• Welcome to Ms. Tammekia Johnson's web page!

    HCS TO CLOSE ALL SCHOOLS/FACILITIES STARTING MONDAY, MARCH 16

    PLEASE refer to your class folder in Google Classroom for daily assignments: https://classroom.google.com/

    eLearning Office Hours:  weekdays 7:45am - 3:45pm

    Daily planning period 1:52pm - 3:15pm

     

     

    eLearning Week Seven - May 4-8, 2020 Intervention, Review, & Extension Week 

     

    NINTH GRADE

    TENTH GRADE

    Monday 05/04/2020

    Figurative language

     

    This week is an Intervention, Review, & Extension Week.  In HMH you are assigned an activity that provides practice answering questions about the text using a specific skill. Please complete the assignment daily.

    You can also work to make up eLearning assignments dated March 16, 2020 (day 1) to the present. There is no penalty for these late assignments being turned in. If this work is made-up, please email directly so that I can go back and grade it.

    Per information provided from the School Superintendent: For students in good academic standing the final day of the school year will be: May 15, 2020.

     

     

     

     

     

     

     

    Tuesday 05/05/2020

    Theme

    Wednesday 05/06/2020

    Author’s purpose

    Thursday 05/07/2020

    Main Idea

    Friday 05/08/2020

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    eLearning Week Six - April 27 - May 1, 2020  AMNESTY WEEK

    The term 9 weeks grades were posted on Friday, March 13, 2020.
    The term 13.5 weeks grades were posted on Friday, April 24, 2020.
    This leaves about 4 weeks remaining in the 18 week semester (dates were changed due to COVID 19).

    This week is an AMNESTY WEEK for assignments that are marked with M(issing).  Please see the full instructions on Google Classroom.

    You can also work to make up eLearning assignments dated March 16, 2020 (day 1) to the present . There is no penalty for these late assignments being turned in. If this work is made-up, please email directly so that I can go back and grade it.

    Per information provided from the School Superintendent: For students in good academic standing the final day of the school year will be: May 15, 2020.

    eLearning Week Five - April 20-24, 2020

     

    NINTH GRADE

    TENTH GRADE

    Monday 04/20/2020

    OPEN: Quizizz Irony review

    WORK: Students will complete guided reading and annotations while reading “Everyday Use” by Alice Walker in CommonLit. (As you read, use your skills from HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS to annotate - mark and make notes of your questions, observations, and findings on the text as you read.)

    CLOSE: Standard based analysis questions for "Everyday Use" by Alice Walker

    OPEN: Quizizz Irony review

    WORK: Students will complete guided reading and annotations while reading “Tell-Tale Heart” by Edgar Allen Poe in CommonLit. (As you read, use your skills from HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS to annotate - mark and make notes of your questions, observations, and findings on the text as you read.)

    CLOSE: Standard based analysis questions for “Tell-Tale Heart” by Edgar Allen Poe

    Tuesday 04/21/2020

    OPEN: Quickwrite-answer this question using the R.A.C.E. writing strategy:

    How does Dee think one’s value or appreciation of heritage/culture should be demonstrated? How does Maggie?

     

    WORK:  students to browse websites(samples listed below) to view quilts made by local African Americans in order to gain a visual appreciation of the complex craft of quilting.

     

    CLOSE:  After viewing the various sites, students should select a favorite quilt and write a  paragraph (7-10 sentences) explaining the choice. Be sure to comment on visual appeal as well as emotional reaction to design.

     

    Websites to view quilts:

    African American Quilters of Baltimore – www.AAQB.org, www.CaroleLylesShaw.com

    Maryland Quilt Artist Glenda Richardson – www.glendarichardson.com

    Maryland Quilt Artist Sandra Smith – http://www.sandrasmithquilts.com/

    Maryland Quilt Artist Dr. Joan Gaither – http://www.joangaither.com/p/my-american-series.html

    OPEN: Quizizz

    WORK: Students will watch and take notes on “Tell-Tale Heart” by Edgar Allen Poe https://youtu.be/68dxrlaKL1I

    CLOSE: Complete the viewing guide questions on the movie, “Tell-Tale Heart” by Edgar Allen Poe

    Wednesday 04/22/2020

    OPEN: Quizizz-short story elements
    WORK:  Referring back to short story, “Everyday Use” complete the Short Story Choice Board
    CLOSE: Turn in Short Story Choice Board

    OPEN: Quizizz-short story elements
    WORK: Referring back to short story, complete the Short Story Choice Board
    CLOSE: Turn in Short Story Choice Board

    Thursday 04/23/2020

    OPEN: Based upon the examples of literary elements you found in the text (irony, imagery, simile, etc.).

    WORK:  Write a well-constructed response describing Walker’s unique writing style. Support your description of Walker’s writing style by identifying the type of irony used and provide examples of the literary elements such as suspense, imagery, and simile he uses throughout “Everyday Use.”
    CLOSE:  MLA Format Google Doc submitted here. This is an extended constructed response

    OPEN: Based upon the examples of literary elements you found in the text (irony, imagery, simile, etc.)

    WORK:  Write a well-constructed response describing Poe’s unique writing style. Support your description of Poe’s writing style by identifying the type of irony used and provide examples of the literary elements such as suspense, imagery, and simile he uses throughout “The Tell Tale Heart.”

    CLOSE:  MLA Format on a Google doc submitted here. This is an extended constructed response

    Friday 04/24/2020

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

     

    eLearning Week Four - April 13-17, 2020

    WELCOME BACK FROM  YOUR SPRING BREAK!!

     

     

    NINTH GRADE

    TENTH GRADE

    Monday 04/13/2020

    OPEN: Quizizz MLA formatting review

    WORK: Students will complete guided reading and read the short story "The Necklace" by Guy de Maupassant

    in CommonLit

    CLOSE: Standard based analysis questions for "The Necklace" by Guy de Maupassant.

    OPEN: Quizizz MLA formatting review

    WORK: Students will complete guided reading and read the short story “The Lottery” by Shirley Jackson in CommonLit

    CLOSE: Standard based analysis questions for “The Lottery” by Shirley Jackson.

    Tuesday 04/14/2020

    OPEN: HMH Grammar Practice

    WORK: Students will watch and take notes on "The Necklace" by Guy de Maupassanthttps://youtu.be/lHsPszJtafs

    CLOSE: Complete the viewing guide questions on the movie "The Necklace" by Guy de Maupassant

    OPEN: HMH Grammar Practice

    WORK: Students will watch and take notes on “The Lottery” by Shirley Jackson https://youtu.be/vQQoMCaUz5Y

    CLOSE: Complete the viewing guide questions on the movie, The Lottery by Shirley Jackson.

    Wednesday 04/15/2020

    OPEN: Epilogue mini lesson on PPT

    WORK:  Students will begin writing an Epilogue for "The Necklace" by Guy de Maupassant

    CLOSE:  Epilogue graphic organizer

    OPEN: Epilogue mini lesson on PPT

    WORK:  Students will begin writing an Epilogue for The Lottery by Shirley Jackson.

    CLOSE:  Epilogue graphic organizer

    Thursday 04/16/2020

    OPEN:  Editing workshop

    WORK:  Students will complete writing an Epilogue for The Lottery by Shirley Jackson.

    CLOSE:  Proofread, edit and turn in epilogue

    OPEN: Editing workshop

    WORK: Students will complete writing an Epilogue for The Lottery by Shirley Jackson.

    CLOSE: Proofread, edit and turn in epilogue

    Friday 04/17/2020

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

     

    eLearning Week Three - March 30-April 03, 2020

     

    NINTH GRADE

     

    TENTH GRADE

     

    Monday 03/30/2020

    OPEN: Read the following article: California Becomes First State in the Country to Push Back School Start Times

    WORK: Highlight the article either online or print a hard copy and upload the image. Use the "HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS"

    CLOSE: Write a minimum ONE page objective summary response. Be sure to check your spelling and grammar, include an MLA heading and header, and demonstrate that you have read the article and thought carefully about it. There are suggested questions/and or prompts at the end of each article.

     

    OPEN: Students will complete an assessment on Illuminate (Open 9am - 2pm).

    WORK: Rhetorical Device closings from last week (accidentally omitted from last week's documents)

    CLOSE: Turn in last week's devices

    Tuesday 03/31/2020

    Students are required to complete the Bridge requirement for 9th grade. 

    OPEN: Ethical Dilemma Writing Prompt

    WORK: Students will complete the INVESTIGATION TASKS from the Speech Playlist.

    CLOSE: HMH Level Up Tutorials: Synthesizing Information

    Wednesday 04/01/2020

    OPEN:  In HMH, read “THE GETTYSBURG ADDRESS”

    WORK:  Complete

    1.      Check Your Understanding

    2.      Respond: Analyze The Text

    CLOSE: 

    1.      Critical Vocabulary: Word Bank

    2.      Language Conventions Parallel Structure

     

    OPEN: Ethical Dilemma Writing Prompt

    WORK:  Students will begin on the APPLICATION TASKS from the Speech Playlist

    CLOSE: HMH Level Up Tutorials: Synthesizing Information

    Thursday 04/02/2020

    OPEN:  CONTINUING IN HMH:

     “THE GETTYSBURG ADDRESS”  and complete the next part - Get Ready Collaborate & Compare (View video clip)

    WORK:  Respond: Analyze The Text

    CLOSE:  Collaborate & Compare:

    COMPARE ACROSS GENRES

    OPEN: Ethical Dilemma Writing Prompt

    WORK: Students will complete working on the APPLICATION TASKS of the Speech Playlist.

    CLOSE: HMH Level Up Tutorials: Synthesizing Information

    Friday 04/03/2020

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    Amnesty Friday - Allow students time to make up any work, turn-in late work, ask me questions.

    ENJOY YOUR SPRING BREAK!!

     

    eLearning Week Two - March 23-27, 2020

     

    NINTH GRADE

    Continue to work on the previously assigned work.  Specifically the

    Argumentative essay and anything missing.

    TENTH GRADE

    Continue to work on the previously assigned work.  Specifically the

    Argumentative essay and anything missing.

    Monday, March 23, 2020

    OPEN:  Read the following article: Video Games and Violence, Explained

    WORK: Using the "HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS," highlight the article either online or print a hard copy and upload the image. 

    CLOSE:  Write a minimum ONE page objective summary response.  Be sure to check your spelling and grammar, include an MLA heading and header, and demonstrate that you have read the article and thought carefully about it.  There are suggested questions/and or prompts at the end of each article.

    OPEN: Author’s POV and purpose

    WORK: Students will complete the Bridge Bill for the school counselors.

    CLOSE:  Watch video-link at the bottom of the playlist and answer the Rhetorical Appeal questions.

     

     

     

     

    Tuesday, March 24, 2020

    OPEN:

    WORK:  Grade 9 ELA Practice Test 1

    CLOSE:  

    OPEN: Author’s POV and purpose

    WORK: Students will complete the FOUNDATION TASKS of the Speech Playlist.

    CLOSE: Watch video-link at the bottom of the playlist and answer the Rhetorical Appeal questions.

    Wednesday, March 25, 2020

    OPEN:  Read the following article: You Might Just Be Addicted: Smartphone Use Physically Affects Your Brain, Study Says.

    WORK: Using the "HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS," highlight the article either online or print a hard copy and upload the image. 

    CLOSE:  Write a minimum ONE page objective summary response.  Be sure to check your spelling and grammar, include an MLA heading and header, and demonstrate that you have read the article and thought carefully about it.  There are suggested questions/and or prompts at the end of each article.

    OPEN: Evaluate arguments and claims

    WORK: Students will begin on the INVESTIGATION TASKS from the Speech Playlist.

    CLOSE: Watch video-link at the bottom of the playlist and answer the Rhetorical Appeal questions.

     

     

     

     

     

    Thursday, March 26, 2020

    OPEN:

    WORK:  Grade 9 ELA Practice Test 2

    CLOSE:

     

     

     

    OPEN: Evaluate arguments and claims

    WORK: Students will continue working on the INVESTIGATION TASKS of the Speech Playlist.

    CLOSE: Watch video-link at the bottom of the playlist and answer the Rhetorical Appeal questions.

     

     

    Friday, March 27, 2020

    OPEN:  Read the following article: California Becomes First State in the Country to Push Back School Start Times

    WORK: Using the "HOW TO PERFORM A CLOSE READING OF A TEXT IN 7 EASY STEPS," highlight the article either online or print a hard copy and upload the image. 

    CLOSE:  Write a minimum ONE page objective summary response.  Be sure to check your spelling and grammar, include an MLA heading and header, and demonstrate that you have read the article and thought carefully about it.  There are suggested questions/and or prompts at the end of each article.

    OPEN: Evaluate arguments and claims

    WORK: Students will complete the INVESTIGATION TASKS of the Speech Playlist.

    CLOSE: Watch video-link at the bottom of the playlist and answer the Rhetorical Appeal questions.

     

     

     

     

     

     eLearning Week One - March 16-20, 2020

    Monday, March 16, 2020

    NINTH GRADE

    OPEN: Define key terms - argumentative writing & extended constructed response. Then write a quick half page response to this prompt: How do you generate ideas when you are first given a writing topic/prompt?

    WORK: Independent reading "Top 20 Pros and Cons Associated with Self-Driving Cars" Article of the Week (aow).  Students should complete a close read of text. All seven steps and answer step 7. Post photos of article annotations here.  *This article is in the hard copies provided on Friday. **Refer back to your notes of "How to Annotate a Text in 7 Easy Steps".

    CLOSE: Respond to what is one thing you learned today that will stick with you? or ONE WORD - What is one word that summarizes your learning from today?

    TENTH GRADE

    OPEN: Author's ideas and claims review from last week. Please complete the quizizz by clicking the link below.

    WORK: Log into CommonLit to read assigned article (with annotations)

    CLOSE: Write an objective summary of the assigned article that must be posted here. You must follow MLA rules for heading and paragraph writing for full credit. Summary should be a minimum of half a page.

     

     

     

    Tuesday, March 17, 2020

    OPEN: Define key terms - claim & research question.

    WORK: In HMH Writing Studio, complete the three Interactive Writing Studio Lessons:

    1. Writing Arguments Overview, 2. Introduction and 3. What is a Claim?

    CLOSE: Based on close reading of text, select a side of the issue and generate a research question. Develop a claim that answers the research question that you created. Find three different pieces of supporting evidence in the article and place a star & number each piece of evidence. **You can use the graphic organizer provided in class on Friday.

     

     

    OPEN: compare and contrast annotations from the two articles read through CommonLit:

    Article 1. EXPERTS LINK TEEN BRAINS' IMMATURITY, JUVENILE CRIME

    Article 2. JUVENILE JUSTICE

    WORK: In HMH Writing Studio, complete the “Interactive Writing Studio Lessons: Writing Arguments Overview, Introduction and What is a Claim?

    CLOSE: After reading and comprehending the information in both articles, you will write an argumentative essay arguing for or against the following statement: The legal age for adult offenders should be raised from age 18. Today, begin your outline.

    Wednesday, March 18, 2020

    OPEN: View PPT and write Cornell Notes

    WORK: In HMH Writing Studio, complete the three Interactive Writing Studio Lessons:

    1. Writing Arguments: Support: Reasons and Evidence, 2. Writing Arguments: Building Effective Support

    CLOSE: I NEED TO SEE YOUR RESEARCH QUESTION & CLAIM (thesis) TODAY.

    Based on close reading of text, select a side of the issue and generate a research question. Develop a claim that answers the research question that you created. Find three different pieces of supporting evidence in the article and place a star & number each piece of evidence.

    OPEN: Review the outline you wrote yesterday for the writing prompt: "The legal age for adult offenders should be raised from age 18."

    WORK: After reading and comprehending the information in both articles, you will write an argumentative essay arguing for or against the following statement: "The legal age for adult offenders should be raised from age 18." Write an introductory and first body paragraph for your argumentative essay.

    CLOSE: Turn in today's writing.

     

    Thursday, March 19, 2020

    OPEN: View my comments from yesterday's closer. If asked to correct claim/thesis statement please do so. If you did not complete yesterday's assignment, especially the closing, please do so today. I NEED TO SEE YOUR RESEARCH QUESTION & CLAIM (thesis) TODAY.

    WORK: In HMH Writing Studio, complete the Interactive Writing Studio Lessons:

    1. Writing Arguments: Creating a Coherent Argument

    CLOSE: IF your claim is approved, write an introductory paragraph for your argumentative essay.

    OPEN: Authors ideas and claims practice on Quizizz and enter this code 232382

    WORK: Write a second and third body paragraphs for your argumentative essay. After reading and comprehending the information in both articles, you will write an argumentative essay arguing for or against the following statement: "The legal age for adult offenders should be raised from age 18."

    CLOSE: HMH Reasons and Evidence: Guided Skills Practice: Evaluate Author's Argument: Send Me!

    Friday, March 19, 2020

    OPEN: In HMH Writing Studio, complete the Interactive Writing Studio Lessons:

    1. Writing Arguments: Persuasive Techniques

    2. Writing Arguments: Formal Style

    WORK:  Write your body paragraphs (2-3) for your argumentative essay.

    CLOSE: Turn in essay parts completed thus far.

     

     

     

    OPEN: In HMH Writing Studio, complete the Interactive Writing Studio Lessons:

    1. Writing Arguments: Persuasive Techniques

    2. Writing Arguments: Creating a Coherent Argument

    WORK:  Write or revise your body paragraphs (2-3) for your argumentative essay.

    CLOSE: Turn in essay parts completed thus far.

     

     

     
    Teacher Name: Ms. Tammekia A. Johnson
    School Email Address: tammekia.johnson@henry.k12.ga.us
    Subjects I Teach:

    9th Grade Literature and Composition

    10th Grade World Literature and Composition

    ___________________________________________________________

     

    Dear Parents,

    I am honored to have your child in my literature class, and I am excited to work with you and your child throughout the year. I believe that English and reading is an extremely engaging and interesting subject as it increases our awareness and knowledge of the world around us and opens doors to new and exciting discoveries.

    I am a native New Yorker, transplanted to Georgia in 1993. I graduated from the University of West Georgia in 2000 with a Bachelor in English; followed by a Masters of Arts Teaching English Education from Georgia State University in 2009. I am certified by the Professional Standards Commission in English (6-12), gifted in-field, and middle grades (4-8) - language arts.

    This year your child will be using a variety of novels, textbooks and instructional materials to help them achieve proficiency in English/reading content. They will also have many opportunities to apply what they have learned in lessons through various essays and activities which can be fun and highly engaging.

    My goal is to create a classroom learning environment to help your child:

    - Develop a stronger vocabulary

    - Build a solid foundation of reading and writing concepts for deeper understanding

    - Make connections among English and other academic areas

    - Utilize technology to learn more about English/reading

    - Develop critical thinking skills and the ability to challenge assumptions, think creatively, and solve real-life problems

    - Enjoy learning!

    Because you are an integral part of your child’s education, I feel home to school communication is of vital importance. I hope to talk with each of you early this school year and continuing in the future. I would also like to extend an invitation for you to contact me at any time. I can be reached through the main office at school 770-515-7510 or by email at tammekia.johnson@henry.k12.ga.us. Please do not hesitate to contact me if you have any questions or concerns.