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Mon, Sep 15, 2014 Daily Agenda

Pre-AP English 10 Awarded Art Start Grant

The Pre-AP English 10 team is excited to announce that today we were awarded an Art Start grant for the third year in a row.  Art Start grants are funded through Minnesota Legacy Funds and given to educators and organizations committed to preserving Minnesota's heritage.

Last year we used the grant to take 60 EHS students on a two-day seminar to Ft. Snelling State Park to learn the Dakota language, write poetry, create art, explore the park's ecology, and discuss the history of Minnesota. Our teachers for those two days were: Dr. Gwen Westerman, an English professor and poet from Mankato State University and author of Mni Sota Makoce and Follow the Blackbirds; Glenn Wasicuna, a first speaker of the Dakota language and teacher at Dakota Wicohan; and Julie Boada, an Anishinabe artist and puppeteer.

Read this Sun Current article to find out more about last year's amazing experience.

Passion Project Pep Talks

EHS juniors having been visiting Pre-AP English 10 classrooms this week discussing their Passion Projects and encouraging sophomores to make the most of this awesome personalized learning opportunity. In this photo Amelia B. provides a sample passion project to Ms. Hatten's 1st hour.

Ongoing Reading and Reflection for Slaughterhouse-5

There are ten chapters in this book.  You have already read the first chapter.  Set aside one entry in your blog for each of the nine remaining reading assignments.

You may select from two tiers.  Select the assignment that best suits your reading and thinking needs

 TIER 1
•Give each chapter a meaningful title
•List 3-5 important plot developments and/or character revelations in each chapter
•Select and write out (word-for-word) the single most significant passage from the reading.  Cite the page number.
•Follow each passage with a thoughtful and thorough commentary about why the passage is important.  This discussion should include attention to theme, character development, conflict development, symbol, etc. 

 TIER 2
•Give each chapter a meaningful title
•Select and write out (word-for-word) 2 to 3 significant passages from the reading overall.  Cite the page numbers. 
•Follow each passage with a thoughtful and thorough commentary/analysis of theme, character development, tension/conflict development, etc.
•Basically, you are writing CERs where you TWIST the passage.