Romeo and Juliet

Hello Everyone!

I have emailed you the PowerPoint notes for Romeo and Juliet.  You will be able to  use your notebook on quizzes and open responses, so please do copy them down.

The Play!

On Wednesday, 2/4, we will be viewing the play in the auditorium. Follow these directions, please:

1. Leave your backpack and PHONE in your locker before advisory.
2. Go directly from advisory to the auditorium.  
3. Enter from the LEFT door by the chorus room.
4. Sit down front.  Fill in ALL seats, row by row.
5. Be a polite audience by showing theater decorum.

THEATER DECORUM: Listen quietly.  Do not talk during the performance.  Clap politely when the play is over.

Remember that viewing a play is VERY DIFFERENT than attending a sporting event.  The people on the stage have memorized lines and blocking, and can hear you. Be respectful of their effort and performance. Rudeness or immature behavior will not be tolerated.

Speaking of which, the 8th grade will also be attending.  Please show them that what high school looks like by behaving in a mature, respectful manner. You have all come so far this year.  Keep up the great work!

The House on Mango Street, by Sandra Cisneros

https://www.sandracisneros.com/

Below is the pdf version:

https://lindaalfred.weebly.com/uploads/6/3/4/5/63457101/the_house_on_mango_street_full_text.pdf

Siren Song

 The Siren Song begins with seduction and ends with destruction.  It is a song that lures in victims, though they can plainly see the danger on the rocks below them. What does it take to lure people toward their own destruction?  Margaret Atwood's poem, Siren Song, explores that idea, and can be found in your textbook.

There are many modern references to the Odyssey, and in particular, the sirens' song. In the movie, O Brother, Where Art Thou, the main characters run into sirens in an unexpected place. You can see a clip by following the link below.

O Brother, Where Art Thou

Even the dictionary defines siren's song as: "...an alluring utterance or appeal; especially : one that is seductive or deceptive "

Siren songs are everywhere - in the advertisements we see and hear, and in the words of those who want something from us. We have even been known to sing ourselves a siren song now and then. 

As you write your siren song, use seduction and think of what is convincing.  Make sure it is not a narrative, but rather a direct appeal to a "victim".  Take on the voice of someone or something, and do not forget to end with a line that indicates destruction.

Book 10: The Grace of the Witch

Bravo!  Nice work on your enacted renditions of the text! I can see that you were able to use your close reading skills to select relevant passages from the epic poem.  Your tests were MUCH better overall!  Well done!

 

HW due Friday, November 17:  Please read the Book 11 summary on page 928.  In bullets, write down all of the action in sequence.  There may be a quiz tomorrow. 

Grading Policies for Quarter 2

You did it!
You made it through your first quarter! 
Now that you understand high school expectations, my grading policy is adjusting to high school standards.

Here are the changes, starting November 3, 2017:

Quarter 1:  Participation counted 25%, Quizzes were 25 %, and tests were 50%.
Quarter 2:  Participation counts 10%, Quizzes are 30 %, and tests are 60%.

Quarter 1:  I dropped your lowest quiz score.
Quarter 2: You will be expected to use your time well to prepare for all quizzes, so no scores will be   dropped. Your homework, classwork, collaborative learning all prepare you for summative assessments.  Participate well, and you will learn.

Freshmen Quarter 1 Blues?

So, You Have a Poor Grade in English...

What’s next?

As a freshman, you have taken Term One to learn all of the expectations of all of the teachers in all of your classes.  You have probably taken part in extra-curricular activities, learned to balance your home obligations and navigated a changing social life.

That’s a lot of time and energy!

Some of you have not managed your academic expectations well, and may have received a poor grade in English.   There is hope, if you plan and decide to improve your grades.

Grade Rehabilitation Plan:

1.        Have you been deluding yourself into thinking that “Read and Take Notes” means “No Homework in Clifford’s Class”?  Think again.  The best thing you can do for yourself is review the works read in class at home.  There are fewer distractions, and you will understand the themes better if you give yourself a second chance! Use these next four years to develop a solid working vocabulary. Look up words that you do not know.

2.       Have you been using and checking your agenda?  Do you write due dates in your agenda accurately and faithfully?  Planning ahead will save you from panicking, or worse, giving up, later.

3.       “I don’t get it” is not an excuse for giving up.  Please come see me when you are confused.  Not only am I willing and eager to help you, but it is a great chance for me to get to know you and your learning style better!

4.       Decide that being a student matters to you.  Set aside a time and place for your studies at home.  Do not simply rely on a learning center – Remember the “fire drill” phenomenon!  (As a high school student, whenever I relied on a learning center for important assignments, there would invariably be fire drill that period!)

5.       Are you attentive in class?  Do you think that having friends in class is an excuse for your behavior?  This is a popular fallacy.  The truth is that you will always have friends wherever you go.  But you, and only you, are responsible for your grades.  College admissions officers will not overlook a poor performance because you were distracted.  Self-discipline is a crucial character trait. 

Please know that I am here to help you succeed.  You can do this! I will always correct you when needed, and I will celebrate your success.  I can be reached at andreaclifford@abingtonps.org

Quiz on Book 9, The Odyssey

On Wednesday, 11/1/2017, you will be taking a quiz on Book 9 of The Odyssey, which is entitled, "New Coasts and Poseidon's Son"  As you review, ask yourself, what does the title mean? Who is Poseidon's son?  Why is this significant for Odysseus and his crew?
Be mindful when you are reading.  See if you can explain the story to someone else accurately.  If you have been doing the coursework diligently, you will find that you have actually been studying for the quiz!
There will be Words to Know, multiple choice, short answer, and an open response question.
Good luck!

The Odyssey- Create a Hero!

In this warm-up to the Odyssey, please create a god/superhero type of being who has the ability to save the world from a specific problem!
Please read the directions from the handout, and see my example below from the class discussion. Use your imagination, have fun, and be thorough!

UPDATE: 1/11/2017  Here are some heroes that your class has decided that we need today. Note the issues that your peers want to have solved.  What do these texts teach us about ourselves as a culture?

                                                                       

Collaborative Learning Reflection

Now that you have completed and presented your lessons to the class, please respond to the following reflection sheet.  Hard copies are available in class.

This is a confidential reflection paper.

Please analyze YOUR contribution thoroughly. What could you improve on next time? What made you proud?

**Keep in mind that if you were not happy with the content, the presentation, the response from the class or your partners, that you are to use language that addresses the issue in a professional, not personal manner.  You should be truthful and tactful when reporting problems.

The copy is below:

Confidential Group Work/Project Reflection

In this reflection open response, please explain in detail your experience completing this project. Honesty is the MOST important quality of a reflection or else it is a colossal waste of our time.

The way to ensure that you have reflected honestly is to provide concrete, specific examples to support your assertions. 

For example, if you say that “Fred was a good leader”, then you need to provide a SPECIFIC detail about his leadership style. 

Example: “Fred took charge by assigning each of us our duties.  When we had a conflict, Fred stopped the argument, heard both sides of the issue, and convinced us to choose to do a video over a power point presentation, explaining that everyone could be better involved in the project that way.”

Start from the first time that you met, to the presentation of your final project.

In your response, please address the following:

·         Group work:  What role did the other group members take?  What was your role?  Did the group mesh well from the beginning, or did it take some time to learn each others’ work styles?  What was the best part of working with the individuals in your group?  What have you learned about YOURSELF as a group member?

·         The Project: How did you decide on the type of project that you completed?  What strengths did you and your group members possess that made your decision easier? Did you have disagreements about what type of project to complete, or how to complete them?  How did you resolve your disagreements?  If you could go back and do something differently, what would it be?

·         The Result: Now that you have presented your work to the class, how do you rate the final result?  Was the actual result different than what you envisioned?  How so? Are you pleased with your contribution to the project?  Why or why not? Was it fun?  Was it anxiety-provoking?  Was it boring? Select an adjective for the overall experience, and explain how YOU contributed to that description of the experience.

·         Your Voice:  What should I know about this project experience that you have not already addressed?  Please explain in detail.

Please edit for focus, clarity, spelling and grammar.  Turn in for a grade.

Lessons Around the World

This week, you will spend 3 days in the library preparing lessons to teach the class about your topic.
Be creative, thoughtful, and thorough in your planning. Lessons will be taught on Friday, October 13, 2017.
Here are the requirements:

Teach Us a Lesson- Current Events, UpFront Magazine

Please compare your lesson to this rubric BEFORE the due date.  Look at what is required, and make adjustments as necessary.

Criteria	100	75	50	0
All worksheets and planning materials are handed in, and well prepared for all group members.
Your presentation included an inquiry about what your students already knew about your topic
Your lesson contained:  a clearly stated big idea, important background information, and clearly connected details from the text
Your activity was well organized, and helped students understand your lesson.
You assessed what students took away from your lesson with a wrap up activity.
You all turned in your reflection sheets.

I am really looking forward to learning from you!  I can see that you are working hard on this project! Keep up the great work!

This Week...UpFront Magazine Articles

This week in class, you are going to be in groups, exploring a current event issue found in UpFront Magazine.  Your assignment is to learn about the topic, discuss your opinions using the rules of civil discourse, and create an interesting lesson on your topic for your classmates using PowerPoint or Sway. We will be going to the library next week to work on your presentations. Enjoy!

   

Alternate Assignment: Period 6 will read articles and take notes in order to write effectively using key ideas and details from the text to demonstrate learning.

Cooperative Learning

Participation consists of homework, discussions and contribution to collaborative learning.

100% Participation!

                                      

Analyze this! Two Women...Two Journeys...Two Questions

You have just finished reading Plainswoman, by Williams Forrest, and The Necklace, by Guy de Maupassant.  Both stories teach us about choice, strength, resiliency and growth. In your own words, please answer the Essential Questions for BOTH stories, and be ready to share out in class.

As a reminder, the EQs *(Essential Questions) are: "What does this text teach me about humanity?" and "What does this text teach me about myself?"
Your answers are due, neatly written, on Monday, October 2, 2017.

Use Your Words!

Today in class, we began the story assessment.  The homework is to use your student email to collaborate to finish the story. Keep in mind that tomorrow is a Wave Week Wednesday, so you can also get together in the library or cafeteria to do the finishing touches on your work.

Here are the directions:
Tell me a story using all 4 characters in your group.  Why?
1. Using new vocabulary helps you LEARN it well.
2. You are taking your learning and putting it into a group-created context.

Story Requirements:
1. Background Information: Setting (time and place), and situation
2. Conflict:  Create a problem that must be solved.
3. Resolution: Tie up loose ends.

Please do your part to contribute to the group task.  An accountability sheet will be circulated at the beginning of class tomorrow.

Have fun and learn!

Name Alliteration Project

In this unit, you will be learning and using the literary term, "alliteration", to describe yourself, using a word that is new to you. You will research the term, apply it to yourself and present it to the class as "your" word. presentations are due on Friday, 9/15/2017.
Have fun with this!  Discover a new word that exists for you! I will email the packet to your school emails if you need another copy.

Welcome Letter to Parents

Dear Parents,

My name is Andrea Clifford, and I am your children’s Freshman English Language Arts teacher.  I hope that your child/children have enjoyed their start to their first year of high school.  It was wonderful to meet and work with them this week!

Some of the things that we covered include the rules and expectations of the class, the differences between being a student in middle school and high school, in particular, the grading system. Students had an opportunity to ask questions, receive their textbooks, and become familiar with their lockers and the new building.

One of the differences that we discussed in class between the Frolio and the High School is the expectation that students will begin to self-advocate and contact their teachers themselves when needed. Please encourage your child to reach out to me as a first step to resolve any concerns.  I have given them my email address and posted my prep period and after-school appointments.  Of course, I am always delighted to speak to parents. Email is the fastest way to contact me, as I have access throughout the day and will be able to respond fairly quickly.  If you would like to speak to me, you can call the school and I will usually get the message within one business day.

This week, we began an assessment on the summer reading in class. Although 40% of my students completed the reading and the notes, I was still able to offer an opportunity to earn some credit to those students who did not participate, using their textbook and the note sheets which were still available on line. Students were placed in discussion groups to explore the Essential Question (EQ) and find a common theme in their texts.  Short presentations will be given on Tuesday for credit.

We also discussed what it means for students to accept ownership of their education, and what their grades, conduct and participation mean to future employers, recruiters and higher education officials. We discussed the fact that these next four years are filled with the chance to make many choices, and that the goal is to choose the best ones, as often as possible. We also talked about the people in their lives who could help them navigate their course throughout the years- coaches, parents and family, teachers, guidance counselors, and student mentors. Our hope is that your child feels safe and comfortable, and understands that we are all here to support their success.

One of the routines in our class will be Sustained Silent Reading (SSR).  Students are to bring a book of their choice and your approval to class every day.  We start the first 10 minutes of class with SSR, and will have informal book talks throughout the year.  We have found that when a student reads for pleasure, it helps their overall performance in school, and it “grounds” them for future learning by giving them a context in which to compare the literature that we discuss in class. It is also great for everyone to be able to get into their own headspace for 10 minutes during busy days. We will be going to the library on Wednesday for a tour and to select books for those who still need them.

  

Please look at our freshman blog periodically for information and links to texts throughout the year.   At this time the comment section for students is not activated, but will be after clarifying the procedure. I will be posting and updating major assignments and information for students to reference.

I am looking forward to seeing many of you at our Open House on Tuesday, September 14, 2017! It is going to be a great year!

Sincerely, 

Andrea Clifford

Room 2216

Abington High School

781-982-2160

andreaclifford@abingtonps,.org

Freshman Blog:

https://freshmenela.blogspot.com/

Ashton Kutcher Speech - Teen Choice Awards (HQ)

Welcome, Freshmen!

I hope you all had a great summer!

I am very glad to welcome you to your Ninth Grade English class in room 2216 of our amazing new building! It is a big place, but we will all figure out how to navigate this space quickly.  Everyone is happy to help you, so please feel free to ask for directions or clarifications. If you have any questions or concerns, please feel free to email me at any time.

This year we will be reading 4 core texts:  The Odyssey, Of Mice and Men, The House on Mango Street and Romeo and Juliet.  We will be using the McDougall-Littell Language of Literature textbook series throughout the year, and you are required to bring a Sustained Silent Reading (SSR) book of your choice for daily reading. We will also listen to TEDTalks, The Moth Storytelling podcast, and view films and documentaries to gain background knowledge.

You will have opportunities to practice new reading and writing skills, give oral presentations, create video, Sway, PowerPoint and Mix presentations and collaborate with your peers on learning and projects. You will be researching, evaluating high and low quality sources, and exploring a variety of literature

My grading policy is as follows:

Quizzes count once.  Tests count twice.

Final drafts of essays, research papers, and other written works and major projects are worth 1 test grade.

Participation

Participation consists of homework preparation, contribution to class discussions, participation in class activities, blog submissions self-evaluation and daily SSR.  

Drafts and revisions are mandatory.  Please save them, because you will always hand these in with your final drafts.

Comprehension tests and quizzes will be given as needed.

Late work may be allowed due to medical or serious personal reasons, at the teacher’s discretion. Make every effort to contact me if you need an extension.

           

Make up work is due no later than 5 school days after the absence.  If you are absent only on the day that it is due, then the work must be handed in on the day you return for full credit.  

                                                          

Some classroom rules are:

           

1. No food is allowed in class.  Water is fine. Nothing else.

2. You will need your textbook almost every day and every night.  It is heavy.  It will dominate your book bag, but it is packed with the wisdom of the ages, so it is worth carrying to and fro. Consider your obligation to bring it to class a workout for the mind and the body. 

2. Please respect everyone.  Do not interrupt or degrade others. Disagreements must be expressed is a way that honors the person with whom you disagree. Stick to the point of contention, use facts and reasons to back up your opinion, but do not label or reduce another person in the process of explaining your point.

3. Your preparation for class is noted and graded every day.  Bring your materials, please.

4. Cell phones should remain off and out of sight unless I initiate academic use of personal technology. Cell phones are to be used in my class for academic purposes only, such as to quickly look up a fact during a discussion, or to find out something about a current event during group work.  In other words, if your cell phone can be used to enhance your learning, I am supportive.  If it interferes with your learning and causes you to be distracted from your education, I am not, at all.You will know when cell phone use is allowed.

5. You are responsible for your education.  If you have questions, please ask.  If you are confused, come see me after school or during a free period.  You can also email me after school, and I will do my best to get right back to you. I am glad to help you!

Do your best, contact your teachers if you are confused, and enjoy your year!