MR. RESTAD
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English III Blog

Mr. Restad keeps this page up to date
​so you can check what we did while you were gone... or asleep.

Friday, Jan 30

1/30/2026

 
I'm sick. Boooo. Keep your distance today while I drink hand sanitizer and emercen-c

DO NOW
  • Daily Check in
Learning Intention
  • Digital Literacy
Agenda
  • Vocabulary - Week 2 (in Google Classroom)
  • CHUNK! Take 5 words you missed and DO something with them: Write them in your notebook and draw a picture, create an action to help you remember, make a flash card, write a paragraph that uses them. DO SOMETHING!
  • ​Goal: Lesson 1.2 - Lateral Reading (In Google Classroom)

Thursday, Jan 29

1/29/2026

 
​DO NOW
  • ​​Source Credibility Criteria dual coding
    • BEFORE YOU GET A CHROMEBOOK, SHOW MR. RESTAD THE FOLLOWING:
    • ​For each of the 5 source credibility criteria (CRAAP) try to remember the word and create a small image or icon that you can associate with it. 
  • Daily Check in
Learning Intention
  • Digital Literacy
Agenda
  • ​Goal: Lesson 1.1 - Source Credibility (In Google Classroom)

Wednesday, Jan 28

1/28/2026

 
DO NOW
  • ​​Daily Check in
Learning Intention
  • Digital Literacy
Agenda
  • Anxiety Quiz Review
  • Goal: Lesson 1.1 - Source Credibility (In Google Classroom)

Tuesday, Jan 27

1/27/2026

 
Class registration. See your counselor if you were gone. 

Monday, Jan 26

1/25/2026

 
DO NOW
  • ​​Daily Check in
Learning Intention
  • Digital Literacy
Agenda
  • Registration tomorrow!
  • Anxiety Quiz and Review
  • Birds and Birds and Unreliable Sources
  • Digital Literacy Unit Overview and Proficiency Based Grading

Friday, Jan 23

1/22/2026

 
DO NOW
  • ​​Daily Check in​
  • ANXIETY QUIZ! (on Google Classroom)
LEARNING INTENTIONS
  • Memory
SUCCESS CRITERIA
  • I can explain how memory works 
  • I can identify and use a memory strategy
​AGENDA
  • VOCAB QUIZ - Week 1
  • Study and Memory (slides) in Google Classroom 
    • read How memory works!
    • Read Mr. Restad's Bonified Study Tips
    • Create and turn in a ​1 Pager on memory. Include Encoding, Storage, Retreival, Testing, Spacing, Interleaving.​

Thursday, Jan 22

1/21/2026

 
DO NOW
  • ​​Daily Check in​
LEARNING INTENTIONS
  • Anxiety
SUCCESS CRITERIA
  • I understand how thinking about stress can change the way the body reacts.
  • I can identify different ways to cope with stress and challenge negative thinking.
​AGENDA
  • Anxiety - Day 3 - Action
  • ANXIOUS SCENARIOS
    • ​Tiger is a perfectionist. He is smart, capable, and tries hard on everything... Too hard. He panics if he doesn't know the answer right away and because of his past success in school, feels very distraught if he struggles. A 93 on a test might make him cry.
    • Jon is a new kid. He's moved from a small school to a much bigger high school and he's never been outgoing for talkative in new groups. Plus his family dynamic puts a lot of pressure for him to take honors classes and perform well in academics. He feels a lot of stress and needs a break or an outlet for relaxation. 
    • Rusty does not have performance anxiety, but he is very stressed and having intrusive thoughts that pervade his preparation. He's been on stage many times before but only for parents and friends, but he's trying something new. He now has to perform and dance in front of a high school football crowd with a group no male has performed with in recent history.
    • ​Adam just graduated. For years he's been ready for this moment. He's sick of high school but now the time has come. He's made plans to go to college, but now he's not so sure. He thinks, "what if I made the wrong choice? What if I fail? What if I don't find a community as good as I had in high school? High school isn't great, but what if life is worse?"
  • Anxiety Strategy Workshop

Wednesday, Jan 21

1/20/2026

 
DO NOW
  • ​​Daily Check in
  • Anxiety Check in
LEARNING INTENTIONS
  • Anxiety
SUCCESS CRITERIA
  • I can identify stress vs anxiety
  • I understand the difference between healthy and unhealthy anxiety/stress and how it affects us
​AGENDA
  • Think about it...
  • Anxiety - Day 2 - How it affects us
  • Anxiety Self-Assesment

Tuesday, Jan 20

1/16/2026

 
WHAT: what is anxiety vs stress, where do they come from?
WHY: to be able to recognize stress and take healthy actions or adapt my choices
HOW: I can identify sources of stress vs. anxiety

AGENDA
  • WHAT IS ANXIETY! (Slides)
  • What is stress? What is anxiety?
    • Physical
    • Mental
    • Emotional
  • ​Parner ​Stress vs. Anxiety t-chart
  • Perceptions of stress
  • Stress Reflection Worksheet

Thursday/Friday, Jan 15 & 16

1/15/2026

 
Good luck on finals. Glad you are all here.

For today:
  • ​​Daily Check in
  • If you need or would like, counselors are down in the library to talk/listen about the events of Tuesday. No questions asked. 
  • Complete the Fall Semester Final Reflection
  • Complete the Teacher Report Card
  • Finish your Argumentative Essay - Freedoms, to the best of your ability.

Tuesday, Jan 13

1/13/2026

 
DO NOW
  • ​​Daily Check in
LEARNING INTENTIONS
  • Argument Writing
LEARNING INTENTIONS
  • I can draft an introduction to a promt to
  • I can generate a main claim and supporting ideas
​AGENDA
  • Think about it...
  • Write! just write. Working on our revised draft of the Argumentative Essay: Freedom in Google Classroom

Monday, Jan 12

1/11/2026

 
What is freedom?

The Bill of Rights (the first 10 ammendments of the constitutaion guarantees 
Freedoms of religion, speech, press, assembly; the right to keep and bear arms; and many rights in criminal case bright by the state. 

Southern Poverty Law Center defines freedom as freedom from hate, discrimination, and systemic injustice, ensuring equal rights and opportunities for all people.

The American Civil Liberties Union thinks of freedom as broadly the individual rights and liberties guaranteed by the U.S. Constitution, focusing heavily on First Amendment rights (speech, press, religion, assembly, petition) as essential for democracy, and extending to equality, privacy, and bodily autonomy (like reproductive rights) for all people.

The American Center for Law & Justice (ACLJ) defines freedom primarily through the lens of religious liberty and constitutional rights, advocating for "God-given", inalienable rights like free speech and worship, often interpreted as freedom to express faith in public and freedom from government interference with religious practice, contrasting with broader secular views.

The Heritage Foundation defines freedom primarily as economic freedom: the fundamental right of individuals to control their own labor and property, enabling them to work, produce, consume, and invest without undue government coercion.


President Franklin Delano Rosevelt declared nearly 90 years ago that “True individual freedom cannot exist without economic security and independence.” Adding “Necessitous men are not free men,” intending this notion of “freedom from want” as a requirement for true freedom to serve as a justification for a new concept of “rights.”

Philosopher John Stuart Mill says "freedom is primarily, if not exclusively, the ability to do as one wills and what one has the power to do, whereas liberty concerns the absence of arbitrary restraints and takes into account the rights of all involved."

For Martin Luther King Jr., freedom was not just the absence of oppression but a positive state of justice, equality, and opportunity for all, achieved through nonviolent resistance, demanding rights, and creating a "beloved community" where character, not color, determined worth, requiring continuous struggle for full realization.


AGENDA
  • ​​​Daily Check in
  • 8 minutes. What is YOUR definition of freedom? Imagine you were founding a company or organization to protect and defend people's freedoms and rights--what would you focus on?
  • Look at Essay Rubric and Exemplar Essay.
    • ​Hooks
    • Arugments
    • Reasons
    • Conclusions
  • Review your in-class draft on Google Classroom and start defining a structure and plan.

Friday, Jan 9

1/9/2026

 
DO NOW
  • ​​Daily Check in
LEARNING INTENTIONS
  • Argument Writing
LEARNING INTENTIONS
  • I can respond to a promt to generate a main claim and supporting ideas
​AGENDA
  • In class draft. Spend 40 minutes writing on this essay prompt
  • When finished, finish reading the following two and ​​Staple together your argument organizer sheets for Douglas, King, and Marshall and turn them in.
    • Martin Luther King Jr, I Have a Dream (1963) 
    • Thurgood Marshall, Reflections on the Bicentennial of the United States Constitution (1987) GREEN​

Thursday, Jan 8

1/8/2026

 
DO NOW
  • ​​Daily Check in
  • 10 minutes - read "Blessings and Liberty of Education"
LEARNING INTENTIONS
  • Argument Writing
LEARNING INTENTIONS
  • I can read and identify the main idea and supporting arguments of a speech
AGENDA
  • Review Frederick Douglass, The Blessings and Liberty of Education (1894) 
  • Read the following two
    • Martin Luther King Jr, I Have a Dream (1963) 
    • Thurgood Marshall, Reflections on the Bicentennial of the United States Constitution (1987) GREEN
      1. What's their main point?
      2. What are their supporitng arguments?
      3. What examples or evidence do they use for reasoning?
      4. What are they saying about Freedom and Liberty?
  • ​​Staple together your argument organizer sheets for Douglas, King, and Marshall and turn them in.
  • TOMORROW - PLANNING DAY FOR ARGUMENTATIVE ESSAY

Wednesday, Jan 7

1/7/2026

 
DO NOW
  • QUICK SURVEY
  • ​​Daily Check in
LEARNING INTENTIONS
  • Argument Writing
LEARNING INTENTIONS
  • I can read and identify the main idea and supporting arguments of a speech
AGENDA
  • Argumentative Essay Prompt
  • Read the following two speeches (Sojourner Truth, Aint I a Woman (1851) AND Frederick Douglass, The Blessings and Liberty of Education (1894)) and identify
    1. 1) What's their main point?
    2. 2) Why are they making it?
    3. 3) How do they support it?
    4. 4) What is their main commentary on Freedom and Liberty 
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  • Classroom Blog
  • Eng III - Spring Units
    • 1 Academic Skills
    • 2 Research Projects >
      • Choosing a topic
      • Research Resources
    • 3 ACT Prep
    • 4 I Am Where I Come From
    • 5 Catcher in the Rye
  • Journalism
    • Newspaper >
      • Blogging about news
      • Senior Podcast Project
      • Video Projects
      • Person Profile Article
      • Classroom Spotlight
      • In-Depth Journalism
      • Event Journalism
      • Gardiner Special
    • Yearbook >
      • YOURbook
      • Weekly Photo Hunt
      • Photojournalism
      • Magazine Cover
      • Yearbook Open Disclosure
      • Reflective Writing
    • Journalistic Writing Unit
    • Design Module
    • Writing Module
    • Photography Module
    • Magazine Feature Assignment
  • About
  • Contact