Ms. Weldon

Hello My Name Is...

Ms. Weldon

Wolfpack

Hello! My name is Sarah-Kathleen Weldon and this will be my sixth year teaching in Prince William County. I am a PWCS graduate myself and I am happy to give back to the community that provided me with so many opportunities.
 I teach  English 12 here for the Wolfpack.  I take pride in the students that enter my classroom each day and hope to make each learning experience engaging and meaningful for our young people. 

Coronavirus Closure 

As a means of maintaining instruction during time away from school, students will be working through Google Classroom to complete assignments. It can be accessed from any laptop, tablet, or mobile device with internet. 

Class codes:
1st period English 12: xpzxq7r
3rd period English 11: dwj4far
4th period English 12: pnyk2ou
Senior Portfolio: yobro6y

Students will need to log in with their GOOGLE ACCOUNT that follows the formula:

           Studenttag + @patrioths.com
Password is INSC+ student id number

If for any reason your student does not remember this information, please send me an email and I will send the login information again. 


Flier for Senior Portfolio access

Weekly Learning Objectives

English 12
12.4) The student will read, comprehend, and analyze the development of British literature and literature of other cultures. 

12.1a)   Select and effectively use multimodal tools to design and develop presentation content.
12.4a) Compare and contrast the development of British literature in its historical context

Students are currently working with ‚ÄčThe Canterbury Tales. They will be reading "The Pardoner's Tale" and "The Wife of Bath's Tale".  This will allow us to further discuss satire and the societal functions of feudalism, as well as its lasting impacts on today's society.

English 11:

11.4d)   Interpret the social or cultural function of American literature.

11.4e)   Analyze how context and language structures convey an author’s intent and viewpoint.

11.4f)   Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts .

11.4i) Analyze the use of dramatic conventions in American literature.

11.4j)Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

11.4k)Compare/contrast literary and informational nonfiction texts.

Students have completed their writing SOLs and are moving into reading instruction. They will be engaging with two texts, "The Veldt" and "A Rose for Emily". 


Standards that appear in blue, have already been covered this semester. 


Grade Eleven

The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of the history and culture. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable information with careful attention to organization and accuracy.

 

Oral Language

11.1      The student will make informative and persuasive presentations.

  1. Gather and organize evidence to support a position.
  2. Present evidence clearly and convincingly.
  3. Support and defend ideas in public forums.
  4. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

11.2      The student will analyze and evaluate informative and persuasive presentations.

  1. Critique the accuracy, relevance, and organization of evidence.
  2. Critique the clarity and effectiveness of delivery.

 

Reading Analysis

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

  1. Describe contributions of different cultures to the development of American literature.
  2. Compare and contrast the development of American literature in its historical context.
  3. Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
  4. Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.

 

11.4      The student will read and analyze a variety of informational materials.

  1. Use information from texts to clarify or refine understanding of academic concepts.
  2. Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
  3. Apply concepts and use vocabulary in informational and technical materials to complete a task.
  4. Generalize ideas from selections to make predictions about other texts.
  5. Analyze information from a text to draw conclusions.

 


11.5      The student will read and critique a variety of poetry.

  1. Analyze the poetic elements of contemporary and traditional poems.
  2. Identify the poetic elements and techniques that are most appealing and that make poetry enjoyable.
  3. Compare and contrast the works of contemporary and past American poets.

 

11.6      The student will read and critique a variety of dramatic selections.

  1. Describe the dramatic conventions or devices used by playwrights to present ideas.
  2. Compare and evaluate adaptations and interpretations of a script for stage, film, or television.
  3. Explain the use of verbal, situational, and dramatic irony.

 

Writing

11.7      The student will write in a variety of forms, with an emphasis on persuasion.

  1. Generate, gather, plan, and organize ideas for writing.
  2. Develop a focus for writing.
  3. Evaluate and cite applicable information.
  4. Organize ideas in a logical manner.
  5. Elaborate ideas clearly and accurately.
  6. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
  7. Revise writing for accuracy and depth of information.
  8. Proofread final copy and prepare document for intended audience and purpose.

 

11.8      The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

  1. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for producing research projects.
  2. Use verbals and verbal phrases to achieve sentence conciseness and variety.
  3. Adjust sentence and paragraph structures for a variety of purposes and audiences.

 

11.9      The student will write, revise, and edit personal, professional, and informational correspondence to a standard acceptable in the workplace and higher education.

  1. Apply a variety of planning strategies to generate and organize ideas.
  2. Organize information to support purpose and form of writing.
  3. Present information in a logical manner.
  4. Revise writing for clarity.
  5. Use technology to access information, organize ideas, and develop writing.

 


Research

11.10    The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.

  1. Narrow a topic.
  2. Develop a plan for research.
  3. Collect information to support a thesis.
  4. Evaluate quality and accuracy of information.
  5. Synthesize information in a logical sequence.
  6. Document sources of information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  7. Edit writing for clarity of content and effect.
  8. Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization.
  9. Proofread final copy and prepare document for publication or submission.
  10. Use technology to access information, organize ideas, and develop writing.

Grade Twelve

The twelfth-grade student will use organizational skills, audience awareness, appropriate vocabulary and grammar, and both verbal and nonverbal presentation skills to plan and deliver an effective 5 to 10 minute oral presentation. The student will analyze British literature and literature of other cultures, with attention to the many classic works which may be studied. Writing will include the production of informational and expository papers, which are organized logically and contain clear and accurate ideas. The student will also produce a well-documented major research paper, using a standard method of documentation. The student will demonstrate advanced knowledge of grammatical conventions through writing, editing, and speaking.

 

Oral Language

12.1      The student will make a 5 to 10 minute formal oral presentation.

  1. Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information.
  2. Use a well-structured narrative or logical argument.
  3. Use details, illustrations, statistics, comparisons, and analogies to support purposes.
  4. Use visual aids or technology to support presentation.
  5. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

 

12.2      The student will evaluate formal presentations.

  1. Critique relationships among purpose, audience, and content of presentations.
  2. Critique effectiveness of presentations.

 

Reading Analysis

12.3      The student will read and analyze the development of British literature and literature of other cultures.

  1. Recognize major literary forms and their elements.
  2. Recognize the characteristics of major chronological eras.
  3. Relate literary works and authors to major themes and issues of their eras.

 

12.4      The student will read and analyze a variety of informational materials, including electronic resources.

  1. Identify formats common to new publications and information resources.
  2. Recognize and apply specialized informational vocabulary.
  3. Evaluate a product based on analysis of the accompanying warranty and instruction manual.
  4. Evaluate the quality of informational and technical materials.

 

12.5      The student will read and critique a variety of poetry.

  1. Explain how the choice of words in a poem creates tone and voice.
  2. Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject and mood.
  3. Explain how imagery and figures of speech (personification, simile, metaphor) appeal to the reader’s senses and experience.
  4. Compare and contrast traditional and contemporary works of poets from many cultures.

 

12.6      The student will read and critique dramatic selections from a variety of authors.

  1. Describe the conflict, plot, climax, and setting.
  2. Compare and contrast ways in which character, scene, dialogue, and staging contribute to the theme and the dramatic effect.
  3. Identify the most effective elements of selected plays.
  4. Compare and contrast dramatic elements of plays from American, British, and other cultures.

 

Writing

12.7      The student will develop expository and informational writings. 

  1. Generate, gather, and organize ideas for writing.
  2. Consider audience and purpose when planning for writing.
  3. Write analytically about literary, informational, and visual materials.
  4. Elaborate ideas clearly and accurately.
  5. Revise writing for depth of information and technique of presentation.
  6. Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization.
  7. Proofread final copy and prepare document for publication or submission.

 

Research

12.8      The student will write documented research papers.

  1. Identify and understand the ethical issues of research and documentation.
  2. Evaluate the accuracy and usefulness of information.
  3. Synthesize information to support the thesis.
  4. Present information in a logical manner.
  5. Cite sources of information, using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  6. Edit copies for correct use of language, spelling, punctuation, and capitalization.
  7. Proofread final copy and prepare document for publication or submission.

Daily Schedule

English 12  7:30- 9:23
 Planning Period  (Tutoring and Senior Portfolio)
 English 12 11:30-1:00
 English 12 1:02-2:30