Thursday August 31, 2017

Honors English 10: Today we discussed revisions for the tone and diction analysis. We took additional notes on diction and did a partner practice. Tomorrow will be an in-class revision day

HOMEWORK: begin revisions on the diction analysis of The Gettysburg Address. We will review tone on Tuesday.

English 10: Today we reviewed vocab. Then, we worked through the SOAPSTone graphic organizer for What Superheroes Teach Us About Power.

HOMEWORK: SOAPSTone graphic organizer due Tuesday.

Wednesday August 30, 2017

Honors English 10: Today students turned in their tone and diction analysis. Then, students worked on the Actively Learn article "Harvest Gypsies" by John Steinbeck.

HOMEWORK: review tone and diction. I will give students the opportunity to revise their writing analysis tomorrow.

NOTE to students: Many of you are probably not happy with your grade on the first assignment and thus, your grade in the class. I did this to send a message about work ethic.You have plenty of time to revise. Going forward, make sure you are turning in complete work. Use the rubric and reviews that I give you. In an honors class, just turning in the work is not good enough. I need to see thought and effort and insight. We will talk about revisions tomorrow.


English 10: Today students turned in their annotations and then answered questions about the article on Actively Learn.

Tuesday August 29, 2017

Honors English 10: Today students completed a peer review of their tone and diction analysis. (I have copied the peer review below.)Tomorrow, students need to turn in their rough draft, peer review, annotations and final draft.

HOMEWORK: complete tone and diction analysis. Work on vocab. Students are strongly urged to buy these upcoming texts that we will be reading this quarter:

Link to buy Of Mice and Men:
https://www.amazon.com/Mice-Men-John-Steinbeck/dp/0140177396/ref=sr_1_1?ie=UTF8&qid=1504028330&sr=8-1&keywords=of+mice+and+men

Link to buy Lord of The Flies: 
https://www.amazon.com/William-Golding-Lord-Flies/dp/B0082T0H3G/ref=sr_1_7?s=books&ie=UTF8&qid=1504028434&sr=1-7&keywords=lord+of+the+flies



English 10: Today students worked on vocab. Then, we worked on finishing the annotations from yesterday.

HOMEWORK: Finish ALL annotations. Work on vocab.



Honors Peer review sheet:

“Diction and Tone Writing” peer review

Author of writing piece:

Reviewer:

Diction writing piece

Is the author’s name present?                      Yes                   No

What adjective is used to describe the dicition?     _________________

Is it a quality adjective?        Yes                   No                   Explain:

Does the author use the term “diction?”                 Yes                   No

What verb is used to describe the dicition?_________________

How does the author explain the function of the diction (impact of the author’s word choice)? Does it make sense?

Identify the two examples of diction the author used:

Rubric score:

Explanation of score and recommendations for revision:

Tone writing piece

Is the author’s name present?                      Yes                   No

What adjective is used to describe the tone?          _________________

Is it a quality adjective?        Yes                   No                   Explain:

Does the author use the term “tone?”                     Yes                   No

What verb is used?_________________

How does the author explain the tone? Is it a solid analysis of the author’s attitude towards the subject? Does the subject they identified make sense?

Identify the two examples the author used to discuss tone:

Rubric score:

Explanation and recommendations for revision:

Monday August 28, 2017

Honors English 10: Today we finished looking at annotations. We then took notes on writing for tone and diction. 

HOMEWORK: Finish tone and diction writing for The Gettysburg Address.  (I have put the notes to write these below)

English 10: Today we started reading and annotating our first article, What Superheroes Teach Us About Power.

HOMEWORK: Vocab 



Tone and Diction notes:


Writing for Diction:

}Follow this format:

◦The author’s name

◦Plus an adjective (such as: sophisticated, varied, inventive, effective, carefully crafted, flashy)

◦Plus the term “diction”

◦Plus a strong verb (such as: demonstrates, creates, emphasizes, generates, fulfills)

◦Plus the function of the word choices (what those choices do for the piece)

◦Plus two examples

Writing For Tone:

}Same idea and format:

◦Author’s name

◦Plus an adjective (such as: informal, light, humorous, sarcastic, etc.)

◦Plus the term tone

◦Plus a strong verb

◦Plus the function

◦Plus two examples

Friday August 25, 2017

Honors English 10: Today we completed notes on SOAPStone. We then started annotating The Gettysburg Address comparing annotations with AP expectations.

Homework: Vocab

English 10: Today we took notes on SOAPStone. Then, we finished the annotation video and began reading the article, "What Superheros Teach Us About Power."

Homework: Vocab

Thursday August 24, 2017

Honors English 10: Today I went over the 10th Grade writing proficiency rubric. I have pasted it below for reference. We then started taking notes on SOAPStone and analyzing non-fiction texts.

Homework: Actively learn and vocab,

English 10: Today we had independent reading conferences and I assigned independent reading assignment #1. This is your homework if you didn't finish:

•Independent Reading Assignment #1 

•Directions: Answer these questions in complete sentences in your notebook. Remember to title the assignment and put the date down.

•Why did you select this text?

•What is the title of your book?

•How many Pages?

•What is the genre?

•What is the setting?

•Who is the protagonist/main character?

•What do you predict is the author’s purpose for writing this book? Use an example from the text to defend your answer. Make sure you are using the terminology we have discussed in class.

RUBRIC FOR HONORS:

Wells English 10 Writing Proficiency Rubric

	Ideas and Thesis	Quality of evidence	Explanation of evidence	Structure and organization	Points needed
Advanced	Ideas are clearly thought out and thesis is accurate and thought-provoking, based on the text, and communicated clearly in student’s writing. Student includes pieces learned from previous assessments and lessons.	Evidence is clear and taken directly from the text. The evidence supports and defends the ideas and thesis of the writer.	Evidence is explained in clear and explicit writing. The explanation clearly connects the evidence, providing an exceptionally  defended thesis	All aspects of organization are met: ·         Author and title ·         Clear thesis ·         Evidence presented in logical order ·         Conclusion	9-8: A
Proficient	Thesis is accurate, and based on the text. Thesis should be clear in student’s writing.	Evidence is clear and taken directly from the text. The evidence supports the thesis	Evidence is explained in clear and explicit writing. The explanation clearly connects the evidence to the thesis	All aspects of organization are met: ·         Author and title ·         Clear thesis ·         Evidence presented in logical order ·         Conclusion	7-6: P
Partially Proficient	Thesis is vague or partially unclear. Thesis is based on information found in the text.	Evidence is unclear or the connection to the thesis is unclear.	Explanation of evidence is unclear, vague or insufficient to connect to the thesis.	Some aspects of organization missing: ·         Author and title ·         Clear thesis ·         Evidence presented in logical order Conclusion	5-3: PP
Unsatisfactory	Thesis is absent or inaccurate.	Lack of evidence or very unclear evidence.	Lack of explanation or extremely unclear. Explanation does not support thesis.	Organization makes the author’s writing unclear.	2-1: U

Wednesday August 23, 2017

Today, all English classes finished the MAPs testing for 10th grade.

Honors English 10: 

Homework: Bring choice piece of writing with you tomorrow. We will be using it! Actively learn article due Friday before start of class. Keep working on vocabulary list SAT #1 until you hit 90% mastery.

English 10:

Homework: Independent reading book conferences tomorrow, so make sure you have a book. Actively learn article due Friday before start of class. Keep working on vocabulary list OMM#1 until you hit 80% mastery.

Tuesday August 22, 2017

All 10th grade English classes are taking the MAPS test. This test is similar to the pre-SAT and will help show where students are at and help to track growth. Data from this test will be available later in the year.

Honors English 10 Homework Reminder: Continue working on vocab.com SAT list #1. Finish Actively learn article by Friday start of class.

English 10 Homework Reminder: Continue working on vocab.com list OMM. Finish Actively learn article by Friday start of class.

Monday August 21, 2017

Vocabulary.com links:

Period 1:   http://vocab.com/join/201DQHP

Period 3:  http://vocab.com/join/SREE8E

Period 4:  http://vocab.com/join/40PT3WE

Period 5:  http://vocab.com/join/25QAXPZ

Period 7:  http://vocab.com/join/1VNDMY7

Use the correct period link and your gmail account to setup and create your vocabulary.com profile.

Friday August 18, 2017

Honors English: Today we analyzed and wrote about author's purpose in small groups.

Homework: bring writing piece of your choice to class on Monday.

English 10: Today we talked further about independent reading and I gave students time to check out books. We then finished our review of author's purpose, discussed annotations and started the article, "What Superhero's Teach Us About Power."

Homework: Review notes, get independent reading book.

Thursday August 18, 2017

Honors English: Shared cultural puzzles and began analyzing author's purpose.

Home work: Bring in any piece of writing you like. Preferably non-fiction.


English 10: Shared cultural puzzles and began reviewing author's purpose.

Homework: start finding a book for independent reading.

Wednesday August 16, 2017

Honors English 10: Today students worked on their cultural puzzles. We then worked on the article The Way We Tell Stories... on actively learn,

Homework: Complete cultural puzzle for tomorrow.


English 10: Today students worked on their cultural puzzles. We then worked on the article Snapchat makes you happier than Facebook on actively learn,

Homework: Complete cultural puzzle for tomorrow.

Tuesday August 12, 2017

Honors English 10: Today we further discussed culture and identity. Students started working on creating cultural puzzles--a visual representation of their cultural identity.

HOMEWORK: Cultural puzzle due Thursday at start of class.


English 10: Today we further discussed culture and identity. Students started working on creating cultural puzzles--a visual representation of their cultural identity,

HOMEWORK: Cultural puzzle due Thursday at start of class

Monday August 14, 2017

Honors English 10: Today students finished their pre-assessments. We finished discussing class policies--refer to the class syllabus on Thursday's entry for more information.

HOMEWORK: Bring colored pencils or markers for cultural exercise. Have a list of at least 10 cultural identities you possess.

English 10:Today students finished their pre-assessments. We finished discussing class policies--refer to the class syllabus on Thursday's entry for more information.

HOMEWORK: Bring colored pencils or markers for cultural exercise. Have a list of at least 10 cultural identities you possess.

Thursday August 9, 2017

Honor English 10:

Rangeview High School

Course Syllabus

2017-18

Course Title: Honors 10th Grade English Instructor’s Name:  Mr. Wells Class Website: http://misterwellsclass.blogspot.com/ Contact Number: 303-695-6848 School e-mail address:  jlwells@aps.k12.co.us Teacher availability:  2nd and 6th Period, and A Lunch. Please make an appointmnate with me to meet during these times, including any time after school.

 

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 one day for everyday they were EXCUSED to make up the work. 

Unexcused Absence: Multiple offenses will result in referral to the Dean’s office. No makeup work will be allowed for unexcused absences.  

Late Work Policy: This is an Honors level class. The goal is to prepare students for Advance Placement classes and College classes. Students will be held to the highest of expectations in regards to the promptness and completion of their work. NO LATE WORK WILL BE ACCEPTED. NO INCOMPLETE WORK WILL BE ACCEPTED.

If you have planned absences or are out of school for an extended period of time, contact me immediately to develop a plan to get your class work completed.

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. Any issues with cell phones will result in the device being confiscated and given to the Dean’s office for further discipline.

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. Learners will need a notebook singularly used for this English class. Students will write in their notebook nearly every single day. The notebooks will quickly fill up; students may want to have one for each quarter.

A folder. Students need a specific folder dedicated to just this English class. The folder will be used for handouts, class assignments and returned work

English 10:

Rangeview High School

Course Syllabus

2017-18

Course Title:  10th Grade English Instructor’s Name:  Mr. Wells Class Website: http://misterwellsclass.blogspot.com/ Contact Number: 303-695-6848 School e-mail address:  jlwells@aps.k12.co.us Teacher availability:  2nd and 6th Period, and A Lunch. Please make an appointmnate with me to meet during these times, including any time after school.

 

 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 one day for everyday they were EXCUSED to make up the work. 

Unexcused Absence: Multiple offenses will result in referral to the Dean’s office. No makeup work will be allowed for unexcused absences.  

 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. Students should be aware that not all late work will be accepted—this is at the teacher’s discretion.

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. Any issues with cell phones will result in the device being confiscated and given to the Dean’s office for further discipline.

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. Learners will need a notebook singularly used for this English class. Students will write in their notebook nearly every single day. The notebooks will quickly fill up; students may want to have one for each quarter.

A folder. Students need a specific folder dedicated to just this English class. The folder will be used for handouts, class assignments and returned work.