4+lessons_English

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1. Junior Honors English //The Great Gatsby// Creative Projects (Inspired by Colleen Felder's //Oedipus// Projects and Luke Henry's //Hamlet// videos) I gave the students some creative options involving video, Internet, and digital cameras. [|Gatsby's Dollhouse]
 * Melissa Dugan**

2. Creative Writing I Poetry Slam (with Wendy McKenzie) We held a poetry contest, and the judges used an online tally database created by the fabulous Wendy and Jason. **//google voting form//** **//google form results//** 3. Creative Writing I Short Story Work Shop The students posted their rough drafts and peer reviews on the wiki. Period 7 Short Stories

4. Tenth Grade English 5.0 Dante's Inferno Nonlinear PowerPoints (with Wendy McKenzie) The students created their own Infernos in a nonlinear PowerPoint. Inferno PowerPoints


 * J.Kratz**
 * (last lesson is located on social studies page)

J.Kratz 10th grade English, World Literature** This lesson involves the use of the Promethean board. A word document can be uploaded and annotated on top for class participation. Students can use different color pens to highlight imagery and other poetic devices. The poem can be saved and stored on a wiki or other webpage for later review. 10th grade English, World Literature** This is a cumulative project assignment that makes use of the the digital cameras and the camcorders. Students will use visual images to portray significant events from //Julius Caesar.// 10th grade English, World Literature** This is an interactive timeline that is student generated. It can hold images and videos and text. Students generated still images for a realistic JC timeline and videos for an undated JC timeline. [] English 10, 4.0** This lesson makes use of quizlet.com and quia.com to review words and take vocabulary quizzes This lesson uses a webquest to learn about //Julius Caesar//. This lesson uses a power point and incorporates a study guide for //The Catcher in the Rye.// This lesson describes the use of a wikispace as both a calendar and a place to find electronic versions of classroom handouts.
 * J.Kratz
 * J.Kratz
 * Hubbs, Fullerton, Cassel
 * [[file:Lesson plan CFF Catcher 3.doc]]

Felder - Pre reading activity** Students explore these websites and find the answers to each question on the worksheet. Then when they come to class the next day, I give them a “true/false” activity, where each of them has a paper with T on one side and F on the other, and I make a statement about realism or Ibsen (the subject of the web exploration) and they have to hold up T or F based on what they learned the night before. It’s a good ice breaker into the play. This website sends me daily words with illustrations that come from our Shostak Vocab books, for the most part. I use these illustrations and sample sentences to teach the Level F and G units. []
 * Felder - Web-O-Word Vocabulary Site**

All the projects allow for differentiated learning. Each project incorporates a different media of tech. All projects are graded on a 100 pt. rubric. This is a cummulative project for //Oedipus.//
 * Felder - tech projects for Oedipus**

I used this google doc to introduce some of the issues and concerns plaguing Holden Caulfield in The Catcher in the Rye. I tallied up the responses and put them into a quick Power Point to have a 10 minute discussion in class. At the end of the novel, we then reviewed our answers and discussed "What Would Holden Do?" for each of the 9 agree/disagree statements. It allowed the students to first consider their own thoughts on these topics, and then to consider where Holden's opinion lies, based on his tone and narration. This lesson sets up the parameters for the students in groups to present a cultural piece using powerpoint and other electronic formats. This lesson sets up vocab practice for a full lesson and half lessons from Vocab F This lesson walks the students through the tools to use in peer editing another student's paper using email. This lesson creates a wikispace especially for 4.0 students who because of high absenteeism need to be able to access what they miss and must be held accountable for work missed.
 * Felder - Google Docs Anticipatory Set**
 * Byron - Cultural Unit Presentations**
 * Byron - Quizlets for 10, 6.0 Vocab F and 12, 4.0 Vocab F**
 * Byron - Peer Editing Using Microsoft Word via Email**
 * Byron - Use of Wikispace for Access to Work, Powerpoints, and Other Class Material**


 * //Lawler - dante wiki//**

This lesson is for sophomores that study Dante's Inferno in World Literature. Background knowledge of The Inferno is recommended before starting this task. This lesson would be a culminating activity. Students create a simulated Facebook wiki page for a character in one of the nine circles of Dante's Inferno. Each facebook page is unique to the character. All facebook pages contain a word document that houses the character's profile. In addition to this profile, characters filled out three sections of a template that contained numerous choices to embelish the characters experiences in that circle. An example has be loaded below of a completed profile and template. Check out Bill Clinton at the bottom of the wiki page. **//http://mrslawler.wikispaces.com/Circle+2+The+Lustful//**

I** created this assigmnet 2 years ago and used it with my sophomore 5.0 classes. I wanted to try something different and enable students to engage in discussion outside of class and in writing, with the hopes that studens who are reluctant to speak in class would find a voice through this method. I also wanted them to think through some analytical questions in writing and hopefully come to some new conclusions. Students created wiki accounts and their assignment was to respond to questions that I posted for each chapter on the wiki, as well as engage in discussion with peers in their classes as well as in other classes. Students had a certain amount of time to read the chapters and post their responses. In this way, I was able to have students read the novel almost entirely out of class while we completed a play exclusively in class. At the end of the novel, we had a large group discussion and students wrote an in-class essay. I attached my assignment sheet, but because I needed the space on the wiki for my dante facebook project, and was not teaching this novel last year, and will not be here to teach it this year, the questions are no longer on the wiki. I'm going to look into finding out how to access archives and "old" pages so that you can view the types of questions the students were responding to. I did attach the assignment sheet and a link to my current wiki. Enjoy! **//http://mrslawler.wikispaces.com///**
 * //Lawler - Joy Luck Club blogging//
 * //[[file:Lawler.doc]]

Lawler - Grammar//** Because there are so many punctuation rules and concepts, I decided last year to put students into groups and have them teach a particular concept to the class using online resources and the promethean board. This worked out very well, and students enjoyed learning from their peers and becoming "experts" on at least one concept. Students created a powerpoint presentation to teach the concept, but had to include sample exercises to use with the class. The students used the promethean pen to come up to the board to underline, circle, edit, or add words and punctuation to make the sentences correct. This was a great and interactive visual for students. See attached for assignment sheet. //**

Lawler - review game** I attached a powerpoint jeopardy review for __Of Mice and Men__, but the powerpoint can be edited to accommodate any review topic you want. Just click on the slides and edit as you would any powerpoint. A fun and interactive way to review!//
 * //[[file:OMAM_jeopardy.ppt]]

Simeon - Of Mice and Men Poetry analysis//** This lesson is for juniors in an American Literature class. This lesson can be taught in conjunction with the novel, Of Mice and Men, or it can stand alone or with a different unit. This lesson uses the Promethean board and flipcharts. A poem would need to be loaded into a flipchart before presenting the lesson. A poem in a word document could also be used, the teacher would annotate on top of the word document. A teacher would need to open the word document first, then open the ActiveStudio software in order to write on top of the document. This lesson requires students to read and analyze a poem for different literary functions such as metaphors, imagery, main idea and author's purpose. Students would read the poem silently and then aloud. The teacher would ask for a specific literary term to be identified. The students would approach the Promethean board and circle or highlight an example of the term in question. Different colors could be used for different terms or each student could be assigned a color. The blank flip chart for this assignment is attached. Simeon - AP English 11 - Persuasive presentations//** For this project, your objective is to persuade your audience to invest in your side of an issue. You will need to choose either the pro side or the con side of a controversial issue. Presentations must include the following items: 1. concrete analysis of your issue 2. a minimum of three credible sources to support your position 3. a minimum of one multi media element (visual or auditory component) 4. citation for all sources (multi media and print) in MLA format
 * //[[file:M&M poetry2.flp]]
 * //Wiki link with full assignment://** **//http://simeoneng.wikis//****//paces.com/Persuasive+Projects//**
 * //Google form survey://** [|**//http://spreadsheets.google.com/viewform?formkey=dHc4NmtqYTZHTVRiTDJDRzZHQzhMT3c6MA//**]

Students use the Promethean Board to draw context for an assigned vocabualry word for __The Great Gatsby__. Lesson instructions and student examples are located in chapter six below. **//http://simeoneng.wikispaces.com/Chapter+6//**
 * //Simeon - American Lit 4.0 Visual vocabulary in context//**

Students viewed a nonlinguistic video representing different tones and moods found in The Great Gatsby. Students used the Promethean board to highlight specific words in different passages to help identify tone through context clues. Googles forms were completed that asked PSSA like questions for each passage. Answers were assessed before moving on to the next section. **//See for//** **//http://simeoneng.wikispaces.com/Chapter+8//** **//complete instructions and video clip.
 * //Simeon - American Lit 4.0 - Analysis of tone and mood (PSSA practice)//**

L. Henry - wiki blogging Lesson #1//** Students were provided with electronic documents that reviewed how AP Open Ended questions were scored. Students were asked to review all examples and score examples on their own. A wiki discussion of scoring is located under the discussion tab on my wiki: **//http://henrylm.wikispaces.com//**

//**L. Henry - Student Shakespeare Podcasts Lesson #2** Students created a superior quality professional dvd on Hamlet. The best movie was too big to post. Please see Luke Henry for a copy of the dvd's. This has been approved by W. McKenzie.//

As a final project for the Pardoner's Tale (with both 4.0 & 5.0 students) I essentially had them summarize the tale through a PowerPoint. To make it a little more challenging and a little more interesting, they had to re-write it as a children's story. This forced them to really think about word choice regarding some not-very-child-like themes. They turned out really well, and they definitely proved that they "got it."
 * L. Henry - Pardoner's Tale PowerPoint Lesson #3**

Beginning Julius Caesar cold is impossible. There is so much to know, and without some historical background, students are immediately lost. I designed a fairly simple WebQuest that forces students to find and comprehend some fo they key pieces of information before the reading of the play.
 * L. Henry - Julius Caesar Pre-Reading WebQuest Lesson #4**


 * //Homeyer - The Canterbury Tales - Prologue

Homeyer - The CRUCIBLE - Salem Witch Trials

Homeyer - The CRUCIBLE - pre-reading activity

Homeyer - GRAMMAR: Pronoun Usage

McPeak - Senior Writing Assignment: Eulogies for tone and style for Death of a Salesman

//**

**//http://drmcpeak.wikispaces.com/CAL+H%2C+p.+2//**


 * //McPeak -- Cuckoo's Nest Thematic Exploration/Pre-Writing Activity using Google Form

//** [|**//http://spreadsheets.google.com/viewform?formkey=dDZJVkxPSlFSTjBiUlhHUGJOTjVzMHc6MA//**]


 * //McPeak -- Short Story Power Point Presentations Using Interactive White Board


 * See #3 under Evaluation of Presentation//**

[|**//http://spreadsheets.google.com/viewform?formkey=dDZJVkxPSlFSTjBiUlhHUGJOTjVzMHc6MA//**]

//**McPeak - Moby Dick Promethean Cloze Reading and literary analysis



WEINBLATT -** Vocabulary in context from Their Eyes Were Watching God. This lesson is a Flip Flop Vocabulary Chart that follows a chapter by chapter reading of Their Eyes Were Watching God. This should help them not only understand the book but should help them with vocabulary. There are two charts, one for the teacher and one for the student.// WEINBLATT-//** This lesson involves close reading of Their Eyes Were Watching God. Students are asked to find and explain quotations, identifying the speaker and explaining the context in which statement is made. The quotations can be used as chapter quizizes or as a culminating unit test, which is how I used it. It truely demonstrates who has read the book and their ability to draw inferences from contextual use. It can be used by any level class; you might want to modify the amount of quotes to which you ask students to respond. Since many students have problems reading for detail and then interpreting what they have read, this is an excelleent activity. WEINBLATT-//**These lessons are grammar practice that can be put on the Promethean Board. The class and teacher can make corrections together. They were designed for my Multicultural Voices senior elective, but they can be used by anyone. WEINBLATT//** As a culminating activity for Their Eyes Were Watching God students may select from a variety of projects. These projects allow students of different abilities and interests to choose what interests them and also allow then to select an activity that might be more challenging for them. Be sure to determine how many students per project you will allow. Pat Russo helped to develop these projects. [|**//TEWWG projects.doc//**]
 * //[[file:Flip Flop Vocabulary Their Eyes Were Watching God Student Copy.doc]][[file:Flip Flop Vocabulary Their Eyes Were Watching God Teacher Copy.doc]]
 * //[[file:Their Eyes Were Watching God Student quote explication.doc]]
 * //[[file:Grammar Practice for CFF.doc]][[file:Dangling Modifiers Explanation CFF.doc]][[file:Dangling and Misplaced Modifiers CFF.doc]][[file:Dangling and Misplaced Modifiers CFF.doc]]

Sieller-"Sinbad the Sailor"-After-Reading Activity Sieller- The Catcher in the Rye- Pre-Reading or During-Reading Activity //** Grade-10th grade Subject- English Materials- computers Summary of Activity-attached __Young/Manero: Frederick Douglass reading and reaction journaling. During and after reading activity __//** Young/Manero - Reading response journals Grade - 11th Subject- English 11 Materials- computers
 * //Sieller- Oedipus Rex After-Reading Activity
 * // Sieller-Writing in Parallel Form

__**Young/Manero:** Transcendentalism/Aphorism project__
Grade - 11th Subject- English 11 Materials- computers
 * Young/Manero** - After reading activity

__**Young/Manero:** Moby Dick__
[|Moby Dick]

Grade - 11th Subject - English 11 Materials - computer and novel
 * Young/Manero** - Before, during, and after reading actitivity. This link will help guide students through the reading of Moby Dick.

//** Grade - 11th Subject- English 11 Materials- computers //**
 * //__Young/Manero: Frederick Douglass reading and reaction journaling. During and after reading activity__
 * // Young/Manero - Reading response journals

__**Young/Manero:** Transcendentalism/Aphorism project__
Grade - 11th Subject- English 11 Materials- computers
 * Young/Manero** - After reading activity

__**Young/Manero:** Moby Dick__
[|Moby Dick]

Grade - 11th Subject - English 11 Materials - computer and novel
 * Young/Manero** - Before, during, and after reading actitivity. This link will help guide students through the reading of Moby Dick.

Grade: 11 Subject: English 11 Materials-computer and novel Students will chat during their nightly readings, ask questions, pose inferences and discuss their learning. See explanation at: www.etherpad.com/gatsbychat
 * __McKee: The Great Gatsby Etherpad Chatroom__**

Grade 11, 4.0 Subject: English materials: computer Description: Students will research the whaling industry and use wiki to collaborate with students from other classes who share the same topic. Culminating activity involves a presentation of their wiki page, with embedded pictures, video and information.
 * __McKee: Moby Dick Wiki__**

see explanation at [|www.huzzahuzza.wikispaces.com]

Grade: 11 4.0 Subject: English Materials: computer
 * __McKee: Harlem Renaissance Etherpad Research Collaboration__**

Description: Students will be assigned individual research topics from the Harlem Renaissance. Etherpad pages will be set up to facilitate collaboration among different class periods. Culuminating activity: Round Table Discussion. Students will use information collected on their etherpad sites to inform their discussion at the Round Table. The facilitator will pose two questions per period, and each student must demonstrate his understanding of his selected topic.

See example at www.etherpad.com/harlemhellfighters

Grade: 11 4.0 Subject: English Materials: Promethean Board
 * __McKee: Poetry Explication__**

Description: A poem will be on the Promethean Board, in flipchart. Students will also have a copy at their desk. Studenst will be given five minutes to "decode" the poem with a partner at their desks, and then we will decode as a whole group by having each pair come up to the Promethean boad and highlight the text that caught their attention. Students will have to support their choice and note any literary devices used.

Students in my Contemporary American Literature classes take part in a symposium after each part of //One Flew Over the Cuckoo's Nest//. Normally they complete the symposium in person, in front of the class. They are now completing the symposium using etherpad.com. [|Cuckoo's Nest Part II Symposium] [|Symposium.doc]
 * __McConnell - Contemporary American Lit 5.0__**

__**McConnell - English 11, 5.0**__ Here is a PPT review game based on the TV show "Who Wants to Be a Millionaire." The questions are geared toward reviewing for a quiz on Transcendentalism; however, the questions can be changed to accommodate any topic. [|Trans Millionaire.ppt]

 Students in my 11th grade 5.0 created "Facebooks for Fictional Characters" using the laptops. I provided them with directions, an example, and a template. All three are attached.  [|�41�]facebook template.pub  [|�43�]Facebook for Fictional Characters.doc
 * __McConnell - English 11, 5.0__**

 [|�45�]facebook example.pub

In order to organize articles, we use Google Docs to keep everything straight. Students can collaborate on the work and edit each other's information. The spreadsheet also keeps students update on who is in charge of which article/layout/picture. Google Docs helps keep our files, ladder assignments, and deadlines organized and easy to find!
 * __McConnell - Magazine Journalism__**

__Rauscher - Multicultural Voices; Grade: 12; Level: 5.0__ - Prior to reading //The Kite Runner//, students are asked to research information about Afghanistan and complete a webquest worksheet. This activity allows students to familiarize themselves with crucial background information about the novel and hone their researching skills at the same time.



I've also done this as a week-long project where students work in groups and create presentations for the class.



__Rauscher - English 11, 5.0__ After reading //The Great Gatsby// students are asked to create a fictional soundtrack for the film version of the novel. Students must identify three different songs/sections in the novel where the songs will be appropriate. Students must print out the lyrics and analyze how the song matches the mood/plot of the novel in that scene.



__Rauscher - English 11, 5.0__ As an introduction to transcendentalism, I try to help the students understand the definition of "transcend" by using a song from //The Beatles// and having students discuss how the song transcends its literal meaning and the time period in which it was written. Once we have established an understanding of 'transcend' we move onto transcendalism and the transcendentalists. Once we get into the unit, we also listen to "Ants Marching" by //The Dave Matthews Band// where I show the lyrics on the projector while listening to the song and discuss how it relates to the ideas of Thoreau.

__Rauscher - English 11, 5.0__ In an effort to make students responsible for their own learning, I assign each student a half unit of vocabulary for which they have to create a paper point. When we reach that particular unit, I introduce the words using the student's power point and discuss with them why they used the images they did for each word. This not only familiarizes them with the words prior to the quiz, but it allows students to have a role in instruction and take ownership for an element of the course.



Krimmel 11 4 and 11 5 Grammar Powerpoint This is a review game. I usually use it at the end of the year to refresh students for the final.

Krimmel 11 4 and 11 5 Harlem Renaissance Project with a focus on Presentation Design and Internet Safety Students research Harlem Renaissance Artists.and present what they, as the experts on a particular artist, decide are the essential facts to fit the Artist into the 1920s and Harlem. We do this project as a companion to //The Great Gatsby.// Students are given little guidance as to what and how to present. To make the task real and purposeful, they are told they are like countless people working in offices who are the resident expert on a topic and now have the job of educating their colleagues so they have the knowledge they need. They also know that it's their job, as it will be in the real world, to present the information in a way that's clear and engaging. This is a project which provides opportunities to teach effective presentation design and internet safety,





Krimmel 10 5 Imagery and How to Read a Poem. I project the Sapho poem on the Promethean board and invite students to mark it up to show imagery and other figurative devises. Students apply what they learn on the worksheet.



Krimmel 11 4 and 11 5 This is a Jeopardy review game for //The Crucible//. I usually use it at the end of the year.