Week at a glance, December 12 - 16, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

This week, we are finishing Mark Twain's The Adventures of Huckleberry Finn.  The novel is the basis for our semester final.  It is absolutely essential that students keep up with their readings this week or they will find themselves quickly falling behind.  If a student is having trouble with the reading, he/she is welcome to come see me before/after school.  We also have several online resources students may use, including chapter summaries and a free audio reading of the novel.  In addition to the final quizzes and study guides, we'll be using all of our available time to review for the Semester Final.

• Mon: Huck Finn - quiz over Ch 32-34; complete 32-34 study guide by the end of the hour.
• Tues: Continue Semester Final review.  Huck Finn - discuss Ch 35-39.  Read Ch 35 - 39, pages 238-270.
• Wed: Huck Finn - quiz over Ch 35-39; complete 35-39 study guide by the end of the hour.  FINISH THE NOVEL!
• Thurs: Huck Finn - quiz over Ch 40-The End; complete 40-The End study guide by the end of the hour.
• Fri: Semester Final review

Week at a glance December 5 - 9, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

This week, we are cruising our way through Mark Twain's The Adventures of Huckleberry Finn.  The novel is the basis for our semester final.  It is absolutely essential that students keep up with their readings this week or they will find themselves quickly falling behind.  If a student is having trouble with the reading, he/she is welcome to come see me before/after school.  We also have several online resources students may use, including chapter summaries and a free audio reading of the novel.

• Mon: Huck Finn - quiz over Ch 19 - 23; complete 19 - 23 study guide by the end of the hour.
• Tues: Pass back essays and current grades.  Huck Finn - discuss Ch 19 - 23.  Read Ch 24 - 28, pages 157 - 195.
• Wed: Huck Finn - quiz over Ch 24 - 28; complete 24 - 28 study guide by the end of the hour.
• Thurs: Huck Finn - discuss Ch 24 - 28.  Read Ch 29 - 31, pages 195 - 218.
• Fri: Huck Finn - quiz over Ch 29 - 31; complete 29 - 31 study guide by the end of the hour.

For Monday: read Ch 32 - 34, pages 218 - 238.

Week at a glance November 28 - December 2, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

Three weeks and three days -- that's all that remains of the 1st semester, but we still have plenty to do.  We'll continue to read/discuss The Adventures of Huckleberry Finn (which is also the basis for the 1st Semester Final Exam).  Huck and Jim are out and on the river having two adventures this week.  During the first, Huck's conscience plagues him constantly about what he should or should not be doing regarding Jim's status as a fugitive slave.  In the second, Huck encounters two families having a feud and gets more adventure than he ever wanted.  We'll wrap up the week in the computer lab with final revisions over the Junior Research Essay.

• Mon: Huck Finn - review Chapters 1 - 11.  For Tuesday: read Chapters 12 - 16, pages 63-95 for and be ready for a quiz and study guide.  Junior Research Essay one-on-one conferences.
• Tues: Huck Finn - quiz over Ch 12 - 16; complete 12 - 16 study guide by the end of the hour.
• Wed: Junior Research Essay - analyze and discuss Final Draft Rubric.  Huck Finn - Review Chapters 12 - 16.  For Thursday: read Chapters 17 - 18, pages 95-116 and be ready for a quiz and study guide.
• Thurs: Huck Finn - quiz over Ch 17 - 18; complete 17 - 18 study guide by the end of the hour.
• Fri: Meet in the IMC computer lab.  Junior Research Essay Final Draft due by the end of the hour.

For Monday: read Chapters 19-23, pages 117-156 and be ready for a quiz and study guide.

Week at a glance November 21 - 25, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c). 

During this short week, we'll continue to read/discuss The Adventures of Huckleberry Finn.  Huck and Jim are now on their own and on the Mississippi River.  Students should keep an eye out for who Huck is as he begins this journey so they can then notice his steady changes throughout.  This section also introduces Huck's critical moral dilemma that becomes the heart and soul of the story.  We'll also begin one-on-one writing conferences for the Junior Research Essay on Tuesday.

• Mon: Huck Finn - quiz over Ch 8 - 11; complete 8 - 11 study guide by the end of the hour. 
• Tues: Huck Finn - discuss Ch 8 - 11.  Read Chapters 12 - 16, pages 63-95 for Tuesday, 11/29 and be ready for a quiz and study guide.  Junior Research Essay one-on-one conferences.
• Wed: No school - Thanksgiving Break
• Thurs: No school - Thanksgiving Break
• Fri: No school - Thanksgiving Break

Week at a glance November 14 - 18, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: simile, metaphor, idiom, analogy, hyperbole, onomatopoeia, personification, imagery, and symbolism (11.1.2.K4a-i), compares/contrasts textual aspects: character traits (11.1.4.K7a), compare/contrasts textual aspects: character motives (11.1.4.K7h), compares/contrasts textual aspects: author's purpose (11.1.4.K7i), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h), and analyzes contextual aspects of setting and their influence on characters and events in the story including the contexts of history, society, and culture (11.2.1.K2a-c).

Root words second half exam on Friday 

The Adventures of Huckleberry Finn - students will check out their own books this Monday. Students will do the majority of the reading of the novel on their own; however, we will occasionally have some time in class to be reading it. Students struggling with the novel have multiple options. I would prefer that they come see me either before or after school first. Another possible option is to use the online resource I have posted under the Course Materials section of this site. The site is done well and ties to what we are doing in class. The site also has chapter summaries that students may wish to use as a guide when they read. The chapter summaries will be best used only as a guide and not a substitute for reading as much of our work will be far more detailed than a simple summary of a chapter.


This week will be busy. We'll begin the week checking out and discussing Mark Twain's The Adventures of Huckleberry Finn. Students will have their first reading and writing assignments over the novel this week. We'll also take the second half exam over the last 30 roots of the semester.

• Mon: Begin review notes for Root Words, 2nd half exam.  Check out Huck Finn books.  Introduction to Mark Twain.  For Wednesday: read Ch 1 - 4, pages 1 - 18.
• Tues: Huck Finn - continue reading Chapters 1 - 4.  Continue reviewing for the Root Words, 2nd half exam.
• Wed: Huck Finn - quiz over Ch 1 - 4; complete 1 - 4 study guide by the end of the hour. Begin reading Chapters V - VII, pages 18-36.
• Thurs: Huck Finn - Continue reading and discussing Chapters 5 - 7, pages 18-36. Finish what we don't read in class. Be ready for a quiz and study guide on Friday.
• Fri: Root Words, 2nd half Exam.  Huck Finn - quiz over Ch 5 - 7; complete 5 - 7 study guide by the end of the hour. Read Chapters 8 - 11, pages 36-63 for Monday and be ready for a quiz and study guide.

Week at a glance November 7 - 11, 2011

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

Root Words - No new roots this week as we work on the Junior Research Essay.

This week is dedicated to our work over the Junior Research Essay.  We spent last week in the computer lab doing research and gathering information to help shape our ideas.  We'll start the week with a shaping packet that will help students generate an outline for their work.  Once the shaping packet is done, students will type their rough drafts in class for the rest of the week.  An electronic copy of the Junior Research Essay rough draft is due by the end of the hour on Friday.

• Mon: Junior Research Essay - Continue working on the shaping packet.
• Tues: Junior Research Essay - Shaping packet due by the end of the hour.  Begin typing the rough draft.
• Wed: Junior Research Essay - Discuss expectations for the Rough Draft Checklist.  Continue typing the rough draft.
• Thurs: Junior Research Essay - continue typing the rough draft.  
• Fri: Junior Research Essay - electronic rough draft, including Works Cited, due by the end of the hour.  Check out Huck Finn books.  For Wednesday, 11/16: read Ch 1 - 4, pages 1 - 18.

Week at a glance October 31 - November 4, 2011

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

No root words activity this week because we are spending much of the week in the computer lab doing research.

This week we begin research for the Junior Research Essay with the Annotated Bibliography.  The purpose of this assignment is to allow students to gather their citations and facts for their topics.  This process will make it easier when students move on to outlining the Junior Research Essay in class next week.  We'll start with a discussion of the assignment and expectations at the beginning of the week.  The Annotated Bibliography will be due at the end of the week.

• Mon: Debrief from Wed-Fri last week.  Pass back papers and current grades.  Discuss potential research topics.  Junior Research Essay - The Annotated Bibliography: assignment, purpose, and expectations.
• Tues: Meet in the computer lab.  Begin working on the Annotated Bibliography.
• Wed: Meet in the computer lab.  Continue working on the Annotated Bibliography.
• Thurs: Meet in the computer lab.  Continue working on the Annotated Bibliography.
• Fri: Meet in the computer lab.  Annotated Bibliography due by the end of the hour.

Week at a glance October 24 - 28, 2011

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

Root words for this week (root - definition - examples):

1. aud - hear or listen - audience, audio, audition
2. dict - say or speak - dictate, dictionary, diction
3. path - emotion - pathetic, sympathy, empathy
4. test - witness or declare - contest, protest, testify
5. logia, ology - science or study of - biology, psychology, etymology
6. -ist - one who does or practices - racist, terrorist, Buddhist, novelist

Mr. Ritchie gone Oct 26 - Oct 28: As students have heard, I will be gone for three days this week chairing the Centennial Conference for the Kansas Association of Teachers of English (KATE).  I am sorry to miss three days with my students; however, the conference is an excellent opportunity to meet and learn from some of the best and most passionate English teachers from across the state.  I will take on the role of President of KATE at the end of the conference.  For more details, visit the KATE link under the Recommended Links section.

This is our first full week of school in almost more than a month.  During this full week, we'll begin work on the Junior Research Essay.  In addition to analysis of a problem, writing this essay highlights two essential skills: summarizing information and integrating research.  Those two skills will be the focus of this week.  We'll start the week with a review and some practice of these skills by working with a simple two-page essay.  Students will then work with a much larger essay, the recent cover story "Beautiful Brains" published in the October 2011 National Geographic.  By the end of the week, students will answer guiding questions to help them decode the essay, summarize it, and then respond to it while integrating citations.  In addition to our usual Friday root words quiz, students will also complete a topic proposal highlighting what they propose to analyze over the next two - three weeks.

• Mon: New root words; quiz on Friday.  Junior Research Essay - Come to class on Friday prepared to write about a topic.  Summarizing information.  Integrating and citing a source in a paragraph.  Practice with a sample essay.
• Tues: Go over lesson plans for the next three days.  Begin reading/discussing sample research essay: "Beautiful Brains."
• Wed: Junior Research Essay - answer questions over "Beautiful Brains," due by the end of the hour.
• Thurs: Junior Research Essay - create a summary and analysis of "Beautiful Brains," due by the end of the hour.
• Fri: Root words quiz.  Any work not done earlier should by in the box today.  Junior Research Essay - Topic proposal due by the end of the hour.

Week at a glance October 14 - 21, 2011

Curriculum focus: determines meaning of words through knowledge of word structure (11.1.3.K3), generating writing based on personal experience (11.7.1.1), organizing and planning a written piece (11.7.1.3), shares a draft with others to elicit feedback (11.7.1.5), revises the draft (11.7.1.6), edits the draft (11.7.1.7), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d), organizes ideas in a logical structure (11.7.3.2), writes with energy and enthusiasm (11.7.3.3), selects and employs words to convey message in an interesting, precise, and natural way (11.7.3.4), creates text that flows easily with a variety of sentence structures (11.7.3.5), uses standard writing conventions effectively to enhance readability (11.7.3.6)

Root words for this week (root - definition - examples):

1. anthrop - people,human - anthropology, philanthropist, misanthrope
2. ego - I or self - egotistical, egomaniac, egotheistic
3. humus - of the earth - human, humble, exhume
4. mater/matr - mother - maternal, matron, matriarch
5. pater/patr - father - paternal, patron, patriot
6. vir - man or manly - virtue, virile, triumvirate

Parent/Teacher Conferences - WRHS will be hosting Parent/Teacher Conferences Wednesday, Oct 19, and Thursday, Oct 20, after school from 4 - 8 pm.

This week will be an interesting week as we have some extra time while the other Junior classes wrap up The Crucible.  One complaint I hear every year is that we never have enough time to do any creative work.  That changes this week as we do a quick, three-day short story unit.  Students will discuss the essential elements of a story on Monday and begin creating their rough drafts.  On Tuesday, we'll add a surprise twist to the unit.  Students will wrap up the unit, typing multiple drafts in the computer lab on Wednesday.  Following our root words quiz on Thursday, we'll preview our next unit: the Junior Research Essay.

• Mon: New root words; quiz on Thursday.  Creating a short short story - discuss the essential elements and create a rough draft.
• Tues: The Short Short Story - assignment, examples, and requirements.
• Wed: Meet in computer lab B.  The Short Short Story - all drafts due by the end of the hour.
• Thurs: Root words quiz.  Junior Research Essay - preview the assignment, requirements, and examples.
• Fri: No school

Week at a glance October 10 - 14, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. bene - well - benefit, benediction, benefactor
2. cred - believe - credit, creed, incredible
3. cres, cret, cru - rise or grow - crescendo, increase, concrete
4. luc, lum - light - lucid, lucrative, luminescent, illuminate
5. phil - strong love for - philosophy, philanthropy, bibliophile
6. sopho - wisdom - sophisticated, philosophy, sophomore

End of the 1st quarter on Thursday - Any student having a question about his/her grade should stop by and see me before or after school. Let's get things taken care of before anything becomes official.


This week is a short and interesting week.  On Wednesday, students will be taking either the PSAT (which they would have already signed up and paid for) or the KS Reading Assessment.  To help prepare for both tests, we'll do a quick bit of text structure review on Monday and Tuesday.  We'll take care of our weekly root words quiz and preview the 2nd quarter when we return on Thursday.  Since this week is the end of the 1st quarter, students have Friday off so that teachers may finish grading, post grades, prepare for the second half of the first semester.

• Mon:  New root words; quiz on Friday.  KSRA Persuasive Practice: "Rethinking Race in the Classroom" - begin reading and discussing the article.
• Tues: KSRA Persuasive Practice: "Rethinking Race in the Classroom" - questions due during the class period.  Review for the KS Reading Assessment.
• Wed: District testing day - report to assigned room and take either the PSAT or the KSRA
  Thurs: Root Words quiz. Preview the 2nd Quarter.  Short survey for the Research Essay.
• Fri: No school - End of 1st Quarter - Teacher work day

Week at a glance October 3 - 7, 2011

Curriculum focus: identifies, interprets, and analyzes figurative language including: idiom, imagery, and symbolism (11.1.2.K4), determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), compares/contrasts textual aspects: character traits, themes, character motives, and author's purpose (11.1.4.K7), analyzes and evaluates how the author's style (word choice and sentence structure) and use of literary devices work together to achieve his/her purpose by using tone, mood, and imagery (11.1.4.K11d, e, and h).

Root words for this week (root - definition - examples):

1. derm - skin - dermatologist, epidermis, taxidermy
2. micro - small - microscope, microcosm, microbiology
3. ocu - eye - binoculars, inoculate, ocular
4. sci - knowledge - science, conscious, omniscient
5. therm - heat - thermometer, thermostat, endothermic
6. vis, vid - to see - video, visual, revise, review

This week we wrap up our unit over Arthur Miller's The Crucible.  Last week students took notes reviewing the characters, their traits, and their motivations.  This week we'll start by finishing our creative persuasive assignment, The Crucible RAFT.  Students will take the unit exam on Thursday.  We'll wrap up the week with our usual root words quiz, plus a preview of the KS Reading Assessment coming up next week.

• Mon: No school - Professional Learning Day
• Tues: New root words, quiz on Friday.  The Crucible RAFT - revise and edit the persuasive assignment.  The Crucible RAFT due by the end of the hour.
• Wed: The Crucible RAFT - volunteers to share.  Review for The Crucible Unit Exam.
• Thurs: The Crucible Unit Exam
• Fri: Root words quiz.  Preview next week.  QAR strategies.

Week at a glance Sept 26 - 30, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. belli - war - rebellion, belligerent, bellicose
2. fac - do or make - factory, facilitate, manufacture
3. mort - death - mortal, morbid, mortician
4. poeia, poie, peia - make/create - poem, onomatopoeia, mythopoeic
5. the, theo - god - atheist, theology, monotheism
6. tox - poison - toxicology, toxic, botox

This week we'll wrap up the reading portion of Arthur Miller's The Crucible.  Proctor and his friends are sentenced to hang for the crime of witchcraft, so what hope is there now in the play.  We'd be surprised, if we look carefully.  That will be part of our challenge as we wrap up our reading of the play.  We'll begin reviewing characters and motivations by mid-week.  Since we are so far ahead of the other English 11 classes, we have the advantage of being able to do a creative assignment - a RAFT - that we'll begin in class on Wednesday.  Details and the assignment online to come soon.

• Mon: New root words.  Pass back study guides and current grades.  The Crucible - begin reading and discussing Act IV.
• Tues: The Crucible - finish reading/discussing Act IV.  Act IV study guide due Wednesday.
• Wed: The Crucible - Act IV study guide due.  Character traits and motivations review.  Begin The Crucible RAFT assignment.
• Thurs: The Crucible RAFT - decide the role, audience, format, and topic of the project.
• Fri: Root Words quiz.  The Crucible RAFT - go to the computer lab and begin assembling the project.

Week at a glance Sept 19 - 23, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root Words Mid-term on Friday - We are doing 60 root words this semester; so far we have done half of them. Rather than waiting until near the end of the semester and doing a final over all 60, we will be doing a mid-term over the first 30 roots this Friday. Students will receive a study guide and practice self-test for the mid-term on Monday. We'll also do an in-class review on Thursday.

This week we continue reading Arthur Miller's The Crucible.  Last week we saw no one was safe as we saw even Rebecca Nurse and Elizabeth Proctor accused of witchcraft.  John Proctor responded by deciding to come clean, go to the court, admit his sins, and confront Abigail.  This week we'll see the results of Proctor's decision.  Students should be paying special attention to the play's rising action, coming climax, and their effects on the characters.

• Mon: Preview Root Words Mid-term.  The Crucible - Review Acts I and II.  Begin reading/discussing Act III.
• Tues: The Crucible - Continue reading/discussing Act III.
• Wed: The Crucible - Acts I and II Quiz.  Finish reading/discussing Act III.  Act III study guide due Wednesday.
• Thurs: Root Words Mid-term review and discussion.  The Crucible - Begin reading/discussing Act IV.  Act III study guide due at the end of the hour..
• Fri: Root Words Mid-term. The Crucible - Continue reading/discussing Act IV.

Week at a glance Sept 12 - 16, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. -hood - condition of - adulthood, childhood, neighborhood
2. -ic - pertaining to - logic, music, electric, pandemic
3. -ify / -ize /-yze - act upon or make - purify, terrorize, paralyze
4. -ism - characteristic of - terrorism, pacifism, heroism, racism
5. -ive - tending to be - active, inquisitive, positive, negative
6. -ure - result of - literature, nature, scripture, torture

This we continue reading and discussing Arthur Miller's The Crucible. We completed Act I last week. Using a volcano as an analogy for the Salem community, we discussed how the various factions and personal grudges were building and creating pressure just waiting for a chance to explode. Salem erupted with the first of the witchcraft accusations. As we read Act II this week, students will analyze the effects of the witch trials on Salem's community and compare/contrast how each character responds to the trials.  We'll wrap up the week with an analysis of Arthur Miller's intent behind writing the play.  Miller's play is an allegory -- an extended metaphor that uses events in the narrative to represent points the author wishes to make about society.  We'll study the play as allegory by looking at the accusers and the accused: in Salem, in Miller's time period of the 1950s, and now.

• Mon: The Crucible - New root words. Review Act I in class. Begin reading and discussing Act II.
• Tues: The Crucible - Act I quiz. Continue reading and discussing Act II.
• Wed: The Crucible - Finish reading and discussing Act II. Act II study guide responses due by the end of the hour.
• Thurs: The Crucible - Review Acts I and II.  The Crucible as Allegory - The Accusers and the Accused - in Salem, in the 1950s, and now.  Notes and discussion.
• Fri: Root words quiz. The Crucible as Allegory - The Accusers and the Accused - in Salem, in the 1950s, and now.  Wrap up notes and discussion.  Response due by the end of the hour.

Week at a glance Sept 5 - 9, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. contra/counter - against or opposite - contradict, counteract
2. dif/dis/dys - away or badly - different, disperse, dysfunctional
3. mal - poorly - malice, malpractice, malfunction
4. poin/pugn/punc - pierce or sting - punch, impugn, point
5. pseudo - false - pseudonym, pseudoscience
6. sol/soli - one or alone - isolated, desolate, solitary

This week we begin reading Arthur Miller's The Crucible. Students will receive a study guide in class on Tuesday that we'll complete in class as we read the play. Students will not receive a copy of the play for themselves because we'll be reading the play in class. It will be absolutely essential that students are listening to and participating during class discussion, as well as keeping up with their in-class assignments.

• Mon: Labor Day - no school
• Tues: New root words - quiz on Friday.  The Crucible - Assign parts and begin reading Act I
• Wed: The Crucible - continue reading Act I. Complete in-class assignment, due by the end of the hour.
• Thurs: The Crucible - finish reading and discussing Act I. Continue work on questions from the Act I study guide.
• Fri: Root Words Quiz. The Crucible - wrap up Act I discussion and complete questions from the Act I study guide, due by the end of the hour.  Begin reading and discussing Act II.

Week at a glance Aug 29 - Sept 1, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), uses information from the text to make inferences and draw conclusions (11.1.4.K5), identifies persuasive techniques (11.1.4.K14a-f), distinguishes between fact and opinion and recognizes propaganda (11.1.4.K15a), analyzes how the author’s use of irony contributes to his/her purpose (11.1.4.K11c), identifies the protagonist (11.2.1.K1a), contextual aspects of setting: how history, society, and culture influence events in the text (11.2.1.K2), and analyzes how the problem or conflict advances the plot of a narrative (11.2.1.K3a).

Root words for this week (root - definition - examples):

1. ced / cede / ceed - go - proceed, concede, succeed
2. hyper - over or above - hyperactive, hyperventilate, hyperbole
3. inter / intra / intro - between, within, into - international, introduction
4. mega - great - megaphone, megaton, megalopolis
5. ortho - correct - orthodox, orthodontist, orthopedic
6. trans - across - transport, transition, transatlantic

This week we'll start our pre-reading unit for Arthur Miller's The Crucible.  The play covers the events of the Salem Witch Trials, which resulted in the deaths of 20 people.  On the surface, their crime was witchcraft; however, Miller and other historians have suggested there was much more to it than that.  We start the week with a quick history of witchcraft to explain why it was so feared in the late 1600s.  We'll then look at ways crowds of people are pushed one way and another as we explore honest and dishonest persuasive techniques.  On Wednesday we'll hear the Puritans' own words and see how they viewed their society.  Finally, on Friday we'll preview the play itself so we have an idea of the setting, major characters, and opening conflicts.  Students will revise, edit, and finish their Personal Narrative Essay in the computer lab on Thursday.

• Mon: New root words; quiz on Friday.  A Brief History of Witchcraft - discussion and notes.  Root words quiz over last week's roots.
• Tues: Swaying the Mob: Persuasive Techniques - discussion and notes.
• Wed: The Puritans, in-class readings and assignment due by the end of the hour
• Thurs: Meet in Library Lab D to revise, edit, and print a copy of the Personal Narrative Final Draft, due by the end of the hour.
• Fri: Root words quiz.  The Crucible - preview setting, major characters, and opening conflicts.

Week at a glance Aug 22 - 26, 2011

Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), organizing and planning a written piece (11.7.1.3), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), and develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d)

Root words for this week (root - definition - examples):

1. culpa - blame - culprit, culpable
2. duc / duct - lead - conduct, seduce, introduction
3. jud / jur / jus - law - judge, jury, justice
4. polis / polit - city - police, politician, metropolis
5. rect - straight - correct, direct, insurrection
6. urb - city - urban, suburb

We will continue our Root Words unit this week with the roots listed above, quiz on Friday. We also write our first essay of the school year: the Personal Narrative. The Personal Narrative is an essay with both narrative and expository elements. Students will focus on a specific song, movie, book, food, or place and explain its significance to them.  Since this is our first essay, we will go step-by-step through the writing process. Students will submit an electronic copy of their rough draft by the end of the hour on Friday. Check the Course Materials section for copies of this assignment.

• Mon: New root words; quiz on Friday.  Personal Narrative, assignment overview. Personal Narrative pre-writing due Tuesday.
• Tues: Personal Narrative pre-writing checked in class. Creating an informal outline. Begin creating an informal outline for the Personal Narrative.
• Wed: Personal Narrative informal outline checked at the beginning of the hour. Creating the introduction.
• Thurs: Personal Narrative - meet in the computer lab to begin writing the rough draft. Introduction paragraph checked by the end of the hour. Continue writing the rough draft.
• Fri:  Personal Narrative - meet in the computer lab to finish writing the rough draft.  Root Words quiz; Personal Narrative rough draft due by the end of the hour.

Week at a glance Aug 16 - 19, 2011

Welcome!

On this site, you’ll find a breakdown of each week’s lesson plans and activities for English 11. Assignments and due dates will always be listed in red. You can access class handouts through the “Course Materials” section located on the top right side of this site. If you have any questions or comments regarding things you'd like to see on this site, call me at WRHS or e-mail me at ritchjoh@usd437.net


Curriculum focus: determines word meanings through knowledge of word structure: Greek and Latin roots and prefixes and suffixes (11.1.3.k3), organizing and planning a written piece (11.7.1.3), composes persuasive writing (11.7.2.1c), adapts writing by identifying, analyzing, and understanding audience (11.7.2.2), writes using one or more text structures when appropriate to a achieve a specific purpose or to address a specific audience: problem/solution (11.7.2.4d), and develops clear and purposeful ideas with sufficient evidence and/or relevant detail to satisfy purpose using sufficient evidence, examples, anecdotes, quotations, expert opinions, and/or statistics (11.7.2.1d)

Root words for this week (root - definition - examples):

1. ante - before - antecedent, antebellum
2. brev - short - abbreviate, brevity
3. fin - end - final, infinite
4. pan - all - pandemic, panorama
5. poly - many - polygamy, polytheism
6. vac - empty - vacation, vacuum

This week we will get things rolling right away.  We will spend much of Wednesday looking over and discussing our course overview and policies, as well as familiarizing ourselves with the procedures of the class.  We'll also begin our root words unit.  On Thursday, students will have a chance both to show what they know about writing and to express their preferences when it comes to reading and writing assignments in class.  Friday starts off with a Root Words quiz.  We'll wrap up this first week of the semester with an assignment over Robert Frost's "Birches," which will serve as both a literary analysis pre-test and a preview of the Personal Narrative Essay that we'll begin next week.

• Mon: No school - staff work day
• Tues: New student orientation
• Wed: Introductions, syllabus, and course overview.  Root Words 1 - notes, quiz on Friday.  Bring a 1 1/2" - 2" binder to class by Friday.
• Thurs: Preferences writing prompt.  Write and discuss.  Writing prompt due by the end of the hour.
• Fri: Root Words Quiz.  Personal Narrative preview: read and discuss Robert Frost's "Birches." Read and reflect assignment due by the end of the hour.