Welcome back! I hope everyone had an enjoyable break and despite all of your activities, had a chance to sleep in many of the mornings. Highlights for me were going to the Nutcracker, going to San Francisco, eating my first Korean BBQ burrito, watching the new season of Black Mirror, catching up on my Atlantic subscription, and of course reading all of your journals. :-)
Here's what's on the agenda for our short week:
MONDAY: New Year's Day! No school, unfortunately.
TUESDAY/WEDNESDAY: Overview of the next 5 months in 2018. New Year's/Benjamin Franklin-themed journal warm-up. Receive Vocabulary/Grammar #12. Receive Paper Tigers article and begin reading it in class. Answer discussion questions, discuss in small groups. If time, play Vocab Story Rounds.
Due: n/a
Homework: Finish reading Paper Tigers and answering the discussion questions for next class.
Study for quiz.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary, grammar, and Paper Tigers reading assignment. Receive Vocab #13, study guide for final. Share Paper Tigers discussion question responses spiderweb-style. Review Huckleberry Finn and act out Chapter 18.
Due: Finish reading Paper Tigers and answering the discussion questions.
Homework: Read Huck Finn, through the end of Chapter 20.
Saturday, December 30, 2017
Monday, December 11, 2017
December 11-15
It's the last week of school in 2017! Please note that journals are due at the end of class on Thursday/Friday.
Optional: A couple of students have put together a fund for helping the horses that have been displaced due to the recent fires in Southern California. If you'd like to go to their gofundme page, please click here.
Here's what's on the agenda on our last week before Winter Break:
MONDAY/TUESDAY: Journal warm-up. Collect Huckleberry Finn rafts. Notes: definition of claim. Claim vs. fact activity. Read and act out Huckleberry Finn, Chapter 15.
Due: Huckleberry Finn Raft Project
Homework: Please read Huckleberry Finn through the end of Chapter 17 for Thursday/Friday.
Make sure your journal is ready to turn in by the end of the week, (full pages except where noted).
WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday)
THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Huckleberry Finn, Chapter 18 in class.
Due: Read Huckleberry Finn through the end of Chapter 17.
Journals in the bin by the end of the class period.
Homework: Please read through the end of Huckleberry Finn, Chapter 18.
Optional: A couple of students have put together a fund for helping the horses that have been displaced due to the recent fires in Southern California. If you'd like to go to their gofundme page, please click here.
Here's what's on the agenda on our last week before Winter Break:
MONDAY/TUESDAY: Journal warm-up. Collect Huckleberry Finn rafts. Notes: definition of claim. Claim vs. fact activity. Read and act out Huckleberry Finn, Chapter 15.
Due: Huckleberry Finn Raft Project
Homework: Please read Huckleberry Finn through the end of Chapter 17 for Thursday/Friday.
Make sure your journal is ready to turn in by the end of the week, (full pages except where noted).
WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday)
THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Huckleberry Finn, Chapter 18 in class.
Due: Read Huckleberry Finn through the end of Chapter 17.
Journals in the bin by the end of the class period.
Homework: Please read through the end of Huckleberry Finn, Chapter 18.
Have a wonderful, well-deserved Winter Break. I look forward to seeing everyone in 2018!
Friday, December 1, 2017
December 6-10
December is here! Two more weeks until the long break. We will continue with Huckleberry Finn, and with our argument unit.
MONDAY/TUESDAY: Journal warm-up. Notes: line graph of possible responses to an argument prompt. Universal outline for argument essays. Read and act out Huck Finn Chapter 9, 10 if time. View "Bike Thief: What Would You Do?" video and discuss.
Due: read Chapters 6-8 of Huckleberry Finn.
Homework: Please read Huckleberry Finn Chapters 10-12 for Thursday/Friday.
WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday)
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary #10, grammar, and reading. Read Huckleberry Finn Chapter 13 and 14 in class and act it out. Intro Huck Finn Raft Project, view samples.
Due: Read Huckleberry Finn, Chapters 10-12.
Homework: Huck Finn Raft Project for next class.
MONDAY/TUESDAY: Journal warm-up. Notes: line graph of possible responses to an argument prompt. Universal outline for argument essays. Read and act out Huck Finn Chapter 9, 10 if time. View "Bike Thief: What Would You Do?" video and discuss.
Due: read Chapters 6-8 of Huckleberry Finn.
Homework: Please read Huckleberry Finn Chapters 10-12 for Thursday/Friday.
WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday)
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary #10, grammar, and reading. Read Huckleberry Finn Chapter 13 and 14 in class and act it out. Intro Huck Finn Raft Project, view samples.
Due: Read Huckleberry Finn, Chapters 10-12.
Homework: Huck Finn Raft Project for next class.
Friday, November 24, 2017
November 27 - December 1
At the end of this week, it's December already! I hope everyone
enjoyed Thanksgiving. This week, we'll launch the argument writing unit
and begin The Adventures of Huckleberry Finn.
MONDAY/TUESDAY: Journal warm-up. Receive vocabulary list #9. Notes: "Civil arguments", types of evidence and examples. Discuss the "Content Warnings" articles, group activity. Intro: the setting, language of Huckleberry Finn. Pick up the book from the library.
Due: Please read and annotate these three articles about content warnings for school books (1 against written by Gen X'ers, 2 for, written by millennials), for November 20/November 21 (the first class after Thanksgiving). Come to class with annotations and opinions and be ready to discuss.
Homework: Please read Chapters 1-3 of Huckleberry Finn for Thursday/Friday.
WEDNESDAY: (3rd period only) Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday) Please read Chapters 1-3 of Huckleberry Finn for Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Chapters 4 and 5 of Huckleberry Finn in class.
Due: Read Chapters 1- 3 of Huckleberry Finn.
Homework: Please read Chapters 6 - 8 of Huckleberry Finn.
MONDAY/TUESDAY: Journal warm-up. Receive vocabulary list #9. Notes: "Civil arguments", types of evidence and examples. Discuss the "Content Warnings" articles, group activity. Intro: the setting, language of Huckleberry Finn. Pick up the book from the library.
Due: Please read and annotate these three articles about content warnings for school books (1 against written by Gen X'ers, 2 for, written by millennials), for November 20/November 21 (the first class after Thanksgiving). Come to class with annotations and opinions and be ready to discuss.
Homework: Please read Chapters 1-3 of Huckleberry Finn for Thursday/Friday.
WEDNESDAY: (3rd period only) Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: n/a
Homework: (Same as Monday/Tuesday) Please read Chapters 1-3 of Huckleberry Finn for Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Chapters 4 and 5 of Huckleberry Finn in class.
Due: Read Chapters 1- 3 of Huckleberry Finn.
Homework: Please read Chapters 6 - 8 of Huckleberry Finn.
Thursday, November 16, 2017
Thanksgiving Week
It's Thanksgiving week, and we're just finishing Narrative of the Life of Frederick Douglass as well as our rhetorical analysis writing unit.
MONDAY/TUESDAY: Journal warm-up. Discuss the ending of Frederick Douglass. Overview of the process of writing a rhetorical analysis essay. Write a rhetorical analysis essay analyzing Douglass' argument against slavery.
Note: you'll have just over an hour to write out the essay and it will be due at the end of the class. It's an in-class essay, but open note and open book. Rough outlines and notes are fine; please do not write out an entire essay that you bring with you and simply copy, either in notes or written in the book. You'll turn in any notes along with your essay, and show me the book (if used) as you turn it in. I'm asking that the essay be written in class so that you get practice with supports first and you're confident when you're writing the SAT and/or ACT essays.
Due: Please finish Chapter 11 of Frederick Douglass (finish the book). Please be sure to bring your book , notes, and/or annotations to class with you.
Homework: Please read and annotate these three articles about content warnings for school books for November 20/November 21 (the first class after Thanksgiving). Come to class with annotations and opinions and be ready to discuss.
WEDNESDAY: (5th period only) Journal warm-up - think, pair, share: getting to know classmates with personal anecdotes. Six word story creative exercise in groups with themes.
Due: n/a
Homework: (Same as Monday/Tuesday) Please read and annotate these three articles about content warnings for school books for November 20/November 21 (the first class after Thanksgiving. Come to class with annotations and opinions and be ready to discuss.
MONDAY/TUESDAY: Journal warm-up. Discuss the ending of Frederick Douglass. Overview of the process of writing a rhetorical analysis essay. Write a rhetorical analysis essay analyzing Douglass' argument against slavery.
Note: you'll have just over an hour to write out the essay and it will be due at the end of the class. It's an in-class essay, but open note and open book. Rough outlines and notes are fine; please do not write out an entire essay that you bring with you and simply copy, either in notes or written in the book. You'll turn in any notes along with your essay, and show me the book (if used) as you turn it in. I'm asking that the essay be written in class so that you get practice with supports first and you're confident when you're writing the SAT and/or ACT essays.
Due: Please finish Chapter 11 of Frederick Douglass (finish the book). Please be sure to bring your book , notes, and/or annotations to class with you.
Homework: Please read and annotate these three articles about content warnings for school books for November 20/November 21 (the first class after Thanksgiving). Come to class with annotations and opinions and be ready to discuss.
WEDNESDAY: (5th period only) Journal warm-up - think, pair, share: getting to know classmates with personal anecdotes. Six word story creative exercise in groups with themes.
Due: n/a
Homework: (Same as Monday/Tuesday) Please read and annotate these three articles about content warnings for school books for November 20/November 21 (the first class after Thanksgiving. Come to class with annotations and opinions and be ready to discuss.
Sunday, November 12, 2017
November 13 - 17
It's the last full week before Thanksgiving! Thank you for submitting the rhetorical analysis essays; there are still some missing, but the ones that were uploaded are really well done. We'll work on Frederick Douglass and gear up for the next essay, an in-class paper, next week.
MONDAY/TUESDAY: Journal warm-up. Go over essay results: general feedback, how to find your comments/rubric score in Turnitin.com. Slave songs and hidden meanings. Begin reading Chapter 10 in class.
Due: Please read and annotate Chapters 8 and 9 of Frederick Douglass.
Homework: Study for quiz. Please read and annotate the rest of Chapter 10 of Frederick Douglass for Thursday/Friday. Did you expect the violent showdown in Chapter 10?
WEDNESDAY: (3rd period only) Journal warm-up. Healthy survey.
Due: n/a
Homework: Study for quiz.
Please read and annotate the rest of Chapter 10 of Frederick Douglass for Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary #8, grammar, and Frederick Douglass. Work on grading 3 sample essays - activity. Finish reading Frederick Douglass, Chapter 11, for next class.
Due: Please read and annotate the rest of Chapter 10 of Frederick Douglass.
Homework: Finish Frederick Douglass, Chapter 11 (finish the book).
Please be sure to bring your book , notes, and/or annotations to class with you on Monday/Tuesday! No electronic devices will be allowed during the in-class essay next week.
Note: you'll have just over an hour to write out the essay and it will be due at the end of the class after we review the steps to take to write a rhetorical analysis essay. It's an in-class essay, but open note and open book. Rough outlines and notes are fine; please do not write out an entire essay that you bring with you and simply copy, either in notes or written in the book. You'll turn in any notes along with your essay, and show me the book (if used) as you turn it in. I'm asking that the essay be written in class so that you get practice with supports first and you're confident when you're writing the SAT and/or ACT essays.
MONDAY/TUESDAY: Journal warm-up. Go over essay results: general feedback, how to find your comments/rubric score in Turnitin.com. Slave songs and hidden meanings. Begin reading Chapter 10 in class.
Due: Please read and annotate Chapters 8 and 9 of Frederick Douglass.
Homework: Study for quiz. Please read and annotate the rest of Chapter 10 of Frederick Douglass for Thursday/Friday. Did you expect the violent showdown in Chapter 10?
WEDNESDAY: (3rd period only) Journal warm-up. Healthy survey.
Due: n/a
Homework: Study for quiz.
Please read and annotate the rest of Chapter 10 of Frederick Douglass for Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary #8, grammar, and Frederick Douglass. Work on grading 3 sample essays - activity. Finish reading Frederick Douglass, Chapter 11, for next class.
Due: Please read and annotate the rest of Chapter 10 of Frederick Douglass.
Homework: Finish Frederick Douglass, Chapter 11 (finish the book).
Please be sure to bring your book , notes, and/or annotations to class with you on Monday/Tuesday! No electronic devices will be allowed during the in-class essay next week.
Note: you'll have just over an hour to write out the essay and it will be due at the end of the class after we review the steps to take to write a rhetorical analysis essay. It's an in-class essay, but open note and open book. Rough outlines and notes are fine; please do not write out an entire essay that you bring with you and simply copy, either in notes or written in the book. You'll turn in any notes along with your essay, and show me the book (if used) as you turn it in. I'm asking that the essay be written in class so that you get practice with supports first and you're confident when you're writing the SAT and/or ACT essays.
Monday, November 6, 2017
November 6 - 9 Short Week
Welcome! We're officially entering the holiday season this week as we celebrate Veteran's Day this Friday with a day off. Please note: there isn't a vocab quiz this week, Vocab #8 is for next week.
MONDAY/TUESDAY: Journal warm-up. Discuss Frederick Douglass. Read Chapter 8 in class. Conclusions - suggestions and whole class revising of sample conclusions. Laptop time for final essay revisions, individual help.
Due: Please read and annotate Frederick Douglass Chapters 6 and 7.
Be sure you can access the rough draft of your essay for next class.
Homework: Please upload your final essay draft to Turnitin.com by Thursday night, November 9 by 11:00 p.m. Make sure you receive a confirmation from Turnitin.com, and please e-mail me with a copy of the paper before the deadline if you have any issues.
WEDNESDAY: (3rd period only) Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class. Discuss and debate, vote. Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.
Due: Please read and annotate Chapters 6 and 7 of Frederick Douglass.
Homework: Please upload your final essay draft to Turnitin.com by Thursday night, November 9 by 11:00 p.m. Make sure you receive a confirmation from Turnitin.com, and please e-mail me with a copy of the paper before the deadline if you have any issues.
For Monday, please read and annotate Chapters 8 and 9 of Frederick Douglass.
THURSDAY: (5th only) Journal warm-up. CA Healthy Kids Survey. Figurative language challenge activity in groups.
Due: Please read and annotate Chapters 6 and 7 of Frederick Douglass.
Homework: Please upload your final essay draft to Turnitin.com by Thursday night, November 9 by 11:00 p.m. Make sure you receive a confirmation from Turnitin.com, and please e-mail me with a copy of the paper before the deadline if you have any issues.
For Tuesday, please read and annotate Chapters 8 and 9 of Frederick Douglass.
FRIDAY: Veteran's Day Holiday - no school
Enjoy the three-day weekend. See you next week!
Friday, October 27, 2017
October 30 - November 3
Happy Halloween! We will celebrate Halloween, the end of a long month without any holidays or breaks, and, last but not least, the full, solid rough drafts that the class finished and uploaded.
MONDAY/TUESDAY: Journal warm-up. Special Halloween reading of classic American horror writer Edgar Allen Poe's The Cask of Amantillado, The Raven with modern anime-style drawings and lyrics, and a modern sci-fi horror short. I'll bring some treats; feel free to bring food to share with no peanuts or tree nuts, please.
Due: Please upload a full rough draft to Turnitin.com for credit by Sunday night, October 29 at 11:00 p.m. Must be in full sentences and at least 4-6 complete paragraphs. Please be sure to get a confirmation and e-mail me at mogilefskya@pvpusd.net with a copy of the essay if you have any issues.
Homework: Study for vocab quiz at the end of the week.
WEDNESDAY: (5th period only) Current event day - read, annotate, and analyze two arguments on different sides of an issue, debate and discuss, and vote. (SAT/Rhetorical analysis practice with the reading and analysis, and ACT/Argument/Synthesis practice with the discussion and debate using evidence.)
Due: n/a
Homework: Study for quiz on Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab and grammar only. Read and evaluate model essays. Thesis statements - an overview. Receive final rhetorical essay rubric and begin work polishing rough drafts into final essays on laptops.
Due: n/a
Homework: Make sure your introduction paragraph of your rough draft is done, and begin working on the wording and analysis in the body paragraphs. (We will go over conclusions in detail next week.) Be able to access your drafts electronically (Google Docs, e-mail it to yourself, and/or bring your own device) for next class.
Please read and annotate Chapter 6 and 7 of Narrative of the Life of Frederick Douglass.
MONDAY/TUESDAY: Journal warm-up. Special Halloween reading of classic American horror writer Edgar Allen Poe's The Cask of Amantillado, The Raven with modern anime-style drawings and lyrics, and a modern sci-fi horror short. I'll bring some treats; feel free to bring food to share with no peanuts or tree nuts, please.
Due: Please upload a full rough draft to Turnitin.com for credit by Sunday night, October 29 at 11:00 p.m. Must be in full sentences and at least 4-6 complete paragraphs. Please be sure to get a confirmation and e-mail me at mogilefskya@pvpusd.net with a copy of the essay if you have any issues.
Homework: Study for vocab quiz at the end of the week.
WEDNESDAY: (5th period only) Current event day - read, annotate, and analyze two arguments on different sides of an issue, debate and discuss, and vote. (SAT/Rhetorical analysis practice with the reading and analysis, and ACT/Argument/Synthesis practice with the discussion and debate using evidence.)
Due: n/a
Homework: Study for quiz on Friday.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab and grammar only. Read and evaluate model essays. Thesis statements - an overview. Receive final rhetorical essay rubric and begin work polishing rough drafts into final essays on laptops.
Due: n/a
Homework: Make sure your introduction paragraph of your rough draft is done, and begin working on the wording and analysis in the body paragraphs. (We will go over conclusions in detail next week.) Be able to access your drafts electronically (Google Docs, e-mail it to yourself, and/or bring your own device) for next class.
Please read and annotate Chapter 6 and 7 of Narrative of the Life of Frederick Douglass.
Saturday, October 21, 2017
October 23 - 27
Welcome! It's going to be a warm week, but fortunately we'll be working
on essay drafts in the (much cooler) computer lab. We'll also get a
chance to preview the school's Little Shop of Horrors production and begin Narrative of the Life of Frederick Douglass.
MONDAY/TUESDAY: Journal warm-up. Introduction to Narrative of the Life of Frederick Douglass, read Chapter One together. Receive outlines back with comments. Go over samples. Type out outlines into rough drafts.
Due: Read and annotate Shooting an Elephant in the Close Reading packet, pages 21-24.
Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week. It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.
Homework: For Thursday/Friday, please read and annotate Chapters 2 - 4 in Narrative of the Life of Frederick Douglass. (Click here if you need an online version until you receive your own copy. Be sure to take notes if you're using the online version for now. You'll eventually need the notes/hard copy for an in-class essay.)
Study for vocab/grammar quiz.
WEDNESDAY: (3nd period only) Play preview from 1:30-2:00. Journal warm-up. Prizes for figurative language challenge awarded, reading of class figurative language samples.
Due: n/a
Homework: (same as Monday/Tuesday)
THURSDAY/FRIDAY: (5th period only - play preview 10:20 - 10:50) Journal warm-up. Quiz covering vocabulary #6, grammar, and Frederick Douglass reading. Notes: types of thesis statements and pros and cons of each. On laptops/computers, create Turnitin.com class for your period. Time to type rough drafts on laptops at the end of class. Share paragraphs at the end of class period.
Due: For Thursday/Friday, please read and annotate Chapters 2 - 4 in Narrative of the Life of Frederick Douglass. (Click here if you need an online version until you receive your own copy. Be sure to take notes if you're using the online version for now. You'll eventually need the notes/hard copy for an in-class essay.)
Homework: Please upload a full rough draft to Turnitin.com for credit by Sunday night, October 29 at 11:00 p.m. Must be in full sentences and at least 4-6 complete paragraphs. Please be sure to get a confirmation and e-mail me at mogilefskya@pvpusd.net with a copy of the essay if you have any issues.
MONDAY/TUESDAY: Journal warm-up. Introduction to Narrative of the Life of Frederick Douglass, read Chapter One together. Receive outlines back with comments. Go over samples. Type out outlines into rough drafts.
Due: Read and annotate Shooting an Elephant in the Close Reading packet, pages 21-24.
Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week. It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.
Homework: For Thursday/Friday, please read and annotate Chapters 2 - 4 in Narrative of the Life of Frederick Douglass. (Click here if you need an online version until you receive your own copy. Be sure to take notes if you're using the online version for now. You'll eventually need the notes/hard copy for an in-class essay.)
Study for vocab/grammar quiz.
WEDNESDAY: (3nd period only) Play preview from 1:30-2:00. Journal warm-up. Prizes for figurative language challenge awarded, reading of class figurative language samples.
Due: n/a
Homework: (same as Monday/Tuesday)
THURSDAY/FRIDAY: (5th period only - play preview 10:20 - 10:50) Journal warm-up. Quiz covering vocabulary #6, grammar, and Frederick Douglass reading. Notes: types of thesis statements and pros and cons of each. On laptops/computers, create Turnitin.com class for your period. Time to type rough drafts on laptops at the end of class. Share paragraphs at the end of class period.
Due: For Thursday/Friday, please read and annotate Chapters 2 - 4 in Narrative of the Life of Frederick Douglass. (Click here if you need an online version until you receive your own copy. Be sure to take notes if you're using the online version for now. You'll eventually need the notes/hard copy for an in-class essay.)
Homework: Please upload a full rough draft to Turnitin.com for credit by Sunday night, October 29 at 11:00 p.m. Must be in full sentences and at least 4-6 complete paragraphs. Please be sure to get a confirmation and e-mail me at mogilefskya@pvpusd.net with a copy of the essay if you have any issues.
Monday, October 16, 2017
October 16 - 20
Welcome! Here's what's on the agenda for the week:
MONDAY/TUESDAY: Journal warm-up. Go over the prompts and class annotations. Look at pages 25-26 from the Close Reading packet together. Discuss outline styles. Cumulative sentences and group activity.
Due:
1. Read and annotate 2 rhetorical analysis prompts. Think about which one you would like to use to write into a full, take-home essay.
Homework: For Thursday/Friday - complete outline for one of the two rhetorical analysis prompts. You may use phrases instead of full sentences, but please do write it on a separate piece of paper in outline format.
WEDNESDAY (5th period): Journal warm-up. Current event day: read and annotate articles from multiple perspectives, discuss and debate, outline, and vote.
Due: n/a
Homework: (same as Monday)
THURSDAY/FRIDAY: Journal warm-up. Vocab quiz covering grammar, vocabulary from list #5. Cumulative sentences - review samples from groups. Figurative language definitions, how they can make an argument more effective. Figurative language challenge activity.
Due: Complete outline for one of the two rhetorical analysis prompts. You may use phrases instead of full sentences, but please do write it on a separate piece of paper in outline format.
Homework: Read and annotate Shooting an Elephant in the Close Reading packet, pages 21-24.
Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week. It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.
MONDAY/TUESDAY: Journal warm-up. Go over the prompts and class annotations. Look at pages 25-26 from the Close Reading packet together. Discuss outline styles. Cumulative sentences and group activity.
Due:
1. Read and annotate 2 rhetorical analysis prompts. Think about which one you would like to use to write into a full, take-home essay.
Homework: For Thursday/Friday - complete outline for one of the two rhetorical analysis prompts. You may use phrases instead of full sentences, but please do write it on a separate piece of paper in outline format.
WEDNESDAY (5th period): Journal warm-up. Current event day: read and annotate articles from multiple perspectives, discuss and debate, outline, and vote.
Due: n/a
Homework: (same as Monday)
THURSDAY/FRIDAY: Journal warm-up. Vocab quiz covering grammar, vocabulary from list #5. Cumulative sentences - review samples from groups. Figurative language definitions, how they can make an argument more effective. Figurative language challenge activity.
Due: Complete outline for one of the two rhetorical analysis prompts. You may use phrases instead of full sentences, but please do write it on a separate piece of paper in outline format.
Homework: Read and annotate Shooting an Elephant in the Close Reading packet, pages 21-24.
Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week. It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.
Saturday, October 7, 2017
October 9-13
It's PSAT week for juniors; be sure to note the change in schedule for Wednesday morning. Here's what we'll be doing in English class:
MONDAY/TUESDAY: Journal warm-up. (Hearing test for Monday A Day.) Talk about Santa Ana Winds and the annotating suggestions from the weekend reading. Pass back Carter Rhetorical Analysis, and walk through the steps to answer a rhetorical analysis essay prompt about it. Pass back Kaepernick assignment. Definitions: paradox, metaphor, simile. Figurative language group challenge.
Due: at the end of the period, please leave journals in the bin for grading. Unless noted, each entry should be a full page except for the first week of school. For absences, please just mark the date, and put the word "absent" next to it.
Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds. Please annotate it yourself in your current annotation style in the Close Reading packet on page 6. Then, read the information about annotating on pages 7-10.
How can you sharpen your reading and annotating skills? Be ready to discuss.
Homework for Thursday/Friday: Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
WEDNESDAY: (PSAT Schedule - no Late Start today, classes are 50 minutes long.) Journal warm-up. Vocab Story Rounds.
Due: n/a
Homework: (for Friday, same as Monday's homework): Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab, grammar, figurative language. Class discussion about Death of the Moth. Notes: definition of satire and how to write about it. Read Groucho Marx's letter, other written and video samples of satire.
Due: Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
Homework:
1. Read and annotate 2 rhetorical analysis prompts.
2. Decide which one you'll want to work with and write into a full essay.
MONDAY/TUESDAY: Journal warm-up. (Hearing test for Monday A Day.) Talk about Santa Ana Winds and the annotating suggestions from the weekend reading. Pass back Carter Rhetorical Analysis, and walk through the steps to answer a rhetorical analysis essay prompt about it. Pass back Kaepernick assignment. Definitions: paradox, metaphor, simile. Figurative language group challenge.
Due: at the end of the period, please leave journals in the bin for grading. Unless noted, each entry should be a full page except for the first week of school. For absences, please just mark the date, and put the word "absent" next to it.
Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds. Please annotate it yourself in your current annotation style in the Close Reading packet on page 6. Then, read the information about annotating on pages 7-10.
How can you sharpen your reading and annotating skills? Be ready to discuss.
Homework for Thursday/Friday: Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
WEDNESDAY: (PSAT Schedule - no Late Start today, classes are 50 minutes long.) Journal warm-up. Vocab Story Rounds.
Due: n/a
Homework: (for Friday, same as Monday's homework): Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab, grammar, figurative language. Class discussion about Death of the Moth. Notes: definition of satire and how to write about it. Read Groucho Marx's letter, other written and video samples of satire.
Due: Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging. What conclusions about life does Woolf's speaker come to in this piece? Can you identify any rhetorical devices that help her make a statement about the nature of human life?
Homework:
1. Read and annotate 2 rhetorical analysis prompts.
2. Decide which one you'll want to work with and write into a full essay.
Sunday, October 1, 2017
October 2 - 6
October is here. Crisp(er) mornings, costumes, caramel apples, and...English class!
I am excited to continue adding rhetorical terms to your list, and to share another reading and activity packet this week: Close Reading and Analysis. I admit, it may not have the most exciting title, but it does have some interesting passages as well as a lot of good reference sheets in the back for writing essays and papers. Here's what's on the agenda for the week:
MONDAY/TUESDAY: Journal warm-up. Discuss and analyze Apollo articles, define syntax, anaphora, repetition as rhetorical terms. Pictures as arguments, and how to write about them. Notes: tone. Tone activity. Pass out Close Reading and Analysis packet (Packet #2).
Due: Please read and annotate the 3 Apollo articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis on each of them, (not the cartoon on page 15).
Homework: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
WEDNESDAY: (5th period only). Journal warm-up. Presentation from the College and Career Center.
Due: n/a
Homework (same as Monday): Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab #4, grammar. Go over Speech to the Troops at Tilbury, watch video of reenactment. Go over answers to page 3 in Close Reading packet. Definition of irony, irony videos demonstrating the definition.
Due: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
Homework: Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds. Please annotate it yourself in your current annotation style in the Close Reading packet on page 6. Then, read the information about annotating on pages 7-10.
How can you sharpen your reading and annotating skills? Be ready to discuss.
I am excited to continue adding rhetorical terms to your list, and to share another reading and activity packet this week: Close Reading and Analysis. I admit, it may not have the most exciting title, but it does have some interesting passages as well as a lot of good reference sheets in the back for writing essays and papers. Here's what's on the agenda for the week:
MONDAY/TUESDAY: Journal warm-up. Discuss and analyze Apollo articles, define syntax, anaphora, repetition as rhetorical terms. Pictures as arguments, and how to write about them. Notes: tone. Tone activity. Pass out Close Reading and Analysis packet (Packet #2).
Due: Please read and annotate the 3 Apollo articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis on each of them, (not the cartoon on page 15).
Homework: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
WEDNESDAY: (5th period only). Journal warm-up. Presentation from the College and Career Center.
Due: n/a
Homework (same as Monday): Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocab #4, grammar. Go over Speech to the Troops at Tilbury, watch video of reenactment. Go over answers to page 3 in Close Reading packet. Definition of irony, irony videos demonstrating the definition.
Due: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet. How would you describe her tone in throughout this speech? Does it shift? Is this an effective speech? Be ready to share annotations and discuss.
Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.
Homework: Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds. Please annotate it yourself in your current annotation style in the Close Reading packet on page 6. Then, read the information about annotating on pages 7-10.
How can you sharpen your reading and annotating skills? Be ready to discuss.
Sunday, September 24, 2017
September 25-29
Welcome! This Thursday night is Back-to-School Night, so be sure to invite parents and guardians to come and see what you've been doing in English class.
I'm excited about the progress we're making with rhetorical analysis, and this week we'll be just about finished with the Rhetorical Analysis packet.
MONDAY/TUESDAY: Journal warm-up. Notes: counterargument, diction, denotation, connotation. Read Waters sample from Rhetorical Analysis Packet in class and note her use of the counterargument. Connotation/denotation worksheet in class. Finish logos, ethos, pathos skits.
Due:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3.
Homework: For Thursday/Friday -
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
WEDNESDAY (period 3 only): Journal warm-up. Last hour = PSAT forms
Due: n/a
Homework: For Friday:
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
THURSDAY (period 5 only): Journal warm-up. Vocab story rounds. Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses. "Neighbor" style debate/discussion. Class vote about 1. effectiveness of articles, 2. true opinions.
FRIDAY (minimum day, period 3 only): Journal warm-up. Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses. "Neighbor" style debate/discussion. Class vote about 1. effectiveness of articles, 2. true opinions.
Due:
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
Homework:
Before next class, please read and annotate all 3 of the articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis for each, (not the cartoon on page 15).
I'm excited about the progress we're making with rhetorical analysis, and this week we'll be just about finished with the Rhetorical Analysis packet.
MONDAY/TUESDAY: Journal warm-up. Notes: counterargument, diction, denotation, connotation. Read Waters sample from Rhetorical Analysis Packet in class and note her use of the counterargument. Connotation/denotation worksheet in class. Finish logos, ethos, pathos skits.
Due:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3.
Homework: For Thursday/Friday -
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
WEDNESDAY (period 3 only): Journal warm-up. Last hour = PSAT forms
Due: n/a
Homework: For Friday:
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
THURSDAY (period 5 only): Journal warm-up. Vocab story rounds. Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses. "Neighbor" style debate/discussion. Class vote about 1. effectiveness of articles, 2. true opinions.
FRIDAY (minimum day, period 3 only): Journal warm-up. Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses. "Neighbor" style debate/discussion. Class vote about 1. effectiveness of articles, 2. true opinions.
Due:
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:
Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar
Kaepernick Has a Right, but He's Still Wrong by John Kushma
(For those students unfamiliar with the topic, I have a general article here.)
2. Perform a SOAPS analysis on each, right next to the article.
3. Then, take out a separate piece of paper. For one of the articles, (your choice) write down the following:
A. Name of an important rhetorical device that they use (for example, logos, ethos, pathos, imagery, counterargument, etc.)
B. A quote or summary from the article how it is used.
C. Why it makes their argument more effective.
Homework:
Before next class, please read and annotate all 3 of the articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis for each, (not the cartoon on page 15).
Friday, September 15, 2017
September 18 - 22
This is an important week (am I saying that every week?!) for our rhetorical analysis unit. We will add three extremely helpful rhetorical devices to your list, as well as defining a counterargument. I'm looking forward to the examples that students generate in class this week.
MONDAY/TUESDAY: Journal warm-up. Collect imagery examples and share them with the class. Go over SOAPS of Beyoncé speech. Notes: logos, ethos, pathos - definitions and what each does for an argument. Read examples of each. Watch video examples and try to identify them as a class.
Due: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church. Please come to class with one example of one or more of the five types of imagery from your outside life.
Homework: For Thursday/Friday
Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
WEDNESDAY: (5th only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Homework: For Friday - Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering Vocabulary sheet #2, grammar, and logos, ethos, pathos. Receive Vocab #3 and 4. Review Morrison's letter, noting what each instance of logos, ethos, and pathos does for her argument. Notes: counterargument. Read Alice Water's argument on page 6 of the Rhetorical Analysis Basics Packet together. Group activity: logos, ethos, pathos skits. Last few minutes: portfolio retrieval.
Homework:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3
MONDAY/TUESDAY: Journal warm-up. Collect imagery examples and share them with the class. Go over SOAPS of Beyoncé speech. Notes: logos, ethos, pathos - definitions and what each does for an argument. Read examples of each. Watch video examples and try to identify them as a class.
Due: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church. Please come to class with one example of one or more of the five types of imagery from your outside life.
Homework: For Thursday/Friday
Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
WEDNESDAY: (5th only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday - Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
THURSDAY/FRIDAY: Journal warm-up. Quiz covering Vocabulary sheet #2, grammar, and logos, ethos, pathos. Receive Vocab #3 and 4. Review Morrison's letter, noting what each instance of logos, ethos, and pathos does for her argument. Notes: counterargument. Read Alice Water's argument on page 6 of the Rhetorical Analysis Basics Packet together. Group activity: logos, ethos, pathos skits. Last few minutes: portfolio retrieval.
Due: Please read and annotate page 7 of the Rhetorical Analysis packet. Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters. Is this an effective letter in your opinion?
Homework:
Please complete the Rhetorical Analysis of President Carter's passage - Assignment for English 3
Monday, September 11, 2017
September 11-15
Thanks so much for all of the participation during the brief, one-week Warriors Don't Cry unit. I can see we're going to have a great year after hearing so many interesting discussions already.
This is an important week in the class as we begin to learn the basics of rhetorical analysis. Rhetorical Analysis is the first style of essay we'll be working on, and just so happens to be the same approach that you'll use if you're writing the SAT essay this year. Here's the agenda:
MONDAY/TUESDAY: Journal warm-up. Receive Basics of Rhetorical Analysis packet. Go over Aristotle's Rhetorical Triangle. Small group triangle activity. Learn the SOAPS method of analyzing a passage and work with President Bush's 9/11 speech. If time, do "story rounds" activity with vocabulary words.
Due: What makes you a warrior? assignment
Homework: For Thursday or Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are. Study for vocabulary quiz.
WEDNESDAY: (3rd only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
THURSDAY/FRIDAY: Journal warm-up. Weekly quiz covering Vocab #1, grammar, a couple of Where You Go summer reading questions. Review SOAPS with Where You Go Is Not Who You'll Be example. Types of imagery and its effects on an argument/passage. Definitions, imagery activity.
Due: Please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
Homework: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.
Find one good example of a persuasive text or visual that includes one or more of the five types of imagery (visual, auditory, olfactory, gustatory, and/or tactile). Please bring this for next class.
This is an important week in the class as we begin to learn the basics of rhetorical analysis. Rhetorical Analysis is the first style of essay we'll be working on, and just so happens to be the same approach that you'll use if you're writing the SAT essay this year. Here's the agenda:
MONDAY/TUESDAY: Journal warm-up. Receive Basics of Rhetorical Analysis packet. Go over Aristotle's Rhetorical Triangle. Small group triangle activity. Learn the SOAPS method of analyzing a passage and work with President Bush's 9/11 speech. If time, do "story rounds" activity with vocabulary words.
Due: What makes you a warrior? assignment
Homework: For Thursday or Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are. Study for vocabulary quiz.
WEDNESDAY: (3rd only) Journal warm-up. Current event day. Should schools use cameras for security or not? Read and/or view different perspectives, "stakeholder" style discussion and debate, vote.
Due: n/a
Homework: For Friday, please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
THURSDAY/FRIDAY: Journal warm-up. Weekly quiz covering Vocab #1, grammar, a couple of Where You Go summer reading questions. Review SOAPS with Where You Go Is Not Who You'll Be example. Types of imagery and its effects on an argument/passage. Definitions, imagery activity.
Due: Please read pages 1 and 2 from the Rhetorical Analysis packet. Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.
Homework: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.
Find one good example of a persuasive text or visual that includes one or more of the five types of imagery (visual, auditory, olfactory, gustatory, and/or tactile). Please bring this for next class.
Sunday, September 3, 2017
September 4 - 8
Welcome back! I really enjoyed meeting everyone last week and am
grateful to have such enthusiastic students that already have interesting insights
and opinions ready to share. I'm looking forward to continuing Warriors Don't Cry discussions and activities in class during this short week. Here's what's on the agenda:
MONDAY: No School - Labor Day Holiday.
TUESDAY/WEDNESDAY: Journal warm-up. Continue Warriors Don't Cry spiderweb-style discussion from last week. Read and react to printed excerpts of Warriors Don't Cry. Discuss definition of racism, textual evidence. Small group activities involving reactions: reactions in the book vs. reactions to real-life incidents. What is an appropriate reaction to racist comments and actions? How can a "good" response differ from case to case? Discuss Bruni's article "I'm White. Hear Me Out." What is his thesis/argument? What kinds of evidence does he use to support his argument? Do you agree or disagree with his conclusions?
Due:
THURSDAY/FRIDAY: Journal warm-up. Warriors Don't Cry reading quiz. Discussions and activities about the role of leaders in the book, and in the present. A look at how the media influenced and shaped opinions about the Central High integration, as well as how it affects current conflict. Discussions and small group activities covering the bystander effect at a high school. Intro to Warriors project. Receive vocabulary list #1 for the quiz next week. Last 10 minutes - portfolio distribution.
Due: Please review Warriors Don't Cry and jot down 2 people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.
Homework: "What makes you a Warrior" Project - due next class.
MONDAY: No School - Labor Day Holiday.
TUESDAY/WEDNESDAY: Journal warm-up. Continue Warriors Don't Cry spiderweb-style discussion from last week. Read and react to printed excerpts of Warriors Don't Cry. Discuss definition of racism, textual evidence. Small group activities involving reactions: reactions in the book vs. reactions to real-life incidents. What is an appropriate reaction to racist comments and actions? How can a "good" response differ from case to case? Discuss Bruni's article "I'm White. Hear Me Out." What is his thesis/argument? What kinds of evidence does he use to support his argument? Do you agree or disagree with his conclusions?
Due:
- Signature page of syllabus due.
- Turnitin.com permission form due back signed.
- Sign up for TheWeek.com weekly e-mail blast (optional, see sidebar for instructions).
- Get supplies for class (notebook with tabs per syllabus).
- Please review Warriors Don't Cry; the second week quiz on Thursday/Friday will cover this reading.
- Please read and annotate the article "I'm a White Man. Hear Me Out." by Frank Bruni and come with opinions about the article for Tuesday/Wednesday.
THURSDAY/FRIDAY: Journal warm-up. Warriors Don't Cry reading quiz. Discussions and activities about the role of leaders in the book, and in the present. A look at how the media influenced and shaped opinions about the Central High integration, as well as how it affects current conflict. Discussions and small group activities covering the bystander effect at a high school. Intro to Warriors project. Receive vocabulary list #1 for the quiz next week. Last 10 minutes - portfolio distribution.
Due: Please review Warriors Don't Cry and jot down 2 people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.
Homework: "What makes you a Warrior" Project - due next class.
Thursday, August 10, 2017
August 28 - September 1
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.
SUMMER READING: There will be questions on the upcoming weekly quizzes covering Where You Go is Not Who You Are and Warriors Don't Cry.
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.
Homework: Bring the Interest Inventory Worksheet for next class - you will have time to work on it in class, but you can start on it before next class if you think you'll need more time.
Read through the syllabus and ask parents/guardians to read, sign and return the signature page by September 6.
TUESDAY/WEDNESDAY: Journal, share. Discuss summer reading. Interest Inventory Worksheet activity. The "dark side" of 11th grade PowerPoint (cheating, meltdowns, drugs). Overview of the specific units we'll cover to prepare you for the writing you'll be expected to do during the year. Discuss syllabus, procedures and routines. Write one-page letter giving advice to your freshman self.
Due: Interest Inventory Worksheet
Homework:
THURSDAY/FRIDAY: Journal, share. Review procedures and routines. First quiz covering procedures, classroom rules. Turn in Letter to Freshman Self. Warriors Don't Cry gallery walk. Warriors Don't Cry small group discussions.
Due: Letter to Freshman Self
Homework:
SUMMER READING: There will be questions on the upcoming weekly quizzes covering Where You Go is Not Who You Are and Warriors Don't Cry.
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.
Homework: Bring the Interest Inventory Worksheet for next class - you will have time to work on it in class, but you can start on it before next class if you think you'll need more time.
Read through the syllabus and ask parents/guardians to read, sign and return the signature page by September 6.
TUESDAY/WEDNESDAY: Journal, share. Discuss summer reading. Interest Inventory Worksheet activity. The "dark side" of 11th grade PowerPoint (cheating, meltdowns, drugs). Overview of the specific units we'll cover to prepare you for the writing you'll be expected to do during the year. Discuss syllabus, procedures and routines. Write one-page letter giving advice to your freshman self.
Due: Interest Inventory Worksheet
Homework:
- Finish Letter to My Freshman Self for next class.
- Study classroom rules/procedures from notes and syllabus for first quiz.
- Go over the syllabus with your parents/guardians and before September 6th, bring the signature page of the syllabus to class
- Turnitin.com permission form due back signed by September 6.
- Work on gathering supplies (binder with tabs, Frederick Douglass book, etc. per syllabus) for next week.
THURSDAY/FRIDAY: Journal, share. Review procedures and routines. First quiz covering procedures, classroom rules. Turn in Letter to Freshman Self. Warriors Don't Cry gallery walk. Warriors Don't Cry small group discussions.
Due: Letter to Freshman Self
Homework:
- Signature page of syllabus due by next class, Sept 5 or 6.
- Turnitin.com permission form due back signed by September 6.
- Get supplies for class (notebook with tabs per syllabus).
- Please review Warriors Don't Cry for next week; the second week quiz on Thursday/Friday will cover this reading.
- Please read and annotate the article "I'm a White Man. Hear Me Out." by Frank Bruni and come with opinions about the article for Tuesday/Wednesday.
Enjoy the three-day weekend! I look forward to seeing you next week in class.
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 extremely 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 legal briefings. 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 CAASP 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 (after the first day)
Please bring the following to class with you every day:
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 PVHS, 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 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
40 minutes: work on current novel - reading, debates, skits, presentations, etc.
40 minutes: work on current writing unit - practice, read and evaluate drafts, learn new concepts
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, approximately 15 question quiz covering this week's vocabulary, grammar, reading and other skills/current unit
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/play we may explore together this year are:
A Narrative of the Life of Frederick Douglass
The Adventures of Huckleberry Finn
The Great Gatsby
A Raisin in the Sun
One Flew Over the Cuckoo's Nest
We'll also work on a brief gender unit, a two-week fundamental Supreme Court case unit, and a science/nature unit where we'll read and discuss a variety of shorter articles, essays, and briefs 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.
Also...
Be sure to read Where You'll Go is Not Who You'll Be by Frank Bruni as well as the school-wide novel, Warriors Don't Cry and be ready to discuss your opinions about these books during the first week of school.
Curious browsers can check out the syllabus (on the right hand side bar of this blog). Otherwise, we will cover it in class the first week.
I look forward to a great year with the class of 2019. Have a spectacular rest-of-summer!
In this extremely 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 legal briefings. 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 CAASP 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 (after the first day)
Please bring the following to class with you every day:
- 3-ring binder with the following section tabs: Current Unit, Vocab/Grammar, Reference, and Homework
- Plenty of paper
- Pens or pencils to write with
- Current novel/readings
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 PVHS, 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 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
40 minutes: work on current novel - reading, debates, skits, presentations, etc.
40 minutes: work on current writing unit - practice, read and evaluate drafts, learn new concepts
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, approximately 15 question quiz covering this week's vocabulary, grammar, reading and other skills/current unit
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/play we may explore together this year are:
A Narrative of the Life of Frederick Douglass
The Adventures of Huckleberry Finn
The Great Gatsby
A Raisin in the Sun
One Flew Over the Cuckoo's Nest
We'll also work on a brief gender unit, a two-week fundamental Supreme Court case unit, and a science/nature unit where we'll read and discuss a variety of shorter articles, essays, and briefs 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.
Also...
Be sure to read Where You'll Go is Not Who You'll Be by Frank Bruni as well as the school-wide novel, Warriors Don't Cry and be ready to discuss your opinions about these books during the first week of school.
Curious browsers can check out the syllabus (on the right hand side bar of this blog). Otherwise, we will cover it in class the first week.
I look forward to a great year with the class of 2019. Have a spectacular rest-of-summer!
Monday, June 5, 2017
June 5 - 9, Finals Week!
It was truly and honor and a privilege to facilitate such an interesting group of students. I often joked about "the four-hour
version of the class" and my (optimistic? ambitious? bloated?) lesson
plans are a reflection of how much I enjoyed reading, writing, and being
involved in discussions with you. I've learned so much during our time this year
and I hope you feel that your reading, writing, speaking and listening
skills are even better than they were a year ago.
I've gotten to know many of you fairly well and hope that you visit me next year and keep me posted about what's going on in your life.
I've gotten to know many of you fairly well and hope that you visit me next year and keep me posted about what's going on in your life.
MONDAY, JUNE 5: (all classes minimum day) Read more sample college essays. More work time on laptops for drafts and individual help. Pass out editing checklist.
Due: Be able to access your essay drafts electronically, and have an idea matched to a prompt with a document created and some sentences with details under the prompt.
Homework: Type out a full rough draft by the beginning of the final.
WEDNESDAY, JUNE 7 (4th period) /THURSDAY, JUNE 8 (5th and 6th): Short, anonymous class evaluation so I understand what was the most helpful and also improve the section next time. Volunteers from class will share paragraphs and receive helpful feedback. Work time on laptops and direct, one-on-one feedback for drafts during the class period. You'll have at least one full hour to work on drafts in class during the final.
A full draft is due to Turnitin.com by the end of the final.
Please note, due to how far along we are in the semester and the fact that this is your final for the class, NO LATE WORK WILL BE ACCEPTED. Thanks for understanding.
Have a wonderful summer as seniors!
Sunday, May 28, 2017
May 29-June 2
Welcome! This week we'll turn in journals and kick off the final assignment: the college essay. Here's the agenda for the short week:
MONDAY: HOLIDAY - Memorial Day, no school.
TUESDAY: Journal warm-up. Present Raisin projects briefly to the class. Interactive brainstorming activity. Finish brainstorming sheet if there are any questions unanswered.
Due: Raisin projects.
Homework:
1. Fill out the rest of the Brainstorming Activity Sheet and bring it with you on Thursday.
2. Make sure your journal is ready to turn in.
3. On a separate piece of paper, please make a list of colleges you might apply to this summer or fall. Go to their websites (or our College and Career Center) and find out what kinds of essay prompts they require, making notes of them on your list. I will provide the latest UC and Common App prompts in class, but if there is a unique prompt for one of your school choices, please bring that to class on Thursday.
NOTE: If you aren't planning on going to a university, please see me about an alternate assignment. If you have a different writing requirement (for example letters asking for a recommendation to apply to a military academy), please let me know and that can be substituted in for the college essay assignment. Otherwise, you'll work on a two-page research paper on a job title of your choice, with details provided on Thursday.
THURSDAY: Journal warm-up. Hear from a senior that has been through the college app process. Go over UC and Common Application prompts. Read sample essays that have been successful in the past. Match an idea from your brainstorming sheet to a prompt, keeping in mind which traits you'd like to emphasize and anything in the rest of the application you may want to explain. Begin matching a good story/event from your life to a prompt. Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you. Come to class on Monday prepared to work those details typed into the document into a rough draft.
Due: Journals in the classroom bin at the end of the period. Brainstorming sheets completed.
Homework: Begin matching a good story/event from your life to a prompt. Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you. Come to class on Monday prepared to work those details typed into the document into a rough draft.
MONDAY: HOLIDAY - Memorial Day, no school.
TUESDAY: Journal warm-up. Present Raisin projects briefly to the class. Interactive brainstorming activity. Finish brainstorming sheet if there are any questions unanswered.
Due: Raisin projects.
Homework:
1. Fill out the rest of the Brainstorming Activity Sheet and bring it with you on Thursday.
2. Make sure your journal is ready to turn in.
3. On a separate piece of paper, please make a list of colleges you might apply to this summer or fall. Go to their websites (or our College and Career Center) and find out what kinds of essay prompts they require, making notes of them on your list. I will provide the latest UC and Common App prompts in class, but if there is a unique prompt for one of your school choices, please bring that to class on Thursday.
NOTE: If you aren't planning on going to a university, please see me about an alternate assignment. If you have a different writing requirement (for example letters asking for a recommendation to apply to a military academy), please let me know and that can be substituted in for the college essay assignment. Otherwise, you'll work on a two-page research paper on a job title of your choice, with details provided on Thursday.
THURSDAY: Journal warm-up. Hear from a senior that has been through the college app process. Go over UC and Common Application prompts. Read sample essays that have been successful in the past. Match an idea from your brainstorming sheet to a prompt, keeping in mind which traits you'd like to emphasize and anything in the rest of the application you may want to explain. Begin matching a good story/event from your life to a prompt. Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you. Come to class on Monday prepared to work those details typed into the document into a rough draft.
Due: Journals in the classroom bin at the end of the period. Brainstorming sheets completed.
Homework: Begin matching a good story/event from your life to a prompt. Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you. Come to class on Monday prepared to work those details typed into the document into a rough draft.
Saturday, May 20, 2017
May 22-26
We're truly in the home stretch now! The class will complete and upload
the final draft of the Sustainable Foods essay this week, and then receive a Raisin in the Sun group assignment (graded individually). After that, there is a final journal check and a good draft
of the college essay (or alternate assignment). Be sure to have any late work in for partial credit by June 2.
Here's what's in store for the week:
TUESDAY: Journal warm-up. A Raisin in the Sun discussion. Introduce the Raisin in the Sun final assignment. Decide and submit group roles for Raisin assignment by the end of the class period. Check in about the Sustainable Foods Essay. Read one model essay and one unfinished essay as a class and talk about their strengths and weaknesses. Time on laptops in class.
Due: Please read A Raisin in the Sun, Act III, (finish the play).
The final draft of the Sustainable Foods Essay is due Tuesday, May 23 at 11:00 p.m. to Turnitin.com.
Homework: Make sure your essay is submitted to Turnitin.com (see due section above).
Work on the Raisin group assignment - materials are due on Tuesday, May 30. Be ready to share what you have with the class in an informal presentation with your group.
THURSDAY: Journal warm-up. Last current event topic: the heroin/opioid epidemic and proposed solutions - read articles in class, discuss/debate. Class time to meet with Raisin groups, laptops.
Due: n/a
Homework: Complete the Raisin group assignment - materials are due on Tuesday, May 30. Be ready to share what you have with the class in an informal presentation with your group.
Here's what's in store for the week:
TUESDAY: Journal warm-up. A Raisin in the Sun discussion. Introduce the Raisin in the Sun final assignment. Decide and submit group roles for Raisin assignment by the end of the class period. Check in about the Sustainable Foods Essay. Read one model essay and one unfinished essay as a class and talk about their strengths and weaknesses. Time on laptops in class.
Due: Please read A Raisin in the Sun, Act III, (finish the play).
The final draft of the Sustainable Foods Essay is due Tuesday, May 23 at 11:00 p.m. to Turnitin.com.
Homework: Make sure your essay is submitted to Turnitin.com (see due section above).
Work on the Raisin group assignment - materials are due on Tuesday, May 30. Be ready to share what you have with the class in an informal presentation with your group.
THURSDAY: Journal warm-up. Last current event topic: the heroin/opioid epidemic and proposed solutions - read articles in class, discuss/debate. Class time to meet with Raisin groups, laptops.
Due: n/a
Homework: Complete the Raisin group assignment - materials are due on Tuesday, May 30. Be ready to share what you have with the class in an informal presentation with your group.
Have a marvelous Memorial Day!
Friday, May 12, 2017
May 15-19
Hello! It's CAASP week, so our class will effectively have one meeting (half of you on Tuesday and the other half on Thursday). Please click here for the CAASP schedule and parent letter. Please come to class first, then you'll head to the MPR.
MONDAY/WEDNESDAY: Journal warm-up. Read A Raisin in the Sun, Act II, Scene I.
Due: Read Act 1, Scene 2 of A Raisin in the Sun.
Homework: For Friday, please read A Raisin in the Sun, Act II, Scene II.
Continue working on Sustainable Foods Essay final draft. Final drafts will be due on Tuesday, May 23.
6th period only: WEDNESDAY: Journal warm-up. Read and evaluate model sustainable foods essays. Time on library computers to work on essays, individual help.
FRIDAY: Journal warm-up. Read A Raisin in the Sun, Act II, Scene III. Time on laptops and individual help on final drafts of essay.
Due: For Friday, please read A Raisin in the Sun, Act II, Scene II.
Homework: Please read A Raisin in the Sun, Act III, (finish the play).
Continue working on the final draft of the Sustainable Foods Essay. Final drafts will be due on Tuesday, May 23 at 11:00 p.m. to Turnitin.com.
MONDAY/WEDNESDAY: Journal warm-up. Read A Raisin in the Sun, Act II, Scene I.
Due: Read Act 1, Scene 2 of A Raisin in the Sun.
Homework: For Friday, please read A Raisin in the Sun, Act II, Scene II.
Continue working on Sustainable Foods Essay final draft. Final drafts will be due on Tuesday, May 23.
6th period only: WEDNESDAY: Journal warm-up. Read and evaluate model sustainable foods essays. Time on library computers to work on essays, individual help.
FRIDAY: Journal warm-up. Read A Raisin in the Sun, Act II, Scene III. Time on laptops and individual help on final drafts of essay.
Due: For Friday, please read A Raisin in the Sun, Act II, Scene II.
Homework: Please read A Raisin in the Sun, Act III, (finish the play).
Continue working on the final draft of the Sustainable Foods Essay. Final drafts will be due on Tuesday, May 23 at 11:00 p.m. to Turnitin.com.
Monday, May 8, 2017
May 8-12
This week we'll begin reading and acting out A Raisin in the Sun, as well as working on drafts of the Sustainable Foods essay.
TUESDAY: Journal warm-up. Check in about the sustainable foods essay rough draft that is due to Turnitin.com. Intro to A Raisin in the Sun. Begin reading and acting out the play. (If you were absent, please read through Mama Younger's entrance during Act I, Scene I, page 498 in this linked version.)
Due: Continue working on draft of sustainable foods essay.
Homework: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
THURSDAY: Journal warm-up. Last vocab quiz covering vocab, grammar, and reading of Raisin in the Sun. Read and act out A Raisin in the Sun through the end of Act I Scene I. Work time on laptops for sustainable foods essays with opportunity in class for individual help.
Due: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
Homework: Read Act 1, Scene 2 of A Raisin in the Sun.Be thinking about how you could re-interpret a brief exchange from the play in a new context (situation).
TUESDAY: Journal warm-up. Check in about the sustainable foods essay rough draft that is due to Turnitin.com. Intro to A Raisin in the Sun. Begin reading and acting out the play. (If you were absent, please read through Mama Younger's entrance during Act I, Scene I, page 498 in this linked version.)
Due: Continue working on draft of sustainable foods essay.
Homework: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
THURSDAY: Journal warm-up. Last vocab quiz covering vocab, grammar, and reading of Raisin in the Sun. Read and act out A Raisin in the Sun through the end of Act I Scene I. Work time on laptops for sustainable foods essays with opportunity in class for individual help.
Due: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
Homework: Read Act 1, Scene 2 of A Raisin in the Sun.Be thinking about how you could re-interpret a brief exchange from the play in a new context (situation).
Sunday, April 30, 2017
May 1-5
It's May and our last full month of school already! This week we'll continue reading through the Sustainable Foods packet, and begin the synthesis essay draft.
MONDAY: Journal warm-up. Rhetorical analysis prompt - environmentalists vs. "people first". Read and discuss: is this still relevant? SOAPS and analyze arguments in articles 2 and 3 (articles D and E in Option 2). View Source H from Option 2. View photo essay (Source 1, or A for Option 2) as a class.
Due: Read, annotate and SOAPS Source 2 and 3 from the Sustainable Foods packet. (If you've chosen the more complex prompt, Option 2, please read, annotate and perform a SOAPS analysis on Source D and Source E and read through the other articles except for Specter's article, Source G.)
Homework: Read and annotate Test Tube Burgers, (Source 4 in the Option 1 packet, Source G in the Option 2 packet).
WEDNESDAY: Journal warm-up. Rhetorical analysis practice with an environmentally-themed prompt (good SAT practice). Read actual essay responses to the prompt. Discuss Test Tube Burgers and look at Sustainable Foods prompt. Go over possible theses and evidence/examples you could use. Don't be afraid to be critical of the sources, to question their arguments and assumptions.
Due: Read and annotate Test Tube Burgers, (Source 4 in the Option 1 packet, Source G
in the Option 2 packet).
Homework: Create outline in response to the Sustainable Foods prompt including 3 sources.
FRIDAY: Journal warm-up. Quiz covering vocab, grammar, and reading. Go over outlines for space exploration prompt. Read and score actual space exploration essays. View class samples of rough sustainable foods outlines. Work time to "beef up" (pun intended) outlines and begin typing up rough drafts.
Due: Outline in response to the Sustainable Foods prompt including 3 sources.
Homework: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
MONDAY: Journal warm-up. Rhetorical analysis prompt - environmentalists vs. "people first". Read and discuss: is this still relevant? SOAPS and analyze arguments in articles 2 and 3 (articles D and E in Option 2). View Source H from Option 2. View photo essay (Source 1, or A for Option 2) as a class.
Due: Read, annotate and SOAPS Source 2 and 3 from the Sustainable Foods packet. (If you've chosen the more complex prompt, Option 2, please read, annotate and perform a SOAPS analysis on Source D and Source E and read through the other articles except for Specter's article, Source G.)
Homework: Read and annotate Test Tube Burgers, (Source 4 in the Option 1 packet, Source G in the Option 2 packet).
WEDNESDAY: Journal warm-up. Rhetorical analysis practice with an environmentally-themed prompt (good SAT practice). Read actual essay responses to the prompt. Discuss Test Tube Burgers and look at Sustainable Foods prompt. Go over possible theses and evidence/examples you could use. Don't be afraid to be critical of the sources, to question their arguments and assumptions.
Due: Read and annotate Test Tube Burgers, (Source 4 in the Option 1 packet, Source G
in the Option 2 packet).
Homework: Create outline in response to the Sustainable Foods prompt including 3 sources.
FRIDAY: Journal warm-up. Quiz covering vocab, grammar, and reading. Go over outlines for space exploration prompt. Read and score actual space exploration essays. View class samples of rough sustainable foods outlines. Work time to "beef up" (pun intended) outlines and begin typing up rough drafts.
Due: Outline in response to the Sustainable Foods prompt including 3 sources.
Homework: Finish full rough draft including information from 3 sources. The full rough draft will be due to Turnitin.com by Tuesday night, May 9 by 11:00 p.m.
Monday, April 24, 2017
April 24-28
Welcome to Walden Week! We'll enjoy excerpts from the highly influential and still-relevant book by Henry David Thoreau. We will also go over outlines in response to the space exploration prompt. I'm excited to go through this new Nature/Environment mini-unit with you.
TUESDAY: Journal warm-up. Go over space exploration outlines and sources. View outline samples from the class. Discuss how to formulate a synthesis essay. Read actual student essay responses to the prompt and evaluate them. Intro to Henry David Thoreau and Walden. Listen to Walden and enjoy an in-class extra credit opportunity.
Due: Read the sources and create an outline response to the Space Exploration synthesis prompt.
Homework: Finish reading Walden excerpt. Study vocabulary.
THURSDAY: Journal warm-up. Take quiz covering Walden reading and vocabulary. Discuss Walden. Go over Sustainable Foods: The Future of Meat synthesis prompt. (For more complexity, students may select Option 2, Sustainable Foods as National Policy essay prompt instead.)
Due: Finish reading Walden excerpt.
Homework: Carefully read, annotate, and perform a SOAPS analysis for the rest of Source 2 and Source 3 from the Sustainable Foods essay prompt packet for Monday (Option 1). (For those that chose the more complex prompt, Option 2, please read, annotate and SOAPS Sources D and E and read and annotate the other articles except Source G by Specter and Source A.) We'll discuss these articles and two more sources, and you'll be writing a full synthesis essay on the topic.
TUESDAY: Journal warm-up. Go over space exploration outlines and sources. View outline samples from the class. Discuss how to formulate a synthesis essay. Read actual student essay responses to the prompt and evaluate them. Intro to Henry David Thoreau and Walden. Listen to Walden and enjoy an in-class extra credit opportunity.
Due: Read the sources and create an outline response to the Space Exploration synthesis prompt.
Homework: Finish reading Walden excerpt. Study vocabulary.
THURSDAY: Journal warm-up. Take quiz covering Walden reading and vocabulary. Discuss Walden. Go over Sustainable Foods: The Future of Meat synthesis prompt. (For more complexity, students may select Option 2, Sustainable Foods as National Policy essay prompt instead.)
Due: Finish reading Walden excerpt.
Homework: Carefully read, annotate, and perform a SOAPS analysis for the rest of Source 2 and Source 3 from the Sustainable Foods essay prompt packet for Monday (Option 1). (For those that chose the more complex prompt, Option 2, please read, annotate and SOAPS Sources D and E and read and annotate the other articles except Source G by Specter and Source A.) We'll discuss these articles and two more sources, and you'll be writing a full synthesis essay on the topic.
Sunday, April 16, 2017
April 17-21
We are finished with The Great Gatsby! We'll discuss the novel and view the 2013 version of the story. On Friday, we'll begin our next unit: nature and the environment and enjoy American writing about the topic, old and new.
MONDAY: Journal warm-up. Collect Gatsby questions and begin the 2013 movie The Great Gatsby.
Due: Read Chapter 9 of Gatsby (finish the book).
Finish Gatsby questions with original answers.
Make sure your journal is ready to turn in next Wednesday, April 19.
Homework: Make sure your journal is ready to turn in next Wednesday, April 19.
WEDNESDAY: Journal warm-up. Finish The Great Gatsby movie and compare and contrast the movie and the book.
Due: Journals turned into bin in classroom.
Homework: Study for the quiz.
Bring Gatsby books either to class or back to the library.
FRIDAY: Journal warm-up. Quiz. Receive questions back. Discuss The Great Gatsby in small groups. Begin environment unit and continue with synthesis-style writing. Read through prompt about whether or not the U.S. government should fund space exploration and provide a synthesis-style response.
Due: Study for quiz.
Homework: Finish outline of Space Exploration synthesis prompt for Tuesday.
MONDAY: Journal warm-up. Collect Gatsby questions and begin the 2013 movie The Great Gatsby.
Due: Read Chapter 9 of Gatsby (finish the book).
Finish Gatsby questions with original answers.
Make sure your journal is ready to turn in next Wednesday, April 19.
Homework: Make sure your journal is ready to turn in next Wednesday, April 19.
WEDNESDAY: Journal warm-up. Finish The Great Gatsby movie and compare and contrast the movie and the book.
Due: Journals turned into bin in classroom.
Homework: Study for the quiz.
Bring Gatsby books either to class or back to the library.
FRIDAY: Journal warm-up. Quiz. Receive questions back. Discuss The Great Gatsby in small groups. Begin environment unit and continue with synthesis-style writing. Read through prompt about whether or not the U.S. government should fund space exploration and provide a synthesis-style response.
Due: Study for quiz.
Homework: Finish outline of Space Exploration synthesis prompt for Tuesday.
Monday, April 10, 2017
April 10-14
It's official! We have less than two months of school left before the school year is over, and you'll be seniors. I hope everyone had a fun and relaxing break and is ready for a productive and lively 8 weeks until finals.
Here's what's on the agenda for the week:
TUESDAY: Journal warm-up. Act out the confrontation scene from Chapter 7. Begin reading Chapter 8 in class. Read through synthesis prompt example. If time, Gatsby character songs.
Due: Read Chapters 6 and 7 of The Great Gatsby.
Homework: Finish Chapter 8 of The Great Gatsby. Who becomes a murderer by the end of this chapter? Is this person justified?
THURSDAY: See Pippin preview, the school play. Journal warm-up. Quiz covering vocabulary, grammar, and Gatsby reading.
Due: Finish Chapter 8 of Gatsby.
Homework: Read Chapter 9 of Gatsby (finish the book).
Finish Gatsby questions with original answers for Monday.
Make sure your journal is ready to turn in next Wednesday, April 19.
Here's what's on the agenda for the week:
TUESDAY: Journal warm-up. Act out the confrontation scene from Chapter 7. Begin reading Chapter 8 in class. Read through synthesis prompt example. If time, Gatsby character songs.
Due: Read Chapters 6 and 7 of The Great Gatsby.
Homework: Finish Chapter 8 of The Great Gatsby. Who becomes a murderer by the end of this chapter? Is this person justified?
THURSDAY: See Pippin preview, the school play. Journal warm-up. Quiz covering vocabulary, grammar, and Gatsby reading.
Due: Finish Chapter 8 of Gatsby.
Homework: Read Chapter 9 of Gatsby (finish the book).
Finish Gatsby questions with original answers for Monday.
Make sure your journal is ready to turn in next Wednesday, April 19.
Friday, March 24, 2017
March 27 - 31
It's the last week before Spring Break! We will have an introduction to the final style of essay that we'll master this year: the synthesis essay. Many of you are taking the ACT on April 8, and this is the same style of essay you'll write for that exam.
MONDAY: Journal warm-up. Pass back ACT-style reading comprehension sheet and grade together as a class. Discuss multiple choice strategies. Pass back argument essay and and provide feedback. If you don't like your score, you may revise the essay, upload it to Turnitin.com, and I will average the scores. Intro to the Synthesis-style essay (ACT-style). Discuss the four articles you read, annotated, and performed SOAPS analyses for over the weekend. Step-by-step individually and in groups, discuss and debate the issue. Work in groups to outline a synthesis-style response.
Due: Read, annotate, and perform a "SOAPS" analysis of the four articles with differing perspectives on whether or not college athletes should be paid. This will be our current event for this week, and we will perform a rhetorical analysis (SAT-style) on the arguments, as well as a "synthesis/ACT-style" response in small groups. Come to class with your annotated articles, an informed opinion, and a list of factors that should be considered in the decision.
Homework: Read Gatsby, Chapter 4.
WEDNESDAY: Journal warm-up. Check in with Gatsby, discuss Chapters 3 and 4. Begin reading and acting out Chapter 5 in class. Gatsby Character Song - hear what classmates chose for one of the characters.
Due: Read Gatsby, Chapter 4.
Homework: Finish reading Chapter 5 of The Great Gatsby.
FRIDAY: (minimum day) Journal warm-up, vocab activity. Quiz covering Vocabulary List #19, grammar, and Gatsby reading. Gatsby Character Songs.
Due: Finish reading Chapter 5 of The Great Gatsby.
Homework: Please read Chapters 6 and 7 of The Great Gatsby. Think about which part you'd like to act out, especially during the big confrontation that happens in Chapter 7 between Tom and Gatsby.
MONDAY: Journal warm-up. Pass back ACT-style reading comprehension sheet and grade together as a class. Discuss multiple choice strategies. Pass back argument essay and and provide feedback. If you don't like your score, you may revise the essay, upload it to Turnitin.com, and I will average the scores. Intro to the Synthesis-style essay (ACT-style). Discuss the four articles you read, annotated, and performed SOAPS analyses for over the weekend. Step-by-step individually and in groups, discuss and debate the issue. Work in groups to outline a synthesis-style response.
Due: Read, annotate, and perform a "SOAPS" analysis of the four articles with differing perspectives on whether or not college athletes should be paid. This will be our current event for this week, and we will perform a rhetorical analysis (SAT-style) on the arguments, as well as a "synthesis/ACT-style" response in small groups. Come to class with your annotated articles, an informed opinion, and a list of factors that should be considered in the decision.
Homework: Read Gatsby, Chapter 4.
WEDNESDAY: Journal warm-up. Check in with Gatsby, discuss Chapters 3 and 4. Begin reading and acting out Chapter 5 in class. Gatsby Character Song - hear what classmates chose for one of the characters.
Due: Read Gatsby, Chapter 4.
Homework: Finish reading Chapter 5 of The Great Gatsby.
FRIDAY: (minimum day) Journal warm-up, vocab activity. Quiz covering Vocabulary List #19, grammar, and Gatsby reading. Gatsby Character Songs.
Due: Finish reading Chapter 5 of The Great Gatsby.
Homework: Please read Chapters 6 and 7 of The Great Gatsby. Think about which part you'd like to act out, especially during the big confrontation that happens in Chapter 7 between Tom and Gatsby.
Have a spectacular Spring Break!
I look forward to seeing everyone in April.
I look forward to seeing everyone in April.
Monday, March 20, 2017
March 20-24
Welcome! Sadly, this is a short week for us and we only get to meet twice. We will continue with Gatsby and developing essay-writing skills at the same time, with a focus on conclusions this week. Here's what's on the agenda for the week:
TUESDAY: Journal warm-up. Writing conclusions - PPT with suggestions and then rewrite sample conclusions in pairs, share with the class. Discuss Chapter 2 of Gatsby and begin reading Chapter 3. Compare/contrast exercise with the description of a Gatsby party from the book.
Due: Read Gatsby, Chapter 2 and be ready to discuss what else we learn about Tom Buchanan.
Homework: Please read Chapter 3 of Gatsby for Thursday. Note how Fitzgerald describes Nick's first encounter with Jay Gatsby at his party.
THURSDAY: Journal warm-up. Quiz covering vocabulary, grammar, and Gatsby reading. Begin reading articles that we'll use for the basis of our current event debate/discussion next week. Listen to class choices for Gatsby character songs.
Due: Please read Chapter 3 of Gatsby. Note how Fitzgerald describes Nick's first encounter with Jay Gatsby at his party.
Homework: Read, annotate, and perform a "SOAPS" analysis of the four articles with differing perspectives on whether or not college athletes should be paid. This will be our current event for next week, and we will perform a rhetorical analysis (SAT-style) on the arguments, as well as a "synthesis/ACT-style" response in small groups. Come to class with your annotated articles, an informed opinion, and a list of factors that should be considered in the decision.
TUESDAY: Journal warm-up. Writing conclusions - PPT with suggestions and then rewrite sample conclusions in pairs, share with the class. Discuss Chapter 2 of Gatsby and begin reading Chapter 3. Compare/contrast exercise with the description of a Gatsby party from the book.
Due: Read Gatsby, Chapter 2 and be ready to discuss what else we learn about Tom Buchanan.
Homework: Please read Chapter 3 of Gatsby for Thursday. Note how Fitzgerald describes Nick's first encounter with Jay Gatsby at his party.
THURSDAY: Journal warm-up. Quiz covering vocabulary, grammar, and Gatsby reading. Begin reading articles that we'll use for the basis of our current event debate/discussion next week. Listen to class choices for Gatsby character songs.
Due: Please read Chapter 3 of Gatsby. Note how Fitzgerald describes Nick's first encounter with Jay Gatsby at his party.
Homework: Read, annotate, and perform a "SOAPS" analysis of the four articles with differing perspectives on whether or not college athletes should be paid. This will be our current event for next week, and we will perform a rhetorical analysis (SAT-style) on the arguments, as well as a "synthesis/ACT-style" response in small groups. Come to class with your annotated articles, an informed opinion, and a list of factors that should be considered in the decision.
Friday, March 10, 2017
March 13-17
This week, we'll begin The Great Gatsby! It's a wonderful book to read and enjoy in the (early?) spring. I'm looking forward to reading it with you.
MONDAY: Journal warm-up. Introduction to the world of The Great Gatsby. Pick up the book from the library. Begin reading and acting out Chapter 1. Describe Gatsby Song Assignment.
Due: n/a
Homework: For Friday:
Finish reading Chapter 1 of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
WEDNESDAY: Journal warm-up.Synthesis/ACT style practice essay outline and Reading comprehension practice. If you were in class, this was collected at the end of the period. If you missed Wednesday, please complete these and turn them in with the note "Absent" at the top for credit.
Due: Synthesis/ACT style practice essay outline, in-class activity on Wednesday, March 15
Reading comprehension practice, in-class activity on Wednesday, March 15
Homework: For Friday:
Finish reading Chapter One of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
FRIDAY: Journal warm-up. Quiz covering vocab, grammar, and Gatsby reading. Share song assignments and vote for a song to represent each character. Begin reading and acting out Chapter Two of Gatsby. After reading, view 3 different interpretations of the introduction of Myrtle and discuss which is the most true to the text and/or best.
Due:
Finish reading Chapter One of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
Homework: Read The Great Gatsby, through the end of Chapter 3. Note the description of Gatsby, his mansion, and his party.
MONDAY: Journal warm-up. Introduction to the world of The Great Gatsby. Pick up the book from the library. Begin reading and acting out Chapter 1. Describe Gatsby Song Assignment.
Due: n/a
Homework: For Friday:
Finish reading Chapter 1 of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
WEDNESDAY: Journal warm-up.Synthesis/ACT style practice essay outline and Reading comprehension practice. If you were in class, this was collected at the end of the period. If you missed Wednesday, please complete these and turn them in with the note "Absent" at the top for credit.
Due: Synthesis/ACT style practice essay outline, in-class activity on Wednesday, March 15
Reading comprehension practice, in-class activity on Wednesday, March 15
Homework: For Friday:
Finish reading Chapter One of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
FRIDAY: Journal warm-up. Quiz covering vocab, grammar, and Gatsby reading. Share song assignments and vote for a song to represent each character. Begin reading and acting out Chapter Two of Gatsby. After reading, view 3 different interpretations of the introduction of Myrtle and discuss which is the most true to the text and/or best.
Due:
Finish reading Chapter One of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
Homework: Read The Great Gatsby, through the end of Chapter 3. Note the description of Gatsby, his mansion, and his party.
Monday, March 6, 2017
March 6 - 10
This week, we'll practice reading
and interpreting legal documents and language, as well as getting familiar with
landmark Supreme Court cases that affect many areas of American life (and make great
evidence/examples for essays).
Students will work in groups, but still have their own individual writing assignments. (Please see the Supreme Court Project document for details.)
TUESDAY: Journal warm-up. Overview of Supreme Court Project. Divide into groups, choose cases. Work with your group on laptops to research and discuss your case, and your individual written assignment in class.
Due: read through Supreme Court case summary page.
Homework: Finish typing up your individual portion of the written Supreme Court case project. Bring a hard copy of the final draft, either neatly written or typed, to class on Thursday.
THURSDAY: Journal warm-up. Supreme Court Case group presentations. Turn in hard copy of individual written Supreme Court assignment. Take notes on other presentations. Take open-note quiz about the cases afterwards. Receive a copy of Vocabulary List #17 for next week's quiz.
Due: Hard copy (paper copy) of the final draft of the Supreme Court Project, either neatly written or typed, to class on Friday.
Homework: Study vocab #17 for next week's quiz.
Sunday, February 26, 2017
February 27 - March 3
Welcome! Hopefully registration for senior year went smoothly last
week. I'm looking forward to a lively week of debate (and an essay) and
the end of the gender unit.
MONDAY: Check in at the classroom for attendance, and to turn in the Gender Debate Prep Worksheet and journals. Find out where to go for presentation and individual registration for senior year at PVHS.
Due: Gender Debate Prep Worksheet
Completed journals for a journal check.
WEDNESDAY: Journal warm-up. Draw cards to find out which side you'll be with. Structured gender debate: should women be required to sign up for Selective Service (the draft) the same way that men do at age eighteen?
Due: n/a
Homework: Think about the debate and discussion, and prepare to write about it on Thursday. How did you do? What were the best examples and evidence supporting each side? Did you hear any logical fallacies during the debate? Do you personally agree, disagree, or agree/disagree with qualifications?
FRIDAY: Journal warm-up. Go through steps in an argument essay. Write in-class argument essay using the same prompt.
Due: n/a
Homework: Read over the Supreme Court Case Summaries sheet before Tuesday, March 7. Enjoy a little break!
MONDAY: Check in at the classroom for attendance, and to turn in the Gender Debate Prep Worksheet and journals. Find out where to go for presentation and individual registration for senior year at PVHS.
Due: Gender Debate Prep Worksheet
Completed journals for a journal check.
WEDNESDAY: Journal warm-up. Draw cards to find out which side you'll be with. Structured gender debate: should women be required to sign up for Selective Service (the draft) the same way that men do at age eighteen?
Due: n/a
Homework: Think about the debate and discussion, and prepare to write about it on Thursday. How did you do? What were the best examples and evidence supporting each side? Did you hear any logical fallacies during the debate? Do you personally agree, disagree, or agree/disagree with qualifications?
FRIDAY: Journal warm-up. Go through steps in an argument essay. Write in-class argument essay using the same prompt.
Due: n/a
Homework: Read over the Supreme Court Case Summaries sheet before Tuesday, March 7. Enjoy a little break!
Monday, February 20, 2017
February 20-24
Welcome back! I hope everyone enjoyed the three-day weekend. Here's what's on the agenda for this week:
MONDAY: HOLIDAY! No school.
TUESDAY: Journal warm-up. Short reading quiz. Discuss National Geographic transgender article. Research basics - scholarly sources. On laptops, find and utilize databases and scholarly articles on the PVHS library website and on PVLD. Both of these locations provide valuable, credible sources for papers while you're at high school, and you'll definitely be using databases for papers at the university level and beyond. Begin looking for articles for Gender Debate coming up next week.
Due: Read the following articles articles and instead of paper questions, be ready for a short quiz on them:
1. How Science is Helping Us Understand Gender
2. Glossary of terms
Homework: Begin working on the Gender Debate Prep worksheet. This will be due on Monday, February 27.
THURSDAY: Journal warm-up. Check in regarding Gender Debate Prep worksheet progress, research articles on laptops for 30 minutes. Gender related current event: gender pay gap. Discussion about the gender pay gap issue, complex variables involved, and the possible reasons for it. View informational article. Read blog entry from a young professional about what she wishes she'd known about negotiating her salary (beneficial for everyone in class, not just the women). Speaking and listening: Small group activity - improve the blogger's suggestions for phrases that could be used during a conversation with a potential employer that are respectful and effective in negotiations of salary, terms, etc. when accepting a position. Whole class discussion.
Extension: Click here for a challenging and informative video from the Stanford Business School about negotiation. I learn something new every time I watch the lecture.
Due: n/a
Homework: Finish the Gender Debate Prep Worksheet and have it ready for Monday, February 27. We will debate on Wednesday, March 1.
Have your journal ready for collection for Monday, February 27.
MONDAY: HOLIDAY! No school.
TUESDAY: Journal warm-up. Short reading quiz. Discuss National Geographic transgender article. Research basics - scholarly sources. On laptops, find and utilize databases and scholarly articles on the PVHS library website and on PVLD. Both of these locations provide valuable, credible sources for papers while you're at high school, and you'll definitely be using databases for papers at the university level and beyond. Begin looking for articles for Gender Debate coming up next week.
Due: Read the following articles articles and instead of paper questions, be ready for a short quiz on them:
1. How Science is Helping Us Understand Gender
2. Glossary of terms
Homework: Begin working on the Gender Debate Prep worksheet. This will be due on Monday, February 27.
THURSDAY: Journal warm-up. Check in regarding Gender Debate Prep worksheet progress, research articles on laptops for 30 minutes. Gender related current event: gender pay gap. Discussion about the gender pay gap issue, complex variables involved, and the possible reasons for it. View informational article. Read blog entry from a young professional about what she wishes she'd known about negotiating her salary (beneficial for everyone in class, not just the women). Speaking and listening: Small group activity - improve the blogger's suggestions for phrases that could be used during a conversation with a potential employer that are respectful and effective in negotiations of salary, terms, etc. when accepting a position. Whole class discussion.
Extension: Click here for a challenging and informative video from the Stanford Business School about negotiation. I learn something new every time I watch the lecture.
Due: n/a
Homework: Finish the Gender Debate Prep Worksheet and have it ready for Monday, February 27. We will debate on Wednesday, March 1.
Have your journal ready for collection for Monday, February 27.
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