FRIDAY, 1/15:

Today we start with a review of yesterday's panel analysis group work on pages 57, 60, 61, & 64

Maus panel analysis writing assignment: MAUS WRITING ASSIGNMENT (2).docx

3-2-1: 3 things you notice, 2 questions raised, 1 conclusion

Vladek
"Prisoner on the Hell Planet"
pages 110-113
pages 124-125
pages 141-143
page 157

Reminders:

1. You should have chapters 1-3 of Maus II read for Thursday, 1/21

2. One 15-minute Membean session is still due by 8:00 AM Wednesday. We will have a 10 question, 10 point Membean quiz for grade on Thursday, 1/21

3. Keep working on your projects. Be exploring both the story you want to tell (a family story or something from Maus) and the platform you want to use to tell the story. Google Slides and Padlet are two other platforms you can look at. Be in touch with me about your ideas and any questions you have.

THURSDAY, 1/14:

Today, we begin Maus I panel analysis examples and practice (pages 48, 54, 57, 60, 61, 64). Point of emphasis: first things first - what you see, then what it means

I will also begin individual conversations with students about the books they chose to read.

WEDNESDAY, 1/13:

On the docket:

review the week's Membean activity
Maus Project Q & A
continue reviewing Maus chapters 1-2

Reminder: you should have Maus I finished by class tomorrow

FRIDAY, 1/8:

Media Literacy: How-to-know-what-to-trust-DIGITAL_092320.pdf

Fact checking websites: factcheck.org, snopes.com, politifact.com

Suggestion: triangulate - read, watch, and listen to more than one source from more than one perspective

Maus I chapters 1-2: MAUS I Hunt.docx

Maus unit project: MAUS PROJECTS-1.docx

Two suggestions:

1. Begin thinking about and looking into family history stories. Talking to family members is the best way to get to know these stories.

2. Explore the various platforms for telling these stories that I have suggested. Or find a different platform that will work better for you.

Assignment: for Wednesday, 1/13, read chapters 3-6 of Maus I (the rest of the book). Also, remember that you have one 15 minute Membean session due before class Wednesday also.

THURSDAY, 1/7:

Today we really begin our study of the Maus graphic novels by Art Spiegelman

Start here with some historical background: MAUS Notes.docx

Then, until you get an actual book, here is a pdf of the text Maus I:

https://uniteyouthdublin.files.wordpress.com/2016/01/maus-a-survivors-tale-my-father-bleeds-history-by-art-spiegelman.pdf (Links to an external site.)

Maus unit reading schedule: MAUS Schedule Tan-1.docx

Assignment: for Friday, 1/8, read chapters 1-2 of Maus I

WEDNESDAY, 1/6:

Today we begin our study of the Maus graphic novels by Art Spiegelman

Until you get an actual book, here is a pdf of the text Maus I:

https://uniteyouthdublin.files.wordpress.com/2016/01/maus-a-survivors-tale-my-father-bleeds-history-by-art-spiegelman.pdf

Maus unit reading schedule: MAUS Schedule Tan-2.docx

TUESDAY, 12/22:

Bruno Mars article:

https://www.newyorker.com/sections/culture/weirdly-we-might-be-overlooking-bruno-mars

Discussion Questions:

We’ve talked in class before about “caps” for our essays, starting and ending essays with same thing to give an essay a sense of wholeness. For instance, if you quote someone to start and essay, you should come back to that quote or person, even if only briefly, in the concluding paragraph.What does the writer here, Amanda Petrusich, use as a cap for her essay (What does she start the essay with that she comes back to at the end)?

What does Petrusich do in the first two paragraphs to give readers the sense that she considers Mars a major artist?

How does Petrusich establish her credibility as a writer? What that means in this particular case is how she establishes herself as someone who’s opinion is worth considering?

Finally, list three things that Petrusich says in the article that make the case for Mars being a major artist who’s talent is worthy of respect.

FRIDAY, 12/18:

"Housekeeping" by Natasha Trethewey:

https://allpoetry.com/poem/15486820-Housekeeping-by-Natasha-Trethewey

What words – and what kind of words - are used more than once?
For the following words, tell us what they mean and what they contribute to the poem:

threadbare, glue, mend, soap, pecans, soup, dust, blinds, bugs, iron, mail-order catalog, mail, chair leg, plate, nail, neck bone, rug, reverie

3. What are the commonalities amongst these words

Limericks:

There once was a teacher named Sid A student who sat in the back

Who thought he was down with the kids And thought that this class she could hack

Used all the cool words But the teacher was down

But was really a nerd Made her look like a clown

So laugh at him always they did And she found out her hack was quite wack

Here's a first line:

There once was a person from ____________

https://padlet.com/dayl8/kby48dr1zpp19llf

THURSDAY, 12/17:

We begin today with a Membean 10 question, 10 point vocabulary quiz.

"Remember the Boys" by Rachel: https://poets.org/poem/remember-boys

go to https://www.sketch.io/sketchpad/
draw the poem
click on "Export" (towards the bottom of the menu on left)
click on "Save.jpeg"
go to padlet https://padlet.com/dayl8/m4q7hhyx3825gdek and upload your sketch

Assignment: for Tuesday, 12/15, read "Housekeeping" by Natasha Trethewey. Write down in alphabetical order all the words in poem. Include the title.

https://allpoetry.com/poem/15486820-Housekeeping-by-Natasha-Trethewey

Individual Reading Unit: IRU (Tan).docx

WEDNESDAY, 12/16:

Today, we'll start by watching Tracy K. Smith read from "Don't You Wonder, Sometimes?" (start at 14:45)

https://video.search.yahoo.com/yhs/search;_ylt=AwrC3CPRdNdfpEAAjSkPxQt.;_ylu=Y29sbwNiZjEEcG9zAzEEdnRpZAMEc2VjA3BpdnM-?p=tracy+k+smith+reading&type=dhm_A1FLB_ext_bsf__alt__ddc_srch_searchpulse_net&hsimp=yhs-st_emea&hspart=domaindev&ei=UTF-8&fr=yhs-domaindev-st_emea#id=3&vid=c1de3fa53125aceaa4d522a86e7056b6&action=view

Next, we'll discuss the "Go ahead" paragraphs we wrote on Friday.

Reminder: on Thursday, 12/17, we'll be having a 10 question, 10 point vocabulary quiz for grade on Membean.

FRIDAY, 12/11:

Today, we will continue working on poetry tasks 1-2 in the same groups as yesterday on the section of the poem specifically assigned: "Don't You Wonder, Sometimes?" Tracy K. Smith: Smith- Don't.docx

Paragraph - What is Bowie, via Smith, giving you the "go ahead" to be or do?

Reminders: one 15 minute Membean session due by Wednesday morning/ there will be a 10 question, 10 point quiz - one that counts for a grade - on Thursday/ otherwise, keep reading/ the second writing page on your book is due Wednesday if you're doing it

THURSDAY, 12/10:

We begin today with a 10 question formative vocabulary quiz on Membean.

Next, a short review/ discussion of the two poems we worked on last week:

"The Jaguar and the Mango" by Jose Hernandez Diaz

https://www.poetryfoundation.org/poetrymagazine/poems/151748/the-jaguar-and-the-mango (Links to an external site.)

"Give" by Simon Armitage

Give- SA.docx

And a new poem for today: "Don't You Wonder, Sometimes?" Tracy K. Smith:

Smith- Don't.docx

WEDNESDAY, 12/9:

Today we'll do a quick Membean review with a reminder that we will be having a formative 10 question quiz tomorrow.

The first IRU writing page is due today. If you don't due today's assignment, that just means you have to do #2 and #3.

Next, a short review/ discussion of the two poems we worked on last week:

"The Jaguar and the Mango" by Jose Hernandez Diaz

https://www.poetryfoundation.org/poetrymagazine/poems/151748/the-jaguar-and-the-mango

"Give" by Simon Armitage

Give- SA-2.docx

Individual Reading Unit: IRU (Tan).docx

FRIDAY, 12/4:

Reminders: 1. we resume Membean this week (so one 15 minute session due next Wednesday, 12/9), and 2. The first one-pager on the book you're reading is also due next Wednesday, 12/9 (though remember you only have to do 2 of 3 assigned).

Here is the Individual Reading Unit information if you need it: IRU (Tan).docx

For today:

Remote - complete the 4 poetry tasks (see yesterday) for the following poem:

"Give" by Simon Armitage: Give- SA-1.docx

This is due at the end of class. This time the grade counts 10 points.

Class - poetry exercises - name, alphabet, and mad lib poems. We will post our work on the padlets below:

Name poems: https://padlet.com/dayl8/ibf4672wusravirb

Alphabet poems: https://padlet.com/dayl8/2uys2qo82jgdabng

Mad Lib poems: https://padlet.com/dayl8/ob53g5jo27pupmrp

THURSDAY, 12/3:

Reminders: 1. we resume Membean this week (so one 15 minute session due next Wednesday, 12/9), and 2. the first one-pager on the book you're reading is also due next Wednesday, 12/9 (though remember you only have to do 2 of 3 assigned).

For today:

Remote - complete the 4 poetry tasks (see below) for the following poem:

"The Jaguar and the Mango" by Jose Hernandez Diaz

https://www.poetryfoundation.org/poetrymagazine/poems/151748/the-jaguar-and-the-mango

This is due at the end of class. This time the grade counts 10 points.

How to read a poem (in this class anyway):

1. Look up all the words you don't know

2. Find one moment in the poem that stands out to you and explain what it is and why it stands out

3. Connect one thing in the poem with something you've seen, heard or read in another work of art

4. Finish the following sentence: "I don't know everything that's going on in this poem, but I do know...."

Class - poetry exercises - name, alphabet, and mad lib poems. We will post our work on the padlets below:

Name poems: https://padlet.com/dayl8/xi07dcxlwg7g7e0x

Alphabet poems: https://padlet.com/dayl8/3xx83uar1mcargs3

Mad Lib poems: https://padlet.com/dayl8/hek7q3gzbayai33u

TUESDAY, 11/24:

We start today with Membean: 1. review the week, 2. formative quiz

Individual Reading Unit: IRU.docx

Review homework (formative grades) on Jericho Brown's "Say Thank You Say I'm Sorry":

https://www.nytimes.com/2020/06/15/books/review/jericho-brown-say-thank-you-say-im-sorry-poem-coronavirus.html

Poem for Thanksgiving: U.S. Poet Laureate Joy Harjo's "Perhaps the World Ends Here":

https://www.poetryfoundation.org/poems/49622/perhaps-the-world-ends-here

FRIDAY, 11/20:

Today we will go over task #1 then complete tasks #2-4 of the poetry tasks outlined yesterday (below) for the following poem. You will get a grade and feedback, but it won't count. It's formative assessment so you will know exactly what will be expected for the rest of this unit. Share with me when done.

"Say Thank You Say I'm Sorry" by Jericho Brown

https://www.nytimes.com/2020/06/15/books/review/jericho-brown-say-thank-you-say-im-sorry-poem-coronavirus.html (Links to an external site.)

Or here: Say Thank You.docx

Assignment: read your individual reading book, roughly 40-60 pages depending on the book's length and remember to do one 15 minute Membean session before 8:00 AM Wednesday. We will be taking a 10 question formative vocabulary quiz on Membean on Tuesday.

THURSDAY, 11/19:

How to read a poem (in this class anyway):

1. Look up all the words you don't know

2. Find one moment in the poem that stands out to you and explain what it is and why it stands out

3. Connect one thing in the poem with something you've seen, heard or read in another work of art

4. Finish the following sentence: "I don't know everything that's going on in this poem, but I do know...."

Let's practice - "You were born in Vietnam, I don't see any of that in your food" by Joshua Nguyen:

Joshua Nguyen-1.docx

Here's another - "Everything is Going to Be Alright" by Derek Mahon:

How should I not be glad to contemplate

the clouds clearing beyond the dormer window

and a high tide reflected on the ceiling?

There will be dying, there will be dying,

but there is no need to go into that.

The poems flow from the hand unbidden

and the hidden source is the watchful heart.

The sun rises in spite of everything

and the far cities are beautiful and bright.

I lie here in a riot of sunlight

watching the day break and the clouds flying.

Everything is going to be all right.

"Everything..." padlet: https://padlet.com/dayl8/hfzb3fv8fuqp5nml

Assignment: for Friday, 11/20, read Jericho Brown's "Say Thank You Say I'm Sorry" and complete poetry task #1, looking up all words and terms that you might not know.

https://www.nytimes.com/2020/06/15/books/review/jericho-brown-say-thank-you-say-im-sorry-poem-coronavirus.html

or Say Thank You.docx

WEDNESDAY, 11/18:

Individual reading unit:

Find a book you'd like to read. One of the things we're going to do between now and December break is an individual reading unit. The book can be fiction or non-fiction (though I would ask no graphic novels - I've nothing against them - some of them are great - it's just that we will be reading a graphic novel in class right when we get back from December break) and should be between 200-300 pages. I have final approval, of course, but unless it's particularly atrocious, I'll probably say yes. Make sure that you can get a hold of the book, obviously, either actually or online. I may be able to help with that. If you need suggestions, let me know what kind of stuff you're interested in and I can help there, too. You can always pick a book you've already read or a book that has an extensive sparks notes page. I'd probably never find out (though can you imagine if I did?), but, I mean, really? I'd love if everyone had a title by Friday, though I know that's short notice, but don't wait too long to pick. I want you get started.

Through December break, the individual reading unit will be your homework Friday-Wednesday. On Wednesday-Friday each week, we will be working on a poetry unit:

How to read a poem (in this class anyway):

1. Look up all the words you don't know

2. Find one moment in the poem that stands out to you and explain what it is and why it stands out

3. Connect one thing in the poem with something you've seen, heard or read in another work of art

4. Finish the following sentence: "I don't know everything that's going on in this poem, but I do know...."

Let's practice: "You were born in Vietnam, I don't see any of that in your food" by Joshua Nguyen:

Joshua Nguyen.docx

Assignment: for Thursday, 11/19, read Joshua Nguyen's poem and look up any words or terms you are not familiar with (and write them down!)

FRIDAY, 11/13:

Today is our final writing workshop day. Share your work with me at any point to get feedback. The paper is due at the end of class.

THURSDAY, 11/12:

Today we remote re-set and review the Membean week, but mostly it's a writing workshop day. Share your work with me at any point to get feedback.

Reminder: the paper is due at the end of class tomorrow.

FRIDAY, 11/6:

Today is a writing workshop day. Share your work with me at any point to get feedback.

Reminder: the paper is due on Friday, 11/13 (OOOOOOHHHHHH!)

THURSDAY, 11/5:

Today, we do a little about the elections, review Membean, and work on our papers.

Assignment: Keep working on your papers. Share work with me.

TUESDAY, 11/3 - ELECTION RESOURCES:

Mass Secretary of State Elections Division: https://www.sec.state.ma.us/ele/eleidx.htm

OnTheIssues: https://www.ontheissues.org/default.htm

ThoughtCo - Key election terms: https://www.thoughtco.com/key-election-terms-for-high-school-4049394

ThoughtCo - How the electoral college works: https://www.thoughtco.com/how-the-us-electoral-college-works-3322061

Council on Foreign Relations: https://www.cfr.org/election2020/candidate-tracker

The Economist: https://www.economist.com/us-election-2020

Reminder, for class Thursday you should have your brainstorming lists and a draft of your introductory paragraph ready

FRIDAY, 10/30:

Parts II & III reading quiz questions:

Open up a google doc. Number 1-6. Do not rewrite the questions. You do not need full sentences. You have 20 minutes. Share with me, then get back to work on your paper prep when done.

What is an “iron horse”? (1 point)
Why and how was the village of Abame “wiped out”? (2 points)
What animal was considered sacred and never to be killed? (1 point)
How did Okonkwo hope his sons would contribute to his big return to Umuofia? What went wrong? (2 points)
What unprecedented crime did Enoch commit? How did Okonkwo and the other villagers respond? (2 points)
How did Okonkwo know “that Umuofia would not go to war”? (2 points)

Work today:

brainstorming, comparing, and refining lists
introductory paragraphs

Assignment: for Thursday, 11/5, now that you have done significant work on the material for your body paragraphs in the form of brainstorming lists, draft an introductory paragraph to your paper that lays out the topic with enough specificity to let your readers know what to expect.

By Thursday, then, bare minimum, you have a draft of your introductory paragraph and all the specific details for your body paragraphs organized into lists, so you're ready to do some serious writing.

The paper will be due Friday, 11/13.

THURSDAY, 10/29:

Today in class, we reviewed:

Membean homework
Part III Study Questions

Reminder: There will be a 6 question (10 points) reading quiz on Parts II & III on Friday, 10/30

If you have questions before Wednesday's Parts II & III reading quiz, write them on this padlet:

https://padlet.com/dayl8/66yi6ancmsp9sowa

Essay prompts: TFA prompts 20.docx

Assignment: Continue the starting task associated with the prompt you chose. 20 minutes. You don't have to share your work with me, but do it in a google doc separate from your notes doc and have it ready to call up at the beginning of class tomorrow.

WEDNESDAY, 10/28:

Today, we begin looking at Part III of TFA, including accompanying study questions.

Announcement: There will be a 6 question (10 points) reading quiz on Parts II & III on Friday, 10/30

Assignment: for Thursday, 10/29, finish taking notes on Part III study questions.

FRIDAY, 10/23:

TFA Slideshow: things fall apart2.ppt

Today, we'll discuss chapters 18-19, go over the study questions, and set up Part III.

Assignment: For Wednesday, 10/28, read chapters 20-25 (pages 171-209) of TFA. Don't worry about the study questions for now. Get away from your computer and just read. We'll work on the study questions in class.

Also, don't forget your 15 minute Membean session before Wednesday morning.

THURSDAY, 10/22:

Today in class, we reviewed:

Membean homework
Part I Review homework
Chapter 17 (quiet reading)
Chapters 14-17 and study questions

Assignment: For Friday, 10/23, read chapters 18-19 (pages 154-167) of TFA. Answer study question #7 in a well-written paragraph and share it with me.

WEDNESDAY, 10/21:

Assignment: For Thursday, 10/22, read chapters 14-16 (pages 129-147) of TFA. Don't worry about the study questions for now. Get away from your computer and just read. We'll work on the study questions tomorrow in class.

FRIDAY, 10/16:

Two goals today:

1. to complete our study of Part I of TFA

2. to introduce Membean and set up our accounts

Assignments: for Wednesday, 10/21, complete and share with me the TFA Review Exercise

TFA Pt1 Review-2.docx

and

complete one 15 minute session on Membean

THURSDAY, 10/15:

Reminder: set up an English folder in google. I emailed everyone a word version of the TFA study questions, so you should be able to cut and paste them into a google doc. You can then work on the one doc throughout this unit.

Here's a link to the padlet of comments and questions we worked on in class with today:

https://padlet.com/dayl8/1rveyk69v4z8qf11

Assignment: For Friday, 10/16, read chapters 10-13. Don't worry about the study questions for now. Get away from your computer and just read. We'll work on the study questions tomorrow in class.

FRIDAY, 10/9:

Today, we will go over chapters 1-5 of Things Fall Apart.

Assignment: For Thursday, 10/15, read chapters 6-9, taking notes on the associated study questions (see below). Be prepared to ask questions and discuss in class.

THURSDAY, 10/8:

Things Fall Apart Intro Info:

THINGS FALL APART-1.pdf

Things Fall Apart Study Questions:

TFA Study Questions-2.pdf

Assignment: for Friday, read through the end of chapter 4, taking notes where you can on the study questions.

WEDNESDAY, 10/7:

Text of Things Fall Apart:

http://mrskrabill.weebly.com/uploads/2/1/5/1/21518086/things_fall_apart--_full_text.pdf

Assignment: for Thursday, 10/8, read chapter 1 of Things Fall Apart.

FRIDAY, 10/2:

The writing assignment for you choice-read book from the summer is due before class on Wednesday, 10/7. Share your work with me by end of school Tuesday to get feedback.

THURSDAY, 10/1:

Assignment: Write a page (double-spaced) on the book you chose to read this summer from the WHS English department's choice-read list.

2 Paragraphs: the before and the after

1. Why from the entire list did you choose this book? What were you looking for? Did you find what you were looking for?

2. What else did you find? Answer this question in terms of the metaphors of mirror and window. Hint: this should be the longer of the two paragraphs.

Restriction: Any quotation you use must be 5 words or less.

WEDNESDAY, 9/30:

Summer Choice-Read Essential Questions: (visit HERE (Links to an external site.) for further explanation of the window-mirror idea)

Is this text a mirror or a window for my identities?
How do the stories we tell about ourselves and others shape our identities and reinforce perceptions?
What is the meaning of race for ourselves, others, and society? What does learning about race teach us about the power and impact of our choices today?
What can we do to expand our vision of others and dismantle stereotypes, and in doing so, better come to understand ourselves?

FRIDAY, 9/25:

Today, we continue our look into The Other Wes Moore:

Link to the book's opening paragraph:

https://cl2hart.weebly.com/uploads/5/9/4/4/59447175/the_other_wes_moore__1_.pdf

identity, experiences, choices, perspective, influence, freedom, consequences, separation (from family), truth, connection, tragedy, fate

Tragedy - a story in which the tragic hero suffers disastrous misfortune due either to their own tragic flaw or to fate - against which they struggle unsuccessfully - being against them.

Fate - the will or determining cause by which things are believed to come to be or to happen

from "Invictus," the poem that concludes the book's "Afterward" on page 183:

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul.

Assignment: Write a page on The Other Wes Moore. Due before class, Wednesday, 9/30:

2 Paragraphs: 1. Describe one obstacle, challenge, or bad influence the two Weses had in common. Be specific. Don't just say"the neighborhood." Detail a particular part or feature of the neighborhood. 2. Explain the difference between how each Wes handled the obstacle, challenge, or bad influence. Notice that I said "explain," not just "describe," as I did for the first paragraph. Don't just tell me what happened. Look at how it happened and what was the effect. Don't be afraid to start with the obvious.

Share your work with me when done. Reach out if stuck.

THURSDAY, 9/24:

Assignment for today: Using the themes from yesterday (below), or other themes you can think of, write a 4 sentence blurb promoting the film, emphasizing how it might be particularly helpful, instructive, and/or inspiring for the times in and through which we are living. Email me straight, or share a google doc. Just make sure I get it before class begins on Friday, 9/25.

Also today, time permitting, we begin looking at the the summer reading book, The Other Wes Moore.

"The tragedy is that my story could have been his."

One term it will be helpful to know:

Memoir - a non-fiction narrative drawn from personal experience

-Why is telling our own stories important?

-Who gets to tell their own story and how is that determined?

-What prevents people from being able to tell their own story?

WEDNESDAY, 9/23:

Here are some of the themes for Mr. Hublot you all developed from our list of theme ideas:

Tan Hublot Themes-1.docx

FRIDAY, 9/18:

The step up from “theme idea” to “theme”:

A “theme idea” in this class is what you used to call a theme: a word or short phrase that a story is about.
A “theme,” then, is an idea or insight about life as conveyed in a story. In other words, turn your theme idea into a sentence that states what that story actually has to say about that theme idea.

Example: You might say that The Wizard of Oz is really a story about home. “Home,” however, is not “an idea or insight about life.” So, you think about it and decide that what is telling us is that “There’s no place like home,” or, more specifically, that “we should not dismiss the importance of home for the distractions and enticements of glittery, far away places.” You may or may not agree with the statement the film is making, but it’s making it nonetheless.

In class, we generated a list of theme ideas for the film Mr. Hublot:

change, the future, companionship, isolation, obligation, contentment, time, environment, technology, difference, (not) fitting in

To this list, we can also add love, hope, order, home, urban life, mental health and more.

Assignment: Now we will practice turning theme ideas into themes. Pick one theme idea (or a couple-there's a lot of crossover on this list) and try to figure out what the film has to say about it. You should be able to express it in a sentence or two. Share your theme idea and theme with me by gmail before class on Wednesday, 9/23.

THURSDAY, 9/17:

MR. HUBLOT: https://www.youtube.com/watch?v=QrRz-AEjnAg

QUESTIONS:

What’s the mood of film? How exactly is that mood created?
Describe the setting of film. Give details. Find out its name and what that name means.
Describe the main characters, from what they look like to how they act.
Choose one symbol the film puts to use. What’s the abstract? What’s the concrete? What does the symbol do in the film?

OPENING MESSAGE FROM MR. DAY:

Welcome to Mr. Day's Junior English for the school year 2020-2021. It's going to be weird for awhile, but then hopefully it won't. As you know, the plan is to start out online, then in a couple of weeks transition to hybrid, a mix of in-school and online. Whatever happens, it's going to feel strange and confusing. So let's start here: you're not going through this alone. If at any time you feel confused, overwhelmed or in any way uncertain about what we're doing and/or why we're doing it, let me know. We can email, or zoom chat, or, maybe in a few weeks, sit 6 ft. across from one another. And you probably are going to have times when you're confused, overwhelmed and uncertain. I know I am. It's inevitable given the circumstances. And what makes this harder than it was in the spring is that we're going to try to be more academically challenging, that we haven't had months to build up personal relationships, and that the novelty of all this has worn off and it all just seems like such a drag. But hard is not impossible. We can do this. So let's get started.

This course is designed to help students improve their reading, critical thinking, writing, and public speaking skills. We will be looking at a number of different forms of writing and communication, including novels, short stories, essays, poems, plays and even movies, through class discussion, formal speeches, research, and writing assignments. Throughout the year, students will write regularly on topics related to our reading - and our lives - and will also engage in the study of grammar and vocabulary.

While so much of how we do things in school has changed, the core of what we're up to in this course really hasn't. It's about reading and writing. It's about language - how to use it and how to understand the ways others use it. Most importantly, it's about how language is one of the principal ways we come to understand and express ourselves, our world, and how we move about in the world.

How to navigate this class hasn't changed much either, even if the tools and media have. Success depends upon how you approach in-class and out-of-class situations. At school or at home, you should show up for class on time and ready to learn, should be willing to participate in class discussion and ask questions, and should maintain an English notebook for notes and in-class exercises. You should always complete any assignments to the best of your ability, should prepare questions about aspects of the material you do not understand, and should be willing to seek help when necessary.

As for grades, don't worry too much about them. Seriously. We'll have the regular assignments: writing (everything from big papers to paragraphs), a few quizzes here and there, some homework, a project or two, even some public speaking. The kinds of assignments - and the topics - are varied to keep things interesting and to allow you both to shine in areas you are good at and to improve in areas in which you might not be so good yet. One thing I will never do is ask you to do something you can't. One thing I will often do is ask you to do something that challenges you and stretches you. Remember, though, you're not facing these challenges alone.

The big thing is to seek help whenever you feel you are falling behind. Often this is done in class. Ask a question. Ask me to go over something again. Make me do my job. Outside of class, I will always arrange a time to sit down with you if you ask. I can be contacted by email at dayl@wellesleyps.org, and the more we get back to school, the more access you'll have to me in person.

That's enough for now. As I said above, we're in this together, socially, emotionally, and academically. Do your work, get better, and keep me posted on how you're doing and how you're feeling. I look forward to getting to know you and to working with you. I'm anxious to get started.

-Mr. Day

ENGLISH 11 ACP - Day - 20-21 - 1(D,E,I,J) 4(C,H)