Degrees and Certifications:
Master of Arts Degree in English Master of Arts Degree in Education
Mrs. Tara Paul
Welcome Back Students!
Year 2018-2019 will be a successful and a productive for all of you if you embrace the ideal that working hard always pays off. Sophomore year holds much for you to gain. In this class you will further your knowledge in grammar, vocabulary, reading and writing skills throughout this year.
My goal is not only to educate you in English subject matter, but I also hope to encourage you to become a life-long learner who is prepared to integrate themselves into any society because you are equipped with problem solving and critical thinking skills that will enable you to make mature and intelligent decisions throughout life. I am confident that you will learn and be challenged in this class. Step out of your comfort zone this year and push yourself to do more than normal, academically. You will see some amazing results! “Believe you can and you are halfway there”, Theodore Roosevelt.
The reason why sometimes students have difficulty with reading is because of the lack prior knowledge and background. They can decode the words, but the words remain meaningless without a foundation of knowledge. To help build students’ prior knowledge, Article of the Week is assigned every Mondaymorning and is collected on Friday in English 10 classes.
1. Students read and mark their confusion.
2. Show evidence of a close reading by following annotation strategies.
3. Write a 1+ page reflection/ and respond to questions.
The weekly writing assignment has to be typed (MLA formatted).
Reminder: Students are given an entire week to complete the weekly reading and writing assignment, thus late work is not accepted.
Semester One: Literary Focus
English 10 students are looking at the theme of "Destiny" through a variety of texts and genres. The BIG questions being, "What is Destiny? Do we choose our DESTINY or our DESTINY chooses us? How much of what happens in out lives do we actually control?"
We have read the nonfiction text "The Sports Gene" by David Epstein. Students completed an online writing assignment on the McGraw Hill Eduction website on https://connected.mcgraw-hill.com/connected/login.do
English 10 students will continue reading the "Outliers: The Story of Success" by Malcolm Gladwell followed by writing assignments.
English 10 students are currently reading Julius Caesar by William Shakespeare (core lit novel) followed by Macbeth or Antigone and Flowers for Algernon/ Animal Farm.
Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Students will practice citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Students will determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Students will analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Students will routinely write informative/ explanatory texts to examine and convey ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Write essays using active voice and precise diction in the present tense. Write well-organized essays with a controlling focus using a thesis, topic sentences, and evidence from the text to support and develop claims or assertions. Identify the correct usage of colons, semicolons, ellipses, and hyphens or dashes. Use MLA formatting in their essays and MLA citation and documentation in their research papers. We will do this by studying the writings of fiction and non-fiction writers-- examining how they use language and the effects of their choices on the reader. In addition, we will practice writing daily-- short pieces and longer pieces; as a class, in collaborative groups and individually; and in response to a wide variety of materials.