Welcome to My Classroom

  • Teacher Website for Mrs. Karen L. Jones, English Teacher

    Updated May 19, 2020

    How do I contact you? My email is kjones@medinacsd.org.  I check my email at least twice daily, Monday-Friday and respond as promptly as I can!

    How will students know what to do for English class? How will parents know? Work is posted weekly in students’ Google ClassroomThey may also check the weekly schedules, posted below. If they are working with Mailed Home Materials, students NEED to TRY and submit what they've done. MANY students are able to email, even if they cannot access Google Classroom. MANY students are taking pictures of written work with their phone and sending me those pictures as image attachments in an email...and this is absolutely acceptable if that's the best way for them to get it to me!

    What about grades? How do parents know work has been turned in by their child? I added a category in ESchool, also known as the PARENT PORTAL, called AT HOME LEARNING; it's blue, and lists the dates each assignment was due since being home. If a particular assignment is blank, it SIMPLY means I have not received the work from the student; it will not negatively impact the student's grade. My hope is simply to give parents and guardians information they might find helpful to keep their child on task, organized, and faithfully practicing ELA skills. Many parents have expressed by email and by phone that they have been told by their child that the work for English is done, or caught up, and yet, parents sometimes feel as though they have no way of knowing this is true. Conversely, parents may feel LESS disconnected to what's going on in English class if they have access to the Parent Portal;  that is,  if parents can see exactly what I have assigned and received, then they know what skill their child HAS DONE or, what skill their child might still practice and turn in to receive feedback. In short, it is just one more way they can better check what's been assigned or submitted and set the learning schedule they deem best for their child.

    What if a family CANNOT access online material? I have mailed home work to many students so work may be done at home. If you are unable to access online material and have NOT RECEIVED a packet, please contact the school to request one, and I will mail one to you!

    Lessons and Assignments for Week 10: May 18-22

    CLASS

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    English 10:

    Periods 

    1, 3, 4

    This week, you have your choice! You may EITHER...continue your grammar work (find a concept you know you need to strengthen, like comma usage) and practice it, just like last week; 

    OR Join The Pand-EPIC PROJECT, where we do live workshops and all sorts of creative writing; And! at the end of the month, we will PUBLISH students’ very best work in an online magazine. SEE CREATIVE WRITING 2 rows down, and follow their schedule instead of ours!

    Read and review the Common Errors Found in Eng 10 Research Paper (see week 9 materials) 

    Review any of your past essay writing work, and do a self evaluation; identify a focus area: Where can you improve?

    In the same google doc as last week, start a new entry: state your focus area for this week; review the corresponding lesson in the Common Errors worksheet and Open the Grammar Review PDF and review lesson OR, look it up online. Use the phrase “.edu” in your search

    Complete any relevant practice grammar activities

    within the Grammar Review PDF, OR from one of the links posted in Week 9 (Grammar Practice Fun)

    Just like last week, write a summary in the Google Doc you started on Wednesday, and explain what you focused upon this week and what you learned from online practice activities. What is your biggest takeaway about the concept you studied this week? For instance, what mistake have you always been making that now you understand the rule, you won’t?

    College Comp

    GCC


    Period 7

    Work on 7 tasks

    Turn them in AS YOU COMPLETE EACH; do not wait until the end to turn everything in.

     

    Continue working on 7 tasks

    Continue working on 7 tasks



    Continue working on 7 tasks

    Continue working on 7 tasks. Done with all your work? Want to get published? See Creative Writing schedule, below! (thank you to those of you who are already members!)

    Creative Writing


    Period 8

    JOIN The Pand-EPIC PROJECT in Google Classroom (class code: z5t7nhd), a multi-age creative writing class where all participants who write and revise together will be PUBLISHED in the online magazine Oak Orchard Review

    Review and READ all Launch Week Materials if you did not attend the first LIVE online workshop last week Do the first task under Launch week: in your notebook, write a sentence about something you’ve learned; 

    After reviewing the example paragraph provided in the Workshop 2 RECAP, write YOUR OWN paragraph 

    Review and Read ALL the Notes and activity prompts under “Workshop 2” in the order they were posted

    Complete a few of the practice prompts posted under Workshop 2  (8 story starts)

    Work on your first draft for the Friday assignment-

    Creative Writing Seniors: the final work you do for publication is in place of the final portfolio for the class. See “Turn in your first draft” under Workshop 2 heading for details

    Continue working on and polishing your final draft poem or story.

    Remember, the poem or story MUST somehow tie to your theme based around what you have learned about yourself or other humans, though it MAY be presented indirectly.

    Turn in your first draft story or poem. It should be an answer to the question: What have you learned about yourself during this time of At Home, Independent Learning? What have you Learned about your FELLOW HUMANS? turn in your first draft work by FRIDAY via Google Classroom.

    Plan for a live meeting on TUESDAY next week with 5th and 7th graders and their teachers.

    AIS for English 9 and 10

    Hi guys! Want to write creatively for publication in an online magazine? Help other young writers revise their work, too? SEE the Creative Writing Period 8 plans in this table, in the row right before yours!  You can join too.... 

    Did you join the class yet? What? Yes, you totally should. See plans for MONDAY, for the CREATIVE WRITING seniors… which by the way, 10th grade has been invited to join as well! And join!

    Check out workshop 2 RECAP, which has a LOT of helpful information about how to start a story (by stealing, naturally.) If you don’t know what I mean...

    then you are clearly NOT reading the notes provided in Google Classroom “The Pand-EPIC PROJECT” which you should join right now if you haven’t yet...

    so you can show up next Tuesday in our online live meeting and play Kahoot or do a scavenger hunt or some other silly writerly game of some sort! See you there...

    Lessons and Assignments for Week 9, May 11-15

    CLASS

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    English 10:


    Periods 

    1, 3, 4

    To complete last week’s task: comment on 4 other students’ remarks; this is in the shared google doc under Week 8, where students shared their analysis and then their interpretation. You can still add yours! 

    Read and review the Common Errors Found in Eng 10 Research Paper (see week 9 materials) 

    Review any of your past essay writing work, and do a self evaluation: Where can you improve?

    In a google doc, write down your focus area;

    find corresponding lesson in Grammar Review PDF posted in Week 9 Google Classroom Materials

    Review lesson

    Complete practice grammar activities

    within the Grammar Review PDF, 

    OR from one of the links posted in Week 9 materials

    Write a summary explaining what you focused upon this week and what you learned.

    College Comp

    GCC


    Period 7

    Work on 7 tasks; all due the first week of June. Deadlines vary per student; email with questions!

    These are the 7 tasks I mailed home to all of you last Friday May 8. See ESchool as well.

    Continue working on 7 tasks;You may complete in any order!Turn in via cellphone (picture); email, or Google Classroom.

    Continue indep. work;

    Email with any questions!

    Continue indep. work

    Continue indep. work

    Creative Writing


    Period 8

    Prior to meeting, review the script (I emailed it to you on Sunday)! You receive the script; the younger participants do not.

    Meet online at 1 PM for Writing Workshop with grade 5 and grade 7 students to do Metaphor Lesson and Scavenger Hunt

    Work on your own writing: story or poems; image based;

    Use figurative elements. 

    prompt:What have I Learned? 

    What image helps clarify my emotions about such learning?

    Online get-together, time TBA based on class contributions/ ideas for best time; We will review our Monday meeting and plan our next best steps.

    Continue your own writing;

    Continue your own writing

    Continue your own writing




    AIS for English 9 and 10

    SKILL:

    Comma Review Work/see online comma practice exercises at Online Writing Lab at Purdue University

    Comma review


    Reading independently as you’re able to do


    Journaling Time

    Comma review


    Reading independently as you’re able to do


    Journaling Time

    Comma review


    Reading independently as you’re able to do


    Journaling Time

    Comma review


    Reading independently as you’re able to do


    Journaling Time

    Lessons and Assignments for Week 8, May 4-8

    CLASS

    Monday

    Tuesday

    Wednesday

    Thursday 5/7

    Friday

    English 10:


    Periods 

    1, 3, 4

    from Fri: Add 2 lines to Xander’s poem (extra credit) Due at 9 pm

    Review the assignment and example in GC called “TWO PARAGRAPHS” (see week 8) Use this to edit your writing

    Continue revising; make it your very best work! Did you explain clearly? Thoughtfully analyze the work’s theme? Use academic vocabulary? Edit for grammar and spelling? 




    Add your your Pandemic art/video/poem and two paragraphs in the SHARED slide show, along with your  two paragraphs. Due by 9 PM in GC.

    Go back to the group document you added to yesterday; and by MONDAY, please comment on at least FOUR other student’s analyses.

    I will provide an example for you to follow by lunchtime today in GC

    Read others’ comments; continue commenting upon other students’ work as professionally as you can!


    Check in to say hi at 1 PM on GC 

    College Comp

    GCC


    Period 7

    Your analysis of logical fallacies in a political speech is due,  Transcript required. OR, you can analyze the speech I provided in GC. This was due today by noon; late work accepted; please communicate need for assistance!

    Turn in a proposal for a persuasive piece by 9 PM: What do you want to argue and to whom? (Proposal may be for  a letter to an administrator, or a letter to a student council member, or BOE, to name a few. See GC for specifics.

    GC Online Typing Talk at 1 PM regarding Best Next Steps: We will type back and forth online at 1 PM regarding the best sources to find to cite in your persuasive piece.

    Write a list of tasks and research needed that best suits YOUR proposal; submit by Friday 5 PM. 

    Write a list of specific people and groups  you are hoping to convince with your proposal.

    Due Monday morning.

    Creative Writing


    Period 8

    Continue working on your own story or poem;


    Review Overview of Collaborative Project + Task for the week




    Comment in G Classroom on assignment; share thoughts and ideas

    Continue working on your writing (already begun novels OR new prompt in GC “Overview of Collaborative Project”

    Edit writing for clarity, grammar, tone; submit what you have, at least one full page, by 9 PM

    GC Online Typing Talk at 1 PM: WE WILL BE WORKSHOPPING pieces that were submitted; p-lease attend if you are able. It’s not on video--it’s being on GC at a certain time along with classmates and with me.

    Continue working on your own piece; next week, maybe we will have some entries to review! 





    AIS for English 9 and 10

     

    Comma Review Work/see online comma practice exercises at Online Writing Lab at Purdue University

    Comma review

    Reading independently as you’re able to do

    Journaling Time

    Comma review

    Reading independently as you’re able to do

    Journaling Time

    Comma review

    Reading independently as you’re able to do

    Journaling Time

    Comma review

    Reading independently as you’re able to do

    Journaling Time

               

    Lessons and Assignments for Week 7: April 27-May 1

    CLASS

    Mon

    Tue

    Wed

    Thurs

    Fri

    Eng 10

    Finish poem

    The prompt last week was, What have you learned in the last 6 weeks, about yourself or about humans in general?

    Poems are due tomorrow by 5 PM!

    Turn in your poem by 5 PM.

    New Task:

    Find something online that was inspired by our current situation. It can be music, photography, art, poetry, or a combination of these things! As long as it is school appropriate is the only guideline!-- Here’s an example of an artistic piece --my son and his girlfriend wrote the music and made this video together--OR, find your own! We obviously all like different things, so I encourage you to find something that spoke to YOU.

    Analyze the piece you found: 

    Write at least one full paragraph (7-8 sentences) in which you thoughtfully DESCRIBE what you found as best you can, write an explanation of WHAT IT IS you found: Is it a video? Art? Poem? Explain it as best you can, as though you can’t show it to me...your description has to make me see it.

    THEN,SHARE a link to what you found in the comment section of your Google Classroom 

    (Look for “Share the Pandemic Piece you found HERE”

    Meet LIVE at 1:30 to share poems aloud (the one you turned in on Monday)....and, we can talk about the art you found and what you thought of the art/music/poem etc. that your classmates found!

     I will post a link to our Meet Up in your Google Calendar for our 1:30 PM meeting, so please check your oogle Classroom Calendar for the link! 

    If any student CANNOT access Google Classroom and is reading this week’s schedule on my Teacher Website, please EMAIL ME at kjones@medinacsd.org if you need the link!

    Continue the writing you started on Wednesday by adding a paragraph, reflecting upon the piece you found. Just keep the following questions in mind: How did it make you feel?  Why do you think that is? What images in the art--either words or pictures--captured your imagination the most? What is the work’s overall theme and message, in your opinion? 

    Lastly, edit your two paragraphs… (the one describing and the next reflecting)..and submit the two paragraphs in Google Classroom by next Monday at 5 PM.

    Next week, we will be doing two things:

    GCC Class: College Comp.

    Make sure you’ve done the reading assigned thus far 

    (Ch 16)

    The PDF of the reading is in Google Classroom

    Review Logical Fallacies in Ch 16

    Write on Opinion Paragraph about MIlestones That Matter--we talked about this live last week: The question is, what milestone (prom, graduation, senior walk through of schools, senior skip day, etc) matters the most? What might we do in Medina to BEST HONOR these traditions, despite the limitations? For instance, if the senior class’ SA funds were held in trust, how might it be used SOMEDAY?

    Turn in Opinion paragraph about Milestones that Matter by 5 PM

    Finding Fallacies Project: find a video of a speech by ANY politician from ANY time period and, using the information from Chapter 16 on fallacies, identify and analyze at least THREE logical fallacies you found. (This is easiest many you analyze someone who is very opinionated, and who often says things lots of people might agree with, but who also relies on weak logic-- which is what fallacies are.

    Let’s chat online in Google Classroom-- typing together, that is--at 11 AM-- and share what you’ve come up with. you don’t have to have any analysis yet! 

    Together,  we can review some of the concepts together in G Classroom, and I can offer guidance for how to find a good analysis-worthy speech.

    In Google Classroom, share the video you found--if it has a transcript with it, it’s even easier.

    Meet online at 1 PM  to talk about persuasive writing assignment (Write a thoughtful critique of one of the speeches we discussed, analyzing it for credibility. Focus especially on the use of fallacies and why it harms the credibility of the speech. End your analysis by answering this final critical thinking question: 

    Why are fallacies bad for society and democracy, anyway? EVERYONE uses them, all the time. What’s the harm, especially if they actually work and convince people? This writing is due next Tuesday.

    Creative Writing

    Answer Question in Google classroom about judging a Creative Writing Contest

    Continue writing creatively on your own in story or poetry form

    Google Meet LIVE at 1:30 PM to talk about live creative projects we can do together

    Continue working on your STORY

    Continue working on your STORY

    AIS

    Please review comma exercises found here

    There are 12 exercises; try and do 3 daily!

    Continue comma practice

    Keep reading!

    Remember, the task assigned last week was to find a book and keep a reading journal!

    Continue comma practice

    Keep reading!

    Remember, the task assigned last week was to find a book and keep a reading journal!

    Continue comma practice

    Keep reading!

    Remember, the task assigned last week was to find a book and keep a reading journal!

    Check in LIVE to say hi, ask questions, touch base… 

    Email me at kjones@medinacsd.org  if you would like a link to a LIVE TALK at 11 AM on Friday!

    Lessons and Assignments for Week 6, April 20-April 24

    CLASS

    Monday

    Tuesday

    Wednesday

    Thursday

    Friday

    English 10

     

    Periods 

    1, 3, 4

    Turn in article summary and your opinion piece about the best at home learning opportunities

    Find a poem about Nature, or about Spring; look for something inspiring to read aloud tomorrow!

    Meet online in Google Meet for an 11 AM poetry reading with all three English 10 classes. Check your email Wednesday morning, all!

    In Google Classroom, “live” at a specific time, we'll have a typed discussion activity, We will write a class poem together, one line at a time.

    Period 1: 10 AM

    Period 3: 11 AM

    Period 4: 1:30 PM

    Work on your own poem, OR continue class poem, using nature to convey an important theme about something important you’ve learned to value. 

    College Comp

    GCC


    Period 7

    Turn in Chapter 16 questions 1-3

    Do online survey about best days to meet online together

    In Google Classroom, answer the short answer question: What milestones matter most, how might we somehow preserve these things?

    Find a poem to share in poetry reading tomorrow for Earth Day

    In Google MEET, attend virtual poetry reading with seniors in Creative Writing class at 1:30 PM. Check your email for invite in the morning!

    Talk with your classmates about some of your ideas about what your class could do, virtually or in a printed format of some kind (like a print newspaper or magazine) to celebrate the important milestones you believe are most important. 

    In Google MEET, attend a virtual discussion about your ideas. Writing persuasively about such ideas, what sources do we need to seek out? For homework, develop a thesis  and also write a list of sources Mrs. O’Toole and I can help you all find.

    Creative Writing


    Period 8

    Turn in your character sketches








    In Google Classroom, discuss some of the conflicts we’ve faced at home since being home. How might this help us in our writing?


    Find a poem to share in poetry reading tomorrow for Earth Day

    In Google MEET, attend virtual poetry reading with seniors in College Comp class at 1:30 PM. Check your email for invite in the morning!

    In Google Classroom, we’ll have another online discussion about internal conflicts and its impact on our behavior. How might internal conflict impact your fictional characters?

    Work on a scene that explores your character struggling with an internal conflict. Have another character present too...but don’t let them know what the internal conflict is your character is dealing with!

    AIS for English 9 and 10

     

    Find a book to read this week, and share with me a log of what you’ve read 

    Keep reading; log your progress  Check in by email with Mrs. Jones or via Google Classroom  Keep reading; write down the key events thus far  Email me your summary and let me know how much you've read thus far. Or, submit via Google Classroom

    WORK for WEEK 5

    English 10 Work Due April 20

    • Find an article online about what various schools around the country are doing right now to engage students while everyone is separate from one another.  You could also visit other schools’ websites (any in the country) to see for yourself what other districts are doing. Write a summary about that article. Then, write an editorial/opinion piece about what you think is the best approach. If you can’t get online to find an article, you can ask around! Then, summarize what you heard, and then write your opinion piece sharing your ideas of how we can--even while we’re apart!-- still be a community of learners together. 
    • Keep a journal, as often as you can! I promise, someday you’ll be glad you did.
    • Keep reading, any books you can get your hands on! This STILL will count as extra credit for your grade. The end of the year is the deadline.
    • Creative Writing Ideas? Want to do something different; think it’s ELA related? Just ask. Email me at kjones@medinacsd.org, Or, check out all the options for my Creative Writing class and try one of those!
    • If you have not yet turned in your research paper that was due March 31, please email me and let me know what I can do to help you complete it! We will figure it out together. If you are unable to email, please call the school and let me know the best time and phone number to reach you.

    GCC ENG 101: College Composition Work Due April 20

    • First, read chapter 16, “Persuasive Writing” on pages 249 to 264. As you read, take clear and comprehensive notes. If you write notes by hand, no problem! Just email me a picture of the notes.  Can’t email? Don’t worry. You can show me such notes when we connect, eventually. Just keep all your college comp material together in one place.
    • Next, please thoughtfully answer questions 1, 2, and 3 on pg 264, including all the sub-questions, as well. The very first question asks you to base your response off of one of the essays from chapters 17, 18, and 19, which you’ll find on pages 265-322. Remember, if you do not have your book, you need to email me or call the school to request a copy be mailed to you!

    Creative Writing Work Due April 20

    Lots of Options for Creative Writing in the next couple of weeks! Please do your best to complete and turn in at least one of the following options by April 20th

    OPTION ONE: Write a recipe poem, using the following prompt:

    A recipe is an instantly recognizable form: the first part is a list of ingredients; and the second, a set of instructions. Put another way, half a recipe is verbs, and the other half nouns.  Write a recipe-type poem, beginning by Choosing a title based on a theme you want your poem to explore, maybe something you wish you could do or be, or something you’ve figured out about yourself or about all of us, we humans.  (Example: “Recipe for Forgiveness”). 

    Then, Make two columns: In one column, list...

    • a list of unfinished yet necessary things that your title brings to mind. Try and include image-driven nouns, not just theme words or emotions by themselves.
    • a series of movements, verbs, or transformations. Think about verbs we see in actual recipes first, but also feel free to list any that come to mind

    Don’t feel especially inclined to link the actions to the list too closely: one joy of a recipe is knowing,somehow, it will all come together.

    OPTION TWO: Write a poem called Everyday Grace, using the following prompt:

    One definition of the word “grace” is an undeserved yet welcome gift given to humans  from God; another meaning has to do with behavior, courtesy, and kindness; yet another meaning is as a noun, meaning prayer; and finally, the Three Graces are also known in Greek Mythology.  Using any--or all--of these definitions, write a poem called “Everyday Grace,” in which “Grace” is… an actual person, and you are writing an ode to her (or him--this is an allegory; the word represents someone or group of someones), perhaps someone who’s sacrifices and kindnesses you appreciate and are grateful for; Or, the phrase “Everyday Grace” can be about the everyday MOMENTS of grace in the world that might normally go unnoticed...yet in times like these, you find yourself seeing things more clearly and appreciating them more fully.

    OPTION THREE:

    Write a poem that’s a letter poem written to the person you most want to be with right now during our social distancing, but you can’t be. Say all the things you most need to say… but let your goal be a positive one. Let the poem lift your heart while you write it! If you gave this poem to that person, it’s okay to make them cry! But let it be to SMILE CRY, not cry cry. 

    OPTION FOUR:

    Write the dumbest, silliest, rhymiest, buddy poem you can. Either with a family member OR by texting one of your friends, write a poem one line at a time, back and forth together. It can be with any friend, not just classmates from Creative Writing. Try and make it at least 12 lines long!  Call or text one of your buddies (texting works best for this) and write one line; Feeling particularly adventurous? Write a sonnet together: 10 syllable lines, ABAB, CDCD, EFEF, GG rhyme scheme. 

    OPTION FIVE:

    This writing activity was emailed to all of you in more detail; it is also in Google Classroom. The task was to write a character sketch for the story you’re working on. Basically, I asked everyone to step back from their story altogether, and instead to begin by just creating ONE character. To write a character sketch, you are just describing who a character is, what it is they want in life, and what events shaped them into the person they are. This is all imaginative work! The more detailed you get, and the more you figure out who your main character is and WHY they want what they want, the more fun this kind of writing is, and the more helpful it will be later, when we start writing stories more fully.  When we write a character sketch, keep in mind: your character does NOT HAVE TO BE IN ON ANY OF THIS, KNOWING WHAT AUTHOR YOU KNOWS about WHY they behave the way they do and WHAT THEY ACTUALLY WANT. This is important because our main characters

    a.) don't always understand or even know what they want, or they’re not supposed to yet; or 

    b.) can’t clarify out loud what they want because they would probably resist it and say no they did not want that (Simba doesn’t KNOW he wants to be his father; nor does he know that personal sacrifice actually reaps more and deeper rewards;  he just thinks growing up is boring--he wants to be free from all responsibility and have fun!) We also have to keep in mind that

     c.) in hero folklore, the hero goes seeking something...but they NEVER get what they THOUGHT they wanted; however, what they DO get is something that actually serves their entire community in some way. 

    A character sketch simply explores who your main character is and what it is he or she truly wants and why. What are some things that happened when he was a kid that shaped him? Who impacted him the deepest in his most formative years? How so? How was his upbringing? Schooling? Friendships? What were his best and worst moments as a young person? What's he look like? Any deformities or things that set him apart? Or that he THINKS sets him apart?  If it's handwritten, no problem. Just please email me kjones@medinacsd.org the picture of what you wrote (or in a few pictures if it's multiple pages!). 

    What can parents and guardians do to assist teachers? The number one thing parents can do is make certain their children communicate regularly with their teachers via email or Google Classroom. Having a set time for school work whenever possible is also encouraged.  Having computer issues? Have them add Gmail to their smartphones, or, parents can call me--just call the school at 585-798-2710 and let them know you need to reach me.

    Please read what your child is writing! The conversations you have together will absolutely have a positive impact on the work they submit--and as the writing they do is so closely tied to their personal thoughts and feelings, it can absolutely be a helpful springboard to closer connections that have nothing to do with grades...and everything to do with the most valuable and deeper learning we want for our kids. Finally, parents and guardians are just as good as I am when it comes to identifying proper spelling and punctuation and neatness… especially when they see the lowercase i’s and other texting-world-did-this editing issues! Parents and guardians are better than I am at knowing how much time and effort went into a given task and what kind of work is the very best reflection of their child’s abilities and thinking. I appreciate the put, encouragement, and support you provide your kids!

    What about TURNING IN that work? Some students will be working from paper; others typing on a home computer, others typing on their phone. I prefer any who are able to do so to submit via Google classroom. If this is not possible, then they should try emailing me at kjones@medinacsd.org.   I have access to the internet and will respond as quickly as I can! If the internet is not possible at ALL, please call the school and LET THEM KNOW...we will figure it out together!

    What if a student has to use pen, pencil, and paper because they don’t have access to Google Classroom, nor do they want to mail it? No problem!  Students can take a clear picture of the work and then send me the picture with a parent’s phone (email me for my number, parents!). Do try to keep it organized by subject and date! It will be a nice way for a student to have pride in all the projects and learning opportunities they’ve done.

    My kids just told me they can’t get to their Google Classrooms because they never downloaded the app--they only used it on computers at school, not at home. "I don't know the classroom code! We got that in like, October!" she/he just told me. What do we do? No problem! My students? See classroom codes, listed above. (Or, email any of their teachers here in the high school, for whatever class it is).

    My kids don't have cell phones. We only have one computer. How can both/all my kids access their Google Classroom? I hear you! In my household, we've learned that happily, multiple people can access their Google Account on the same computer. They just have to make sure they're each logged in properly when it’s their turn. This has been the number one problem kids have encountered and told me about this year--when they're home, trying to find their Google Docs and Classroom material, it's "not there" supposedly--the problem is that they’re not logged in to their Google school account. Likewise, when someone else needs to use it? The first person who just used it needs to log out, and the new user needs to log in.

    How do they log into their Google Account?  They can do it from the medinacsd.org homepage and click on "sign in" in the top right. Or, they can just go to what most browsers open up to--  a google screen, and then, the same thing: go to the upper right corner and click on "sign in". When it asks if the student wants the private or the Organizational Account, click the Organizational one--that’s the school google account.  Students log in using the same exact username and password they use at school. Now they're in! All of their Google Classrooms and other Google Files will be there.

    What do you mean, their Google Classrooms and files will  "BE THERE"? BE WHERE? Once students have logged into Google, they can reach all of their classes and all their google files (docs, slides, excel files, etc) by accessing them through (what Google calls) "the waffle,” which is a word for the nine small, grey dots in the TOP RIGHT of the Google screen (apparently, to Google, it looks like...a waffle. To each his own. If a student has correctly logged into their school account on that Google Screen, each small, grey dot takes you to a different thing--slides, docs, and that green icon? That's Google Classroom. Click on that, and presto: all of your child's classes will be there. 

    What if PARENTS want the Google Classroom app? How can WE see it? Can I be part of the Google Classroom, too?  Well, I can't technically "add" you to one of my classes, because that's a place for students to turn in work...including online group work, like an online discussion with the entire class; it would be a little awkward if someone's mom randomly chimed in! (though that would be fun…). However, I certainly look at my own kids' various Google Classrooms, especially right now! and I expect (and hope) you'll be just as involved and do the same! After all, it isn't a private account; it's a school account. And frankly, I have a feeling many kids welcome their parents' input, advice, and support when it comes to navigating any kind of online school work, especially if they get overwhelmed or confused.

    I still have a question. Now what? Easy. Just email me, kjones@medinacsd.org. If you don't have access to email, call the school--they will get the message to me!


     Writing

    My Teaching Philosophy

    I believe it is so important to set high expectations for students and to teach them to set those standards themselves. Just as importantly, it is my job to give them the tools they need to be successful and make certain they know what their final polished work looks like, be it an example research paper or an edited poem or a text analysis. I do my very best to facilitate a classroom environment that is  engaging, inspiring, and thought-provoking, as well as structured, respectful, empathetic, welcome, and warm. I try every day to offer students the same space in the classroom that I want my own children to experience.

    About Me

    After graduating from Medina in ‘92 (Karen D'Amico), I spent one year studying English at Ithaca College, and later completed my Bachelor's Degree at the University of Pittsburgh, where I received a B.A. Writing. Then, after working in the private sector as a freelance writer, copyeditor, and legal secretary, I returned to Pitt to complete my Masters in the Art of Teaching (English 7-12).  Following the M.A.T. program, I was selected as a Fellow with the Western Pennsylvania Writing Project, an intensive program affiliated with the National Writing Project. It was after teaching in Pennsylvania for a year and after completing the writing institute that I returned home to teach, filling the shoes of one of my favorite Medina English teachers, Mrs. Nancy Blake. I've been back home since 1999, and live here in Medina with my family. I consider it an honor and privilege to work at Medina Central School District in the community I love so much.