SUDAN AND SEMPECK ENGL 3-4

Welcome to Mrs. Sudan and Ms. Sempeck's English 3-4. You can use this website to stay up-to-date about the ongoings in our class this school year. Here, you will find documents for notes, homework and classwork. You can also refer to the calendar on the left menu to stay on top of your deadlines and reminders for English. Please be sure to contact either Mrs. Sudan or Ms. Sempeck for any questions or concerns.

Contact Information
Mrs. Sudan
Email: charchelle.sudan@ops.org
Voice Mail: (531) 299-XXXX

Ms. Sempeck
Email: caitlyn.sempeck@ops.org
Voice Mail: (XXX) XXX-XXXX

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Daily Blog

English 3-4

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Mrs. Sudan and Mrs. Sempeck's sophomore level English class for the 2018-2019 school year.


Wednesday, August 30th CSudan
Today we continued working in the Close Reader workbooks. Students worked independently to annotate and respond to questions for "The Wife's Story." This assignment is due on Friday, August 31st.

Tuesday, August 28th CSudan
Today we continued our discussion about making inferences. We read and annotated William de Mille's short story, "Ruthless." Students need to answer the following questions about making inferences (due Wednesday, 8/29):


  1. What did you infer about the end of the story? How will the characters react once they realize what really happened?
  2. In both the video ("One Man Band") and short story, the characters made quick decisions and irrational (poor) actions. Write one paragraph explaining the consequences for their behavior.

Monday, August 27th CSudan
Today we discussed how we make inferences. We examined multiple sources (image, video, and text) to practice making inferences. We completed an activity to examine the inferences and evidence found in Pixar's "One Man Band." No homework was assigned for this evening.

Tuesday, August 21 CSudan
Today in class we discussed the different types of hooks to start an introduction paragraph for a personal narrative. There are four types: question, sound, description, and dialogue. We discussed using descriptive language in the narrative to appeal to readers' senses (visual, emotion, smell, etc.). Students were given time in class to begin/continue drafting their personal narratives. 

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