Dr. Johri

 

Personal Philosophy

I believe that all students are capable of excelling in an intellectually vibrant and nonjudgmental environment. I strongly believe that a relationship between an instructor and student should not be based on a power differential and that students are co-constructors in the meaning-making process of learning. I am of the strong opinion that students’ past, their ethnicity gender, ideologies, or socio-economic status should have no bearing on my perception of their ability to excel and that it is my ethical and professional responsibility to differentiate instruction and assessments in alignment with their learning styles, interests, academic strengths, and areas of struggle. As an interactionist and constructivist I see my students as active, creative participants who construct their social worlds, not as passive, conforming objects of socialization (Mead, 1934). The classroom provides the socio-political milieu in which reading and writing skills are socially negotiated, shared meanings are created and skills meaningfully align in a cyclical negotiation (Blumer, 1986).

 

PLEASE CLICK ON THE CLASSROOM FILES (ENGLISH 11 LESSON PLANS) LINK TO ACCESS YOUR LESSON PLANS. IF YOU HAVE ANY QUESTIONS REGARDING LESSON PLANS OR CREATING THE COMMONLIT ACCOUNT, PLEASE EMAIL ME - JOHRIAK@PWCS.EDU

Expectations
Respect, Rigor, and Relevance

Students will be expected to exhibit respect, strive for academic excellence, and promulgate a culture of tolerance, peaceful dialogue and meaningful participation.

English 11 - Course Description
Aligned with the Virginia Standards of Learning, this course will provide instruction in oral language, reading and literature, writing and grammar, research, and vocabulary. This course is a survey of American Literature that highlights literary and cultural themes. There is a strong emphasis on writing, reading comprehension, vocabulary development, oral communication, listening, discussing, media understanding, and visual literacy.  

Students will read ten nonfiction texts about the Holocaust and the Rwandan Genocide through the lens of the essential question “Who is responsible for genocide?” Students will gather information from their readings in a graphic organizer in order to help them answer the essential question throughout the unit. At the end of the unit, students will answer the essential question in a research-based, argumentative essay.

 

VISION OF MASTERY

By the end of this unit, students will analyze nine texts that address the concept of genocide. Students will write an argumentative essay that uses evidence from multiple texts to answer the essential question: Who is responsible for genocide?

SKILLS COVERED

  • Comparing and contrasting treatments of the same topic in several primary and secondary sources
  • Assessing the extent to which the reasoning and evidence in a text support the author’s claims
  • Writing an argumentative essay
  • Citing evidence from multiple texts to support analysis
  • Writing fluid explanations
  • Presenting historically accurate synthesis of evidence

ESSENTIAL QUESTION:

Who is responsible for genocide?


English 11 Standards

In eleventh grade, there is a sustained emphasis on reading comprehension of fiction and nonfiction texts. Students will conduct comparative analyses of multiple texts that address the same topic to determine how authors reach similar or different conclusions. The students will examine and analyze fiction texts by American authors describing the contributions of other cultures and identifying prevalent themes and characterizations, which are reflective of American history and culture. The student will continue development of vocabulary, with attention to connotations, idioms, classical allusions, and figurative language. The grade-eleven student will continue to use the writing process to write/compose with an emphasis on persuasion/argumentation for multiple purposes and audiences to create focused, organized, and coherent writing. The student will create media messages and analyze the cause and effect relationships between mass media coverage and public opinion trends. Students will create persuasive multimodal presentations that address alternative perspectives. The student will produce a research product synthesizing information from primary and secondary sources while maintaining ethical and legal guidelines for gathering and using information. The eleventh-grade student continues to build communication skills working both independently and in collaborative groups. Students will continue to demonstrate the ability to work within collaborative groups while presenting alternate views and working toward common goals.

Standards in GREEN have been taught this semester:

Communication and Multimodal Literacies

Unit Plan: Persuasion; Media

Debate - persuasive prompts

Counterclaim Inner-Outer Circle

Analyzing persuasive techniques in essays, business letters, Ted Talks, advertisements

Think-Pair-Share – Gender bias in advertisements 

Presentation: Author’s biases, reliability, reputation; Validity of sources

11.1 The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.

 a)   Select and effectively use multimodal tools to design and develop presentation content.

b)   Credit information sources.

c)   Demonstrate the ability to work collaboratively with diverse teams.

d)   Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.

e)   Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.

f)   Anticipate and address alternative or opposing perspectives and counterclaims.

g)   Evaluate the various techniques used to construct arguments in multimodal presentations.

h)   Use vocabulary appropriate to the topic, audience, and purpose.

i)    Evaluate effectiveness of multimodal presentations.

11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

a)   Describe possible cause and effect relationships between mass media coverage and public opinion trends.

b)   Create media messages with a specific point of view.

c)   Evaluate media sources for relationships between intent and content.

d)   Analyze the impact of selected media formats on meaning.

e)   Determine the author’s purpose and intended effect on the audience for media messages.

f)   Manage, analyze, and synthesize multiple streams of simultaneous information.

g)   Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

Reading

Unit Plan: Media; Short Stories; Persuasion

Annotating and analyzing non-fiction articles

Socratic Seminar: theme, characterization, conflict

Mentor texts analysis and imitation

Analyzing persuasive techniques, stylistic choices, rhetorical devices, and organizational structures in persuasive essays and business documents

 11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a)   Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.

b)   Use context, structure, and connotations to determine meanings of words and phrases.

c)   Discriminate between connotative and denotative meanings and interpret the connotation.

d)   Explain the meaning of common idioms.

e)   Explain the meaning of literary and classical allusions and figurative language in text.

f)   Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

a)   Describe contributions of different cultures to the development of American literature.

b)   Compare and contrast the development of American literature in its historical context.

c)   Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

d)   Interpret the social or cultural function of American literature.

e)   Analyze how context and language structures convey an author’s intent and viewpoint.

f)   Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts.

g)   Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.

h)   Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.

i)    Analyze the use of dramatic conventions in American literature.

j)    Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

k)   Compare/contrast literary and informational nonfiction texts.

11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.

a)   Apply information from texts to clarify understanding of concepts.

b)   Read and correctly interpret an application for employment, workplace documents, or an application for college admission.

c)   Analyze technical writing for clarity.

d)   Paraphrase and synthesize ideas within and between texts.

e)   Draw conclusions and make inferences on explicit and implied information using textual support.

f)   Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.

g)   Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.

h)   Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.

i)    Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

Writing

Unit Plan: Persuasion, Author’s Craft, Grammar Concepts

Drafting multiple persuasive essays

Revising drafts based on teacher/peer feedback

Giving narrative peer feedback

Imitating different sentence structures in journal writings/persuasive essays

Completing grammar exercises and applying grammar concepts to writing assignments

 11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a)   Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.

b)   Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

c)   Organize claims, counterclaims, and evidence in a sustained and logical sequence.   

d)   Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

e)   Use words, phrases, clauses, and varied syntax to create a cohesive argument.

f)   Blend multiple forms of writing including embedding narratives to produce effective essays. 

g)   Revise writing for clarity of content, accuracy and depth of information.    

h)   Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a)   Use complex sentence structure to infuse sentence variety in writing.

b)   Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.

c)   Distinguish between active and passive voice.

 Research

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

a)   Critically evaluate quality, accuracy, and validity of information.

b)   Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.

c)   Synthesize relevant information from primary and secondary sources and present it in a logical sequence.

d)   Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).

e)   Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

f)   Demonstrate ethical use of the Internet.



 


Daily Schedule

7:30-7:45  Arrival
7:47-9:23  1st Period
9:25-11:00  2nd Period
11:00  1st Shift
Dismissal
11:05- 11:30  Student
Arrival
11:32-1:00  3rd Period
1:02-2:30  4th Period
2:30  2nd Shift
Dismissal