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Pages and Files
Ms Hogue's Online English Resources
AP English Lit & Comp
Ms Degenhardt's Wiki
Critical Reading & Thinking
Blogs, Wikis, and CE9
Technology & Teaching
SITA 2008: Using Blogs and Wikis in the Classroom
Moodles to Support Education
English 10 Planning
Please delete my 9th grade notes below as you need to. I'm just trying to fill in the gaps for you. Dawn
Global Studies Units and Themes
English 10 Resources
Eng 10 Syllabus Draft
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Goals for English 10
English 10 should be a solid bridge between English 9 and English 11 (regular or AP Language), building on skills and concepts from 9th grade, but fully preparing students for the next level.
Threads: I have a big chart that shows the various threads that run through the year, such as writing, reading, etc. But from the list below, about the only ones missing are technology and career. I have the document at school, so maybe I can do it Thursday. Dawn
End project is the wiki research project (keep as is for 2011)
Improve students’ research skills incrementally
Build from 9th grade multigenre project skills
create a series of small research experiences that teach skills such as
summarizing and paraphrasing
using outside sources to support a claim
weaving quotations, summaries, etc. into text
using direct and indirect quotations
goal is for students working in teams
WCKE prep in Sep/Oct
improve reading skills
critical reading skills
teach reading strategies
9th: rereading and ??
Read variety of genres, including non fiction
Choice: more independent choices
continue the pattern from 9th grade, except open choice to fiction or nonfiction for each quarter (or, fewer books if that works best for you).
Continue student blogging for reader response and as an easy way to continue using their blogs.
from 9th grade (so you can build on it, change it, or whatever)
improve writing skills
build from what we stressed in 9th grade, which was to find your own voice, weave in text citations from single and multiple texts (using MLA style, when needed; this was just a beginning skill), eliminate sentence faults (if sophs are still writing comma splices you should shame them openly), develop details. . .
research writing (this was only done with our
literary analysis (we did quite a bit of this, though not on a sophisticated scale, just having students make some claim about what they read and support it with evidence from the book. We led them through whole class analysis, of course in discussions of Speak and To Kill a mockingbird
revision (alas, students were not allowed to go back and edit/revise work they'd published on their blogs. I hope that we can change that this year. That was a HUGE weakness in our blog experiment last year. But....just having their work on their blogs for them to see again and again, did help them see themselves as writers, did show them their weaknesses, and did compel them to change their writing habits, so, in a sense, there was still revision, albeit mental revision, which is not quite as good. We urged our students to draft and revise in their draft versions prior to submitting for publication. Most took that to heart and did it
some timed writings (one or two)
mix up formal, informal, group, individual
Cross curricular integration with
, a required social studies course for all sophomores.
help on how to format text
Turn off "Getting Started"