HS English

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United States - New York - Massapequa Park
HS English
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Passage A for part one of the NYS Common Core English Regents is an excerpt of fiction. This excerpt of the short story "The Most Dangerous Game" by Richard Connell has a brief summary of the events that take place prior to the beginning of the
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Students evaluate five scenarios to determine if the subject violated copyright laws or if his/her actions are covered under Fair Use. Students must provide specific evidence from the scenarios to justify their responses. Suggested Use: Option A:
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Passage A for part one of the NYS Common Core English Regents is an excerpt of fiction. This excerpt of the short story "The Masque of the Red Death" by Edgar Allan Poe has a brief summary of the events that take place prior to the beginning of the
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This is a fantastic activity to begin reading the novel. The excerpt is the opening paragraphs of the novel and includes eight multiple-choice questions that can lead to discussion about their first impression of Holden. No matter what version of
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This is a great activity if your classes are reading The Great Gatsby and/or preparing for the New York State Common Core English Regents. After reading several small excerpts from the novel The Great Gatsby, students answer eight multiple-choice
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In this supplementary activity, students are exposed to a song ("Old Friends" by Paul Simon) and a poem ("The Bean Eaters" by Gwendolyn Brooks) that are accompanied with a total of eight multiple-choice questions and a written response. The
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This assesses students' understanding of copyright laws, public domain, and fair use. The assessment includes ten multiple-choice questions based on copyright laws and public domain and ten scenario questions, which are also in the form of
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This is a great activity if your classes are reading The Great Gatsby and/or preparing for the New York State Common Core English Regents. After reading several small excerpts from the novel The Great Gatsby, students answer eight multiple-choice
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In this activity, students read a passage from chapter 2 of Steinbeck's novella Of Mice and Men and then answer a series of questions that are designed to practice analytical thinking and writing skills necessary for the Part 3 text-analysis on the
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For this exam, students are assessed in a variety ways. The test includes multiple-choice questions, matching quotes to characters, matching characters to descriptions, and short-answer questions.
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Before, during, or after reading Shakespeare's play Romeo and Juliet, students read the article "Teen Love" (nonfiction) to engage in a discussion about teen love and how the facts presented in the article can be applied to Romeo and Juliet's love.
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Citation: Wharton, Edith. "Ethan Frome." Literature Connections: Ethan Frome and Related Readings. Evanston, Illinois: McDougal Littell, 1997. 3-117. Print. Students read the beginning of chapter one and answer the multiple choice questions. The
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Citation: Wharton, Edith. "Ethan Frome." Literature Connections: Ethan Frome and Related Readings. Evanston, Illinois: McDougal Littell, 1997. 59-62. Print. If your students are reading Ethan Frome or another novel by Wharton, this is a great way
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The text is an excellent source to practice identifying a central idea in a passage. But, even if you don't need to prepare students for the New York State Common Core English Regents, this activity is a great way to introduce rhetorical devices
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This lesson is a great way to expose students to close reading strategies without having to read an entire novel! After reading each excerpt, students write a brief analysis of the text citing evidence from the passage to answer the question(s) for
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Students should have read through chapter five for this lesson. After reading the outline of personality disorders, students discuss which character(s) demonstrate personality disorders in the novel. Students should work in groups for this
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This lesson is a great way to expose students to close reading strategies without having to read an entire novel! After reading each excerpt, students write a brief analysis of the text citing evidence from the passage to answer the question(s) for
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In this activity, students not only analyze passages from chapter six but also from previous chapters to see how Steinbeck carries out a theme, conflict, etc. Students also practice skills necessary for the text-analysis response on the Part 3 of
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3.8
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All of the citation information is in the directions for the activity. Students read an article based on gangs in America to identify a central idea and writing strategy used to advance that central idea, which are skills necessary for the part
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One of my favorite movies is The Sound of Music! And, many students at least know the song even if they have never seen the movie. So, this has become one of my favorite grammar lessons! Teaching students about appositives and appositive phrases
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4.0
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TEACHING EXPERIENCE

HS English

MY TEACHING STYLE

Teaching high school for over a decade, I have resolved that test prep is the only constant in NY. The courses I teach change with the wind, but test prep is always a component of the curriculum. In majority of the lessons, I have embedded test prep skills so that students do not feel the "drill and kill" of skills that are continuously reinforced in my class. With each assignment, I try to provide students an opportunity to work independently or with a group to meet the needs of the students. As teachers, we know that a period 1 English 9 class is NOT the same as the period 8 English 9 class, so the lessons are designed to provide teachers with ways to adapt an approach while not compromising content and/or skills. I am also forever reflecting and changing my units and welcome any feedback from you!

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