• 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

    12/3/19

    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, quiz, and review

     

    Homework: Write another round of sentences for all vocabulary words. EXPECT ANOTHER 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

    1.   G    v

    10. J    n

     

     

     

     

     

    Romeo & Juliet Act II & Act III         2nd Vocabulary Quiz                        English 9

    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 scold

    ___ ___ 2. enmity                   B. a state of deep-seated ill-will, hostility

    ___ ___ 3. chide                    C. to summon into action or bring into existence, often as if by magic

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

    ___ ___ 5. moderately          E. heroic courage

    ___ ___ 6. effeminate             F. an event resulting in great loss or misfortune

    ___ ___ 7. valor                      G. to expel from a community or group

    ___ ___ 8. calamity                H. to detest, to loathe

    ___ ___ 9. banish                    I. having or showing characteristics regarded as typical of a woman; unmanly

    ___ ___ 10. abhor                   (You can use one of the above definitions for 2 of these words.)

     

     

             Do Now #2: Read the summary of Act III, Scene 2 on p. 1051. Then read Juliet’s lines 79-91 on p 1053.  Identify the literary concept she uses 6 times and summarize what she is saying.

     

             Act III & Act IV active reading/listening/discussion and study guide items.

     

     

    12/5/19

    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, quiz, and review

     

    Homework: Write 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.   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

     

     

     

     

    Romeo & Juliet Act II & Act III         3rd Vocabulary Quiz                        English 9

    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. abhor                     A. an event resulting in great loss or misfortune

    ___ ___ 2. banish                    B. heroic courage

    ___ ___ 3. calamity                C. to detest, to loathe

    ___ ___ 4. chide                     D. a state of deep-seated ill-will, hostility

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

    ___ ___ 6. effeminate             F. in a manner that is neither too little nor too great

    ___ ___ 7. enmity                   G. to scold

    ___ ___ 8. moderately            H. to expel from a community or group

    ___ ___ 9. rancor                    I. having or showing characteristics regarded as typical of a woman; unmanly

    ___ ___ 10. valor                    (You can use one of the above definitions for 2 of these words.)

     

     

    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 (Assuming we’ve gotten this far: 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.

     

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

     

    English 11

    12/3/19

    Learning Targets

    • Today’s learning will focus on Of Mice and Men plot details, literary concepts, and themes.
      • Success Criterion #1: I can use close-reading strategies to better understand a text and how examples of its literary concepts create its meaning.
      • Success Criterion #2: I can use evidence from the text to justify inferences about author’s purpose and themes.
      • Success Criterion #3: I can identify theme topics in Of Mice and Men and make statements about what is implied about them.

     

             Do Now: Take an Of Mice and Men test and begin.

     

             If you finish early and have nothing else to work on: Take an

    “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” handout and follow the “In-Context Vocabulary Instructions” for the 5 underlined, boldfaced words.

     

             Test review, time permitting

     

     

    12/5/19

    Learning Targets

    • Today’s learning will focus on the event that started the United States’ entering World War II and Americans’ emotions and attitudes that resulted from them.
      • Success Criterion #1: I can summarize the event and describe the immediate reactions of Americans and President Roosevelt.
      • Success Criterion #2: I can describe the similarities and differences of the event and Americans’ reactions with 9/11 and Americans’ reactions to it.

     

             Do Now (Similar—but not identical—to an item in the last lesson):

    • Imagine Mr. Orlando has just announced that very large bombs are going off in Washington DC, and that Muslim Middle Eastern terrorists are the main suspects.
    • Write at least 5 lines about how you think you’d feel about that news, and what you would think should be done about it.

             Do Now discussion

             Dec. 7, 1941 introduction

             12/7/1941 and 9/11/2001 Comparisons/Contrasts

             LDC World War II ELA module readings introduction (See the next Learning Targets.)

             In-Context vocabulary introduction: “Executive Order 9066: Resulting in the Relocation of Japanese (1942)”

             Of Mice and Men tests returned.  Take or re-take asap, if necessary.  You have 2 weeks.

     

    Homework: Follow the “In-Context Vocabulary Instructions” for the boldfaced, underlined words in “Executive Order 9066: Resulting in the Relocation of Japanese (1942)” INCLUDING ORIGINAL SENTENCES (step 6).  EXPECT A QUIZ.

     

     

    Learning Targets

    • I can identify what a writing task is telling me to do.
    • I can state good learning and writing strategies and techniques that will help me accomplish the writing task well.

     

             World War II Japanese Internment Task Analysis Templates distributed, discussion: Apply the same concepts used in the Dust Bowl Task Analysis Template.

     

    What challenges did Japanese Americans experience as a result of America being at war with Japan during World War II? After reading nonfiction articles and an autobiography, write an essay in which you describe the challenges Japanese Americans faced during this period. Support your discussion with evidence from the text(s). (Informational or Explanatory/Description)

     

    English 9 Honors

    12/3/19 B Day

    Learning Target

    Today’s learning will first focus on vocabulary development.

    • I can define vocabulary words, including their parts of speech.
    • I can explain how the vocabulary words add to their sentences’ meanings.
    • I can write original sentences that show I know the vocabulary words’ meanings.

     

             Do Now: Get out your last vocabulary quiz and homework and review them with a partner.  Decide whose sentences are best for each definition.

             Vocabulary homework check, quiz and review

     

    Homework: Write original sentences for the 7 vocabulary words you understand the LEAST.  Usage quiz next class.

     

     

    Romeo & Juliet Act II & Act III         3rd 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. abhor                     A. having or showing characteristics regarded as typical of a woman; unmanly

    ___ ___ 2. ascend                  B. to expel from a community or group

    ___ ___ 3. asunder                 C. widely separated

    ___ ___ 4. banish                    D. heroic courage

    ___ ___ 5. beseech                E. to detest, to loathe

    ___ ___ 6. calamity                F. an event resulting in great loss or misfortune

    ___ ___ 7. chide                     G. to travel upward

    ___ ___ 8. conjure                  H. to keep company with; hang out with

    ___ ___ 9. consort                  I.  a state of deep-seated ill-will, hostility

    ___ ___ 10. effeminate           J. to summon into action or bring into existence, often as if by magic

    ___ ___ 11. enmity                 K. in a manner that is neither too little nor too great

    ___ ___ 12. moderately          L. to scold

    ___ ___ 13. procure                M. to request earnestly

    ___ ___ 14. rancor                  N. to get by special effort

    ___ ___ 15. valor                    (You can use one of the above definitions for 2 of these words.)

     

     

    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 3rd and 4th acts.

     

             Read p 1044-1046, ESPECIALLY the explanations on the right side of the pages.

             Discuss the following items with your table and write the answers to them in the time provided:

    • Summarize what Benvolio is saying he wants them to do in his 1st 4 lines of this scene.

     

    • What does Mercutio accuse Benvolio of? Do you think he’s being serious?

     

    • Judging by how Mercutio reacts to Tybalt on p 1045, how do you think he feels about him? What does he say that give you this impression?

     

    • What does Tybalt say to Romeo? Why does he say this? What is Romeo’s reply? Why does Romeo respond this way?

     

    • How does Mercutio respond to Romeo’s answer to Tybalt? What does he say that shows a saying we still have today (and is not really true) has been around a long time?

     

    • What does Romeo try to do at the end of p 1046, and what is the result of his trying to do this?

     

             Act III active reading, discussion and study guide items.

     

             Read the summary of Act III, Scene 2 on p. 1051. Then read Juliet’s lines 79-91 on p 1053.  Identify the literary concept she uses 6 times and summarize what she is saying.

     

    [Got through Juliet’s oxymorons and forgiving Romeo right away in block 1A.  Rushing through all of this in the class right before break went over like farts in church.  Reminded them of the homework, but its gonna be extra credit for anyone who really did it.]

     

             Act III & Act IV active reading/listening/discussion and study guide items.

     

     

    12/4 or 12/5/19

    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, usage quiz, and review

     

    Homework: Study all 15 vocabulary words and know how to use them.  TEST NEXT CLASS.

     

     

    Romeo & Juliet Act II & Act III      Vocabulary Usage Quiz    English 9 Honors

    • Choose any 3 of the 15 vocabulary words and write a sentence for each one, using it or another form of the word.
    • You may use your previous quiz sheets and homework for this. (It’s ok to write the same sentences as your homework, if they are not plagiarized.)

     

     

    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: 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.

     

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

     

     

    12/6 or 12/9/19

    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 & 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.

     

     

    English 11 Honors

    12/4/19

    Learning Targets

    • Today’s learning will focus on the event that started the United States’ entering World War II and Americans’ emotions and attitudes that resulted from them.
    • Success Criterion #1: I can summarize the event and describe the immediate reactions of Americans and President Roosevelt.
    • Success Criterion #2: I can describe the similarities and differences of the event and Americans’ reactions with 9/11 and Americans’ reactions to it.

     

             Do Now (Similar—but not identical—to an item in the last lesson):

    • Imagine Mr. Orlando has just announced that very large bombs are going off in Washington DC, and that Muslim Middle Eastern terrorists are the main suspects.
    • Write at least 5 lines about how you think you’d feel about that news, and what you would think should be done about it.

             Do Now discussion

     

    Homework: Follow the “In-Context Vocabulary Instructions” for the boldfaced, underlined words in “Executive Order 9066: Resulting in the Relocation of Japanese (1942)”; also, In-context vocabulary: Farewell to Manzanar Forward and Chronology: p 5: internment, issue, dredge; p 7: naturalization, emigration

     INCLUDING ORIGINAL SENTENCES (step 6).  EXPECT A QUIZ.

     

     

             Dec. 7, 1941 introduction

             12/7/1941 and 9/11/2001 Comparisons/Contrasts

             Farewell to Manzanar books issued.

             LDC World War II ELA module readings introduction (See the next Learning Targets.)

             Of Mice and Men tests returned.  Take or re-take asap, if necessary.  You have 2 weeks.

     

     

    Learning Targets

    • I can identify what a writing task is telling me to do.
    • I can state good learning and writing strategies and techniques that will help me accomplish the writing task well.

     

             World War II Japanese Internment Task Analysis Templates distributed, discussion: Apply the same concepts used in the Dust Bowl Task Analysis Template.

     

    What challenges did Japanese Americans experience as a result of America being at war with Japan during World War II? After reading nonfiction articles and an autobiography, write an essay in which you describe the challenges Japanese Americans faced during this period. Support your discussion with evidence from the text(s). (Informational or Explanatory/Description)

     

     

    12/6/19

    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