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Mrs. Julie Brown

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About Me

I graduated from Serena High School in 2003. 

I earned a bachelor's degree in English Language and Literature from Benedictine University in 2007.

I taught English at Bolingbrook High School for five years.

I earned a master's degree in Curriculum and Instruction from Concordia University in 2011.

I have been teaching English at Serena High School for four years.

I love panda bears.

Courses 

English 3

This course is designed with a chronological order of fiction reading materials with nonfiction and test prep given between each fiction reading. The chronological order of works will help students understand the development of language and storytelling while having the opportunity to analyze how works in the same time period treat similar issues. The focus during the first semester will be on reading comprehension and analysis and writing. The second semester includes a career research project that entails choosing a career, researching various types of secondary and primary sources, outlining ideas, composing a draft, revising and editing (self and peer), selecting information, and presenting the research to a group of students and possibly faculty.

First Semester Reading: Mythology by Edith Hamilton, Macbeth by William Shakespeare, and Of Mice and Men by John Steinbeck 

Second Semester Reading: Unbroken by Laura Hillenbrand and Fahrenheit 451 by Ray Bradbury

English 3 Advanced

This course is designed with a chronological order of fiction reading materials with nonfiction and test prep given between each fiction reading. The chronological order of works will help students understand the development of language and storytelling while having the opportunity to analyze how works in the same time period treat similar issues; there will also be some comparisons of male and female writers. The focus during the first semester will be on reading comprehension and analysis and writing. The second semester includes a career research project that entails choosing a career, researching various types of secondary and primary sources, outlining ideas, composing a draft, revising and editing (self and peer), selecting information, and presenting the research to a group of students and possibly faculty.

First Semester Reading: Mythology by Edith Hamilton, Macbeth by William Shakespeare, and The Great Gatsby by F. Scott Fitzgerald

Second Semester Reading: Unbroken by Laura Hillenbrand, Ethan Frome by Edith Wharton, and Fahrenheit 451 by Ray Bradbury

AP Language and Composition

The course overview and objectives for the course are taken from the AP English Language and Composition Course Description published by the College Board. As stated in the course description, the purpose of the course is to engage students “in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes.” Students are required to write essays that follow a revision process including drafts, peer revision, and teacher-aided revision. The texts include non-fiction, fiction, college level essays, and visual images designed to meet the course requirements. The course also teaches research skills, including analysis, synthesis, and citation of sources. As in a college composition course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. Students must be prepared to work independently on reading and writing assignments. 

First Semester Reading: The Scarlet Letter by Nathaniel Hawthorne, The Tipping Point by Malcolm Gladwell, and various speeches and other nonfiction texts

Second Semester Reading: The Devil in the White City by Erik Larson, Invisible Man by Ralph Ellison, and various speeches and other nonfiction texts

Technical and Professional Writing and Editing

This course challenges students to demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation; to define audience and purpose; to employ descriptive, expository, narrative, scientific modes of expression in technical communications (written, visual, and oral); to participate effectively in groups with emphasis on listening and responding as well as critical thinking; to apply principles of critical thinking, problem solving, and technical proficiency in the development of technical documents. 

Semester Reading: Last Days of Summer by Steve Kluger and Outliers by Malcolm Gladwell

Research and Writing Procedures

The purpose of Research and Writing Procedures is to enable students to read, write, and think analytically. Assignments will challenge students to think critically, locate appropriate source material, to understand and evaluate source material, to articulate their own views effectively, and to argue for those views in various well-reasoned and well-written research papers on topics of their choosing. Students will complete the research process for three major papers, each written in a different citation style (MLA, APA, and Chicago Style).

 

 

Phone: 815-496-2361 Email: jbrown@unit2.net