Monday, August 31, 2015

Monday August 31, 2015

English 9- Today I reviewed and slightly altered the expectations for the writing prompts that accompany The Most Dangerous Game. I need to see your graphic organizer and theme by tomorrow. Both writing prompts that you have chosen, your graphic organizer and reading analysis bookmark are due Thursday September 3rd.

Here are the writing prompts and a link to the web site to access the test:


Choose 1 of these:
A. Analyze and explain the impact of setting in The Most Dangerous Game.
B. Choose a character from the story and analyze their characterization and development throughout the story.
Everyone does this one:


C. Identify 3 topics from the story. Develop that topic into a theme and discuss how you identified that theme in the story. 

You need to include at least one quote from the text for A or B and 3 quotes for C.

Here is a link to the text:
https://archive.org/stream/TheMostDangerousGame_129/danger.txt



English 10- Today we started reading and analyzing the article The Milgram Experiment, analyzing the role of authority and obedience in relation to power. We will finish annotating tomorrow and answer Type 2 questions that accompany the article. 

Friday, August 28, 2015

Friday August 28, 2015

English 9- Today we went over the writing prompts for The Most Dangerous Game. Here they are if you need them:

Choose 1 of these:
A. Analyze and explain the impact of setting in The Most Dangerous Game.
B. Choose a character from the story and analyze their characterization and development throughout the story.
Everyone does this one:

C. Identify 3 topics from the story. Develop that topic into a theme and discuss how you identified that theme in the story. 

You need to include at least one quote from the text for A or B and 3 quotes for C.

Here is a link to the text:
https://archive.org/stream/TheMostDangerousGame_129/danger.txt

English 10- Today we analyzed gender roles from the 1950's and compared them to today. We then read and annotated the poem Barbie Doll. The questions for the poem are due Monady

Tuesday August 25, 2015

Sunday, August 23, 2015

Monday August 24, 2015

English 9- Today we took notes on characterization and character development.  We then completed STEAL characterization worksheets based on characters from the classic children's  book, The Cat in The Hat. This work will help us to analyze literary concepts in more difficult and challenging texts.


English 10- Today we looked at some background information on Kevin Carter and apartheid in South Africa.  We then started reading and annotating the article The Consequences of Photojournalism, specifically identifying author's purpose and main idea.

Thursday, August 20, 2015

Thursday August 20, 2015

English 9- Today we took notes on analyzing topic and theme. We will use these notes to guide our analysis of The Most Dangerous Game, as well as with a video activity we will complete tomorrow.

English 10- Today we compared items from the article What Superheroes Teach Us About Power to our own lives. We then worked on finishing annotations. Make sure I see and check off you annotations so that you may receive the questions that accompany the article.

Wednesday, August 19, 2015

Wednesday August 19, 2015

English 9- Today we continued to read and analyze The Most Dangerous Game. We will be taking notes and working with theme tomorrow.


English 10- Today we continued reading and annotating the article "What superheroes teach us about power," and started to answer the questions that accompany the article.

Tuesday, August 18, 2015

Tuesday August 18, 2015

English 9- Today I handed out the 9th grade reading analysis tool, as well as the book mark note catcher for The Most Dangerous Game. We took brief notes on setting and started reading as a class.

English 10- Today we discussed what quality annotations look like and created an anchor chart. We then took notes on author's purpose and began reading and annotating the article "What Superheros teach us about power"

Monday, August 17, 2015

Monday August 17, 2015

English 9- Today we completed the introductory benchmark exam.  If you were absent, please see me asap to plan a time to take the assessment.


English 10- Today we completed the introductory benchmark exam.  If you were absent, please see me asap to plan a time to take the assessment.

Monday, August 10, 2015

August 11, 2015

Welcome back students! 

The purpose of this blog is to communicate with students and parents what we are working on in my class, as well as due dates for upcoming assignments. I do my best to update this blog everyday. Please use this resource. Additionally, students should use this email address: misterjonwells@gmail.com to submit assignments!

English 9- Your home work is to read and understand my syllabus for the year. You will receive a signature page in class for you and your parents to acknowledge you have read and understood my policies.  Please make sure you are very clear on my policy for late and missing work. Let me know if you have any questions at all. Here is a text version of the syllabus, along with a link for download:

Click here to download:
Wells English 9 2015-16 Syllabus
Rangeview High School
Course Syllabus
2015-16


Course Title:  Freshman English

Instructor’s Name:  Mr. Wells


Contact Number: 303-695-6848

School e-mail address:  jlwells@aps.k12.co.us

Teacher availability:  4th and 7th Period, and A Lunch. I am always available after school, but by appointment only.

An Overview of State Standards Addressed in this Course:

1st Quarter Learning Objectives:  Students will read texts to identify how
authors develop characters’ perspectives to influence theme. Students will create real or imagined narratives using a variety of techniques to demonstrate various perspectives around a single experience.

2nd Quarter Learning Objectives: Students will analyze how writers use words, phrases and transitions in order to link the major sections of text, create cohesion, and clarify the relationships between claim(s) and reasons.

3rd Quarter Learning Objectives: Students will organize information in order to
comprehend and follow an argument. Students will identify a problem or issue and
use sound reasoning, varied support and evidence to design a possible solution.

4th Quarter Learning Objectives:
Students will analyze in detail how an author’s
ideas and/or themes are developed and refined by particular sentences, paragraphs, or larger portions of a text. Students will apply the concepts of standard English- capitalization, punctuation, and spelling while producing clear and coherent writing with appropriate development, organization and style as evidenced through the process of revision.

Standards Based Grading:
.
Marks and Grades:
Marks indicate levels of proficiency on individual assessments and are recorded in the teacher grade book.  Capital letters indicate summative assessments.  Lower case letters indicate formative assessments.

Grade book marks are converted to a single letter grade for eligibility and quarterly reports, and are recorded on an official student transcript.



Body of Evidence:
There are two types of assessment, formative and summative.
Formative (assessments for learning) provide direction for improvement for the student and adjustment of instruction for the teacher e.g. observation, quizzes, homework, discussion, drafts, etc. These assessments are identified by lower case letters in the teacher grade book.

Summative (assessment of learning) provide information to be used in making judgments about a student’s achievement at the end of a sequence of instruction, e.g. final drafts, tests, assignments, projects, performances, etc. These assessments are identified by capital letters in the teacher grade book.

Student Handbook and Classroom Policies:

Definition of bullying: Any written, verbal or pictorial expression, physical or electronic act or gesture, or a pattern thereof by a student that is intended to coerce, intimidate or cause any physical, mental, or emotional harm to any student. This includes the creation of an intimidating, hostile, or significantly offensive environment that interferes with the learning or performance of school-sanctioned activities of any student.

Examples of Bullying:
-Derogatory written or pictorial communications in any media (e.g., letters, notes, cellphones, social-networks, voice mail, text messages, pager messages, newspaper articles, invitations, posters, photos, cartoons);

 -Derogatory verbal comments (e.g., name-calling, taunting, hostile teasing, spreading rumors, epithets, jokes or slurs);

 -Threats of force or violence against a person’s body, possessions or residence (e.g., obtaining food or money by threats of force); or

-Physical conduct (e.g., provocative gestures, overly rough horseplay, restricting freedom of action or movement, violence, defacing or destruction of property).

-Any student engaged in bullying will face disciplinary action. All concerns of threats or rumors must be reported to a staff member as soon as possible.

Cyberbullying: Definition: Being cruel to others by sending or posting harmful material using the Internet, cell phone, or any social media. Spreading or forwarding rumors or threats or photos via social media is a serious offense.

Any student engaged in cyberbullying will face disciplinary action. All concerns of threats or rumors must be reported to a staff member as soon as possible. Cyberbullying is a criminal offense and police will be notified.

Tardiness: Refer to student handbook. Excessive tardiness will result in referral to Dean’s office.

Absence Policy:  Refer to student handbook. Students are responsible for all missing work. Please visit my web site or send me an email for clarification on missing assignments.


Excused Absence:  Students have TWO days to make up the work. 

Unexcused Absence: Work missed can be made-up but will only be accepted as late work.

 Late Work Policy: The expectation is that students will be on time with all assignments. That being said, students who are struggling can speak with me about extending deadlines.  If work is turned in late it, it will be dropped a portion of the received grade for each week it is late. So if the assignment was a P+ but was a week late, the student would receive a P. If the same assignment was turned in two weeks late the student would receive a P-. Students and parents are welcome to contact me for any clarification on late work. Note: Any late work will NOT be accepted the last week of any quarter.
Academic Honesty: Any student caught plagiarizing any work will receive an unsatisfactory mark on the assignment and the work will be shared with the counseling department. A second infraction will result in referral to the Dean’s office and possible suspension.

In-Class Behaviors: My classroom is all about RESPECT. I expect that all students give respect to themselves, their fellow classmates, their teachers and their classroom. Any student being disrespectful in any manner will be handled on an individual basis with support from the Dean’s office.


Cell Phone and Technology Policy: Students using cell phones in the classroom are distracting themselves, their peers and the teacher. Cell phones, music player devices, ear-buds, headphones, iPads, tablets and any other technological devices must be put away and out of site during class time. Students will receive one warning and then the device will be confiscated and locked in my desk until the end of the class period. Students who have habitual problems with tech will be referred to the Dean’s office.

Substitute Policy: It is expected that substitutes will be treated with the same respect as any other adult at Rangeview.  
\
Homework: Homework will be given regularly and will be subject to due dates and directions.

Required Materials: All studentsWells English 10 2015-16 Syllabus must have:
A notebook. The notebooks will quickly fill up; students may want to have one for each quarter. I have notebooks I can supply for 25 cents each.

Writing utensils will be needed. Pens or pencils are fine.

A folder. Students will need something to keep their papers organized and together.




English 10- Your home work is to read and understand my syllabus for the year. You will receive a signature page in class for you and your parents to acknowledge you have read and understood my policies.  Please make sure you are very clear on my policy for late and missing work. Let me know if you have any questions at all. Here is a text version of the syllabus, along with a link for download:


Wells English 10 2015-16 Syllabus


Rangeview High School
Course Syllabus
2015-16
Course Title:  10th Grade English

Instructor’s Name:  Mr. Wells


Contact Number: 303-695-6848

School e-mail address:  jlwells@aps.k12.co.us

Teacher availability: 4th and 7th Period, and A Lunch. I am always available after school, but by appointment only.




An Overview of State Standards Addressed in this Course:

1st Quarter Learning Objectives:  Power – This unit closely examines the concept of power and how it can affect society and individuals.  It requires students to examine primary sources and various other texts to analyze how power influences individuals and society.  Students will be asked to compare and contrast their different understandings using supporting evidence from texts.  Texts this quarter will include both fiction and nonfiction.

2nd Quarter Learning Objectives: Literary Analysis – Students will study cause and effect relationships by analyzing and interpreting literary texts and their components.  Students will use claim and evidence to support their understanding of texts.  Writing this quarter includes constructed responses and an essay.

3rd Quarter Learning Objectives: Explanatory Texts – Students will explore various explanatory non-fiction texts in order to analyze how writers use effective selection of sources to synthesize complex ideas and concepts.  Students will research a social change to write an essay that informs the reader of its impact.  Students will draw evidence from multiple texts to support research.

4th Quarter Learning Objectives: Literary Components and Meaning– This unit examines the impact of powerful and precise language as a tool to create effect in text and how writer’s craft impacts meaning in both fiction and non-fiction narratives across different time periods.  Students will articulate how literary components affect meaning.  Writing includes constructed responses and creative writing.

Standards Based Grading:
.
Marks and Grades:
Marks indicate levels of proficiency on individual assessments and are recorded in the teacher grade book.  Capital letters indicate summative assessments.  Lower case letters indicate formative assessments.

Grade book marks are converted to a single letter grade for eligibility and quarterly reports, and are recorded on an official student transcript.


Body of Evidence:
There are two types of assessment, formative and summative.
Formative (assessments for learning) provide direction for improvement for the student and adjustment of instruction for the teacher e.g. observation, quizzes, homework, discussion, drafts, etc. These assessments are identified by lower case letters in the teacher grade book.

Summative (assessment of learning) provide information to be used in making judgments about a student’s achievement at the end of a sequence of instruction, e.g. final drafts, tests, assignments, projects, performances, etc. These assessments are identified by capital letters in the teacher grade book.

Student Handbook and Classroom Policies:

Definition of bullying: Any written, verbal or pictorial expression, physical or electronic act or gesture, or a pattern thereof by a student that is intended to coerce, intimidate or cause any physical, mental, or emotional harm to any student. This includes the creation of an intimidating, hostile, or significantly offensive environment that interferes with the learning or performance of school-sanctioned activities of any student.

Examples of Bullying:
-Derogatory written or pictorial communications in any media (e.g., letters, notes, cellphones, social-networks, voice mail, text messages, pager messages, newspaper articles, invitations, posters, photos, cartoons);

 -Derogatory verbal comments (e.g., name-calling, taunting, hostile teasing, spreading rumors, epithets, jokes or slurs);

 -Threats of force or violence against a person’s body, possessions or residence (e.g., obtaining food or money by threats of force); or

-Physical conduct (e.g., provocative gestures, overly rough horseplay, restricting freedom of action or movement, violence, defacing or destruction of property).

-Any student engaged in bullying will face disciplinary action. All concerns of threats or rumors must be reported to a staff member as soon as possible.

Cyberbullying: Definition: Being cruel to others by sending or posting harmful material using the Internet, cell phone, or any social media. Spreading or forwarding rumors or threats or photos via social media is a serious offense.

Any student engaged in cyberbullying will face disciplinary action. All concerns of threats or rumors must be reported to a staff member as soon as possible. Cyberbullying is a criminal offense and police will be notified.

Tardiness: Refer to student handbook. Excessive tardiness will result in referral to Dean’s office.

Absence Policy:  Refer to student handbook. Students are responsible for all missing work. Please visit my web site or send me an email for clarification on missing assignments.


Excused Absence:  Students have TWO days to make up the work. 

Unexcused Absence: Work missed can be made-up but will only be accepted as late work.

 Late Work Policy: The expectation is that students will be on time with all assignments. That being said, students who are struggling can speak with me about extending deadlines.  If work is turned in late it, it will be dropped a portion of the received grade for each week it is late. So if the assignment was graded as a P+, but was a week late, the student would receive a P. If the same assignment was turned in two weeks late the student would receive a P-. Students and parents are welcome to contact me for any clarification on late work. Note: No late work will be accepted on the last week of any quarter.
Academic Honesty: Any student caught plagiarizing any work will receive an unsatisfactory mark on the assignment and the work will be shared with the counseling department. A second infraction will result in referral to the Dean’s office and possible suspension.

In-Class Behaviors: My classroom is all about RESPECT. I expect that all students give respect to themselves, their fellow classmates, their teachers and their classrooms. Any students being disrespectful in any manner will be handled on an individual basis with support from the Dean’s office.


Cell Phone and Technology Policy: Students using cell phones in the classroom are distracting themselves, their peers and the teacher. Cell phones, music player devices, ear-buds, headphones, iPads, tablets and any other technological devices must be put away and out of site during class time. Students will receive one warning and then the device will be confiscated and locked in my desk until the end of the class period. Students who have habitual problems with tech will be referred to the Dean’s office.

Substitute Policy: It is expected that substitutes will be treated with the same respect as any other adult at Rangeview.  
\
Homework: Homework will be given on a regular basis. Completing assignments and being prompt is a crucial skill for all students to learn

Required Materials: All students must have:
A notebook. The notebooks will quickly fill up; students may want to have one for each quarter. I have notebooks I can supply for 25 cents each.
Writing utensils will be needed. Pens or pencils are fine.
A folder. Students need something to keep papers in and organized.