English Final: Cookie Group

**Reminder: Students were required to read the rest of the play (Arsenic and Old Lace) on their own! 

Their final will consist of multiple choice and matching questions, mostly focused on the different characters. 

If you have any questions, please e-mail me at Amarieshipman@aol.com


English Final: Grades 7-12

I have discussed information about final exams for almost two weeks!!  ALL GROUPS except for the Annabel group will receive paragraphs that include misspelled words, punctuation errors, capitalization mistakes, etc.  The students will be responsible for circling the errors in those paragraphs and re-writing the paragraphs making all the necessary corrections.  The students have received many practice paragraphs, so they should feel comfortable with this part of their final.  The following information is a breakdown of what each group should expect on their final exam (in addition to the paragraph correction activities):

Lacey’s, Geuliette’s, and Cagney’s:  Quiz and Vocabulary activity on the short story, “The Tell-Tale Heart” by Edgar Allan Poe.

Romeo’s:  Fill-in-the-blanks WS’s focusing on the different Parts of Speech.  These are similar to the Mad Libs activities.  The students received one for practice, and we went over it in great detail.  I thoroughly explained that the story must make sense, otherwise they will not receive full credit.

Cookie’s:  Quiz on the play, “Arsenic and Old Lace”.  They should have a general understanding of the play and characters.  WE WILL FINISH THE PLAY TOMORROW IN CLASS, SO STUDENTS NEED TO BRING IN THEIR ELECTRONIC DEVICES!!

Annabel’s:  There are 4 parts to this final.  We have discussed two out of the four in great detail, so if the students were paying attention in class, they will do fine!

1.)  Choose 7 phrases (lines) from “The Story of an Hour” and explain their significance in the story.  Explain, in no less than 3 sentences, the symbolism behind each phrase.  Illustrate any hidden meanings found in the story.

2.)  (In “The Story of an Hour”) What happens if “her” if left out of the sentence at the top of the page, “There would be no one to live for her during those coming years; she would live for herself.”  How does including “her” change the meaning of the sentence?

3.)  Choose one of the following themes and explain/illustrate the significance of that theme in “Desiree’s Baby”:  Racism, Irony, Gender, Shame, Identity, Classism    Your responses should be a minimum of two paragraphs, citing at least two different examples from the text to support your answer.

4.)  How does the author repeatedly hint at the nature of Armond and Desiree, comparing him to “darkness” and her to “lightness”?  Give at least one specific example for each!

If you have any questions, please e-mail me at Amarieshipman@aol.com

English: ALL Groups

**All students received a cut-out today, detailing the grade they received on the book report presentation.  Please ask them to see it, if you would like to know specifics on their grades.**

Romeo:  Students in this group received a handout today (at the end of the day) that focuses on the different parts of speech.  We discussed the directions for this paper in great detail, and I gave the students about 15 minutes of class time to work on it.  This is due tomorrow!

Geuliette and Lacey Groups:  Students in these groups are responsible for questions #6-8, and #10c, all due tomorrow.  They all had class time to work on these and I answered many questions regarding all of them.  We have gone over many examples of personification in class!  I did not pass out a hard copy of the story to the students, so they can always look the story up online while at home.  The short story is “The Tell-Tale Heart” by Edgar Allan Poe.

Annabel:  We are currently comparing two short stories written by the same author.  Students should be prepared to discuss the following themes in the story:  Racism, Gender, Identity, and Shame.

Cookie:  Please continue to bring an electronic device to class (if possible).

English: Cookie Group

Students in this group will begin reading a play in class tomorrow.  They will need to bring (if possible) an electronic device (laptop, tablet, iPad) to class.  I have spoken with the students about this a few times, and many of them have explained that they will be able to bring something in!  If they cannot bring anything in, I will have them double up with someone else in the class.  They are not permitted to bring their phones or iPod’s to class to read from.  They will turn in their electronic devices after class.

Please e-mail me if you have any questions or concerns at Amarieshipman@aol.com

English: Geuliette and Lacey Groups

Students in these groups received a worksheet today in class and is to be completed for homework.  They had an entire class period to work on this and most of them were very CHATTY!! If they do not have the worksheet completed for class tomorrow, they will have lunch detention in which they will work on completing the worksheet during that time. 

If you any questions, please e-mail me at Amarieshipman@aol.com

English: 7th-12th Grades


All groups have been given an extra week to complete their poster projects.  The new due date is Tuesday May 3rd. I have explained the project to all of the groups several times, but I would like to reiterate a few things about what is expected of this project:

**There should be little, to no writing on their poster boards

**Their posters should be covered in pictures (printed, drawn, cut-out, etc.) that will help them with their presentations

**85% of their grade will be based on their presentation, so they need to practice at home!

I will help them throughout their presentation, but I am expecting the students to feel comfortable explaining the main characters, the conflict in the story, and the conflict resolution.  The more creative the project, the better!!

If you have any questions, please e-mail me at Amarieshipman@aol.com

English: Lacey and Geuliette Groups

Students in these groups are to complete 2 worksheets, one asking for the correct order of sequence of sentences from the story we read in class, and the other asking them to explain situational irony in the story. These are both due tomorrow!

***Lacey Group Only***

Student received a two-page packet of questions from the story. They are to answer questions #2 and #5 (only) for homework! We went over these questions in class today so hopefully they were ALL paying attention.

If you have questions please e-mail me at amarieshipman@aol.com