HHS Speech classes

In Mitch Gaffer’s high school Speech classes, students have just finished their persuasive speech.

In this speech, students were to take a position on a controversial topic and defend their position on it. They were also required to use research quotes to support their position. Students were allowed to choose their persuasive speech topic. 

Persuasive speech topics included the use of artificial intelligence (AI) by students, banning single-use plastics, going to a four-day school week, and whether Messi is a better soccer player than Ronaldo. 

Students have also done demonstration and informative speeches during this semester. The class is now reviewing class content and preparing for the final test, which is worth 20% of their total course grade. With the completion of the persuasive speeches, Mitch has listened to his last speeches, as he is retiring at the end of this year after 40 years teaching at HHS.

Submitted by Mitch Gaffer, HHS Speech teacher

Speech and Language

May is National Speech-Language-Hearing Month. This is a time to raise awareness about speech and language disorders, which are among the most common disabilities that school-aged children experience. This is also a time to help all students, no matter how they communicate, to feel included in their school community.

More than 1 million children nationwide receive treatment services for speech and language disorders each year through the school system. Left unaddressed, speech and language disorders can affect a child’s academic and social success.

Whether or not your child has a speech or language disorder, it’s important for everyone to reflect on how we can be respectful and supportive to those who do. Encourage your child to give people time to get their message out, to focus on what a person is saying rather than how they’re saying it. 

Submitted by Juliana Janssen and Susan Peterson, speech language pathologists at Madison 2-3 Center

HHS Sheltered Language Arts

In Sheltered Language Arts grade 9, the students have begun work on a final project. They are writing a dystopian story demonstrating their knowledge of literary elements and the dystopian genre. 

They will then work with a partner to do a comparison of their works of literature and wrap up the school year with a Google Slides reflection that they will present to the class. 

Sheltered LA 10 is writing a story as well, but their story will include “the hero’s journey.” They will finish the school year by creating a visual presentation and a reflection that they will present to the class. 

In Sheltered LA 11, students just finished reading the novel “Of Mice and Men,” and they are analyzing the characters.   

Submitted by Laura Iverson, ELA teacher at HHS