ENGLISH III

  • Welcome to English III. Eleventh grade is perhaps the most important year in high school. This is the year when students begin taking the SAT and ACT exams. And  this is the year that colleges focus on when making admissions desicions. It also is the year when many students pass the state exam.

     

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Current Assignments

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Past Due Assignments

There are no past due assignments.

  • Wednesday, November 14:

    Read together and discuss Chapters 3 and 4 of Grapes of Wrath. Students may complete guided reading questions as we read. Guided reading questions to be passed in at the end of class. 

    A PDF version of the book can be found online at: http://nisbah.com/summer_reading/grapes_of_wrath_john_steinbeck2.pdf.

    Grapes of Wrath Questions Chapters 1-4 are in the files section of the web page.

    Tuesday, November 13:

    Finish reading through Chapter 4 and complete guided reading questions for Chapters 1-4. A PDF version of the book can be found online at: http://nisbah.com/summer_reading/grapes_of_wrath_john_steinbeck2.pdf.

    Grapes of Wrath Questions Chapters 1-4 are in the files section of the web page.

    Monday, November 12:

    Begin reading Grapes of Wrath and answering questions from guided reading worksheet. A PDF version of the book can be found online at: http://nisbah.com/summer_reading/grapes_of_wrath_john_steinbeck2.

    Grapes of Wrath Questions Chapters 1-4 are in the files section of the web page

    Friday, November 9:

    Share Depression stories, if there are any. Provide some time to complete the Steinbeck biography, if needed. Watch some more of the video, John Steinbeck: Voice of America at https://youtu.be/TaKy4hcb7kY

    Thursday, November 8:

    Pass out and complete packet on John Steinbeck. Pass in by the end of the period. The packet is in the files section of this web page.

    Wednesday, November 7:

    Pass back papers and have student put them in folders. Watch part of "John Steinbeck: Voice of America." The video can be found at the following link: https://youtu.be/TaKy4hcb7kY

     

    Tuesday, November 6:

    Complete exercise packet (pp. 2-7 of larger packet you would have to get from me) on author's Purpose, POV and Tone. Pass in at the end of the period.

    Monday, November 5:

    Set up hanging files and collect student work in files. Show video on Tone. Have students take notes on the video. If there is time, pass out the practice exercise to be completed in class.

    Here is the link to the Tone video: https://youtu.be/_4tYwfng2KQ

     

    Thursday and Friday, November 1 and 2:

    Block Days: 

    Go over answers to author's purpose ACT/SAT style worksheets. Pass out graded exercise on author's purpose ACT/SAT style questions. Collect when finbished.

     Show video on Author's point of view in fiction and non-fiction writing. Here is the link to the video: https://youtu.be/aptsr0CrpWY

    Pass out practice worksheets on POV. Complete pages 7, 8 and 10-14 on the worksheet

    The POV worksheet is in the files section of this web page.

     Complete for homework.

    Wedneday, October 31:

    Discuss requirement to answer questions in complete sentences, as well as pronoun/antecedent and the use of apostrophes.

     Review practice worksheet answers. 

     Introduce SAT/ACT style author's purpose questions. Pass out practice worksheet. Worksheet due next class.

    Tuesday, October 30:

    Introduce lesson on Author's Purpose. Why do author's write specific stories and articles?

    Watch video on Author's purpose at this link: https://youtu.be/z6H2NLPqWtI

    Complete practice worksheet to check understanding. Worksheet Purpose Practice is in the files section of this web page

    Monday, October 29:

    Collect Projects. Last day to pass in late work on The Crucible. Finish watching the Crucible

    Friday: October 26:

    Watch the seconnd third of The Crucible.

    Thursday, October 25:

    Watch the first 35:10 of The Crucible (1996 version).Pay attention to how the film version (screenplay also by Arthur Miller) differs from the play version. Why do you think this might be so? How is a movie audience different from a reader or a person attending a play?

    Note: Projects are due Monday, October 25. Since this is our summative assignment, missing work related to The Crucible will not be accepted after Monday.

    Wednesday, October 24:

    I collected the Final Verdict assignments at the beginning of class. The rest of class was spend completing the Crucible Study Guides, which I collected at the end of class. No homework, but don't forget that Projects are due Monday, October 29.

    Tuesday, October 23:

    The Crucible Study Guides. Identify the quotes: who's speaking to whom, what's happening, and why it's important. Complete and pass in during class. A copy of the Quotation Study Guide is in the files section of this web page.

    Monday: October 22:

    Listen and follow along with the Crucible Act IV.

    Here is the link to the audio book Act IV: https://youtu.be/W83NG82CarQ

    A full text of The Crucible, including Miller's comments, can be found at 

    https://www.ciaranhinds.eu/pdf/crucible3.pdf
     

    Thursday and Friday, October 18-19:

    Block Days. I passed back CRL essays so students could check them over, then give them back to me.

    Listen to Act III of "The Crucible" and follow along in the text. Here is the link to the audio book Act III: https://youtu.be/BdsU_-dT0LY

    Then, complete the following exercise on a piece of paper:

    Choose two characters. 

    Describe the actions of each character in Act III in your own words (be specific and detailed!)

    Find a quote that shows their action with the page number.

    Explain what motivated the character in your own words (be specific!)

    Find a quote to show the character’s motivation with the page number.

    Wednesday, October 17:

    I passed out the Study Guides for Acts I and II that students worked on last week, and gave students time to go over their answers and change anything they wanted before passing in both Study Guides for a grade. I passed out summative project lists for "The Crucible." Students who finish early should choose their summative projects for "The Crucible" and let me know their choice. Project due dat: October 29. We will spend some in-class time on the projects, but expect to work at home also. The project list is in the files section of my web page.

    Tuesday, October 16:

    Bell Ringer: On loose leaf paper, write a one paragraph summary of Act I of "The Crucible."

    Listen to ACT II of the audiobook version of "The Crucible" and follow along in the text.

    Here is the link to ACT II: 

    https://youtu.be/BorGe-zLjZk

    Exit ticket: Write a one paragraph summary of Act II of "The Crucible."

     

    Monday, October 15:

    Teacher work day. No school.

    Friday, October 12:

    Listen to the audio book version of Act I and Act II of The Crucible. Follow along in the text.

    Here is the link to the audio book:

    https://youtu.be/HQwxSa7FmR8

     

    Thursday, October 11:

    Begin reading Act II of "The Crucible" and answer questions on the Act II Study Guide. Worksheets to be collected at the end of the period. A copy of the Act II Study Guide is in the files section of this Web Page.

    Wednesday, October 10:

    Students finished questions 1-16 on the Study Guide for Act 1 of "The Crucible."

    Tuesday, October 9:

    Finish Act 1 of "The Crucible" and questions 11-16 on the Study Guide.

    A full text of The Crucible, including Miller's comments, can be found at 

    https://www.ciaranhinds.eu/pdf/crucible3.pdf
     

    Also, last chance to make up missing assignments.

    Monday, October 8:

    Read first half of Act 1 of "The Crucible" and answer questions 1-10 on the study guide. A copy of the Study Guide is in the files section of my Web Page.

    A full text of The Crucible, including Miller's comments, can be found at 

    https://www.ciaranhinds.eu/pdf/crucible3.pdf
     
     

    Thursday and Friday, October 4 and 5:

    Block Days:

    Using Document Analysis Sheets and the original documents, answer the following prompt in a well developed essay, using evidence from both sources:

    "Write a well developed essay in which you evaluate how Johnathan Edwards’ and Patrick Henry’s use of rhetorical techniques might have influenced society. Be sure to use evidence from both passages to support your analysis.

    Wednesday: October 3:

    Day 2 of CRL prep.

    Read Patrick Henry's "Speech to the Virginia Convention" from the document package. Underline unfamiliar vocabulary to look up later. Analyze speech for rhetorical devices such as ethos, logos, pathos and parallel structure.

    Fill out the Document Analysis sheet for Patrick Henry's speech, keeping in mind the following prompt: 

    "Write a well developed essay in which you evaluate how Johnathan Edwards’ and Patrick Henry’s use of rhetorical techniques might have influenced society. Be sure to use evidence from both passages to support your analysis.

    Documents and Analysis sheet are in files section of this web site.

    Homework: Continue working on documents in preparation for writing your essay next class.

    Tuesday, Oct. 2:

    Day One of prep for CRL #1

    Read Jonathan Edwards' Sinners Before and Angry God. Fill Out Document Analysis Sheet on Edwards' sermon, keeping in mind the following prompt: 

    "Write a well developed essay in which you evaluate how Johnathan Edwards’ and Patrick Henry’s use of rhetorical techniques might have influenced society. Be sure to use evidence from both passages to support your analysis." Documents and Analysis sheet are in files section of this web site.

    Monday, October 1:

    You will be working in groups to research issues related to the Salem Witch Trials and Arthur Miller in the 1950s.  You will be working in a group of 2 to 4 people. The group questions are in the file folder on my teacher website. You have today to research. Tomorrow you will present your findings to the class and pass in the worksheet.

    Friday, September 28:

    Read pp. 3-14 of The Crucible". There is a pdf version of the play at this web address:

     https://www.ciaranhinds.eu/pdf/crucible3.pdf The assignment in the PDF version would be pages 20-27.

    Answer questions 1 and 2 on the Reading Guide I passed out.

    The questions were:

    1. What is Rev. Parris's view of children? (complete sentences with text evidence, please)

    2. Why does Rev. Parris have so many enemies? (complete sentences with text evidence, please)

    Watch the first 10 minutes of the Benjamin School production of the play at this link:

     https://youtu.be/hyew2GNI1k0

    Thursday, September 27:

    Introduce The Crucible. Show short videos "Top 10 Notes" on The Crucible: https://youtu.be/4oNX5dIbUmo , "The Crucible Summary" from SparkNotes https://youtu.be/TLpxwzlEzeE , and "Miller, McCarthyism and The Crucible https://youtu.be/kq489FYd6qM . https://youtu.be/F4aj-hU_s7w

    Wednesday, September 26:

    Introduce the Salem witch trials in preparation for reading "The Crucible" by Arthur Miller.

    Show video, :25 Disturbing facts About the Salem Witch Trials.

    Link: https://youtu.be/F4aj-hU_s7w

     

    Video Link: https://youtu.be/F4aj-hU_s7w

    Tuesday, September 25:

    Same as Monday. Moved because students not ready.

    Monday, September 24:

    Complete Peer editing exercise on p. 50 of the Performance Assessment workbook.

    Complete and pass in final draft of essay on the contributions of shipping on different cultures and economies.

    Thursday and Friday, September 20 and 21 (Block Days):

    Complete all tasks on pages 46-49 of the Performance Assessment workbook. The final draft of your essay (after a first draft, revisions and peer editing) should be completed on loose leaf paper in blue or black ink.

    The essay prompt is: "How have ships contributed to different cultures and economies?"

    By the end of Block Period you should have completed all tasks through page 49 and have a revised first draft that you will share with a peer editor on Monday.

    Wednesday, September 19:

    Read and take notes on the four source materials on pp.40-43.

    Prepare written responses for each "Discuss and Decide".

    Answer the five multiple choice questions on p. 44.

    Complete Prose Constructed-Responses # 6 on page 45.

    Use your phone to do additional research, then complete Constructed-Responses # 7 on p. 45.

    Tuesday, September 18:

    Read pp. 30-37 in the Performance Assessment workbook. Take notes and answer the discussion questions on pp. 32, 35 and 37.

    For homework, make out the chart and answer the response on page 38.

    Monday, September 17:

    Pass out graded Puritan essays and allow students a few minutes to look over their papers. Recollect essays to be put in student folders.

     Have students read Mother tongue in the Close Reader, pp. 11-18. Complete all tasks associated with the reading.

     For question 4, discuss with a person next to you, then answer the question, "What does including her mother's story add to the essay," in the margin.

     Complete by the end of class. As you finish, stack the Close Readers on the long table.

    Friday, September 14:

    Analyzing the Text: Page 94, questions 1-8. Due at the end of class.

    Also, if you owe me anything, this is the last day to pass it in.

     

    Thursday, September 13:

    Bell Ringer from "Balboa."

    Have students read "Blaxicans" by Richard Rodriguez (pp. 87-92 in Collections 11). As your read alswer the follwoing questions on loose leaf paper:

    1. What is the inferred claim in the first paragraph? (inferred means that it is not stated directly.

    2. Write down one example or verbal irony on page 87 (verbal irony is when an author says one thing but means another).

    3. Explain how the word "diversity" on line 56 is an example of irony.

    4. Exaggeration can also be ironic. What is ironic about the author's argument in lines 66-71?

    5. In lines 113-137, write down examples of two facts and an anecdote (an anecdote is a brief story that illustrates a point).

    6. Irony also can convey meaning through the author's purpose in using them rather than their literal meaning of words. Explain how the author's claim that he is Chinese in lines 63-64 is an example of irony.

    7. In the last sentence of the article, Rodriguez repeats the claim that he is Chinese. Why is that claim NOT ironic this time? Support your argument with evidence from the text (look especially at lines 211-214).

     

    Wednesday, September 12:

    Reread lines 76-90 and lines 199-219 in Balboa.

    In your composition book, identify the theme of Ms Murray’s short story and explain how that theme is shown in the passages you reread.

    Tuesday, September 11:

    Day lost to FSA testing and pictures

     

    Monday, September 10:

    Read Balboa by Sabina Murray (pp. 77-83 in Collections 11). Even numbered desks answer questions 1, 3, 5, 7 on page 85 (Analyze the Text). Odd number desks answer questions 2, 4, 6, 8 on page 85 (Analyze the text).

     

    Thursday and Friday, September 6 and 7 (Block Days)

    Pass out Close Readers to anyone who missed class on Wednesday.

    Review answers for Close Reader assignment on John Smith, pp. 3-10.

    Have students use their phone to sign into Quill.org. Give them their class access code, have them join the class, and administer the sentence structure diagnostic. 

     

    Wednesday, September 5:

    Review answers to questions 1-8 on page 20 of the Collections 11 text.

    Pass out Close Readers.

    Read together the passage on John Smith, pp. 3-10. Explain how to follow all the directions for underlining, marginal notes, questions, and the short response. Have students complete all the requirements from pp. 3-10.

     

    Tuesday, September 4:

    Some students still need to complete their essays from Friday.

    The rest work on p. 20, questions 1-8 in the Collections 11 text.

     

    Friday, August 30

    Complete final draft of informative essay on the Puritans.

    The prompt: "What can we discover about the religious beliefs of the Puritans from William Bradford’s Plymouth Plantation?

    See Thursday for details.

     

    Thursday, August 30

    Using the information from your notes, prepare a rough draft of your paper based on the following prompt:

    "What can we discover about the religious beliefs of the Puritans from William Bradford’s Plymouth Plantation?

    Your paper should include a hook, supporting details, a thesis statement, three body paragraphs with rich supporting details, and a conclusion.

     

    Wednesday, August 29

    Pass back (and recollect) translations of William Bradford narrative.

    Ppt on informative essay. Students should take notes in their composition books. PPt is on website in files.

    Depending on time left, either begin working on introduction or read.

     

    Tuesday, August 28:

    Bell Ringer: Show me your reading book (quiz grade)

    Read and duscuss Chapter 11 (pp. 14-18) of Bradford's narrative.

    In your composition book, write down all the quotes in this chapter that refer to religion.

     

    Monday, August 27:

    Bell Ringer

    Read Chapter 10 of William Bradford’s narrative (pp. 9-13).

    In your composition book, write down all the quotes in this chapter that refer to religion.

     

    Thursday, August 23, and Friday, August 24:

    Block days.

    Baseline writing assignment

     

    Wednesday, August 22: 

    Finish reading Wm. Bradford, Chapter IX (to p. 8)

     Using clues in text and footnotes, rewrite the rest of the chapter in modern English.

     Pass in at the end of the period.

     

    Tuesday, August 21: 

    Discuss motivational speaker.

    Discuss problems accessing digital text.

    Read pp. 5-6 of text (Wm. Bradford) and discuss, archaic words, active and passive verbs, and how the importance of God to the Puritans influenced their writing.

     

     

    Monday, Aug. 20: Discuss Age of Exploration and watch beginning of the video "The Lost Colony of Roanoke" embedded in the digital textbook.

    Homework: Access the digital textbook and watch the rest of the video.