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I can be reached Mondays, Tuesdays, and Thursdays, periods five and six in the second floor teachers' lounge at 419-531-1618. Call me at home, too, at 419-825-1251. To view my philosophy which is that of the Catholic doicese, to see the syllabus, or to view current handouts click, "Read more."
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For books your son might like, click here.
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My philosophy is the credo of the Catholic Diocese of Toledo, which says:
As a Catholic school educator I believe my Catholic school is not only a school, but a community of faith; I believe those entrusted to me are not only students, but children of God; I believe I am not only an educator, but a Minister of the Gospel; I believe the values I teach are not only character development, but a call to Holiness; I beleive my course of study is not only academic pursuit, but a search for Truth; I believe the purpose of education is not only for personal gain and the development of society, but for the Transformation of the world.
Freshman English 2007-2008 Syllabus (syll fr eng)
St. Francis de Sales High School Mrs. Amy Mossing
email -
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home phone - 419.825.1251
Description: This class focuses on Ohio Academic Content Standards in
English language arts, especially in the areas of reading, writing, and
grammar. Students read numerous novels and regularly respond to them
in writing. Grammar, usage, and mechanic application is heavy, and
elements of literature are analyzed. Clear, well-organized,
grammatically correct expository writing is stressed using short,
frequent assignments, mostly. Finally, this course is taught within a
Catholic, Christian atmosphere, recognizing each student’s God given
abilities, encouraging every student to “be who he is and to be that
well.”
Organization: Much of the class time is organized like a workshop,
where, after a minilesson, students work individually, in pairs, and/or
with me.
Required Supplies and Texts:
english binder with loose leaf paper and pockets - for notes, handouts,
old tests, etc.
a novel of your choice (from your local library or from my inclass
library) - for reading in class
blue or black pen, # 2 pencil, and flash cards
Required texts: Elements of Literature and Warriner’s High School
Handbook
Grading Plan: Daily assignments must be turned in on time, or the
grade will be lowered. Standard heading is used on all papers turned
in. These three lines should be written in the upper right hand corner
of every paper. If correct information is not supplied, credit will
not be given. (Name, Course and Period, Date Due) Grades will be
computed on a total points basis. Assignments, tests, exams, etc. will
be will be weighted differently depending on the degree of difficulty
and amount of work involved. For example: Let’s say that your novel
reading assignment is worth 20 points. If you get 18 out of 20, your
percentage score is 90%. Exams will be semesterly and weighted 1/4 -
1/5 of your grade.
Rules of Behavior: Silence after the bell is expected, as well as the ability to remain silent, to remain in your seat, and to not interrupt. Also, the willingness to work and be accountable is necessary. Please read the Knight Student Handbook carefully.
Absences: Generally, students gather missed information or assignments
AFTER the minilesson is complete, avoiding disruption and allowing for
better adjustment. Please see the Knight Student Handbook for further
information on absences.
Communication: I rarely check voicemail and tend to use email. I use
TeacherEase grades, assignments, and communication! What a tool! If
you want to talk with me about anything, please know I welcome phone
calls. Call me at home any time at 419.825.1251.
It is an honor and a privilege to be your son’s teacher! May we all
have a blessed year!
Quarter three english objectives for Romeo and Juliet
Complete assignments and manage time.
Identify the breaking of Romeo and Juliet course content into parts,
and determine how the parts relate to one another and to the
achievement of objectives.
Apply reading comprehension strategies that include writing plot
summaries and a character description. (68,76)
Interpret unknown words and phrases through context clues and the
author’s use of literary elements, and synthesize information from all
the acts in Shakespeare’s tragic play, Romeo and Juliet, to compose one
unified composition. (66)
Identify Shakespeare’s use of direct and indirect characterization -
ways in which characters reveal traits about themselves - including
dialect, dramatic monologues, sonnets, and iambic pentameter. (92)
Consider Shakespeare’s use of poetry to affect theme or topic, and his
use of foreshadowing to shape plot. (92)
Construct a coherent composition with an effective introduction, body,
and conclusion. (106)
Effectively use paragraph form in writing. (106)
Effectively use a variety of sentence structures and lengths. (106)
Apply correct grammar, usage, and mechanics in writing meaningful
sentences and paragraphs.
Romeo and Juliet
All assignments, except for the reading assignments, are to be
chronologically COPIED onto a separate sheet of looseleaf paper OR into
your english notebook, followed by the answers. Your assignments will
be checked on Fridays. (It is most wise to keep this schedule because
late work WILL affect your grade.) (It is also most wise to see me
TODAY about any concerns you may have.)
Day 1, 3/30 - Read p. 726 - 730, "William Shakespeare's Life: A Genius from
Stratford."
Determine whether True or False:
1. Shakespeare was the son of a nobleman.
2. Shakespeare's wife and children apparently remained in Stratford
when he moved
to London.
3. Plays were performed at night, after the end of the workday in
Shakespeare's
time.
4. There were no actresses on the London stage during Shakespeare's
time.
5. The main stage in the Shakespearean theater projected into the
audience.
6. Shakespeare, born in the 1500's in Europe, became a most famous
playwright,
known for his comedies and tragedies.
Read p. 732 - 733.
7. Define archaic.
8. What is a tragedy?
9. What tragic pattern does Shakespeare's Romeo and Juliet follow?
Explain.
Day 2 - Reread p.735-747 (Act I, Scenes 1 & 2.)
10. & 11. Summarize each scene.
Determine whether True or False:
Shakespeare’s Romeo and Juliet is written in prose and poetry, and
mostly the main characters speak in poetry.
The glory of the play Romeo and Juliet is its poetry and fast pace.
A run-on line in poetry signals the reader to pause.
An end-stopped line in poetry signals the reader to pause.
Couplets are two consecutive lines of poetry that rhyme, and
shakespeare often uses these to signal the end of a scene or the exit
of a character.
Iambic is a pattern of an unstressed syllable followed by a stressed
syllable.
Iambic pentameter is when there are five iambic patterns in a line.
Blank verse is rhymed iambic pentameter.
Day 3- Reread p. 748 - 755 (Act I, Scenes 3 & 4.)
12. & 13. Summarize each scene.
14. Answer first side question (?) on page 50.
15. Answer second side question (?) on page 50.
Day 4 - Reread p. 756 - p. 761(Act I, Scene 5.)
16. Summarize the scene.
17. - 21. Answer numbers 3. - 7. on p. 762.
22. - 26. Answer letters a. - e. on p. 762.
Day 5 - On this day you will watch Act I as I check your homework from
the week. (Remember, late homework WILL affect your grade.)
RESPONSE due Tuesday, April 8 should address the following:
Each event in a plot “hooks” our curiosity and pulls us forward to the
next event. Plot is story itself; plot is a series of related events
(elements of Literature, 2000). From Act I write a plot summary that
begins with a strong opening statement, includes all important events
of the act, identifies the characters, and ends with a strong closing
statement.
Day 6 - Reread p. 764 - 776 (Act II, Scenes 1, 2 & 3.)
27. - 29. Summarize each scene.
Day 7 - Reread p. 777 - 786 (Act II, Scenes 4, 5 & 6.)
30. - 32. Summarize each scene.
33. - 36. Answer numbers 1., 3., 4., & 5. on p. 788.
Day 8 - Reread p. 790 - 799 (Act III, Scenes 1 & 2.)
37. - 38. Summarize each scene.
Day 9 - Reread p. 800 - 806 (Act III, Scenes 3 & 4.)
39. & 40. Summarize each scene.
Day 10 - On this day you will watch Act II as I check your homework
from the week. (Remember, late homework WILL affect your grade.)
RESPONSE due Tuesday, April 15 should address the following:
Creating characters - telling what human beings are like - is the whole
point of writing stories (Elements of Literature, 2000.)
Characterization is done through speech, appearance, private thoughts,
actions, etc. From Romeo and Juliet choose one character and state an
opinion about this character (much as you would state an opinion about
someone you know.) Begin with a statement which names the character,
the play, the author, and one major characteristic. Some labels you
might select from are: hostile - Tybalt; impatient - Romeo; meddling -
Friar Lawrence; etc.
Day 11 - Reread p. 806 - 815 (Act III, Scene 5.)
41. Summarize the scene.
42. - 45. Answer numbers 1., 3., 4., & 6. on p. 816.
Day 12 - Reread p. 824 - 832 (Act IV, Scenes 3, 4 & 5.)
46. - 48. Summarize each scene.
Day 13 - Reread p.836-844 (Act V, Scenes 1, 2 and half of 3.)
49. - 50. Summarize each scene.
Day 14 - Finish rereading Romeo and Juliet.
51. Summarize the last scene.
52. - 55. Answer numbers 1., 2., 3., & 4.
Day 15 - On this day you will watch Act III as I check your homework
from the week. (Remember, late homework WILL affect your grade.)
RESPONSE due Tuesday, April 22 should address the following:
Write a FIVE PARAGRAPH composition (with an opening, three supporting,
and a closing) showing how the character you discussed in your April
15 response influenced the plot you described in your April 8 response.
Do not worry about this! We will take several days to address this
assignment together in class, and I will give you handouts to help you.
Day 16 - From now on bring to class a novel to read - one you really
like!
Day 17 -
Day 18 -
Day 19 -
Day 20 - Romeo and Juliet test
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