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.
Monday, September 28, 2015
Sunday, September 20, 2015
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.
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.
Sunday, September 13, 2015
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".)
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".)
Monday, September 7, 2015
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.
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.
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