If you are missing summative assessments from semester 1 or semester 2, there is still time to turn them in for credit. Remediation ends Friday, June 11. 

Completing and submitting missing summative assessments will improve your semester grades, increasing your yearly grade. All summative assessments are posted on our Google Classroom. You may also complete formative assessments from semester 2 – do not submit formatives from semester 1.

Teacher Assistance: June 7 - 10, Monday - Thursday, 7 am - 3 pm. Please email me to schedule a virtual meeting. 
 
Brassard Office Hours
Friday, June 11: 8:00 - 10:00 am
Video call link: https://meet.google.com/qpp-nidq-ttp

Options if you fail English: Summer school or Retake the class next year

ODD Classes April 5 – May 7

Course:  P1 Remote English 1 & 2

Course Schedule: Period 1, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How does the structure of a text impact a reader’s understanding? What are the components of the five basic structures of text? 

Learning Targets – Reading

• I can annotate a text as I read to keep track of ideas and quotes that are essential to my analysis.
• I can identify the plot structure of a text and explain why it is important.
• I can explain how the main claim develops over time using specific details.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week: Analyzing the structure of nonfiction

Course:  P3 Remote English 3 (Junior English)

Course Schedule: Period 3, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Summative Unit Assessment Thursday, May 7

Course:  P7 Remote English 3 (Junior English)

Course Schedule: Period 7, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Summative Unit Assessment Thursday, May 7

ODD Classes April 5 – May 7

Course:  P1 Remote English 1 & 2

Course Schedule: Period 1, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How does the structure of a text impact a reader’s understanding? What are the components of the five basic structures of text? What are the parts of speech and does one use them correctly?

Learning Targets – Reading

• I can annotate a text as I read to keep track of ideas and quotes that are essential to my analysis.
• I can identify the plot structure of a text and explain why it is important.
• I can explain how the main claim develops over time using specific details.

Learning Targets – Language Usage:

• I can identify the parts of a sentence and understand their function to correctly write in complete sentences.
• I can identify the parts of speech of words and use them correctly in my writing.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week: Analyzing the structure of nonfiction

Course:  P3 Remote English 3 (Junior English)

Course Schedule: Period 3, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Reading Interpretation

Course:  P7 Remote English 3 (Junior English)

Course Schedule: Period 7, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Reading Interpretation

EVEN Classes April 5 – May 7

Vacation: April 16 – 23

Course:  P1 Remote English 1 & 2

Course Schedule: Period 1, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How does the structure of a text impact a reader’s understanding? What are the components of the five basic structures of text? What are the parts of speech and does one use them correctly?

Learning Targets – Reading

• I can annotate a text as I read to keep track of ideas and quotes that are essential to my analysis.
• I can identify the plot structure of a text and explain why it is important.
• I can explain how the main claim develops over time using specific details.

Learning Targets – Language Usage:

• I can identify the parts of a sentence and understand their function to correctly write in complete sentences.
• I can identify the parts of speech of words and use them correctly in my writing.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week: Parts-of-Speech quiz - summative

Course:  P3 Remote English 3 (Junior English)

Course Schedule: Period 3, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Class notes; Summative – Reading Interpretation

Course:  P7 Remote English 3 (Junior English)

Course Schedule: Period 7, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How do different perspectives change our understanding of events? Whose stories get told in the “historical record”? How can we assess the accuracy of a “historically based” work of art, such as modern theatre and music?

Learning Targets – Reading

• I can evaluate the author’s point of view and purpose.
• I can analyze an author’s treatment of point of view and consider the reliability of the narrator.
• I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.
• I can defend the structure of a text and how it impacts the author’s purpose/claim.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Class notes; Summative – Reading Interpretation

EVEN Classes March 8 – April 2

Course:  P2 Remote English IV

Course Schedule: Period 2, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How can we “influence” people to agree with us? How are we influenced? What makes good evidence?

Learning Targets

Reading: I can explain how a theme or point of view of a specific time period is reflected through various media and formats. I can assess how different versions of a text affect interpretation.

Speaking & Listening: I can identify a speaker’s purpose and evaluate it based on their use of logic, emotions, and credibility.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week:

- Students will finish the Serial Podcasts, Episode 12.

- Students will complete the outline for the unit summative.

- Students will complete the Serial Unit Summative on Thursday, April 1

Course:  P4 Remote English I

Course Schedule: Period 4, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments:

- Students will complete the summative assessment for our unit on the novel, Of Mice and Men

- Students will watch the 1992 film based on the novel, complete a comparative summative assessment.

Course:  P8 Remote English I

Course Schedule: Period 8, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments:

- Students will complete the summative assessment for our unit on the novel, Of Mice and Men

- Students will watch the 1992 film based on the novel, complete a comparative summative assessment.

EVEN Classes March 8 – April 2

Course:  P2 Remote English IV

Course Schedule: Period 2, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: How can we “influence” people to agree with us? How are we influenced? What makes good evidence?

Learning Targets

Reading: I can explain how a theme or point of view of a specific time period is reflected through various media and formats. I can assess how different versions of a text affect interpretation.

Speaking & Listening: I can identify a speaker’s purpose and evaluate it based on their use of logic, emotions, and credibility.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week: Students will continue to listen to the Serial Podcasts, adding information to their notes, and reading supplementary materials. Vocabulary Quiz: Terms from the Serial Podcast - summative assessment

Course:  P4 Remote English I

Course Schedule: Period 4, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Students will continue reading and interpreting the novel, Of Mice and Men. Students will begin their summative assessment for this unit.

Course:  P8 Remote English I

Course Schedule: Period 8, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 Link posted on Google and class calendar

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Students will continue reading and interpreting the novel, Of Mice and Men. Students will begin their summative assessment for this unit.

EVEN Classes March 8 – April 2

Course:  P2 Remote English IV

Course Schedule: Period 2, 8:10 – 9:25, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Essential Questions: How can we “influence” people to agree with us? How are we influenced? What makes good evidence?

Learning Targets

Reading: I can explain how a theme or point of view of a specific time period is reflected through various media and formats. I can assess how different versions of a text affect interpretation.

Speaking & Listening: I can identify a speaker’s purpose and evaluate it based on their use of logic, emotions, and credibility.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments for the week: Students will be introduced to the unit, including podcasts, vocabulary, and expectations.

Course:  P4 Remote English I

Course Schedule: Period 4, 9:30 – 10:45, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Students will be introduced to the new unit, Of Mice and Men, along with background information relevant to the novel. 

Course:  P8 Remote English I

Course Schedule: Period 8, 12:35 – 1:50, Monday – Thursday

Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Essential Questions: What is justice? What is the relationship between courage and responsibility? How do experiences shape personal identity?

Learning Targets

Reading: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important.

Writing: I can structure my writing to present my ideas clearly and logically. I can determine how much information is necessary to develop my topic.

Class meeting: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Students will be introduced to the new unit, Of Mice and Men, along with background information relevant to the novel.

ODD Classes February 1 – March 5

Course:  P1 Remote English I & 2

Course Schedule: Period 4, 8:10 - 9:25, Monday – Thursday

Weekly Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Unit Goal: Students will develop an understating of plot structure, theme, suspense, and foreshadowing through reading analysis of short stories.

Unit Essential Questions: What are the characteristics of a short story? What is justice? What is the relationship between courage and responsibility? How do experiences shape our personal identity? How does foreshadowing create suspense?

Unit Learning Targets: I can identify a key scene or character in a text and explain why it is important. I can identify the plot structure of a text and explain why it is important. I can identify a theme or main claim and find examples to support that theme/claim.

Class Meeting Link: Please see our Google Classroom or your Google Calendar for the link

Student Assignments: Students will read a short story, analyzing the plot elements, interpreting an author’s use of suspense and foreshadowing

Course:  P3 Remote English 3

Course Schedule: Period 3, 9:30 – 10:45, Monday – Thursday

Weekly Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Unit Goal: Through the reading of Tim O'Brien's novel The Things They Carried; students will gain an in-depth understanding of the way that personal experience drives the writing process. They will also examine the differences between fiction and nonfiction and determine where the two categories overlap and what effect this has on the reader in the context of O'Brien's novel.

Unit Essential Questions: What is the purpose of storytelling and the personal narrative? What effect do historical events have on literature? How does the personal narrative and storytelling help the writer/storyteller to cope with personal experience? What is the difference between fiction and nonfiction writing? How does the use of figurative language help a writer convey meaning to his audience?

Unit Learning Targets

Reading: I can evaluate the author’s point of view and purpose. I can analyze an author’s treatment of point of view and consider the reliability of the narrator. I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.

Writing: I can synthesize information gathered from a variety of sources. I can compare the presentation of similar themes and/or topics across texts, using textual evidence to support my analysis. I can develop a thesis based on my interpretation of background information and provided topics. I can use well-chosen, relevant facts and quotations from a variety of sources to support my thesis.

Class Meeting Link: Please see our Google Classroom or your Google Calendar for the link

Formative Assessments: Make literary connections between nonfiction and fiction.

Summative Assessments: Reading Analysis and Interpretation 

Course:  P7 Remote English 3

Course Schedule: Period 3, 12:35 – 1:50, Monday – Thursday

Weekly Office Hours: Friday, 9:30 – 11:30 (Link posted on Google Classroom)

Unit Goal: Through the reading of Tim O'Brien's novel The Things They Carried; students will gain an in-depth understanding of the way that personal experience drives the writing process. They will also examine the differences between fiction and nonfiction and determine where the two categories overlap and what effect this has on the reader in the context of O'Brien's novel.

Unit Essential Questions: What is the purpose of storytelling and the personal narrative? What effect do historical events have on literature? How does the personal narrative and storytelling help the writer/storyteller to cope with personal experience? What is the difference between fiction and nonfiction writing? How does the use of figurative language help a writer convey meaning to his audience?

Unit Learning Targets

Reading: I can evaluate the author’s point of view and purpose. I can analyze an author’s treatment of point of view and consider the reliability of the narrator. I can make reasonable assertions about an author’s argument, considering accuracy, bias, validity, and credibility, by using elements of the text to defend and clarify my interpretations.

Writing: I can synthesize information gathered from a variety of sources. I can compare the presentation of similar themes and/or topics across texts, using textual evidence to support my analysis. I can develop a thesis based on my interpretation of background information and provided topics. I can use well-chosen, relevant facts and quotations from a variety of sources to support my thesis.

Class Meeting Link: Please see our Google Classroom or your Google Calendar for the link

Formative Assessments: Make literary connections between nonfiction and fiction.

Summative Assessments: Reading Analysis and Interpretation