• Mr. Shader's Erie High School Web Page
     Erie High Royals

    Classes I am teaching this school year:

    English 11 Honors, English 9 Honors, English 9, and English 11

     

    Extra Help Afternoon:

    Monday, but if a student asks, I'm just about always available during my prep time or after school

    Monday through Thursday.

     

    Email: hshader@eriesd.org

     

     

    Here's what's happening this week in my classes:

     

    English 9

    12/9/19

    Learning Target

    Today’s learning will first focus on vocabulary development.

    • I can identify context clues for in-context vocabulary words.
    • I can write original sentences that show I know the vocabulary words’ parts of speech, at least.
    • I can explain how the vocabulary words add to their sentences’ meanings.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

             Vocabulary homework check, usage quiz, and review.  VOCABULARY TEST NEXT CLASS

     

    Homework: Study for the vocabulary test.

     

     

    Learning Target

    Today’s learning will also focus upon Romeo & Juliet’s character and conflict development.

    • Success criterion: I can summarize the setting, characters, situations, and conflicts introduced throughout this play’s 4th and 5th acts.

     

             Do Now #2: Read the summary of Act IV, Scene 1 on p. 1072. Discuss Friar Laurence's plan with others and list at least 3 things that could go wrong with it.

     

             The rest of Act III, Act IV, & Act V (I hope) active reading/listening and discussion

     

     

    12/11/19

    Learning Targets

    • I can define in-context vocabulary words, including their parts of speech.
    • I can use these words in original sentences.

     

             Do Now: A last look at your vocabulary words would be a great idea.

             Romeo & Juliet Act II & Act III  Vocabulary Test (Dunh dunh DAHHH!) and Review (40 minute time limit for the test, folks.)

     

    Homework: None. You’ve suffered enough.

     

     

    Learning Target

    Today’s learning will also focus upon Romeo & Juliet’s character and conflict development.

    • Success criterion #1: I can summarize the plot development throughout this play’s final act.
    • Success criterion #2: I can describe how examples of literary concepts make meaning in the final act.

     

             Read scene summaries of Act V’s Scene 2 and Scene 3 on p 1090 and p 1091, and then find lines spoken by a main character in the scene related to the summary.  For each scene, identify at least one thing a main character says he or she will do.

     

             Act V active reading and discussion

     

     

    12/13/19

    Today’s learning will focus on composing constructed responses that demonstrate understanding of Romeo & Juliet’s literary concepts and Romeo’s tragic flaw.

    • I can use the RACES method to write effective Constructed Responses.
    • I can analyze examples of Romeo & Juliet’s literary concepts.
    • I can use textual evidence to explain how Romeo’s tragic flaw is revealed.

     

             RACES introduction, discussion

             Romeo & Juliet Constructed Responses introduction

     

             First Constructed Response:

    Prompt: Closely read p 998-1000 from Act I, Scene 1 of Romeo & Juliet.  Analyze how Romeo uses figurative language and allusions to express his current mental state and the reason for it.  Use evidence from the text to support your analysis.

     

    Remember RACES: Restate the prompt, Answer the prompt, Cite evidence, Explain your response, Sum it up.

     

    English 11

    12/9/19

    Learning Target: Today’s learning will first focus on vocabulary development.

      • Success Criterion #1: I can find context clues for in-context vocabulary words.
      • Success Criterion #2: I can define in-context vocabulary words, including their parts of speech.
      • Success Criterion #3: I can use these words in original sentences correctly.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

     

             Vocabulary homework check, quiz, and review

             Farewell to Manzanar book assignments

     

    Again, what I want to see on your slip of paper for the vocabulary quiz:

          

       

     First and Last Name

     

    1. C    v
    1. B    adv
    1. A    n
    1. E   adj
    1. D    adv

      

     

     

     

     

     

     

     

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” Vocabulary Quiz

    Match the vocabulary words to their dictionary definitions by matching the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

     

    def pos

    ___ ___ 1. quota                  A. adhering to moral principles

    ___ ___ 2. ethnic                 B. the act of making up for damages or harm

    ___ ___ 3. ethical                C. imprisonment, confinement

    ___ ___ 4. incarceration     D. characteristic of a distinctive group of people’s culture

    ___ ___ 5. restitution           E. an upper limit on the total number or amount of something

     

    Learning Target: Today’s learning will also focus on FDR’s executive order that led to the internment of Japanese Americans.

      • Success Criterion #1: I can summarize main ideas about Japanese immigration to and prosperity in the United States.
      • Success Criterion #2: I can describe Americans’ attitudes that led to Japanese Americans’ internment during WWII.
      • I can summarize Executive Order 9066.
      • Success Criterion #3: I can summarize and describe what happened to Japanese Americans because of Executive Order 9066.
      • I can summarize the restitution that the United States government eventually offered Japanese Americans affected by Executive Order 9066.

     

             Do Now #2: Imagine that certain foreign students’ families have received letters from the U.S. government, telling them that they will have to move to internment camps, because of what happened in the last class’s Do Now (Washington DC bombed by mideastern terrorists). Write at least 5 lines about what you think and feel about it.

             Do Now discussion

             Begin “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” reading groups, time permitting:

    Paragraphs’ main ideas & the article’s main 5 Ws.

    • Each group assigned a paragraph to identify the topic sentence or summarize its main idea.
    • All groups identify the main 5 Ws of the whole article (Who, What, Where, When, & Why).

     

             Next In-context vocabulary introduction

     

    Homework: In-context vocabulary: Farewell to Manzanar Forward and Chronology:

    p 5: internment, issue, dredge; p 7: naturalization, emigration

     

     

    12/11/19

    Learning Target: Today’s learning will focus on vocabulary development.

      • Success Criterion #1: I can find context clues for in-context vocabulary words.
      • Success Criterion #2: I can define in-context vocabulary words, including their parts of speech.
      • Success Criterion #3: I can use these words in original sentences correctly.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

     

             Vocabulary homework check, quiz, and review

     

    Homework: Use all 10 of the In-context vocabulary words in original sentences.

     

     

    Again, what I want to see on your slip of paper for the vocabulary quiz:

          

       

     First and Last Name

     

    1. C    v
    1. B    adv
    1. A    n
    1. E   adj
    1. D    adv
    1. G   n
    1. I    v
    1. F   adj
    1. H  v
    1. J   adv

     

     

     

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” and

    Farewell to Manzanar Forward and Chronology Vocabulary Quiz

    Match the vocabulary words to their dictionary definitions by matching the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

     

    def pos

    ___ ___ 1. quota                  A. adhering to moral principles

    ___ ___ 2. ethnic                 B. the act of making up for damages or harm

    ___ ___ 3. ethical                C. imprisonment, confinement

    ___ ___ 4. incarceration     D. characteristic of a distinctive group of people’s culture

    ___ ___ 5. restitution           E. an upper limit on the total number or amount of something

    ___ ___ 6. internment         F. a topic that is thought about, discussed, and may be controversial

    ___ ___ 7. issue                   G. moving from one place for the purpose of settling in another

    ___ ___ 8. dredge                H. the process through which a foreigner is granted citizenship

    ___ ___ 9. naturalization    I. the act of putting a person in prison or other kind of detention

    ___ ___ 10. emigration       J. to search for something lost and/or valuable

     

     

    Learning Target: Today’s learning will also focus on FDR’s executive order that led to the internment of Japanese Americans.

      • Success Criterion #1: I can summarize main ideas about Japanese immigration to and their prosperity in the United States.
      • Success Criterion #2: I can describe Americans’ attitudes that led to Japanese Americans’ internment during WWII.
      • I can summarize Executive Order 9066.
      • Success Criterion #3: I can summarize and describe what happened to Japanese Americans because of Executive Order 9066.
      • I can summarize the restitution that the United States government eventually offered Japanese Americans affected by Executive Order 9066.

     

             Begin/ Complete “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” reading groups:

    Paragraphs’ main ideas & the article’s main 5 Ws.

    • Each group assigned a paragraph to identify the topic sentence or summarize its main idea.
    • All groups identify the main 5 Ws of the whole article (Who, What, Where, When, & Why).
    • Share out, Class discussion

     

     

    (Time permitting:)

    Learning Target: Today’s learning will also focus on Farewell to Manzanar’s background information and first chapters.

      • Success Criterion #1: I can use the important background information to better understand the first chapters.
      • Success Criterion #2: I can explain which events caused which in the first 3 chapters.

     

             Farewell to Manzanar Introduction

             Farewell to Manzanar Text Dependent Questions introduction and Active Reading

     

     

    12/13/19

    Learning Target: Today’s learning will first focus on vocabulary development.

      • Success Criterion #1: I can define in-context vocabulary words, including their parts of speech.
      • Success Criterion #2: I can use these words in original sentences correctly.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

     

             Vocabulary homework check, quiz, and review

     

    Homework: Write original sentences for the 5 vocabulary words you understand the least. USAGE QUIZ NEXT CLASS.

     

    Again, what I want to see on your slip of paper for the vocabulary quiz:

          

       

     First and Last Name

     

    1. C    v
    1. B    adv
    1. A    n
    1. E   adj
    1. D    adv
    1. G   n
    1. I    v
    1. F   adj
    1. H  v
    1. J   adv

     

     

     

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” and

    Farewell to Manzanar Forward and Chronology 3rd Vocabulary Quiz

    Match the vocabulary words to their dictionary definitions by matching the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

     

    def pos

    ___ ___ 1. dredge                A. to search for something lost and/or valuable

    ___ ___ 2. emigration        B. the act of putting a person in prison or other kind of detention

    ___ ___ 3. ethical                C. the process through which a foreigner is granted citizenship

    ___ ___ 4. ethnic                 D. moving from one place for the purpose of settling in another

    ___ ___ 5. incarceration     E. a topic that is thought about, discussed, and may be controversial

    ___ ___ 6. internment         F. an upper limit on the total number or amount of something

    ___ ___ 7. issue                   G. characteristic of a distinctive group of people’s culture

    ___ ___ 8. naturalization    H. imprisonment, confinement

    ___ ___ 9. quota                  I. the act of making up for damages or harm

    ___ ___ 10. restitution        J. adhering to moral principles

     

     

    Learning Target: Today’s learning will focus on Farewell to Manzanar’s background information and first chapters.

      • Success Criterion #1: I can use the important background information to better understand the first chapters.
      • Success Criterion #2: I can explain which events caused which in the first 3 chapters.

     

             “Executive Order 9066: Resulting in the Relocation of Japanese (1942)”: Paragraphs’ main ideas & 5 Ws Share out and Class discussion, as needed (Block 1A)

     

             Block 2B: Farewell to Manzanar Introduction, and then Farewell to Manzanar movie active viewing because the “Health Fair” put us ahead of the A day class ONCE AGAIN.  No, we will not be continuing to watch it next class.  Have a nice weekend and don’t forget the homework.

     

             Farewell to Manzanar Text Dependent Questions introduction and Active Reading

     

    English 9 Honors

    12/9/19 (B Day)

    Learning Targets

    • I can define in-context vocabulary words, including their parts of speech.
    • I can use these words in original sentences.

     

             Do Now: A last look at your vocabulary words would be a great idea.

             Romeo & Juliet Act II & Act III Vocabulary Test (Dunh dunh DAHHH!) and Review (40 minute time limit for the test, folks.)

     

    Homework: None. You’ve suffered enough.

     

     

    Learning Target

    Today’s learning will also focus upon Romeo & Juliet’s character and conflict development.

    • Success criterion #1: I can summarize the plot development throughout this play’s final act.
    • Success criterion #2: I can describe how examples of literary concepts make meaning in the final act.

     

             Do Now #2: Read the Act IV, Scene 1 summary on p 1072. Discuss Friar Laurence's plan with others and list at least 3 things that could go wrong with it.

     

             Acts IV & V (I hope) active reading/listening/discussion and study guide items.

     

     

    12/10 or 12/11/19

    Learning Target

    Today’s learning will focus upon Romeo & Juliet’s character and conflict development.

    • Success criterion #1: I can summarize the plot development throughout this play’s final act.
    • Success criterion #2: I can describe how examples of literary concepts make meaning in the final act.

     

             Read scene summaries of Act V’s Scene 2 and Scene 3 on p 1090 & 1091, and then find lines spoken by a main character in the scene related to the summary.  For each scene, identify at least one thing a main character says he or she will do.

     

             Act V active reading/listening/discussion and study guide items.

     

     

    12/12 or 12/13/19

    Today’s learning will focus on composing constructed responses that demonstrate understanding of Romeo & Juliet’s literary concepts and Romeo’s tragic flaw.

    • I can use the RACES method to write effective Constructed Responses.
    • I can analyze examples of Romeo & Juliet’s literary concepts.
    • I can use textual evidence to explain how Romeo’s tragic flaw is revealed.

     

             First Romeo & Juliet Constructed Response modeling and discussion

             Second Romeo & Juliet Constructed Response introduction & discussion, time permitting

             Romeo & Juliet Constructed Response #2: Summarize the first lines that Romeo and Juliet say to each other on p 1016 (lines 102-116).  What is the extended metaphor they use to describe their first meeting, and what are some of the individual parts of it?  Use evidence from the text to support your analysis.

     

     

             First Constructed Response:

    Prompt: Closely read p 998-1000 from Act I, Scene 1 of Romeo & Juliet.  Analyze how Romeo uses figurative language and allusions to express his current mental state and the reason for it.  Use evidence from the text to support your analysis.

     

    Remember RACES: Restate the prompt, Answer the prompt, Cite evidence, Explain your response, Sum it up.

     

    English 11 Honors

    12/10/19

    Learning Target: Today’s learning will first focus on vocabulary development.

    • Success Criterion #1: I can define in-context vocabulary words, including their parts of speech.
    • Success Criterion #2: I can use these words in original sentences correctly.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

     

             Vocabulary homework check, quiz, and review

     

    Homework: Take a “Farewell to Manzanar Chapters 1-6 In-Context Vocabulary” handout and follow the “In-Context Vocabulary Instructions” INCLUDING ORIGINAL SENTENCES for each of the boldfaced, underlined words.  EXPECT A QUIZ ON ALL 20 WORDS.

     

     

    Again, what I want to see on your slip of paper for the vocabulary quiz:

          

       

     First and Last Name

     

    1. C    v
    1. B    adv
    1. A    n
    1. E   adj
    1. D    adv
    1. G   n
    1. I    v
    1. F   adj
    1. H  v
    1. J   adv

     

     

     

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” and

    Farewell to Manzanar Forward and Chronology 3rd Vocabulary Quiz

    Match the vocabulary words to their dictionary definitions by matching the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

     

    def pos

    ___ ___ 1. dredge                A. to search for something lost and/or valuable

    ___ ___ 2. emigration        B. the act of putting a person in prison or other kind of detention

    ___ ___ 3. ethical                C. the process through which a foreigner is granted citizenship

    ___ ___ 4. ethnic                 D. moving from one place for the purpose of settling in another

    ___ ___ 5. incarceration     E. a topic that is thought about, discussed, and may be controversial

    ___ ___ 6. internment         F. an upper limit on the total number or amount of something

    ___ ___ 7. issue                   G. characteristic of a distinctive group of people’s culture

    ___ ___ 8. naturalization    H. imprisonment, confinement

    ___ ___ 9. quota                  I. the act of making up for damages or harm

    ___ ___ 10. restitution        J. adhering to moral principles

     

     

    Learning Target: Today’s learning will also focus on Farewell to Manzanar’s background information and first chapters.

    • Success Criterion #1: I can use the important background information to better understand the first chapters.
    • Success Criterion #2: I can explain which events caused which in the first 3 chapters.

     

             “Executive Order 9066: Resulting in the Relocation of Japanese (1942)”: Paragraphs’ main ideas & 5 Ws.  Block 1A mostly done, right?  Block 2A still needs to do it.

             Share out and Class discussion

             Farewell to Manzanar Text Dependent Questions introduction and Active Reading

     

     

    12/12/19

    Learning Targets

    • I can define in-context vocabulary words, including their parts of speech.
    • I can use these words in original sentences.

     

             Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

             Vocabulary homework check, quiz, and review.  Another quiz on all 20 words next class.

     

    Homework: Write another round of sentences using the Farewell to Manzanar Chapters 1-6 In-Context Vocabulary words and study ALL of the words for the next quiz.

     

    Again, what I want to see on your slip of paper for the vocabulary quiz:

          

         First and Last Name

     

    1.   H    v

    2.  B    v

    3.  A    n

    4.  I    adj

    5.  F    adj

    6.  E    n

    7.  D    n

    8.   C    adv

    9.   G    v

    10. J    n

         11. N  adj

         12. O  adj

        13. K  v

        14. L  v

        15. M  v

    16. etc.

    17.

    18.

    19.

    20.

     

     

     

     

     

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)”,

    Farewell to Manzanar Forward and Chronology, & Chapters 1-6 Vocabulary Quiz

    Match the vocabulary words to their dictionary definitions by matching the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

     

    def pos

    ___ ___ 1. quota                                 A. adhering to moral principles

    ___ ___ 2. ethnic                                B. the act of making up for damages or harm

    ___ ___ 3. ethical                                C. imprisonment, confinement

    ___ ___ 4. incarceration                     D. characteristic of a distinctive group of people’s culture

    ___ ___ 5. restitution                           E. an upper limit on the total number or amount of something

    ___ ___ 6. internment                         F. a topic that is thought about, discussed, and may be controversial

    ___ ___ 7. issue                                  G. moving from one place for the purpose of settling in another

    ___ ___ 8. dredge                               H. the process through which a foreigner is granted citizenship

    ___ ___ 9. naturalization                     I. the act of putting a person in prison or other kind of detention

    ___ ___ 10. emigration                       J. to search for something lost and/or valuable

    ___ ___ 11. vigil                                  K. a change of form or structure

    ___ ___ 12. saboteur                          L. rules proclaimed by one in authority

    ___ ___ 13. turbulent                          M. male head of the family

    ___ ___ 14. patriarch                          N. a continuous watch

    ___ ___ 15. inevitable                         O. relating to/befitting a son or daughter

    ___ ___ 16. maroon                            P. unavoidable

    ___ ___ 17. edict                               Q. person who attempts to harm an enemy nation

    ___ ___ 18. filial                                  R. a showy display or gesture

    ___ ___ 19. flourish                            S. to put or leave someone/people in a helpless situation

    ___ ___ 20. metamorphosis               T. characterized by unrest and disorder        

     

     

    Learning Targets

    • Today’s learning will also focus on Farewell to Manzanar, chapters 1-6.
    • Success Criterion #1: I can describe this memoir’s main characters and plot details.
    • Success Criterion #2: I can describe the psychological effects interment had on the characters.

     

             Do Now #2: Take a copy of Farewell to Manzanar Text Dependent Questions, Page 1, read the Foreword, Chronology, and Terms on pages 5-8, and answer all of their text dependent questions.

             Farewell to Manzanar Active Reading/Listening Ch. 1-3 and answer text dependent questions