December 14-18

It's the last week of 2015!  Here's the schedule:

MONDAY/TUESDAY:  Huckleberry Finn and conformity.  Notes: irony.  Irony exercise.  Read Huckleberry Finn.  The Declaration of Independence as an argument.   Take Grapes projects with you.

Due: Your essay, uploaded to Turnitin.com (see last week's post), Grapes of Wrath book to the classroom.

Homework: Bring an example of irony from real life written down on a piece of paper, ready to share.




WEDNESDAY/THURSDAY: Review irony.  Notes on satire.  Look at satire examples - an article and video clips.  Read Huckleberry Finn.

FRIDAY (minimum day, all classes 35 minutes each):  11th Grade English focuses on American literature.  Discussion: what is character/identity of an American?  What does it mean to be an American?  View different opinions discuss.

Homework:
Work on the Huckleberry Finn Raft Project

1^st, 2^nd due date: January 6

5^th, 6^th due date: January 7

I hope you have a fabulous and well-deserved two weeks away!  I look forward to seeing you next year. :-)

December 7-11

There aren't many class meetings left before the end of the year!  This week, we'll be working on our Grapes essays and reading Huckleberry Finn. 

MONDAY/TUESDAY: Journal warm-up.  Self and peer review of rough drafts.  MLA formatting review.  Discuss Huckleberry Finn, Chapters 1-3.  Reading from Huckleberry Finn in class.

Due: 
Chapters 1-3 Huckleberry Finn, plus questions.
Rough draft of Grapes essay, hard copy.

Homework:
1. Revise rough drafts and upload final versions of the Grapes essay to Turnitin.com by:

• 5th and 6th period: Friday night, December 11 at 10:00 p.m. 
• 1st and 2nd period: Sunday night, December 13 at 10:00 p.m.

2. Study for Vocab quiz, with 2 Huckleberry Finn questions.
3. Bring the Grapes of Wrath text with you to turn in on Thursday/Friday.

WEDNESDAY: (5th and 6th only) Discuss article from The Atlantic, "The Coddling of the American Mind." Read, annotate and SOAPS for "A Letter to Jerry Seinfeld from a Politically Correct College Student" in class.  Discuss how the authors craft their arguments, the types of example and evidence used, and which is more convincing.  Discussion about the current college climate.

Due: n/a
Homework:
Revise rough drafts and upload them to Turnitin.com by (5th and 6th period): Friday night, December 11 at 10:00 p.m.

Remember to bring The Grapes of Wrath with you next class to turn back in to the library. 

THURSDAY/FRIDAY: Journal warm-up.  Vocabulary quiz.  Check in re: final versions of Grapes essays.  Huckleberry Finn reading. Return The Grapes of Wrath to the library.

Due: n/a
Homework: Final versions of Grapes essays, uploaded to Turnitin.com by:

• 5th and 6th period: Friday night, December 11 at 10:00 p.m. 
• 1st and 2nd period: Sunday night, December 13 at 10:00 p.m.

 

November 30 - December 4

It's December this week!

I'm excited to continue our argument unit - finishing the Grapes final essay this week, and beginning The Adventures of Huckleberry Finn.  The last three weeks of 2015 are going to be full of activities.

MONDAY/TUESDAY: Journal warm-up.  Grapes outlines self check, gallery walk.  Work on making the outline the best it can possibly be.  Fallacy notes - 3 more with original examples from class teams.  Intro to issues in Huckleberry Finn - perceptions of race in modern-day America - watch short version of ABC News video "Bike Thief."  Next, watch discussion about modern, censored version of Huckleberry Finn without the use of the "n" word and how different classrooms approach the language of the novel.  Class discussion and guidelines for reading aloud in class.

Due: Grapes essay outline, fill in all lines of Argument Essay Outline format

Homework:
Begin writing out draft of essay. Keep your outline to turn in with your rough draft.

Study for vocab quiz which will contain these three newer fallacies.

WEDNESDAY: (1st and 2nd period only) Most of the class period will be spent in Junior Conferences Sessions about scheduling.  We will pick up Huckleberry Finn in the remaining 20 minutes of class.

Homework:  (1st and 2nd period only) Read the article "The Coddling of the American Mind" from the Atlantic for our current events discussion on Friday. Note how the authors craft their argument. What do you think?

THURSDAY: (5th and 6th only) The first hour will be spent in Junior Conferences.  You'll pick up Huckleberry Finn, warm-up and take the vocabulary quiz with fallacies during the final hour.

Due: n/a

Homework:
A. Read chapters 1-3 of Huckleberry Finn and answer the following questions on a sheet of paper for next class:

1. How does Huck show his age?  
2. How does he relate to the African American character Jim in these earliest chapters?  
3. How is the novel NOT politically correct?  Does this make it a little painful to read?

B. For Monday, December 6 - rough draft of Grapes essay, hard copy.

FRIDAY: (1st and 2nd period only) Journal warm-up.  Vocab quiz with fallacies.  Current event article, SOAPS, and discussion.

Due:  Atlantic article read (click here for link) 

Homework:
A. Read chapters 1-3 of Huckleberry Finn and answer the following questions on a sheet of paper for next class:

1. How does Huck show his age?  
2. How does he relate to the African American character Jim in these earliest chapters?  
3. How is the novel NOT politically correct?  Does this make it a little painful to read?

 
B. For Tuesday, December 7 - rough draft of Grapes essay, hard copy. 

   

November 23-25, Thanksgiving Week

It's Thanksgiving week - we've finished our longest novel of the year (The Grapes of Wrath), and accomplished quite a bit in twelve weeks.  This week, we'll enjoy a lively roundtable-style class where students will talk about their views/responses to the discussion questions.  Everyone will have a chance to share their views and the answers will be used as a basis for the final Grapes assignment: the argument essay.   There will be NO QUIZ this week!  Here's our schedule:


MONDAY/TUESDAY:  Journal warm-up.  Receive and go over prompt choices for final Grapes of Wrath essay.   (An outline will be due on Monday or Tuesday of next week.)  Move desks and go through the discussion questions in a roundtable-style conversation. 

Due: Completed discussion questions (this is your ticket into the roundtable). 5th and 6th - journals collected today.

Homework: Complete an outline using the argument outline format in response to one of the prompts on the handout for Monday, November 30/Tuesday, December 1.

WEDNESDAY: (5th and 6th only) Current event/issue day: the terrorist attack in Paris.  Read and discuss differing opinions about allowing Syrian refugees into the United States.  Whole class outline.

Due: n/a

Homework:  (same as Monday/Tuesday) Complete an outline using the argument outline format in response to one of the prompts on the handout for Monday, November 30/Tuesday, December 1.

Have a wonderful and well-deserved Thanksgiving holiday.  I appreciate the opportunity to teach such interesting and exceptional students.  Thank you!

November 16 - 20

This week, we'll finish The Grapes of Wrath and begin brainstorming for another end-of-the-unit argument essay.  Over the next two weeks, we'll also read articles about the Paris attack and read differing opinions about what the United States' role should be in fighting terror.

MONDAY/TUESDAY:  Journal warm-up.  Read aloud from Chapter 28 of Grapes.   Summarize the rest of the Chapter and discuss Chapter 29 (the last intercalary chapter).  Healthy Kids Survey.

Due: Final version of argument essay uploaded to Turnitin.com

Homework: Please read Chapter 30, the final chapter of The Grapes of Wrath.   Study for the quiz on Thursday/Friday, which will have two Grapes of Wrath questions.


WEDNESDAY: (1st and 2nd only) Current event/issue day: the terrorist attack in Paris.  Read and discuss differing opinions about what the role of the U.S. should be going forward. Whole class outline.


THURSDAY/FRIDAY:  Journal warm-up.  Vocab/grammar quiz.  Discuss the themes in The Grapes of Wrath, activity.  Discuss the ending.  Watch the final 30 minutes of the movie version and compare the two endings.  Which is more effective?  Which do you prefer, and why? Next, we'll watch a more modern student version.

Due: Read Chapter 30 of The Grapes of Wrath (we'll finish the book). 1st and 2nd - journals collected.

Homework: Read and answer the discussion questions on the handout.  Be ready to discuss/debate them next week.  You'll also be using the answers as a basis for the final (argument) essay about The Grapes of Wrath. 

The completed discussion sheet is your ticket into the roundtable discussion; please finish all of the questions.  

November 9-13

Welcome!  This week we'll take drafts of the first full argument essay and participate in a Writer's Workshop, then revise and polish and turn them in.  We'll journey into Chapters 26 and 27, some of the remaining chapters of The Grapes of Wrath (we'll finish the book next week).   

MONDAY/TUESDAY: Journal warm-up, share.  Writer's workshop - personal review and peer review in rounds.  Hooks/Intros.  Read aloud from Chapter 26 of Grapes of Wrath.  More of the "How I Came to Be in California" presentations.

Due:  Printed out draft of argument essay - typed or neatly handwritten.

Homework: For Thursday/Friday - finish Chapter 26 of The Grapes of Wrath, study for quiz.

If you want to get ahead: 
1st and 2nd period - by Sunday, November 15 at 10:00 p.m. - upload final draft of argument essay to Turnitin.com

5th and 6th period - by Monday, November 16 at 10:00 p.m. - upload final draft of argument essay to Turnitin.com

WEDNESDAY:  Veteran's Day - no school. 

 
THURSDAY/FRIDAY: Journal warm-up.  Vocab/grammar quiz. Characters in Grapes of Wrath exercise/activity. MLA formatting overview.  More of the "How I Came to Be in California" presentations. Read Grapes of Wrath out loud.

Due:Grapes, Chapter 26.

Homework: Finish Chapter  27 of The Grapes of Wrath.

1st and 2nd period - by Sunday, November 15 at 10:00 p.m. - upload final draft of argument essay to Turnitin.com

5th and 6th period - by Monday, November 16 at 10:00 p.m. - upload final draft of argument essay to Turnitin.com

November 2-6

It's November!  This week we'll strengthen up your choice of an outline, then begin writing our first persuasive (argument) essay.  We'll also continue studying logical fallacies as they pertain to evaluating and writing arguments.
 
MONDAY/TUESDAY: Journal warm-up, share.  Go through outlines, choose your best.  You'll work on this one to turn in by the end of the period for a grade (all 3 were counted as a completion grade).  Go through Grapes reading (through page 419) and continue with Chapter 22, including some summary.  Read selections from Chapter 23.  Review fallacies notes and learn 2 more.   NOTE: There will be questions about logical fallacies and Grapes reading on the quiz this week.

Due: Grapes through page 419.

Homework: For Thursday/Friday -

Read Grapes, Chapter 24.

Study for the quiz - note: there will be questions about logical fallacies and Grapes reading on the quiz this week.


WEDNESDAY: 5th and 6th only - Journal warm-up, NOISES OFF preview performance.  Follow-up discussions about current events/issues.

Due: n/a

Homework: Finish Grapes, Chapter 24.  Study for the quiz - note: there will be questions about logical fallacies and Grapes reading on the quiz this week

 
THURSDAY/FRIDAY: Journal warm-up.  (1st and 2nd only - NOISES OFF preview performance.) Vocab/grammar/fallacy/Grapes quiz. Receive outlines back with notes.  Begin writing essay with rubric on laptops.

Due: Grapes, Chapter 24.

Homework: Finish persuasive (argument) essay and print out draft for next class (Monday for periods 1 and 2, Tuesday for periods 5 and 6). Click here for the rubric that will be used to grade the final draft (not this rough draft, but that's where you're headed and it should be used for a guide).

October 26-30

Welcome!  Please check Aeries this week; Friday is the last day of the quarter and progress reports will be sent.  If you're missing any work, please turn it in for at least partial credit.

This week we'll finish the third of three debates/discussions we've had in class about current events related to issues in The Grapes of Wrath.  For each one, an outline with your response to the prompt for each issue will be completed.  We'll master the skill of writing a good persuasive outline with the blueprint given in class (and in the right hand side of this website).  Next week, students will have a choice as to which one they will write out into a persuasive (argument) essay.

MONDAY/TUESDAY:  Journal warm-up. Review Chapter 20 and act out parts.  Summarize Grapes Chapter 21 and begin reading 22.   Black Lives Matter articles - for and against, discussion.  Begin outline with your response to the Black Lives Matter prompt.

Due: Chapter 20 read.

Homework: Finish creating your claim/outline for the Black Lives Matter discussion for next class. 

Study for quiz on Thurs/Friday for periods 1,2, and 6 (NOT 5th PERIOD). 

WEDNESDAY - 1st and 2nd only: Journal warm-up.  Review outline format for argument essays. Read opposing views about what to do about homelessness in Los Angeles.  Analyze their arguments as a group, discuss and debate, then write out an outline that supports your opinion about who won/who lost the debate (your choice between prompts).

Due: Black Lives Matter outline

Homework:  Finish the homeless outline for Friday.  Study for the quiz.

THURSDAY/FRIDAY:  Journal warm-up.  Vocab/grammar quiz- periods 1,2,6.  Go over outlines and process.  Intro to fallacies in arguments - take notes and discuss the first few types of fallacies: slippery slope,  false dichotomy,  bandwagon appeals.  Read from Chapter 22 out loud.

Due:
1st and 2nd period: Homelessness outline
5th and 6th period: Black Lives Matter outline


Homework: Read Grapes, Chapter 22 through page 419 for next class. 

October 19 - 23

The Joads are going to have to fight hard this week to survive in California and Tom Joad will have to think about how he should handle himself when he's confronted by the police.  It'll be a lively week of discussion and debate covering topics such as government aid and the rhetoric of the current "Black Lives Matter" campaign. 

MONDAY/TUESDAY:  Journal warm-up.  Introduction to the argument essay with an emphasis on outlining.  Discuss and debate "Starvation Under the Orange Trees" and "Healthcare is Not a Right" articles.  Create a claim based on your own opinion and draft an outline (just the outline), showing how you would argue your position about health care provided by the government.  Grammar mini-lesson: commas. 

Due: 2 articles annotated, SOAPS, and questions answered for check-off.

Homework: Finish creating your claim/outline for the healthcare issue for next class. 

Study for quiz on Thurs/Friday. 

WEDNESDAY - 5th and 6th only: Journal warm-up.  Review outline format for argument essays. Read opposing views about what to do about homelessness in Los Angeles.  Analyze their arguments as a group, discuss and debate, then write out an outline that supports your opinion about who won/who lost the debate (your choice between prompts).

Due: Healthcare outline with clear claim.

Homework:  Finish the homeless outline for Friday.  Study for the quiz.

THURSDAY/FRIDAY:  Journal warm-up.  Vocab/grammar quiz.  Review outlines.  Read portions of Grapes, Chapter 20 out loud and act them out in class.

Due:
5th and 6th period: homeless outline
1st and 2nd period: healthcare outline

Homework:
Finish Grapes, Chapter 20 and think about the characters' personalities and where you've seen similar archetypes elsewhere.  Come with a memorable quote that uses figurative language  from Chapter 20 and be prepared to share.



Read a variety of articles and opinions about the Black Lives Matter movement and what should be done (if anything) about accusations that police are using excessive force and going unpunished, and that the rhetoric (persuasive language) is too strong and is inciting attacks on police officers.

October 12-16

This week we'll continue working on our argument unit, going through the outlining process, and we'll finally make it to California along with the Joads.  Please note that the PSAT is this Wednesday morning.  

MONDAY: Journal warm-up.  Grapes of Wrath review 16 and17, read part of 18 in class. "How I Came to Be in California" presentations.  Logos, ethos, pathos examples and class activity. 
 
Due: Grapes, Chapter 16.  Examples of small groups in history that were able to initiate change, and groups that are trying to initiate change today. 

Homework:  Finish Grapes, Chapter 18, study for Vocab/Grammar quiz. NOTE: quiz will also contain one reading question and one logos/ethos/pathos question. 


WEDNESDAY Periods 1 and 2:  PSAT test - all juniors will take the PSAT on Wednesday morning at 7:45 a.m. until 11:20 a.m. Periods 1-3 will be shortened to 50 minutes)  Review types of appeals and watch portions of the Democratic debate. 

Due: n/a

Homework: Finish Grapes, Chapter 18, study for Vocab/Grammar quiz. NOTE: quiz will also contain one reading question and one logos/ethos/pathos question.


FRIDAY: Journal warm-up.  Vocab quiz.  Last "How I Came to California" presentations, summarize Chapter 19 in class, begin Chapter 20.  

Due:  Grapes, Chapter 18.


Homework: Read and annotate two opposing viewpoints about government aid: Steinbeck's "Starvation Under the Orange Trees" article and "Health Care is Not a Right" by Richard Peikoff (provided).
In the margins:

1. Do a SOAPS analysis of each passage
2. Mark any logos, ethos, or pathos-based appeals presented by each author.  \
3. Answer the following questions: a. Which is the more effective argument, in your view?  b. Which side do you personally agree with?  

Be ready to show your annotations and to discuss and debate next class. 

October 5 - 9

We continue on our journey to California with the Joads in Grapes of Wrath, and we've completed a brief narrative writing unit.  We'll revisit the narrative essay towards the end of the year when we work on college essays.  Argument writing will be our next type of essay; I look forward to a fun and challenging unit!

MONDAY/TUESDAY: Journal warm-up.  Intro to argument unit, intro to rhetoric.  Logos, ethos, pathos definitions and a variety of examples/passages: Judith Oritz Cofer, George Will, speech by Richard Nixon, Alice Waters, and the latest presidential debate.  Grapes of Wrath reading Chapter 14, How I Came to Be in California presentations.

Due: Narrative essay, uploaded to Turnitin.com by:
5th/6th - Sunday night, October 4 at 11:00 p.m.
1st/2nd - Monday night, October 5 at 11:00 p.m.

Homework:
Finish reading Grapes, Chapter 15, study for quiz on Thursday/Friday. 

WEDNESDAY: (5th/6th only)  Current events/issue day - Should college athletes be paid?  Read and annotate two articles with opposing viewpoints, watch brief Crossfire debate, discuss and debate, written response.

Due: Journals, please leave them in class for credit.

THURSDAY/FRIDAY: (First 20 minutes - fill out PSAT forms for next week. Also, class shortened due to drill.)  Journal warm-up.  Vocab/grammar/Grapes quiz.  Receive next week's list. Begin casting known actors for the characters in Grapes with textual evidence. 

Due: (periods 1 and 2 only) Journals, please leave them in class for credit.
Homework: read Grapes of Wrath, Chapter 16.  Be prepared to discuss the question,"How have small groups of people been able to initiate massive change?" Come to class with one historical example and one current example of a small group trying to bring about change. 

September 28- October 2

This week, we'll complete our final drafts of "How You Came to be in California" drafts and continue on our journey with the Joads in The Grapes of Wrath.

MONDAY/TUESDAY: Journal warm-up, share.  Notes: hyperbole.  Read Grapes Chapter 11 in class.  Begin chapter 13.  Using laptops in groups, write a sentence for a vocabulary word that shows you understand the meaning of the word, write on board.  Type draft of narrative on laptops, using rubric as a guide.  Upload to turnitin.com by end of class.

Due: Grapes Chapter 10 due.

Homework: Finish reading Grapes Chapter 13 for Thursday/Friday.  Study for vocab quiz on Thursday/Friday. Upload draft of "How You Came to Be in California" narrative to Turnitin.com

WEDNESDAY: Current event/issue day. Read and annotate articles, SOAPS analysis, discuss/debate, vote.  Short written opinion. This week's topic: Should College Athletes Be Paid?

Homework: (See Monday/Tuesday for Thursday/Friday above.)


THURSDAY/FRIDAY: Journal warm-up, share.  Vocab/Grammar quiz.    Grapes of Wrath reading overview.  Grapes of Wrath nominations for actors - exercise.  Go over rubric for final draft of narrative and examples. Narrative peer review, self-review on laptops, work time. 

Due:  Grapes, Chapter 13.

Homework: Finish and upload final draft of narrative to turnitin.com by:
Period 1 and 2: Monday night, October 5th at 11:00 p.m.
Period 5 and 6: Sunday night, October 4th at 11:00 p.m.

September 21-25

It's "Back to School Night" this week, so please mark your family calendar and ask parents and guardians to come to your classes this Thursday night, September 24.  We'll have a minimum day on Friday afterwards.  It should be a great week; students will get to see each others' Grapes of Wrath "Setting the Stage" projects hung in the classroom.

MONDAY/TUESDAY:  Journal warm-up, share.  Go over quiz results, talk about chapter 8.  We will be revising "How You Came to be in California" narrative passages, adding precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters (per 11th Grade California State Writing Standards).  Notes: figurative language and imagery.  Three more presentations. Read chapter 9 in class, class activity: what would you carry with you in an emergency?

Due: Grapes of Wrath through Chapter 8 read.  (5th and 6th - "Setting the Stage" assignment as well.)

Homework: Come to class on Thursday/Friday with 3 original passages containing figurative language or imagery about your narrative on a separate piece of paper. Study for vocab/grammar/reading quiz on Thursday/Friday, (there will be one reading question).

WEDNESDAY (5th and 6th only): Journal warm-up, share.  SOAPS analysis, read and annotate articles, class "stakeholder" debate, rebuttal, voting about surveillance cameras at high school.

Due: n/a
Homework: Continue homework from Monday:
Come to class on Friday with 3 original passages containing figurative language or imagery that will fit into your narrative. Study for vocab/grammar/reading quiz on Friday, (there will be one reading question).

THURSDAY/FRIDAY: Journal warm-up, share. Vocab/grammar/reading quiz. Work on "How you Came to be in California" narratives.  Receive Vocab/Grammar for next week.

Due: 3 original passages containing figurative language or imagery about your narrative on a separate piece of paper. 

Homework: Please read The Grapes of Wrath Chapter 10 and be ready to discuss it. 

September 13-17

Welcome to our third week already!  I'm looking forward to slightly cooler temperatures and continuing our introduction to the world of The Grapes of Wrath.  We'll look more closely at how the book was received and John Steinbeck's purpose, revise and refine the "How you Came to Be in California" narratives (real or imagined) adding precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters (per 11th grade writing standards), continue with the "Setting the Stage" projects and work on vocabulary/grammar for this week's quiz.  (All this in a toga, nonetheless - it's Homecoming Week!) 

MONDAY/TUESDAY: Journal warm-up, share.  Feedback for vocabulary quiz, Chapter 1 questions assignment, and journals.  Discuss Grapes of Wrath Chapters 4 and 5, work with vocab words for quiz Thursday/Friday.  Check-in about "Setting the Stage" project.  Discuss how a work of fiction can make an impact on society, and Steinbeck's Nobel Prize speech.  Discussion: are some books dangerous, and should they be banned?  Share 3 more "How you Came to Be in CA" stories.   Note: there will be two questions on the quiz from your Grapes of Wrath reading. 

Due: Grapes Chapters 4 and 5 read.
Homework: Read Grapes chapter 6, finish "Setting the Stage" project for Friday - A Day/Monday - B Day.      

WEDNESDAY (periods 1 and 2 - A Day):  Current Event Day: read and annotate articles with opposing viewpoints on a given topic. Small discussion groups.  Debate and discuss as a class.  Vote.  Short in-class writing assignment using articles and discussion as evidence to support your conclusion about the topic.

Due: n/a
Homework: Study for vocab quiz, finish reading Grapes Chapter 6, and finish Setting the Stage project for Friday (A Day only).

THURSDAY/FRIDAY: Journal warm-up, share.  Go over vocabulary and grammar.  Vocab/Grammar/Grapes of Wrath quiz.  Discuss Chapter 6.  Three more "How you Came to be in California" brief presentations.  Debate prep for 5th and 6th, finishing debate for 1st and 2nd period. 

Due: Grapes Chapter 6 read.  "Setting the Stage" project due - for A Day only. 5th and 6th period B Day, Setting the Stage projects are due on Monday.
 
Homework:  Read Grapes Chapters 7-8.  (5th and 6th - finish "Setting the Stage".)

September 8 - 11

I hope everyone enjoyed the three-day weekend!  This week, we'll meet the Joad family in The Grapes of Wrath, take our first vocabulary quiz, and write about how we/our families/guardians came to California.

MONDAY: Labor Day, no school.

TUESDAY/WEDNESDAY: Journal warm-up with vocabulary words.  Collect homework.  Discuss answers to Chapter One questions.  Four corner debate based on evidence from homework question.  Read Grapes Chapter 2 in class and ask volunteers to act it out. Discuss chapter.

Watch short video about Syrian refugee crisis and (if time) read and annotate articles with differing opinions about what the USA should do about it, if anything.  Class will compare similarities and differences between current refugee crisis and Grapes of Wrath migrant workers, and undocumented immigrants working the fields today.

Note: Journals will be collected at the end of class Thursday for a journal check.  One page per class session, except the first day of school. 

Due: Chapter 1, Grapes of Wrath and Chapter One questions answered for class.


Homework: Read Grapes of Wrath Chapter 3 and write a paragraph in full sentences describing how you/your family/your ancestors came to California, per the worksheet.  Be ready to present it.  Study for vocab quiz.


THURSDAY/FRIDAY:  Journal warm-up using vocabulary words. First vocabulary/grammar quiz. Students will take out their paragraphs about their family coming to California and review them for spelling and grammar.  Three volunteers will present.  Collect all paragraphs for credit.

Introduce Setting the Stage Grapes of Wrath project - student will be able to choose a project from a list that helps them envision the world in the novel.  This project will be due the following week.  Students may begin work on their projects in class while they listen to the audio version of Chapter 4.

Introduce SOAPS - method of analyzing text, use this on the articles/video we saw on Tuesday and other examples.  Students will receive the vocab/grammar list for the following week's quiz.  Students will leave their journals in class for a journal check.  One page per class session, except for the first day of school.

Due: Grapes of Wrath, Chapter 3 read, paragraph about how you came to be in California.

Homework:
Read Grapes Chapters 5 and 6 for homework, work on "Setting the Stage" Grapes of Wrath project.

First Week! August 31 - September 4

Welcome to the first week of school!  This week, we'll get to know each other, talk about your expectations of me as your teacher, my expectations of students, and what our goals are for the year.  We'll also get familiar with routines and procedures in the class, and warm up for an engaging, productive year ahead.

MONDAY:  (minimum day - all classes, 35 minutes per class) Find seats, welcome and introduction, journals passed out and started, share.  Receive syllabus, begin work on Interest Inventory Worksheet.  DUE: First journal entry, completed in class.  HW (Homework): Completed Interest Inventory Worksheet for next class.  Read syllabus and ask parents/guardians to read it, sign it and return it by Friday.

TUESDAY/WEDNESDAY: Journal, share.  Interest Inventory Worksheet activity.  Teacher/Student Contract exercise.  Overview of SAT changes.  Discuss syllabus, including upcoming units, procedures and routines.  Write one-page letter to yourself as a freshman.  DUE: Interest Inventory Worksheet.  HW: Finish letter for next class, bring signed syllabus to class. Work on gathering supplies (binder with tabs, per syllabus) for next week.

THURSDAY/FRIDAY: Journal, share.  Review procedures and routines.  Turn in letter.  Receive Vocab/Grammar for next week.  Gallery Walk.  Grapes of Wrath introduction including anticipation guide, video of Dust Bowl, Depression PPT.  Pick up a copy of The Grapes of Wrath for next week.   DUE: letter, signed syllabus.  HW:

• Get supplies for class (notebook with tabs per syllabus - will be checked next week), 
• read Chapter One of The Grapes of Wrath and answer the following questions on a separate sheet of paper: 1. Why does Steinbeck spend so much time talking about the wind? What impression are we supposed to have of the conditions the people lived in? 2. Do men and women still handle setbacks differently?  Explain your answer with an example (from history, current events, science, a personal example - something specific and concrete). 
• Look over vocab words for next week's quiz on Thursday/Friday.  
• Ask your parents/guardians about how your family came to California.  We'll talk about this in greater depth next week. 

Welcome to English 3!

I'm Ms. Mogilefsky (also known as Ms. M).  I'm excited to work with you this year as we explore a variety of well-known books, short stories, nonfiction articles and essays that are an important part of the conversation about the nature of American life, past and present. 

In this highly interactive class, we will read American literature, as well as a wide range of nonfiction pieces – essays, memoirs, letters, speeches, articles about current events, literary criticism, and even scientific passages.   You'll also read books and articles of your choice as you work on research-based pieces, independent reading, current events assignments, debates, and other activities.  Themes from classic texts will be read and discussed alongside related current events, and you'll have a lot of opportunities to express yourselves verbally and in writing.  

I know junior year can be stressful: SATs, ACTs, extracurriculars, and SBAC testing at the end of the year.  All of the activities we'll work on will help you succeed and I look forward to a productive and enjoyable year with you. 

What to Bring to Class
Please bring the following to class with you every day: 

• 3-ring binder with the following section tabs: "Hot" tab, Vocab/Grammar, Writing, Current Unit, Reference Sheets

• Plenty of paper

• Pens or pencils to write with

• Current novel

I don't mind eating or drinking in class as long as you clean up after yourself and it's not disruptive to other students or the class (please, no sharing food during class time).   

Cell phones: I have a cell phone charging station in the front of the classroom where students may, at their own risk, charge phones during class time while they are set on silent mode.  Otherwise, cell phones must be completely turned off and put away in backpacks or purses or they'll be collected. Even adults (just about everyone I know!) struggle to keep from the distraction of a phone, and if it's out of reach and turned off it'll be easier for everyone.  This will help you to develop good habits for college and/or your work life and will help us maximize productivity during class time.

Procedures/Routines
I believe that English is the most important subject at school (every teacher thinks that about their subject, and I am no exception)!  In English 3, we'll work on reading, writing, speaking and listening skills that will help you achieve your goals in every other class at PV High, at university and/or on the job, and even in your personal life.  Because there is such a wide variety of skills we'll practice, I like to set up routines so that all of the aspects of English are covered and students know what to expect from class.  Here is the basic framework: 

Monday/Tuesday, 113 minutes: 
10 minutes journal time
5 minutes random sharing of journal answers 
15 minutes practice this week's vocabulary and grammar
80 minutes: work on current novel -  current writing assignment, debates, skits, presentations, etc. 
3 minutes go over any homework, file papers away in notebook, answer questions

(every other)Wednesday, 85 minutes:
10 minutes journal time
5 minutes random sharing of journal answers
65 minutes Current Events - (read and annotate both sides of a current issue, discuss/debate, vote, various writing assignments short and long supporting your position)
5 minutes summarize which skills we practiced,  go over any homework, file papers away in notebook, answer questions
 
Thursday/Friday, 113 minutes: 
10 minutes journal time
5 minutes random sharing of journal answers 
15 minutes quiz covering this week's vocabulary and grammar
80 minutes: work on current novel -  current writing assignment, debates, skits, presentations, etc.  3 minutes: go over any homework, file papers away in notebook, answer questions


Additional Info

Novels
The novels we'll explore together this year are:
The Grapes of Wrath
The Adventures of Huckleberry Finn
The Great Gatsby
One Flew Over the Cuckoo's Nest
Their Eyes Were Watching God

We'll also work on a brief science and nature unit where we'll read and discuss a variety of ideas about the topic.

Journals
Composition books for journals will be provided.  Each day, questions will be posted in the front of the room and students will write a one page response in the journal.  Journals will be kept in the classroom and will be counted as an assignment for credit and checked at random intervals.  The reasons we write in the journals include:

• The questions connect what we're learning to your life outside of school.   
• This is one space where you can freely express yourself in writing.   
• It's a good way to settle down and focus on the material we'll cover.  
• Some of the questions will ask you to evaluate your own learning, and the value you're receiving by taking the class.  Taking ownership of your own learning and providing feedback to me will help me to address minor issues before they become larger problems.