• Welcome to Junior English 2020! What a year so far!


    mustang strong


  • Hello and welcome to Junior English! What luck, you, are in my class! Wahoo! With this class and every English class taught at Damonte Ranch High School, we will meet State Common Core Standards.


    Learning Goals:  

      • Identify and cite strong textual evidence.                                                 
      • Determine analyze meaning/themes in various types of literature such as novels, plays, poetry, films, songs, essays, etc.                                                                                                      
      • Increase knowledge and skill of conventions of English grammar .            
      • Explain, identify and use several literary devices.                                                                                     
      •  Increase writing skills through planning, revising, editing for purpose and audience.  
      • Writing will include but not limited to, various essays, short stories, poetry, songs, personal/business letters, job applications. 
      • Increase vocabulary and academic vocabulary. 




    Academic expectations: 

    • Students are expected to demonstrate thoughtful attention to detail on all assignments.  This includes independent or group work and inside and outside class assignments.    
    • It is expected that students understand that all assignments and learning itself is a process that often involves learning from mistakes.  Learning is the journey. 
    • All formal written assignments will use MLA format.  Students name,  period, date due and teacher’s name will be typed or written in the upper right corner.   All final written assignments will be typed using Times New Roman, 12 point font, double spaced, and turned to Turnitin.com.  


     Grades are important

    Student responsibilities and skills: 

    • Commit to growth.
    • Respect and appreciate others’ ideas. 
    • Develop listening skills by being attentive, open-minded, and respectful. 
    • Increase your collaborating, consensus building, compromising, and negotiating skills. 
    • Engage in purposeful conversations with a variety of audiences and purposes. 
    • Increase writing skills for either college and career by using the stages of writing, avoiding plagiarism, and using viable sources. 
    • Learn and master the required content. 
    • Be cooperative and  have fun!


    Teacher’s Responsibilities:

    Establish a safe, fair, equitable, and challenging environment.

    Promote active engagement and inquiry.

    Use appropriately rich, and thought-provoking questioning.

    Promote student self-awareness and clarification of thoughts in writing and speaking.

    Equip students with skills of collaborating, thoughtful questioning, responding respectfully to others’ ideas, building consensus, compromising, and negotiating.

    Foster active engagement.

    Commitment to growth.



    Writing 25% 

    Reading 25% 

    Classwork, group work,    homework 30% 

    Final Exam 20% 



            100-90 = A 

            89-80   = B 

            79-70   = C 

            69-60   = D 

           59 below = F 


    Academic Integrity  

    Students are expected to do their own work unless group or partner work is stated.  Do not plagiarize, cheat, or accidentally on purpose take another’s words.  Plagiarism is intentionally or unintentionally copying the work of someone else and passing it off as one’s own.  In papers, plagiarism can be avoided by quoting and citing all work that comes from an outside source. Plagiarized assignments will receive a zero grade and a disciplinary referral will be sent to Students Services. See handout for full details. 


     Classroom Policies: 

    1. Treat all others with respect.  Quietly and attentively listen to me and others during discussions and presentations. Wearing face masks is a sign of respect. We are all in this pandemic together. Some of us have it more difficult than others, but respect goes a long way to supporting others through this difficult time.
    2. Part of showing respect to others is being on time.Be prompt, in your seats, or on line and ready to learn when the bell rings 
    3. Go to the bathroom when you need to, not to hide or escape.
    4. Food and drinks are NOT allowed in the class because of Covid-19.  I am so sorry.  
    5. All final essays and writings must be turned in to Turnitin.com and sent to me by e-mail only.  Essays will not be graded unless they are emailed.


    Daily Supplies Needed 

         A three ring binder with dividers 

         Colored pencils (for coloring because I love color!) 

         1 or 2 highlighters 

         At least one pen and one pencil 

         DRHS Planner and Student ID 

         Mask at all times in class 






    Make-Up Work


    • Make-up work is defined as scheduled tests, scheduled quizzes, homework assigned on the day the student was absent, and/or a description of the topic(s) covered in class while the student was absent and possible resources where the student can obtain information on the topic(s). If the assignment was given prior to the day absent, student will turn in work upon return.
    • It is the responsibility of the student to request make-up work (done or given on day absent) after returning from an absence and return the completed work within the designated deadline(s).
    • Students are provided the length of the absence plus one day to complete any make-up work assigned. For example, if the student was absent for four days, he/she will have five days to complete and submit the make-up work.
    • Students who do not request or return completed make-up will not earn credit on missed assignments.
    • Make-up work may not be identical to missed assignment due to the absence but will ensure that the student has the opportunity to meet the academic standards.
    • Previously assigned work that was due on the day the student was absent is NOT considered makeup work and is due the day the student returns to school.


    Cell Phones


    Cell phones cannot be on the desk or in hands during instructional time, group work, or tests. Phones may be used for instructional purposes only when directed by teacher. At no time should students be utilizing their phones to access social media, games, texting or making phone calls.


    Progressive Discipline Steps:

    First Offense: Student will be asked to put the phone away

    Second Offense: The cell phone will be taken and placed in “Cell Jail.” Cell phone will be returned at end of the period. A minor referral will be filed in Infinite Campus, with Parent Contact.

    Third Offense: A major referral will be filed in Infinite Campus for insubordination, and student will be sent to Student Services. Parent will be notified



  • College/Career/Personal Essay Prompts

    (from https://www.commonapp.org/whats-appening/application-updates/2018-2019-common-application-essay-prompts)

    1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 
    2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 
    3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 
    4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, and an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 
    5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.  
    6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? 
    7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design. 
    8. DRHS Scholarship Prompt (Choose One)
    • Write a narrative revealing your values, character.
    • Explain when education “clicked” for you.
    • Explain your philosophy of life.
    • Narrate a personal, life-changing experience.
    • What makes you stand out from the crowd?


  • Independent Clause

    An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.

    Jim studied in the Sweet Shop for his chemistry quiz.

    Dependent Clause

    A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.


    Day 1: Doctors are concerned about the rising death rate from asthmabut they don't know the reasons for it.

                  Independent Clause (IC)                                                                             Independent Clause


    Day 2: Doctors are concerned about the rising death rate from asthmaand they don't know the reasons for the rising death rates.

                      Independent Clause (IC)                                                                             Independent Clause


    Day 3: Doctors are concerned about the rising death rate from asthmafor they dont't know the reasons for it.

                      Independent Clause (IC)                                                                             Independent Clause



    _________________________  , cc                                          ____________________________.

    IC                                                 comma Coordinating conjuction           IC

  • Pattern 2

    If a sentence begins with a phrase or clause or transition, you probably need a comma to separate it from the independent clause that follows. In other words, use a comma after an introduction or opener.

    AAAWWUBBIS: After, although, as, when, while, until, because, before, if, since




    Pattern 3

    Sent   ,   interrupter   ,    ence  .

    No Comma in a Nonrestrictive Element (Also known as appositives, asides, parentheticals, or adjectives out of order).

    In plain English: When a group of words interrupts a sentence, it needs to have commas on both sides. Use two commas to set off nonessential information.

    Interrupters, or embedded details, add information to a sentence.

    The interrupter sentence pattern gives the writer the option of adding information, a sort of double exposure of the preceding noun, which provides the reader with more details about it.  Sometimes writers want to add an aside to a sentence, to use the grammatical equivalent of cupped hands to add a parenthetical embedded detail.




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