No Gimmicks HS English

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United States - New Jersey - Elmwood Park
No Gimmicks HS English
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Frederick Douglass taught that literacy is the path from slavery to freedom. There are many kinds of slavery and many kinds of freedom, but reading is still the path. -Carl Sagan
 
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By No Gimmicks HS English
Completely ready to use! | The two things I have used to dramatically increase the quality of student essay writing are a Divorce Decree (a limitation of casual and subjective language) and very specific, scaffolded outlines and content
Subjects:
English Language Arts, Writing-Essays
Grades:
8th, 9th, 10th, 11th, 12th
Types:
Handouts, Outlines
$2.50
not yet rated
Digital Download DOC (0.07 MB)
By No Gimmicks HS English
Completely ready to use! | Welcome to one of my teaching gems and pride and joys. I have worked on this every year for the last six years. It probably has 10 hours of work in it. It has had student and teacher feedback put into it. When requesting a
Subjects:
English Language Arts, Critical Thinking, Literature
Grades:
9th, 10th, 11th, 12th, Higher Education
Types:
Lesson Plans (Individual), Activities, Cooperative Learning
FREE
not yet rated
Digital Download PDF (0.12 MB)
By No Gimmicks HS English
Completely ready to use! (except your own debate topics) | This is a format for a multi-period (4 or 5 period) streamlined debate. BUT this is a written only debate. Students write and post their parts of the debate at the same time. WARNING: This
Subjects:
English Language Arts, Civics, Critical Thinking
Grades:
7th, 8th, 9th, 10th, 11th, 12th, Higher Education
Types:
Lesson Plans (Individual), Assessment, Cooperative Learning
$3.00
not yet rated
Digital Download DOC (0.83 MB)
By No Gimmicks HS English
Completely ready to use! (except your assigned videos/digital docs) | This product is very simple and straightforward. It is a type in version of Cornell Notes. Have you ever wanted students to watch some TED talks or something else on youtube for
Subjects:
English Language Arts, Social Studies - History, For All Subject Areas
Grades:
6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education, Adult Education, Homeschool
Types:
Internet Activities, Homework
$1.00
not yet rated
Digital Download DOC (0.03 MB)
By No Gimmicks HS English
Completely ready to use! (except your assigned videos/digital docs) | This product is very simple and straightforward. It is a type in version of my preferred version of Cornell Notes. Instead of having students summarize at the end, I like to have
Subjects:
English Language Arts, Social Studies - History, For All Subject Areas
Grades:
7th, 8th, 9th, 10th, 11th, 12th, Higher Education, Adult Education, Homeschool
Types:
Research, Internet Activities, Homework
$1.00
not yet rated
Digital Download DOC (0.04 MB)
By No Gimmicks HS English
Completely ready to use! | These are the thesis prompts I offer to students for the novel Brave New World. As a school year goes on, I start with a large amount of structure and give more and more freedom. One of the ways I start this is by giving
Subjects:
English Language Arts, Literature, Writing-Essays
Grades:
10th, 11th, 12th
Types:
Assessment, Outlines
$1.50
not yet rated
Digital Download DOC (0.09 MB)
By No Gimmicks HS English
Completely ready to use! | These are the thesis prompts I offer to students for the novel Anthem. As a school year goes on, I start with a large amount of structure and give more and more freedom. One of the ways I start this is by giving students
Subjects:
English Language Arts, Literature, Writing-Essays
Grades:
9th, 10th, 11th
Types:
Assessment, Outlines
$1.50
not yet rated
Digital Download DOC (0.08 MB)
By No Gimmicks HS English
Completely ready to use! | This is an activity for younger / struggling / inexperienced essay writers. Depending on your district or what your students learned last year, this could be a 7th grade all the way up an 11th grade assignment. After
Subjects:
English Language Arts, Writing-Essays
Grades:
6th, 7th, 8th, 9th, 10th, 11th, 12th
Types:
Activities, Handouts, Homework
$1.50
not yet rated
Digital Download DOC (0.07 MB)
By No Gimmicks HS English
This is the first activity, after teaching propaganda and deceptive language, that I use to help students identify propaganda and deceptive language through Animal Farm. They have to analyze and annotate Old Major's speech for deceptive language.
Subjects:
English Language Arts, Literature
Grades:
6th, 7th, 8th, 9th
Types:
Activities, Handouts, Novel Study
FREE
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Digital Download JPG (0.14 MB)
By No Gimmicks HS English
This is one of the last activities, after teaching propaganda and deceptive language, that I use to help students identify propaganda and deceptive language through Animal Farm. They have to annotate everything the Pigs have said or were paraphrased
Subjects:
English Language Arts, Literature
Grades:
6th, 7th, 8th, 9th
Types:
Activities, Handouts, Novel Study
FREE
not yet rated
Digital Download DOC (0.05 MB)
By No Gimmicks HS English
Completely ready to use! | This is my custom final project for my Animal Farm unit. I heavily focus on deceptive language and propaganda and have many activities where they identify in in the Pigs’ speeches. This is their opportunity to use what
Subjects:
English Language Arts, Creative Writing, Literature
Grades:
6th, 7th, 8th, 9th
Types:
Projects, Activities, Novel Study
$1.50
not yet rated
Digital Download DOC (0.09 MB)
By No Gimmicks HS English
Completely ready to use! | These are the thesis prompts I offer so students for the novel Animal Farm. As a school year goes on, I start with a large amount of structure and give more and more freedom. The Animal Farm essay is the second one I
Subjects:
English Language Arts, Literature, Writing-Essays
Grades:
6th, 7th, 8th, 9th
Types:
Handouts, Outlines
$1.50
not yet rated
Digital Download DOC (0.09 MB)
By No Gimmicks HS English
Completely ready to use! | At the end of a novel based unit, before I assign the essay, I like to do an in class activity that functions as both a review of the entire novel, and a collection / analysis of key quotes. This helps them remember and
Subjects:
English Language Arts, Literature
Grades:
6th, 7th, 8th, 9th, 10th
Types:
Projects, Activities
$1.50
not yet rated
Digital Download DOC (0.58 MB)
By No Gimmicks HS English
Completely ready to use! | When I teach English 1, Animal Farm is my first literature unit. For my literature units, I give out all of the notes before we start the unit to reduce the amount of in class time we use for note taking so we can learn
Subjects:
English Language Arts, Social Studies - History, Literature
Grades:
6th, 7th, 8th, 9th
Types:
Handouts, Novel Study
$2.00
not yet rated
Digital Download DOC (0.31 MB)
By No Gimmicks HS English
Completely ready to use! | This is the opening activity for my Animal Farm unit. It is essentially a period long anticipation guide (but I call it an Idea Trailer; I think it sounds better) that forces students to look at a large volume of ideas and
Subjects:
English Language Arts, Critical Thinking, Literature
Grades:
6th, 7th, 8th, 9th
Types:
Activities, Novel Study, Cooperative Learning
$1.50
not yet rated
Digital Download DOC (0.44 MB)
By No Gimmicks HS English
Completely ready to use! | This is the activity I use to help students work with and therefore understand doublespeak. It is short, simple, but I have never found an activity (besides having them look up/create examples of doublespeak) that works
Subjects:
English Language Arts, Social Studies - History, Oral Communication
Grades:
6th, 7th, 8th, 9th, 10th, 11th, 12th
Types:
Activities, Handouts, Cooperative Learning
FREE
not yet rated
Digital Download PDF (0.08 MB)
By No Gimmicks HS English
Completely ready to use! | I believe that this is an activity/set of lessons that I invented and you won’t find anywhere else. I like to have an activity at the end of a novel unit that overviews the whole novel and allows students to find/analyze
Subjects:
English Language Arts, Reading, Literature
Grades:
9th, 10th, 11th, 12th
Types:
Activities, Novel Study, Cooperative Learning
$2.25
not yet rated
Digital Download PDF (0.19 MB)
By No Gimmicks HS English
Completely ready to use! | Don’t you hate when you hand back an essay that you annotated to help students improve and then find it in the garbage? Well look no further. Here is an activity (classwork or homework) that forces students to actually go
Subjects:
Writing-Expository, Writing, Writing-Essays
Grades:
5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th, Higher Education, Adult Education, ...
Types:
Activities, Homework
$1.50
not yet rated
Digital Download DOC (0.05 MB)
By No Gimmicks HS English
I love teaching about the English language, especially word etymology. I try to start English 1 with a 2-week mini-unit on the English Language. I figure that if I expect students to relatively master English, they should know its history. This is
Subjects:
English Language Arts, Grammar, Vocabulary
Grades:
7th, 8th, 9th, 10th, 11th, 12th
Types:
Projects, Activities, Homework
$1.50
not yet rated
Digital Download DOC (0.72 MB)
By No Gimmicks HS English
Completely ready to use! | Sometimes you just want students to read an article or watch a short YouTube video at home that presents an argument and then do a short write-up. This is what I assign to accomplish this goal. These are my 4 steps for
Subjects:
English Language Arts, Social Studies - History
Grades:
6th, 7th, 8th, 9th, 10th, 11th, 12th
Types:
Activities, Internet Activities, Homework
$1.00
not yet rated
Digital Download DOC (0.06 MB)
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TEACHING EXPERIENCE

7th year high school English teacher at a highly competitive urban school.

MY TEACHING STYLE

It depends on the day. I believe in student accountability and teacher accountability. If I expect students to perform at a high level and do complicated things, I need to perform at a high level and give support. I like to set frameworks and give students relative freedom to explore. I like to manufacture experiences on top of skills; if I can't relate my content to the real world, I am doing something wrong. _____ I have a special rule for students to check my teaching; in my syllabus it reads: If students ever ask, “Why are we doing this?”, “What is the point of this?”, or “Why is this important?” and I do not have a good answer, then the students will not do that activity. I value student time and will not waste it. Since I hold my students to high standards, I also hold myself to high standards.

HONORS/AWARDS/SHINING TEACHER MOMENT

Unfortunately, my school/district doesn't really do things like this.

MY OWN EDUCATIONAL HISTORY

B.A. in Literature K-12 English certification Underwent standard student teaching experience.

ADDITIONAL BIOGRAPHICAL INFORMATION

My Abridged Educational Philosophy _____ The real duty of any teacher and the great privilege of being a teacher, above content or subject, is to have the potential to make positive impacts in the lives of young people. Sometimes that means being real with them, sometimes that means validating them, sometimes that means treating them like real people, sometimes that means telling them what they do not want to hear, sometimes that means simply listening and understanding, sometimes that means giving them a new perspective or skill, sometimes that means holding them responsible, and sometimes that means inspiring them. To teach students to look inside themselves and discover that they are important and have important things to say and contribute, to show them that they matter, is the real joy of my job. Once students can intrinsically be shown their own self-worth, then the roads to student learning and growth can be opened. I strive to have and hone the abilities and the knowledge to make profound differences in the lives of young people, to not just teach them about Literature or Language, but to help them advance to be more capable and whole individuals. _____ All of my teaching philosophies also exist under my belief that a main goal of education is to challenge students with both skills and ideas; it should not be the lazy river where students just show up, exist, float around for a bit, and then leave. Student success does not mean pass or graduate to me; success means my students have acquired skills and knowledge to be fuller, more well-rounded humans – to be the best versions of themselves. I can't force my students to succeed or achieve; I can only give them the skills, support, infrastructure, resources, and guidance to succeed. In the end, success and achievement are up to them.

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