• 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 11 Honors

    English 11 Honors 11/11/19  Class Agenda (the guest instructor will hand out)

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

    • I can define in-context vocabulary words and identify their parts of speech.
    • I can explain how the vocabulary words add to their sentences’ meanings.
    • I can use these words in original sentences correctly.

     

             Do Now: Go over all of these vocabulary words & definitions with a partner/group.  Quiz each other on using them in sentences too.  THE TEST IS GOING TO BE NEXT CLASS.

    def pos

    ___ ___ 1. apprehensive        A. aggressive, ready for a fight

    ___ ___ 2. brusquely              B. a subtle quality or implication

    ___ ___ 3. contemplate          C. in a blunt, direct manner; opposite of “gently”

    ___ ___ 4. contort                   D. in a manner affected/marked by low spirits

    ___ ___ 5. debris                   E. in a manner expressing sorrow

    ___ ___ 6. dejectedly              F. in a manner indicating acceptance of an inevitable situation

    ___ ___ 7. derogatory             G. in a manner showing arrogant superiority

    ___ ___ 8. drone                     H. in a manner suggesting something bad will happen

    ___ ___ 9. elaborate               I. in a sullen, moody manner; opposite of “cheerfully”

    ___ ___ 10. imperiously          J. insulting, expressing a low opinion

    ___ ___ 11. mollify                 K. lying down; in a position of comfort or rest

    ___ ___ 12. morosely             L. mentally upset over possible misfortune

    ___ ___ 13. ominously            M. richly detailed

    ___ ___ 14. overtone              N. showing intellectual and/or emotional depth

    ___ ___ 15. pantomime          O. the act of communicating with gestures and movements

    ___ ___ 16. plaintively            P. the remains of something that has been broken up or destroyed

    ___ ___ 17. profound             Q. to calm, to reduce another’s bad feelings

    ___ ___ 18. pugnacious          R. to talk in a monotonous, dull voice; to make a monotonous dull sound

    ___ ___ 19. recumbent           S. to think deeply on a subject

    ___ ___ 20. resignedly            T. to twist out of shape

     

     

    Learning Target: Today’s learning will also focus on imagery and important plot details in Of Mice and Men.

     

             Actively read Chapters 3, 4 & 5 and answer their text-dependent questions (Chapter 3 text-dependent questions will be handed out separately):

    Of Mice and Men Chapter 4 text dependent questions

    • After Crooks allows Lennie to stay in his room, what does he reveal about his background?
    • What does Lennie and Candy reveal to Crooks? What does Crooks say about it right before Curley’s wife enters?
    • How does Curley's wife treat Lennie and the others who have been "left behind" in this chapter? Why were these characters left out?
    • Summarize the conversation from the time Curley’s wife enters until she leaves.
    • What does Crooks change his mind about after the conversation with Curley's wife? Why do you think he says that?

     

    Of Mice and Men Chapter 5 text-dependent questions

    • What is Lennie doing at the start of the chapter?
    • Summarize what Curley’s wife tells Lennie about what she dreamed of doing when she was younger.
    • What other "bad thing" does Lennie do, and how did this happen?
    • Read the description of Curley’s wife on page 101 (the last full paragraph on p 101). What do you think was Steinbeck’s purpose for including that description?
    • What favor does George ask of Candy?

    11/13/19  

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

             Of Mice and Men Chapters 1 & 2 vocabulary test and review

    40 minute time limit for test

     

    Learning Targets

    • Today’s learning will focus on imagery and important plot details through Chapter 5 of Of Mice and Men (if possible).
    • Success Criterion #1: I can use close-reading strategies to better understand a text.
    • Success Criterion #2: I can use evidence from the text to justify inferences about imagery and author’s purpose.

     

    Homework: Gotta complete reading chapter 4 and complete its text dependent questions at least.

     

             Chapter 3 discussion questions:

    • In Chapter 3, George explains his true reason for being friends with Lennie. What reason does he give, and do you think it’s a good one? Why or why not?
    • Find at least 3 things Slim says about Lennie in pages 19-21.
    • Summarize what happens to Candy’s dog.
    • What does George tell Candy about how he and Lennie will achieve their dream?  What does Candy tell George that makes him think their dream could become reality in the near future?
    • Summarize the conflict that occurs between Curley and Lennie. Why did Lennie look to George before doing what he did, and what did he fear would happen as a result of his actions?  What does Slim tell Curley to do after the fight?  Why does Curley agree?
    • Why do you think Slim insisted that Curley agree to this?

     

             Of Mice and Men Ch 4 text dependent questions:

    • After Crooks allows Lennie to stay in his room, what does he reveal about his background?
    • What does Lennie and Candy reveal to Crooks? What does Crooks say about it right before Curley’s wife enters?
    • How does Curley's wife treat Lennie and the others who have been "left behind" in this chapter? Why were these characters left out?
    • Summarize the conversation from the time Curley’s wife enters until she leaves.
    • What does Crooks change his mind about after the conversation with Curley's wife? Why do you think he says that?

     

             Of Mice and Men Ch 5 Active Reading.

    Chapter 5 text-dependent questions:

    • What is Lennie doing at the start of the chapter?
    • Summarize what Curley’s wife tells Lennie about what she dreamed of doing when she was younger.
    • What other "bad thing" does Lennie do, and how did this happen?
    • Read the description of Curley’s wife on page 101 (the last full paragraph on p 101). What do you think was Steinbeck’s purpose for including that description?

    What favor does George ask of Candy?

    English 9 Honors

    English 9 Honors               11/6 or 11/7/19 & 11/8 or 11/11 (These instructions to be handed out by guest instructors)

    Learning Target: The learning of the next 2 classes will focus on the similarities and differences between Romeo & Juliet and West Side Story.

                Success Criteria:

    • I can describe the situations and characters of West Side Story.
    • I can figure out which situations & characters of Romeo & Juliet are represented in West Side Story
    • I can describe the similarities and differences between these 2 stories.

     

             Do Now: Take a “West Side Story Plot & Character Analysis” handout.  Then, since we haven’t read all of Romeo & Juliet yet, read character list and the scene summaries at the beginning of all scenes in the literature book.

     

             As you watch West Side Story, fill out the “West Side Story Plot & Character Analysis” handout to the best of your ability.  Hand it in to the guest instructor at the end of each class.

     

     

    11/12 or 11/13/19

    Learning Target

    Today’s learning will 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 2nd act.

     

             Do Now:

                         Read the Prologue of Act II on p. 1020. 

                         Identify the quatrains and the Heroic Couplet

    (Write the words where they begin and end--see the board).

                         Bonus: Summarize the Prologue's content.      

             Romeo & Juliet Act I, Scene 4 & 5 discussion, study guide completion.

             Romeo & Juliet Act II active reading and complete study guide items through Act II, Scene 2 at least.

     

    Homework: R&J Act II In-context Vocabulary (Follow the “In-Context Vocabulary Instructions):

    conjure: Scene 1, p 1021, lines 8, 18, 19                                                beseech: Scene 2, p 1027, line 165

    consort (“consorted” in-context): Scene 1, p 1022, line 33       chide: Scene 3, p 1031, line 92

    enmity: Scene 2, p 1024, line 81                                                   rancor: Scene 3, p 1031, line 100

    procure: Scene 2, p 1027, line 159                                               moderately, Scene 6, p 1040, line 15

     

     

    11/14 or 11/18/19

    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 quiz & review

     

     

    Romeo & Juliet Act II         Vocabulary Quiz                 English 9 Honors

    Match the vocabulary words to their dictionary definitions by writing 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. conjure               A. to get by special effort

    ___ ___ 2. consort               B. to request earnestly

    ___ ___ 3. enmity                C. to scold

    ___ ___ 4. procure               D. in a manner that is neither too little nor too great

    ___ ___ 5. beseech             E. to summon into action or bring into existence, often as if by magic

    ___ ___ 6. chide                  F. a state of deep-seated ill-will, hostility

    ___ ___ 7. rancor                 G. to keep company with; hang out with

    ___ ___ 8. moderately         (You can use one of the above definitions for 2 of these words.)

     

    Homework: R&J Act III In-context Vocabulary (Follow the “In-Context Vocabulary Instructions):

    effeminate: Scene 1, p 1048, line 121                 ascend: Scene 3, p1060, line 164

    valor: Scene 1, p1048, line 92                               asunder: Scene 5, p1066, line 91

    calamity: Scene 3, p1055, line 4                           abhor: Scene 5, p 1066, line 111

    banish: Scene 3, p 1056, line18 & 22                 

     

     

    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 2nd act.

     

             Go to p. 1040 and read lines 9 & 10. Identify the oxymoron.

        w Bonus: explain why this sentence is an example of foreshadowing. 

             Complete Romeo & Juliet Act II active reading/listening and study guide items.

     

    English 9

    11/12/19

    Learning Target

    Today’s learning will 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 1st act.

     

             Do Now:

    • Summarize an event/situation from R&J Act I that you remember best from last class. 
    • Compare what you just wrote with a partner and discuss.
    • Then write down at least one thing your partner remembers that you didn’t.
    • If your partner wasn’t here last class, share your notes with him/her.

             Do Now discussion

             Romeo & Juliet Act I active reading/listening/study guide completion

     

     

    11/14/19

    Learning Target

    Today’s learning will 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 2nd act.

     

             Do Now:

                         Read the Prologue of Act II on p. 1020. 

                         Identify the quatrains and the Heroic Couplet (Write where they begin and end--see the board).

                         Bonus: Summarize the Prologue's content.      

             Do Now discussion

             R&J Act I Active Reading Think Aloud Activity/Homework check & discussion

             Romeo & Juliet Act II active reading/listening

     

    Homework: R&J Act II In-context Vocabulary (Follow the “In-Context Vocabulary Instructions):

    conjure: Scene 1, p 1021, lines 8, 18, 19                                    rancor: Scene 3, p 1031, line 100

    enmity: Scene 2, p 1024, line 81                                       moderately, Scene 6, p 1040, line 15

    chide: Scene 3, p 1031, line 92

     

    English 11

    11/12/19

    Learning Target

    Today’s learning will first focus on vocabulary development.

    • I can define in-context vocabulary words and identify their parts of speech.
    • I can explain how the vocabulary words add to their sentences’ meanings.
    • 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, usage quiz, and review

     

    Homework: Study for the vocabulary test.  Also, read the rest of chapter 4. Extra credit: answer all text-dependent questions.

     

     

             Chapter 3 discussion questions:

    • In Chapter 3, George explains his true reason for being friends with Lennie. What reason does he give, and do you think it’s a good one? Why or why not?
    • Find at least 3 things Slim says about Lennie in pages 19-21.
    • Summarize what happens to Candy’s dog.
    • What does George tell Candy about how he and Lennie will achieve their dream?  What does Candy tell George that makes him think their dream could become reality in the near future?
    • Summarize the conflict that occurs between Curley and Lennie. Why did Lennie look to George before doing what he did, and what did he fear would happen as a result of his actions?  What does Slim tell Curley to do after the fight?  Why does Curley agree?
    • Why do you think Slim insisted that Curley agree to this?

     

             Of Mice and Men Ch 4 text dependent questions:

    • After Crooks allows Lennie to stay in his room, what does he reveal about his background?
    • What does Lennie and Candy reveal to Crooks? What does Crooks say about it right before Curley’s wife enters?
    • How does Curley's wife treat Lennie and the others who have been "left behind" in this chapter? Why were these characters left out?
    • Summarize the conversation from the time Curley’s wife enters until she leaves.
    • What does Crooks change his mind about after the conversation with Curley's wife? Why do you think he says that?

     

             Of Mice and Men Ch 5 Active Reading.

    Chapter 5 text-dependent questions:

    • What is Lennie doing at the start of the chapter?
    • Summarize what Curley’s wife tells Lennie about what she dreamed of doing when she was younger.
    • What other "bad thing" does Lennie do, and how did this happen?
    • Read the description of Curley’s wife on page 101 (the last full paragraph on p 101). What do you think was Steinbeck’s purpose for including that description?
    • What favor does George ask of Candy?

     

     

    11/14/19 

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

             Of Mice and Men Chapters 1 & 2 vocabulary test and review

    40 minute time limit for test

     

    Learning Targets

    • Today’s learning will focus on imagery and important plot details through Chapter 5 of Of Mice and Men (if possible).
      • Success Criterion #1: I can use close-reading strategies to better understand a text.
      • Success Criterion #2: I can use evidence from the text to justify inferences about imagery and author’s purpose.

     

    Homework: Gotta complete reading chapter 5 and complete its text dependent questions at least.

     

             Of Mice and Men Ch 5 Active Reading.

    Chapter 5 text-dependent questions:

    • What is Lennie doing at the start of the chapter?
    • Summarize what Curley’s wife tells Lennie about what she dreamed of doing when she was younger.
    • What other "bad thing" does Lennie do, and how did this happen?
    • Read the description of Curley’s wife on page 101 (the last full paragraph on p 101). What do you think was Steinbeck’s purpose for including that description?
    • What favor does George ask of Candy?