Lovell High School Big Horn County School District #2

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I have been teaching at Lovell High School for three years. I teach English II, English IV and College-Prep English. Sophomore and senior years are so important and I am so excited to be a part of your student's time here at Lovell High School.
 
Education-
I graduated from the University of Wyoming with a BA in English Education in 2009. 
 
Experience-
My first teaching job was teaching 6th, 7th, and 8th English at Wind River Middle School in Pavillion, Wyoming. Afterwards I went to Hanna/Elk Mountain High School and taught 9th, 10th and 11th grade English.
 
Bio-
I live in Cowley with my husband Brian and our three kids- Alex (7), Gabe (4), and Tess (1). We love living close to family and the mountains, and we enjoy playing board games and watching Wyoming Cowboy sports.
 
 
 

Classes

Recent Posts

February 12-16

February 12 2nd & 6th- Students turn in their "There Will Come Soft Rains" assignments. Class discussion on author's craft and structure as well as the role of technology in our lives. Students begin taking notes on character/characterization.
 
February 13 2nd & 6th- Students finish taking notes and begin to make predictions for "Games at Twilight"
                     8th- Students turn in their "There Will Come Soft Rains" assignments. Class discussion on author's craft and structure as well as the role of technology in our lives. Students begin taking notes on character/characterization.
 
February 14 8th- Students finish taking notes and begin to make predictions for "Games at Twilight"
 
February 15- Students finish their predictions for "Games at Twilight" and then read the story.
 

February 12-16

February 12 5th & 7th-  Begin viewing TED Talk: "The Price of Shame." Got to mark 5:29. Students work on their Capstone proposal focusing on strategy and primary source
 
February 13 5th- Continued "The Price of Shame" mark 10:45. Students work on independent essays- prewrite/outline for their 2nd essay.
                     4th- Begin viewing TED Talk: "The Price of Shame." Got to mark 5:29. Students work on their Capstone proposal focusing on strategy and primary source
 
February 14 5th- Continued "The Price of Shame" mark 17:18. Students work on independent reading. Reading check-in
                      4th & 7th- Continued "The Price of Shame" mark 10:45. Students work on independent essays- prewrite/outline for their 2nd essay.
 
February 15 4th & 7th- Continued "The Price of Shame" mark 17:18. Students work on independent reading. Reading check-in

January 29-February 2

January 29
5th & 7th- Students chose Capstone presentation and 2nd rough draft due dates. Students got handouts for proposal, capstone log, and capstone mentor. We discussed proposal and mentor.
 
January 30
4th- Students chose Capstone presentation and 2nd rough draft due dates. Students got handouts for proposal, capstone log, and capstone mentor. We discussed proposal and mentor.
5th- Finished proposal discussion. Worked on independent writing project.

January 29-February 2

January 29
2nd & 6th- Finish up First Lines and Titles Analysis practice with "Young Goodman Brown." 2nd hour took some notes on plot and plot devices and began the analysis and predictions for "The Monkey's Paw."
 
January 30
2nd hour finished up predictions and began reading "TMP."
6th hour began analysis and predictions of "TMP"
8th- Finished up First Lines and Titles Analysis practice with "Young Goodman Brown."

January 15-18

January 15
5th/7th- For bellwork, students begin viewing the first of many TED talks. It is titled "Grit: The Power of Passion and Perseverance." They begin filling out a graphic organizer that summarizes and analyzes the speech. We review the internet evaluation assignment and turn it in. Students then begin reviewing library resources and databases. There is a "help sheet" they fill out.
 
January 16
4th- For bellwork, students begin viewing the first of many TED talks. It is titled "Grit: The Power of Passion and Perseverance." They begin filling out a graphic organizer that summarizes and analyzes the speech. We review the internet evaluation assignment and turn it in. Students then begin reviewing library resources and databases. There is a "help sheet" they fill out.
5th- Students finish the TED talk and finish filling out the graphic organizer. Students finish filling out the database "help sheet" and then we discuss the article review assignment. Students then choose to either work on independent writing or continue working on the article review.
 

January 15-18

January 15
2nd/6th- For bellwork, students continue to practice on IXL all week. Presentations for independent reading projects begin. All non-presenting projects are due. Students begin writing one sentence stories to begin thinking about our short story unit. 
 
January 16
2nd/6th- Students practice on IXL and then finish up independent reading presentations. Continue to work on one sentence stories. Students are doing a great job with this.
8th- For bellwork, students continue to practice on IXL all week. Presentations for independent reading projects begin. All non-presenting projects are due. Students begin writing one sentence stories to begin thinking about our short story unit. 

January 8-12

January 8
5th/7th periods- Students received Semester II calendar that lists due dates and what students will be working on each day of the next semester. Students are introduced to the Source Evaluation Assignment and begin working on it. These are due on 1/15.
 
January 9
4th period- Students received Semester II calendar that lists due dates and what students will be working on each day of the next semester. Students are introduced to the Source Evaluation Assignment and begin working on it. These are due on 1/15.
5th period- Students were given a pre-writing technique "menu" with examples of how to do the pre-write. Students chose a technique and did a pre-write for their 1st independent essay. Students were then given instructions on outlining and either began to outline their essay or worked on the source evaluation assignment.
 
January 10
4th/5th/7th period- Students were instructed on how to do their independent reading journals for this semester. They were given the instruction packet (bright pink), rubric, and we discussed examples. Students need to journal every twenty pages. Entries should be at least one page hand-written in length. They need to do at least 2 of each type of journal (theme, author's choice, word choice, and structure). 

January 8-12

January 8
2nd/6th periods- Worked on IXL for bellwork and then continued to work on independent reading project. These are due on the 15th.
 
January 9
2nd/6th/8th periods- Worked on IXL for bellwork and then continued to work on independent reading project. These are due on the 15th.
 
January 10
8th Period- Coy chose to use his reward for the semester and we played Kahoot for about 15 minutes. Students worked on their independent reading project. These are due on the 15th.
 
 

October 31/November 1

Students continue to work on their resume. Students hand in their resume at the end of the hour.

October 31/November 1

Students write their 2nd practice summary and have a peer edit it. We discussed how to find main idea/ theme and then talked about how to create a timeline entry for it. Students began to vote on their vocabulary.

October 30

Students continued to work on their resume drafts.
5th hour due 10/31
7th hour due 11/1