Teacher

NAME: Eileen Moore

SCHOOL: Thousand Oaks High School

CLASS: English 9CP / Pre-EThOS and 11CP / EThOS

SCHOOL PHONE: (805) 495-7491 x 1907


About The Teacher

I am delighted to be returning for my tenth year at Thousand Oaks High School 
as a member of the English Department. Some students may also know me from 
past years as a Spanish teacher or as the current advisor of both Style 
Alliance Fashion Club and TOHS's Project Concern, a service club that takes 
care of our own campus population in need.  (If you would like to read more 
about Project Concern, go to the Handouts page of this web site, and click on 
the last document, Project Concern at a Glance.)

I was born and raised in the San Francisco Bay Area and have been 
credentialed for secondary education in California since 1978.  I have
taught everything from bilingual first and second grade to middle and 
high school English and Spanish, college Spanish and adult remedial 
education with the U.S. military overseas. I hold a BA with a double major 
in English and Spanish from Santa Clara University and a Master's from 
Stanford University.  The highlight of my college career was the year I 
spent abroad studying at the University of Madrid.  I lived with a family, and 
my day was spent 100% in Spanish--at home, at school, out on the town and 
travelling by train throughout all regions of the Iberian Peninsula.

When I'm not on campus at TOHS, designing lessons or correcting papers at 
home, I like driving my bright yellow 2008 New Beetle around beautiful 
Ventura County.  My car has even been the EThOS flagship for the past ttwo 
years in the TOHS Homecoming Parade--a lucky representative from each class 
was selected to ride in the car while the rest of the EThOS students marched 
behind, tossing neon green glow necklaces into the Lancer stands.  Hands down, 
we win recognition for being the most spirited entrants in the parade!  When I 
put my car in the garage, I enjoy taking my three dogs, Quigley (9 yrs.), 
Molly (8 yrs.) and Hogan (6 yrs.) for walks.  They are Queensland Heelers and 
full of energy. . . like my students! :) A calmer crowd can be found at home 
in the form of my three guinea pigs--Cocoa, Ruby and Opal--except when I'm 
serving the lettuce, cilantro and carrots.  Then, their cage is a squeak fest!

As a hobby, I collect pigs (no, not live ones!), and my assortment has been 
growing since I was eight years old.  For the past six years, I have 
submitted a portion of my collection to be judged at the Ventura County Fair 
and won an array of ribbons--red, blue, Judge's Choice, Fair Spotlight and 
Fair Theme. This summer, I displayed 32 Christmas ornaments--all pigs--by 
hanging them on fishing line against a backdrop of snowy tree branches.  It 
was work intensive, but the finished product looked outstanding!  The judges 
must have thought so, as well, because I won two additional ribbons--First 
Prize and Judge's Choice.
 
I enjoy sewing, baking and cooking, and my husband and I often try to catch 
our favorite game shows on TV together; as you might imagine, I thrive on 
Jeopardy and especially Wheel of Fortune with all that vocabulary and 
spelling!  We also like to watch football or baseball games together.  He's 
an avid Dodger and Raider fan, and I say, "Go 49ers and SF Giants!"  Ours can 
be a pretty noisy house, particularly when Charlie the parrot decides to add 
his comments!

Mission For The Class

Language was created to communicate.  Great writers write to educate or to 
entertain, and the best do both.  

Students of English 9CP delve into the short story, the novel, Greek mythology 
and epic poetry, Shakespearean drama and poetry as we explore universal themes 
and archetypes as well as literature as a reflection of society in historical 
time periods.  We focus on close reading of texts to take a position and 
support arguments with textual evidence.

Students of English 11CP explore major literary genres throughout American 
history.  The works studied incorporate themes that reflect trends, 
accomplishments and problems during critical periods in U.S. history and are 
chosen to parallel key concepts presented in the junior history curriculum. 

Within the context of these great works, classes will take a closer look at 
the tools writers use.  They will examine narrative style and point of view, 
facts, details, opinions, persuasive techniques, cause and effect, 
generalizations, denotation and connotation, analogies, metaphors and 
similes, critical interpretation and argument.    

Studying great writing also helps students find and develop their own 
style for the varied assignments that are tailored to address the new Common 
Core Standards (Smarter Balanced).  Students will have ample opportunity to 
study and practice the essential elements of grammar, usage and mechanics in 
the context of journal entries, autobiographical narratives, reflective 
pieces, analytical essays and arguments, research reports, and business 
correspondence.

At the conclusion of the year, students in both classes will have been 
equipped with the study skills needed to succeed in a wide range of high 
school and college level coursework as well as to communicate with clarity in 
their chosen career field.