Welcome to...
    Ms. Klimpel's English Webpage
    We are granted an amazing opportunity to utilize our school district website in conjunction with the Google Classroom website in the learning process.  We will be continually working with both sites, so it is important that you add them to your favorites or bookmark them for ease of access.

               Follow the link to access my Google Classroom website: http://classroom.google.com/h
    Please have your son or daughter check my Google Classroom page on a regular basis. We have been using Classroom all year, so your students should be set up already, but if they are having any issues or need new log in instructions, please email me right away.  I will update the page on a weekly basis. Links to important handouts will be available on this page.  If you have any questions or concerns, please contact me at klimpelm@ftsd.org or 626-2670 or my home phone of 406-490-3534.
    WRIT 101 students will continue working through The University of Montana's Moodle page.  All students are registered and are moving forward with assignments through that platform. If you have any questions or concerns, please contact me at klimpelm@ftsd.org or 626-2670 or my home phone of 406-490-3534.

     English 2 :

    Welcome to English 2. This course is a continuation of the broad spectrum of World Literature. Over the course of this semester, students will read various short stories and novels.  A major focus in English 2 is learning to write effectively using the five paragraph structure in different writing modalities. The second semester will move into Shakespeare's Julius Caesar, a Holocaust literary unit, and poetry.  Students should expect homework on a regular basis. STudents in the honors course will be required to read and write much more on an independent level.
    AP English IV Honors:
    In AP English, the first quarter will be an in-depth analysis of the summer readings of Ralph Ellison's Invisible Man and Zora Neale Hurston's Their Eyes Were Watching God.  Introduction to the AP test as well as close reading of prose and poetry skills will be the focus of the first few weeks.  Students will take practice in class writing exams in addition to writing an analysis of one of the above books.  Students will begin reading Aldous Huxley's Brave New World and Flowers for Algernon with class assignments shifting to those novels in early October. The months of November and December take the students back to Victorian England with the short plays of The Importance of Being Earnest and A Doll's House with analytical essays for each.  An in-depth study of sonnets provides students added practice with the poetry section of the AP test.  Students will engage in a full length practice that counts as their semester final. Heart of Darkness and Things Fall Apart move the students into the second semester with great emphasis placed on the Effects of Imperialism in literature and film as students will compare and contrast Heart of Darkness with Apocalypse Now.  The month of March will bring students back to the Golden Age of England with Shakespeare's Hamlet.  This play will be read as a class therefore students will complete a literary circle project of a book of their choice (from my list of course).  April will bring a huge push to prepare for the May AP exam.  The semester will conclude with a study of the question, "Just because we can, should we?" and a reading of Frankenstein. At the conclusion of Advanced Placement English Literature, the students will have studied 11 novels.
    WRIT 101
    Writing 101 is a course that places great emphasis on public writing to engage students in writing for specific purposes. Students will become efficient in communicating with and engaging a particular audience to promote an intended purpose. Throughout the duration of this course, the overarching goal will be to persuade a local decision maker to institute a change that will have positive impacts on an important issue at a local, community level. With that outcome in mind, the four major projects in this course will be centered on one controversial issue of your choosing. The culminating assignment will be a persuasive proposal that will be mailed to the decision maker at the end of the semester. This course will be evaluated by me on a traditional high school grading scale and by a college level committee, of which I will be a member. This 4-5 person committee evaluates your course portfolio to assign a Missoula College semester grade. You must pass the college portfolio committee review with a minimum of a C- to gain the 3 semester credits. 
    I grew up on a ranch just outside of Butte, Montana.  I attended Butte High School and then went on to Montana State University where I received a bachelor's degree in English and Political Science.  My teaching career began back at my alma mater.  After one year at BHS, my husband and I decided to move to Eugene, Oregon, where I taught for two years.  We still had the travel bug, so we moved to Phoenix, Arizona, where I taught another two years of high school English. In 2007, I finished my master's degree in Curriculum and Instruction at the University of Montana.  In the fall of 2013 I was accepted as a Missoula College Faculty Affliate and will be teaching the dual enrollment WRIT 101 section at FHS. This fall I am continuing on a grand adventure as an adjunct professor teaching ENT 440 Teaching Secondary Writing on Wednesday nights at the University of Montana. Working with teacher candidates at the university level has direct benefits for my high school students as I am constantly gaining new and innovative ideas to implement in my classes. 
     My husband and I have three wonderful children who all attend Frenchtown Schools. In 2005 we were blessed with our first son, Kellen.  With a new little one, my husband and I both decided it was time to move back to our home state.  Luckily, I landed at Frenchtown High School and am in my 13th year; 18th overall!  In 2007, our son Konnor joined the gang, and in 2010 our daughter Anna arrived. All three children keep me busy and motivated to continue working with school age children. This is clearly the profession for me!