Introduction

This blog is designed to highlight the work of the students in my English classes.  I teach English 9 to freshmen, World Literature to sophomores, American Literature to juniors, and British Literature to seniors.

The posts explain the assignments and give examples from my students. Please click on the links to see their work.

Battle Creek Area Catholic Schools, in partnership with parents, community and the Catholic Church, provides students with an excellent education and a solid faith formation.  Students will know the faith, share the faith and live the faith.

American Literature 11

Civil War Unit

As part of the unit covering the American Civil War, we studied Gospel songs. Students were asked to create a Gospel song using GarageBand and then to write lyrics to go with the song.

Click on the link to see and hear examples.


Gospel Song



Poe Unit

In this unit, students read five stories and five poems by Edgar Allen Poe. In addition to taking notes, writing an outline and and essay, students created "theme" parks based on their reading.

This is a description of some of the rides in Poe Park.

This map of Poe Park shows the layout of the rides.

British Literature 12

Satire Example

Shakespeare Unit

We read Henry V in British Literature. Instead of writing a traditional essay, students created visual essays.  They were asked to find quotes from Henry V and do the following:

• State the quote Henry V and cite it.  
• State the theme or topic.  
• Add a picture to illustrate the quote. 
• Write  50-word discussion of the quote and how it fits into the theme and the play. 

The link below will lead you to an example of student work.

Henry V Visual Essay Examples

Twelfth Night

This comedy by Shakespeare is a favorite of students and teachers alike.  On 11-2-18, we got to see a live performance in the Parish Center. A troupe of Grand Valley State University students brought us a shortened version of the play with their Bard to Go program.

Twins Viola and Sebastian are reunited after being shipwrecked.
The freshmen watching are as pleased as the siblings who were lost, but not found.

SATIRE

After reading a selection from Gulliver's Travels and discussing satire, students were asked to create their own satires. They could satirize commercials, TV shows, movies, celebrities, and/or politics.

The link that follows is to a commercial.

Satire Example

World Literature 10

ASIA UNIT

In this unit, we read Siddhartha, a tale of Indian culture and works from China and Japan, among others.  To appreciate the culture of Japan, students made origami figures.  The assignment follows. Click on the link to see examples.

What:            A look at origami.

Purpose:        To explore one aspect of Japanese culture.

Procedure:

1.  Research origami on the Internet and choose a pattern to follow.

2. Create the origami figure.

3.  Teach a classmate how to make the figure.

4.  Give a two-minute oral report on your experience or write 250 words about

                the experience.  Include:

•  How and where you found the pattern.

•  Why you chose that pattern.

•  Your feelings as you made the figure.

•  How you made the figure.

•  How you taught your classmate to make the figure.

•  What you think about origami and what is says about Japanese culture.

ORIGAMI

GREEK UNIT

Theatre Masks

After reading Oedipus Rex, students made masks, wrote scripts for characters, and presented both.

SCRIPTURES UNIT

Scriptures Unit Directions

Parables

1. Form a group of no more than three.

         2.   Sign up for a parable and read and discuss it.

         3.  Make props to help in the retelling of the story  (At least three).

         4.  Make a plan for retelling the story.

         5. Using your props, present the story to the class.

         

The Parable of the Prodigal Son

The Parable of the Mustard Seed

The Parable of the Weeds and the Wheat

The Parable of the Lamp

The Parable of the Talents

World Creation Tour

World Creation Tour Example

Hiroshima Unit

After reading and discussing Hiroshima, students were given projects to choose as a response to the 

story.  Students could create a lead a prayer service, write poem, design a peace garden, create a monument, present a report on nuclear science, an artifact with a story, and/or a debate.

Examples:

Prayer Service

Peace Garden with Memorial