Communication Development Program
  • Home
  • Resources
  • Elementary News
  • JUNIOR HIGH NEWS
  • High School News
    • Unlocking your Potential
    • Social Work News
  • Activity Calendar
  • Student of the Month
  • Contact Us
  • Locations
  • PBIS for Families
  • New Page
  • New Page

English Classes

9/19/2016

 
English-Nagy
​

Mrs. Nagy’s class started off the new school year concentrating on cause and effect, where they not only had great discussions and in-depth practice identifying the causes and effects of an event, but even used examples from their own lives to make the connection. Each student even wrote a short story that included causes with their reciprocating effects. After that mini unit, the focus switched to reading non-fictional articles from the book Reality Central: Readings in the Real World. This unit includes articles that center on heroes in the real world and in history. Mrs. Nagy has been challenging her students to read the article on their own before reading as a class, and annotating the article. Students have learned that annotating means interacting with the text by highlighting what they find important, interesting, and simply note worthy. Writing notes in the margins, both thoughts and questions, is also an important part of annotating, and even though it has been a challenge, the students have done extremely well with challenging themselves and applying their critical thinking and discussion skills. Parents, ask your son/daughter what it means to annotate, and see what they say!  

Student Interview(s)
Leo: “What I like about English is the different annotations we do. With annotating these articles on the world, it shows how much the world needs our help. It also expands our knowledge about different things.”
Caitlyn: “I have liked English because I was struggling with the difference between cause and effect. And, I have liked the unit on annotating because it helps me get better at taking notes on a reading.”


English-Lavery

Mrs. Lavery’s class has been reading and learning about the Great Chicago Fire. We are reading Survivors, Fire: Chicago, 1871 which is about two friends who love to sneak out to watch the firefighters battle the many fires that had taken place that dry windy summer. The boys friendship begins to feel strained as Ryan is more adventurous than Nate is. Nate will be meet a wealthy girl named Julie whose very over protective mother never lets her leave the house, until that night when things take a terrible turn for the worse. Each chapter we read is accompanied by a vocabulary lesson using the LINCing strategy to “linc” a familiar word to the new word and definition. They also “linc” the two words together using a sentence and a picture. Additionally, the students have been completing comprehension activities each chapter that include: question/answer, character relationships, cause/ effect, and even some art activities to incorporate all learning modalities. We will begin charting and mapping the locations of the fire and where the characters are at in relation to what they are talking about in the story. Ask your child to tell you about Nate’s family. They can tell you what happened to his parents, who he is living with, and what kind of home his caregiver runs.  


Zach : “I like the whole book because I like talking about fire and I love firefighters.”

Dylan: “This story is great, because it's about a true story about the Chicago Fire. So the events that happened in the story, it is based on the true story.”


English-Lindemulder & Granato-Wagner

Mrs. Lindemulder & Mrs. Granato-Wagner get to rock this English class together! This class of students has been actively learning about how our country became independent from Great Britain and the rule of the vindictive and grumpy King George III, with the book What is the Declaration of Independence.  Each chapter is typically accompanied by a supplemental video to provide the students with a visual of what they are reading.  Additionally, comprehension activities have included question/answer, hands on projects, such as  taste testing tea, making 3-D main idea/detail pyramids, creating protest signs and doing a march against the King & Parliament.   Students are being taught in a way to awaken all learning modalities such as, auditory, visual, and kinesthetic (hands on) to support recall and comprehension.  Students are required to answer questions in complete sentences and they excitedly earn Behavior Bucks for following the 3B’s of CD. Parents, ask them about “taxation/taxing” and see what they have learned.

Tyler P: “English class is funny because we’re always doing something different.”






Comments are closed.

    Archives

    December 2022
    November 2022
    October 2022
    September 2022
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    October 2021
    August 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    September 2020
    August 2020
    July 2020
    May 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    October 2018
    September 2018
    August 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017
    June 2017
    May 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    November 2015
    October 2015
    September 2015
    August 2015

    Categories

    All

    RSS Feed

Powered by Create your own unique website with customizable templates.
Photos used under Creative Commons from Javcon117*, davidmulder61