Classes I am teaching this school year:

• English 9, English 9 Honors, and English 11
• Extra Help Afternoon: Wednesday, 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

4/8 or 4/9/19

Learning Target:

• Today’s learning will focus on the Freedom Riders.

Success Criteria:

• I can explain how the Freedom Riders followed Dr. King’s ideas about civil disobedience and militant non-violence.
• I can identify the parts of these non-fiction selections this excerpt that may be used in the American Civil Rights ELA writing task.
  

         Do Now:

• Watch the video about the Freedom Riders. Then consider the main idea of the last paragraph from the Stride toward Freedom excerpt that we summarized in class: “If a mass movement is both militant and non-violent, its opponents are revealed as the instigators, and the public will side with the movement.”
• How was MLK Jr. prophetic about what happened to the Freedom Riders? Discuss with a partner and write your answer.

         (Block 1A) “Letter from Birmingham Jail” active reading check

         Do Now discussion

         “The Freedom Riders” active reading

         LDC ELA Writing Task, writing process, and thesis statement review

         Begin LDC ELA Writing Task

Homework: Write a thesis statement and fill up at least a page of prewriting.

(Block 1A only, unless Block 1B wants to see it again)

Learning Target

• Today’s learning will also focus on reviewing using sources effectively in essays.
• I can identify content from the readings that can be used in the LDC ELA Civil Rights Era writing prompt.

         “The Quote Sandwich” review

         Peruse Dr. King’s letter for content that can be used in the LDC ELA Civil Rights Era writing prompt:

• What ideals inspired and guided the fight for American Civil Rights? After reading selected texts on the Civil Rights movement, write an essay in which you discuss racial injustice and evaluate the rhetoric and strategies of those who fought for American Civil Rights. Support your position with evidence from the texts. (Argumentation/Evaluation)

Find at least 3 passages that can be used in the upcoming essay.  Try to write an introductory phrase/sentence and explanatory phrase/sentence for each one (in other words, make “Quote Sandwiches”!)

Example: Dr. King’s powerful rhetoric often used similes and metaphors to point out the evils and injustice of racism and segregation.  In his “Letter from Birmingham Jail”, he illustrates how he and others “who engage in nonviolent direct action are not the creators of tension”—which he admits he is causing to appear in Birmingham—by saying that the tension is “like a boil that can never be cured so long as it is covered up but must be opened with all its ugliness to the natural medicines of air and light” (370).  This powerful simile shows how the effects of racism and segregation are often hidden and must be exposed to be cured.

Homework: Write a thesis statement and fill up at least a page of prewriting.

4/10 or 4/11/19

Learning Target: Today’s learning will focus on the LDC ELA Writing Task.

Success Criteria:

• I can organize topics into a preliminary outline.
• I can the describe the ideals of the civil rights movement.
• I can write about how those ideals affected what civil rights leaders and protesters did.

         Do Now: Compare your prewriting and thesis statement to a partner’s. Note similarities and differences.

         Outline review

         MLA source citation & Mr. Shader’s Writing Assignment Guidelines overview, as needed

         Outline modeling and guided practice

         LDC ELA essay outlining and drafting. FINAL DRAFTS ARE DUE 4/23 or 4/24/19 AT THE START OF CLASS.

Homework: Complete all of your prewriting, your outline and revise your thesis statement, if needed, at least.

1. Introduction
   1. Thesis Statement
      1. Brief description of U.S. segregation and its history
      2. List of Civil Rights Movement’s ideals
   2. Non-violence: The #1 ideal
      1. Anecdote about non-violent protest
      2. “Civil Disobedience” by Henry David Thoreau
   3. Body
      1. MLK Jr & nonviolence
         1. Stride Toward Freedom quote
         2. Example of nonviolent protest MLK employed

4/12 or 4/15/19

Learning Target: Today’s learning will focus on the LDC ELA Writing Task.

Success Criteria:

• I can describe the ideals of the civil rights movement.
• I can write about how those ideals affected what civil rights leaders and protesters did.
• I can use appropriate MLA source citation.

         Do Now: Compare your outline to a partner’s. Note similarities and differences.

         Mr. Shader’s Writing Assignment Guidelines

         LDC ELA essay drafting. FINAL DRAFTS ARE DUE 4/23 or 4/24/19 AT THE START OF CLASS.

Homework: Complete at least the 1st ½ of the LDC ELA Writing Task first draft.

English 9 Honors

4/8 or 4/919

Learning Target: Today’s learning will first focus on the literary terms "Rhyme Scheme" and "Free Verse".

         Do Now: Review "Rhyme Scheme" and "Free Verse" in the "Glossary of Literary Terms", if necessary.  Then find an example of both in poems from one of the literature books (You may scan the rhyme scheme of just one stanza of a poem.  You can't find both in the same poem, so don't try).

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Trace”.

         Keystone Prep: “Trace” (List the steps): Work with a group to convert the illustrations from IKEA furniture instructions into a written list of steps.

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Extra credit opportunity: News stories to narrative poetry introduction

         Poetry recitation makeups

Homework: Complete 1^st draft of at least 1 poem.

4/10 or 4/11/19

Learning Target: Today’s learning will first focus on the literary term "Hyperbole".

         Do Now: Review "Hyperbole" in the "Glossary of Literary Terms", if necessary.  Then write an original example of it.

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Analyze”.

         Keystone Prep: “Analyze”(Break apart and describe the parts): Read the poem and the prompt for its Keystone Constructed Response, and then write your response.

         Keystone Prep: “Analyze” Constructed Response discussion

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Poetry recitation makeups

Homework: Complete 1^st draft of 2^nd poem

4/12 or 4/15/19

Learning Target: Today’s learning will first focus on the literary term "Onomatopoeia".

         Do Now: Review "Onomatopoeia" in the "Glossary of Literary Terms", if necessary.  Then write an original example of it.

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Infer”.

         Keystone Prep: “Infer” (Read between the lines): Read the poem “Starlings” again.  and another prompt for a Keystone Constructed Response, and then write your response.

         Keystone Prep: “Infer” Constructed Response discussion

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Poetry recitation makeups

Homework: Complete 1^st draft of 3^rd poem

English 9

4/9/19

Learning Target: Today’s learning will first focus on the literary terms "Rhyme Scheme" and "Free Verse".

         Do Now: Review "Rhyme Scheme" and "Free Verse" in the "Glossary of Literary Terms", if necessary.  Then find an example of both in poems from one of the literature books (You may scan the rhyme scheme of just one stanza of a poem.  You can't find both in the same poem, so don't try).

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Trace”.

         Keystone Prep: “Trace” (List the steps): Work with a group to convert the illustrations from IKEA furniture instructions into a written list of steps.

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Extra credit opportunity: News stories to narrative poetry introduction

         Poetry recitation makeups

Homework: Complete 1^st draft of at least 1 poem.

4/11/19

Learning Target: Today’s learning will first focus on the literary term "Hyperbole".

         Do Now: Review "Hyperbole" in the "Glossary of Literary Terms", if necessary.  Then write an original example of it.

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Analyze”.

         Keystone Prep: “Analyze”(Break apart and describe the parts): Read the poem and the prompt for its Keystone Constructed Response, and then write your response.

         Keystone Prep: “Analyze” Constructed Response discussion

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Poetry recitation makeups

Homework: Complete 1^st draft of 2^nd poem

4/15/19

Learning Target: Today’s learning will first focus on the literary term "Onomatopoeia".

         Do Now: Review "Onomatopoeia" in the "Glossary of Literary Terms", if necessary.  Then write an original example of it.

Learning Target: Today’s learning will next focus on the “Keystone Vocabulary” term “Infer”.

         Keystone Prep: “Infer” (Read between the lines): Read the poem “Starlings” again.  and another prompt for a Keystone Constructed Response, and then write your response.

         Keystone Prep: “Infer” Constructed Response discussion

Learning Target: Today’s learning will also focus on poetry composition.

• I can demonstrate understanding the elements of effective poetry.
• I can write original poetry using the same.

         Poetry Composition.

                     Remember the minimum requirements:

            3 poem minimum; 12 lines minimum per poem; identify at least 3 poetic literary concepts (Literary Terms Prevalent in Poetry) per poem.

            All 3 poems are due 4/16 or 4/17 at the START of class.

         Poetry recitation makeups

Homework: Complete 1^st draft of 3^rd poem