and discussion of: Act 2 Scenes 3-4


Dissect and paraphrase each line of the balcony scene in class.

Each pair of students were assigned 15 lines to paraphrase into how they would say the lines today.  Then we went around the class in order of the scene and read out the interpreted lines.


Get out your notebook. Write: 5/17/19 Page ____ “Visual Notes for Characters”

On this page (or another that you glue/staple in) please create some visual notes that will help identify the relationships of the characters, what their personality is like, and what major things they have said or done. Some ideas for these visual notes are on the board, though you can choose your own way.

EACH character, after they are identified and THOROUGHLY described, should then be given a theme song. Choose a theme song (or walk-up song for baseball fans) from your own music tastes or pop culture that you feel fits the character and what they are about.

There are FIFTEEN characters total. I will stamp these for full credit of 20 points on Monday.

5/9/19-5/10/19 English I and English 9RCP Agendas


Today students presented Act 1 Scenes 2-3, the corresponding storyboard, and we watched the scenes from the movie.

After, we discussed Direct and Indirect Characterization by expanding the character T chart and writing down what the impressions are of some of the main characters.


Today I reviewed a brief history of The Globe Theatre.


After I asked the students to work in pairs to construct a mini model using the printable: https://www.papertoys.com/images/globe.pdf?