SHADER, HENRY C / Welcome

Mr. Shader's Erie High School Web Page

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 through this week in my classes:

English 11 Honors

1/21/20

Learning Targets

Today’s learning will focus on Farewell to Manzanar content and the LDC ELA Writing Task.

Success Criterion #1: I can describe this memoir’s main characters and plot details.
Success Criterion #2: I can describe the psychological effects internment had on the characters.
Success Criterion #3: I can find important details relevant to the LDC World War II ELA writing task.

 Do Now: Compare your Farewell to Manzanar text dependent questions with a partner’s. Decide whose responses are best for each item.

 A very interesting meme about a courageous man with exceptional moral fiber during WWII

 Farewell to Manzanar Active Reading and Text Dependent Questions Review

 LDC ELA Writing Task and other WWII Japanese Internment sources review

 “Challenges” discussion, identification

 Begin Challenge Example groups, time permitting

Homework: Identify at least 3 more passages from Farewell to Manzanar that are examples of the challenges we identified in class. Write explanations of how each may be used in your essay.

What challenges did Japanese Americans experience as a result of America being at war with Japan during World War II? After reading nonfiction and 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)

2019 Block 1B Challenges:

Forced internment
Japanese not born in the US were not allowed to become citizens.
Lost personal liberties.
Had to sell property and possessions.
Looked at as enemies—automatically suspected of collaborating with Japan.
Suspected Japanese men were held for months, interrogated, and probably tortured.
Racial hatred/violence
Camp conditions were very bad at first. Lots of sickness, lack of privacy.
Families were divided by mess hall system
When camps were closed, many families had nothing to go back to.
Psychological trauma of being treated less than human

2019 Block 1A Challenges:

“The speed of the evacuation forced many homeowners and businessmen to sell out quickly; total property loss is estimated at $1.3 billion, and net income loss at $2.7 billion (calculated in 1983 dollars based on the Commission investigation below). (“Executive Order 9066”)
Automatic suspicion of collaborating with the enemy—Japan—based on Japanese heritage.
Many arrested on suspicion only.
Rejection from American Society, discrimination, segregation
Sent to concentration camps
Widespread illness in the camps, initially
Camp life caused families to fall apart.
Men arrested on suspicion were mistreated badly.
Psychological trauma

Challenges from a 2015 Class:

Sell all belongings
Lack of privacy
American captors’ cultural ignorance
Cultural identity degraded
Camps not completed/living conditions
Interrogation/Possible torture
Food
Discrimination
Family units destroyed
Release after losing everything
Psychological “Institutionalization”

Example paragraph based on the challenge of “Release after losing everything”:

One of the later—but not final—challenges Japanese Americans had to deal with was being forced to re-enter American society after everything had been taken from them. As Houston recounts, “Those who did not choose to leave voluntarily would be scheduled for resettlement in weekly quotas.” As her family had little to return to, she says, “Papa gave himself up to the schedule.” But they could not just start their lives where they had left off. Her mother said she heard it was “just like nineteen forty-two all over again”, and Japanese were being put in trailers and huts (Houston 117-119).

1/23/20

Learning Targets

Today’s learning will focus on Farewell to Manzanar content and the LDC ELA Writing Task.

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.
Success Criterion #3: I can find important details relevant to the LDC World War II ELA writing task.

 Do Now: Compare your homework with a partner’s. Write a sentence that expresses a difference in what kinds of challenges you found.

 The Writing Process, Thesis Statement, Preliminary Outline review

 Continue finding examples of the challenges Japanese Americans faced during this time period. You may use challenges in your own words as well.

 Begin your Farewell to Manzanar essay. An important concept you should try to express in your essay is how some of these challenges are related to each other.

Homework: Complete Farewell to Manzanar prewriting, including a thesis statement and an outline.

English 9 Honors

1/21 or 1/22/20

Learning Target: Today’s learning will focus first on “The Cask of Amontillado” In-context Vocabulary.

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 10 sentences for “The Cask of Amontillado” In-context 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

9. G n

10. J v

“The Cask of Amontillado” 1^st 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. preclude A. to encounter someone in an overbearing or aggressive manner

___ ___ 2. impunity B. the end, limit, or edge of something

___ ___ 3. virtuoso C. to request earnestly

___ ___ 4. accost D. to prevent from happening, to make impossible

___ ___ 5. repose E. to restrain with chains or shackles

___ ___ 6. jest F. to lessen or weaken in force or degree

___ ___ 7. termination G. to lie at rest or in death

___ ___ 8. fetter H. freedom from punishment, penalty, or harm

___ ___ 9. implore I. to joke; a joke

___ ___ 10. subside J. having masterly knowledge and/or skill in an art form

Learning Target

Today’s learning will also focus upon the short play “Trifles”. I can—

Analyze imagery.
Visualize characters, settings, and events.
Identify and analyze themes and character motivation.
Analyze cause and effect as it impacts plot.
Analyze and interpret character traits, plot development, and setting as they relate to plot, conflict, motifs, point of view, tone, and style.
Recognize and explain symbolism.
Use active reading strategies to enhance comprehension.
Make inferences and predictions and draw conclusions.

 2^nd Do Now: Complete the “Connect to Your Life” activity on P 252 in your notebook.

 Continue/Complete"Trifles" Active Reading/Performance.

 "Trifles" Active Reading (Continued):

 "Pause & Reflect" p 260

 P. 261 Reading Check

 P. 262 Reading Tip

 P. 262 Reading Check

 P. 263 Pause & Reflect 1, 2 & 3

 P. 265 Reading Tip

 P. 265 Reading Check

 P. 267 Reading Check

 P. 267 Pause & Reflect 1 only.

 Infer the conclusion that the women have come to, based on what they've found. Then predict what you think they'll do.

 P. 268 Reading Check

 P. 269 Both Reading Checks

 P. 271 Reading Check

 P. 271 Pause & Reflect 1, 2, & 3 (#3: Forget "In your opinion". There's no "opinion" about it.)

Homework: Write another 10 sentences for “The Cask of Amontillado” In-context Vocabulary words. EXPECT ANOTHER QUIZ.

1/23 or 1/24/20

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

 Coat of Arms due, unless you are doing the extra credit version. For extra credit, you need to hand in the prewriting, and the finished product needs to show REAL EFFORT.

 Vocabulary homework check, quiz, and review

Homework: “Trifles” in-context vocabulary, as per the usual. Only 5 words, folks, BUT EXPECT A QUIZ ON ALL 15 WORDS.

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 n

10. J v

“The Cask of Amontillado” 2^nd Vocabulary Quiz English 9 Honors

def pos

___ ___ 1. accost A. having masterly knowledge and/or skill in an art form

___ ___ 2. fetter B. to joke; a joke

___ ___ 3. implore C. freedom from punishment, penalty, or harm

___ ___ 4. impunity D. to lie at rest or in death

___ ___ 5. jest E. to lessen or weaken in force or degree

___ ___ 6. preclude F. to restrain with chains or shackles

___ ___ 7. repose G. to prevent from happening, to make impossible

___ ___ 8. subside H. to request earnestly

___ ___ 9. termination I. the end, limit, or edge of something

___ ___ 10. virtuoso J. to encounter someone in an overbearing or aggressive manner

Learning Target

Today’s learning will also focus upon the short play “Trifles”. I can—

Analyze imagery.
Visualize characters, settings, and events.
Identify and analyze themes and character motivation.
Analyze cause and effect as it impacts plot.
Analyze and interpret character traits, plot development, and setting as they relate to plot, conflict, motifs, point of view, tone, and style.
Recognize and explain symbolism.
Use active reading strategies to enhance comprehension.
Make inferences and predictions and draw conclusions.

 2^nd Do Now: Complete the “Connect to Your Life” activity on P 252 in your notebook.

 Trifles Active Reading:

 Definition of "Trifles" (See "PREVIEW" p 253)

Why do you think this is the name of this play?

 Identify the Setting (Read “Key to the Story”, p 252)

 "Pause & Reflect" p 254, 1 & 2

 Both "Reading Check"s on p 255 & 256

 "Pause & Reflect" p 258

 "Pause & Reflect" p 260

 Both "Reading Check"s on p 261 & 262

 "Pause & Reflect" 1, 2 & 3, p 263.

 Make a prediction.

Homework: “Trifles” in-context vocabulary, as per the usual. Only 5 words, folks, BUT EXPECT A QUIZ ON ALL 15 WORDS.

English 9

1/22/20

Learning Target: Today’s learning will focus first on “The Cask of Amontillado” In-context Vocabulary.

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: Conduct the in-context vocabulary instructions for the last 5 boldfaced underlined words in “The Cask of Amontillado” handout, INCLUDING ORIGINAL SENTENCES. EXPECT ANOTHER QUIZ ON ALL 10 WORDS, SO STUDY THE FIRST 5 TOO.

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

“The Cask of Amontillado” 1^st Vocabulary Quiz English 9

def pos

___ ___ 1. preclude A. to encounter someone in an overbearing or aggressive manner

___ ___ 2. impunity B. freedom from punishment, penalty, or harm

___ ___ 3. virtuoso C. to lie at rest or in death

___ ___ 4. accost D. to prevent from happening, to make impossible

___ ___ 5. repose E. having masterly knowledge and/or skill in an art form

Learning Target

Today’s learning will also focus upon the short play “Trifles”. I can—

Analyze imagery.
Visualize characters, settings, and events.
Identify and analyze themes and character motivation.
Analyze cause and effect as it impacts plot.
Analyze and interpret character traits, plot development, and setting as they relate to plot, conflict, motifs, point of view, tone, and style.
Recognize and explain symbolism.
Use active reading strategies to enhance comprehension.
Make inferences and predictions and draw conclusions.

 2^nd Do Now: Complete the “Connect to Your Life” activity on P 252 in your notebook.

 Trifles Active Reading:

 Definition of "Trifles" (See "PREVIEW" p 253).

Why do you think this is the name of this play?

 Identify the Setting (Read “Key to the Story”, p 252).

 "Pause & Reflect" p 254, 1 & 2

 Both "Reading Check"s on p 255 & 256.

 "Pause & Reflect" p 258

 "Pause & Reflect" p 260

 Both "Reading Check"s on p 261 & 262.

 "Pause & Reflect" 1, 2 & 3, p 263.

 Make a prediction.

1/24/20

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: 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 10 words.

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 n

10. J v

“The Cask of Amontillado” 2^nd Vocabulary Quiz English 9

def pos

___ ___ 1. preclude A. to encounter someone in an overbearing or aggressive manner

___ ___ 2. impunity B. the end, limit, or edge of something

___ ___ 3. virtuoso C. to request earnestly

___ ___ 4. accost D. to prevent from happening, to make impossible

___ ___ 5. repose E. to restrain with chains or shackles

___ ___ 6. jest F. to lessen or weaken in force or degree

___ ___ 7. termination G. to lie at rest or in death

___ ___ 8. fetter H. freedom from punishment, penalty, or harm

___ ___ 9. implore I. to joke; a joke

___ ___ 10. subside J. having masterly knowledge and/or skill in an art form

Learning Target

Today’s learning will also focus upon the short play “Trifles”. I can—

Analyze imagery.
Visualize characters, settings, and events.
Identify and analyze themes and character motivation.
Analyze cause and effect as it impacts plot.
Analyze and interpret character traits, plot development, and setting as they relate to plot, conflict, motifs, point of view, tone, and style.
Recognize and explain symbolism.
Use active reading strategies to enhance comprehension.
Make inferences and predictions and draw conclusions.

 Do Now: Is revenge ever justified? Why or why not? Write at least 3 lines about this.

 Continue/Complete"Trifles" Active Reading/Performance.

 "Trifles" Active Reading (Continued):

 "Pause & Reflect" p 260

 P. 261 Reading Check

 P. 262 Reading Tip

 P. 262 Reading Check

 P. 263 Pause & Reflect 1, 2 & 3

 P. 265 Reading Tip

 P. 265 Reading Check

 P. 267 Reading Check

 P. 267 Pause & Reflect 1 only.

 Infer the conclusion that the women have come to, based on what they've found. Then predict what you think they'll do.

 P. 268 Reading Check

 P. 269 Both Reading Checks

 P. 271 Reading Check

 P. 271 Pause & Reflect 1, 2, & 3 (#3: Forget "In your opinion". There's no "opinion" about it.)

Homework: Write another round of sentences for all 10 words. EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

English 11

1/22/20

Learning Targets

Today’s learning will focus on Farewell to Manzanar content and the LDC ELA Writing Task.

Success Criterion #1: I can describe this memoir’s main characters and plot details.
Success Criterion #2: I can describe the psychological effects internment had on the characters.
Success Criterion #3: I can find important details relevant to the LDC World War II ELA writing task.

 Do Now: Compare your Farewell to Manzanar text dependent questions with a partner’s. Decide whose responses are best for each item.

 A very interesting meme about a courageous man with exceptional moral fiber during WWII

 Farewell to Manzanar Active Reading and Text Dependent Questions Review

 LDC ELA Writing Task and other WWII Japanese Internment sources review

 “Challenges” discussion, identification

 Begin Challenge Example groups, time permitting

Homework: Identify at least 3 more passages from Farewell to Manzanar that are examples of the challenges we identified in class. Write explanations of how each may be used in your essay.

2019 Block 1B Challenges:

Forced internment
Japanese not born in the US were not allowed to become citizens.
Lost personal liberties.
Had to sell property and possessions.
Looked at as enemies—automatically suspected of collaborating with Japan.
Suspected Japanese men were held for months, interrogated, and probably tortured.
Racial hatred/violence
Camp conditions were very bad at first. Lots of sickness, lack of privacy.
Families were divided by mess hall system
When camps were closed, many families had nothing to go back to.
Psychological trauma of being treated less than human

2019 Block 1A Challenges:

“The speed of the evacuation forced many homeowners and businessmen to sell out quickly; total property loss is estimated at $1.3 billion, and net income loss at $2.7 billion (calculated in 1983 dollars based on the Commission investigation below). (“Executive Order 9066”)
Automatic suspicion of collaborating with the enemy—Japan—based on Japanese heritage.
Many arrested on suspicion only.
Rejection from American Society, discrimination, segregation
Sent to concentration camps
Widespread illness in the camps, initially
Camp life caused families to fall apart.
Men arrested on suspicion were mistreated badly.
Psychological trauma

Challenges from a 2015 Class:

Sell all belongings
Lack of privacy
American captors’ cultural ignorance
Cultural identity degraded
Camps not completed/living conditions
Interrogation/Possible torture
Food
Discrimination
Family units destroyed
Release after losing everything
Psychological “Institutionalization”

Example paragraph based on the challenge of “Release after losing everything”:

1/24/20

Learning Targets

Today’s learning will focus on Farewell to Manzanar content and the LDC ELA Writing Task.

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.
Success Criterion #3: I can find important details relevant to the LDC World War II ELA writing task.

 Do Now: Compare your homework with a partner’s. Write a sentence that expresses a difference in what kinds of challenges you found.

 The Writing Process, Thesis Statement, Preliminary Outline review

 Continue finding examples of the challenges Japanese Americans faced during this time period. You may use challenges in your own words as well.

 Begin your Farewell to Manzanar essay. An important concept you should try to express in your essay is how some of these challenges are related to each other.

Homework: Complete Farewell to Manzanar prewriting, including a thesis statement and an outline.