December 12-16: The last week of 2016!

It's here - the week before Winter Break!  We will continue with Huckleberry Finn, learn a few logical fallacies in our argument unit, and take a final vocab quiz for 2016 on Thursday.  Please check Aeries and be sure to turn in any outstanding work for partial credit, and please be sure journals are ready to turn in on Thursday with full pages.

TUESDAY: Journal warm-up. Review Huck Finn and then read Chapters 9 and 10 in class.  Go through first 3 logical fallacies and take notes.  If time, begin reading Chapter 11.

Due: Read Chapters 6-8 of Huckleberry Finn

Homework:  Be sure that journals are ready to turn in on Thursday with full pages for the days you were in class. 

Finish Chapter 11 of Huckleberry Finn.

Study for quiz - vocab and reading.


THURSDAY: Journal warm-up.  Quiz covering vocab and Huckleberry Finn reading.  Go over Huckleberry Finn.  Introduce raft project and show samples.  Add 3 more logical fallacies to notes, group activity with logical fallacies.  Turn in journals.

Due: Chapter 11 of Huckleberry Finn

Homework:

Complete the Huckleberry Finn Raft Project. 

Read Huckleberry Finn, Chapters 12-15, page 63-87.

Have a wonderful and

well-deserved holiday break.

 

I look forward to seeing you

in 2017!

December 5-9

This week we will continue working on the Grapes of Wrath final essay, and begin another journey with The Adventures of Huckleberry Finn. 

MONDAY: Journal warm-up. Show sample essays, type outlines into full rough drafts on laptop.  Pick up Huckleberry Finn book from library.

Due: Detailed outline due to Turnitin.com addressing one of the four Grapes of Wrath essay questions by Monday, December 5 before the beginning of class.

Homework:  Continue working on typing out the outline into a rough draft. The full rough draft will be due on Friday night, December 9 by 10:00 p.m. to Turnitin.com.

WEDNESDAY: Journal warm-up.  Check in re: Grapes essay drafts.  Notes: types of thesis statements and conclusions in argument essays.  Introduction and discussion about Huckleberry Finn and its themes.  Begin reading the book in class.

Due: bring Huckleberry Finn to class.

Homework: Study for quiz, finish Chapters 1-3 of Huckleberry Finn.

Continue working on typing out the outline into a rough draft. The full rough draft will be due on Friday night, December 9 by 10:00 p.m. to Turnitin.com.

FRIDAY: Journal warm-up.  Quiz covering vocabulary, grammar and Huckleberry Finn reading.  Discuss Huckleberry Finn so far, read Chapters 4 and 5 in class.

Due: Chapters 1-3 of Huckleberry Finn.

Homework:
Upload the full rough draft of the Grapes of Wrath essay before Friday night, December 9, 10:00 p.m. to Turnitin.com.

Read Chapters 6-8 of Huckleberry Finn for Tuesday, December 13.

November 28 - December 2

Welcome back!  I hope you enjoyed a wonderful Thanksgiving resting up and having some fun.  We have three weeks before the big one...Winter Break!  We will be going full steam ahead in our argument unit, learning logical fallacies, writing the Grapes essay, beginning The Adventures of Huckleberry Finn, and enjoying at least one more current events day. 

TUESDAY: Journal warm-up.  Socratic Seminar covering Grapes Socratic Seminar questions.  Receive final essay prompts and go over them. 

Due: Socratic Seminar questions.

Homework: Pick an essay prompt and come to class with 3-4 examples/evidence to support your position.


THURSDAY: (Class comp day - slightly shorter period). Journal warm-up.  Quiz.  Time on laptops to type detailed outlines.

Due: Pick an essay prompt and come to class with 3-4 examples/evidence to support your position.

Homework: Detailed outline of The Grapes of Wrath essay questions due to Turnitin.com by Monday, December 5 before the beginning of class.

November 21 - 23

Welcome to Thanksgiving week!  I am thankful to have so many creative, interesting and talented students this year.  I've really enjoyed reading your narratives and I'm excited for the rest of the semester.

Here's what's on the agenda for the week:

MONDAY: Journal warm-up.  Discuss the controversial ending of The Grapes of Wrath.  Watch the 1940 movie ending and compare and contrast it with the book's ending.  Watch a low budget, twenty-minute student version that is true to the book.  Work on the first of the Socratic Seminar Questions.

Due: Finish reading The Grapes of Wrath.  Be ready to discuss the controversial ending on Monday.  Did it match the rest of the book?  Was it uplifting, unsettling, or both?

Bring your book to class, please!

Homework:  Using your book, please continue to work on the Socratic Seminar questions, due Tuesday, November 29.

WEDNESDAY: (minimum B day) Journal warm-up. Receive vocabulary sheet for next week.  Current issue: migrant workers today. Preview essay questions.

Due: n/a

Homework: Please finish the Socratic Seminar questions, due Tuesday, November 29.

Have a wonderful and well-deserved Thanksgiving Break!

November 14 - November 18

Welcome to the week before Thanksgiving.  We will turn in our third of three outlines and finish The Grapes of Wrath this week.  It is also "Challenge Week" for juniors Monday through Wednesday, with a lighter class load, per the school.  Please be sure to study for the quiz on Thursday covering vocabulary, grammar and Grapes reading.

TUESDAY: Journal warm-up.  Read Chapter 27: what are the scams that Steinbeck describes that the owners and the pickers try to pull on each other?  Vocabulary activity.  Character nomination forms.  Begin reading Chapter 28 in class.

Due: Tiny Houses/Homelessness outline. 

Homework:  Finish reading Chapter 28.  Finish character nomination forms.

THURSDAY: Journal warm-up.  Vocab and reading quiz.  Discuss Chapter 28.  Character exercise.  Collect character nomination forms and vote.  Read Chapter 29 in class.

Due: Finish reading Chapter 28.

Homework: Finish reading The Grapes of Wrath.  Be ready to discuss the controversial ending on Monday.  Did it match the rest of the book?  Was it uplifting, unsettling, or both?

November 7 - 10

Welcome to the first short week in quite some time!  We will meet Tuesday and Thursday, and school will be out on Friday for Veteran's Day.   This week, we'll delve even further into The Grapes of Wrath and we'll explore our third current issue that goes with the novel: homelessness in Los Angeles and the Tiny Houses debate from San Pedro.

TUESDAY: Journal warm-up.  Go over Black Lives Matter outlines and turn them in.  Discuss Chapter 21 and the first 10 pages of Chapter 22.  Read short Chapter 23 out loud in class.  Music from The Grapes of Wrath.   Summarize Chapter 24.  Read selection from Chapter 25.  Read and act out key scene from Chapter 26.

Due: 
Read Chapter 21 and the first 10 pages of Chapter 22, The Grapes of Wrath.  The Joads are about to catch a break. 

Finish Black Lives Matter outlines for Tuesday.

Homework:  Finish reading Chapter 26. 

THURSDAY:  Journal warm-up.  "Tiny Houses for the Homeless" City Council-style discussion roundtable, argument essay outline.

Due: Chapter 26 of The Grapes of Wrath.

Homework:  Finish Tiny Houses outline. 

Read Chapter 28 for next Tuesday - there is a lot of action that takes place in this chapter.  Be ready to discuss.  How do you feel after reading the action scene?

October 31 - November 4

Happy Halloween!  On Monday, we will celebrate with chilling tales, old and new.  Later in the week, we'll work on outlining skills and go over the healthcare outlines you already turned in.  We'll then start work on our second of three outlines; you'll soon choose one and write it into a full essay.


MONDAY: Journal warm-up.  Candy/pretzels.  Candlelight reading of The Cask of Amantillado by Edgar Allan Poe.  View modern, technological sci-fi thriller.   Suggested reading: modern horror - short story The Pelican Bar by Karen Joy Fowler (2009), winner of the Shirley Jackson Award for outstanding literary achievement in psychological suspense and horror.

Due: Read Chapter 20 of The Grapes of Wrath up to page 357 (library version) where Jim Casy interacts with the police.

Homework:  Be sure to have read or listened to Grapes of Wrath Chapter 20 up to page 357 in the library version where Jim Casy interacts with the police.

WEDNESDAY: Journal warm-up. Go over healthcare outlines and allow for updates.  Act out scene from Grapes of Wrath, Chapter 20 and work on character nominations.  
 
Due: Read Chapter 20 of The Grapes of Wrath up to page 357 (library version) where Jim Casy interacts with the police.

Homework:  Finish reading the fight scene (page 357-362) in Grapes of Wrath, up until the point where the four armed men leave. 

Study for quiz.

FRIDAY: Journal warm-up.  Quiz.  Discuss the Joads' interactions with the police and the citizen vigilantes in Chapter 20.  Go through articles discussing the pros and cons of the more recent Black Lives Matter movement, watch video debate.  "Spiderweb" style discussion format.  Work on Black Lives Matter outline. 

Due: Finish reading the fight scene (page 357-362) in Grapes of Wrath, up until the point where the four armed men leave. 

Homework: Read Chapter 21 and the first 10 pages of Chapter 22, The Grapes of Wrath.  The Joads are about to catch a break. 

Finish Black Lives Matter outlines for Tuesday. 

October 24-28

Welcome!  This week we'll get the "universal outline:" a tool for writing argument essays.  This outline format, paired with SOAPS and the practice analyzing articles and passages, should really help when gearing up to write an argument essay, or any other paper where you need to be effective and persuasive. 

TUESDAY:Journal warm-up.  Review articles.  Intro to argument.  Universal Outline.  Four corner debate about healthcare.  Healthcare outlines - begin.

Due: Read, annotate, and SOAPS both Steinbeck and Peikoff articles that take opposing views about government-sponsored healthcare.

Homework: Finish healthcare outline for Thursday. 


THURSDAY: Play preview.  (4th Period - 8:10-8:40, 5th Period - 10:20-10:50, 6th Period - 1:00-1:30).  
Journal warm-up.  Quiz.  Work on character nominations for Grapes.  Begin reading Chapter 20, Grapes of Wrath.

Due: Healthcare outlines.

Homework: Read Chapter 20 of The Grapes of Wrath up to page 357 (library version) where Jim Casy interacts with the police.

October 17-21

I hope everyone had a restful and relaxing weekend.  It's "college week" at PVHS, and we're fortunate enough to have a high-quality College Center sponsoring a variety of events, including paying for all juniors to take the PSAT on Wednesday.

MONDAY: Journal warm-up. Act out scene from Chapter 18 in Grapes of Wrath, begin Chapter 20. Review narrative comments, samples.  Work on final drafts of narratives on laptops in class: first a step-by-step check of your current draft vs. the rubric, then time to type and get help. 

Due: Finish Chapter 18 of The Grapes of Wrath.

Homework:  Continue working on your narrative paper.  UPDATE: The final version is due on Monday, October 24 by 10:00 p.m. to turnitin.com.  (See sidebar for class codes and passwords.)

WEDNESDAY: 7:45 a.m. PSAT for all juniors.

Journal warm-up.  View narrative essay sample.  After sitting for the PSAT, we will practice vocabulary with a fun* activity called "Vocab Story Rounds."

*Fun = an English teacher's version of fun.

FRIDAY: Journal warm-up.  Quiz.  Read, annotate and SOAPS Starvation Under the Orange Trees by John Steinbeck.  Notes: Irony. View two videos about irony.

Due: Continue working on the narrative essay. I've extended the deadline; please note the new due dates below.

Homework:  Read, annotate and SOAPS articles by Steinbeck and Peikoff about government-sponsored healthcare.  Be ready to share and debate 1. which is the more persuasive article, and 2. whether or not you think the U.S. government should provide healthcare to its citizens.

UPDATE: The final version of the narrative essay is due on Monday, October 24 by 10:00 p.m. to turnitin.com.  (See sidebar for class codes and passwords.)  The weekend reading/homework is still the same, but I've extended the deadline so that students will have time on the weekend to complete their best, final draft.

October 10-14

It's a very short week, but an important one.  (Yes, know I always say it's important!)  This week we'll take a close look at what is arguably the most incendiary chapter in the book and study Steinbeck's persuasive techniques.  Here's the agenda:

TUESDAY: Journal warm-up.  Rhetorical analysis notes: repetition.  Close reading and analysis of Chapter 14 of Grapes of Wrath.  Summarize 15-17.   Begin reading Chapter 16.

Due: n/a

Homework: Read 15 pages of Chapter 18 of The Grapes of Wrath: the Joads are almost to California.  Study for quiz.


THURSDAY:  Journal warm-up.  Quiz covering vocabulary, grammar, and Grapes reading.  Fill out PSAT forms, continue with Chapter 18 of Grapes of Wrath.

Due: first 15 pages of Chapter 18 of The Grapes of Wrath.

Homework: Finish Chapter 18 of The Grapes of Wrath.

October 3-7

It's October and we're already in our sixth week of school!  Please make sure you've made up any older quizzes you missed because I'll be passing back work from September (except last week's quiz). 

Here's what's planned for the week:


MONDAY: Journal warm-up. SOAPS notes: a tool for analyzing passages.  Turn in hard copy of rough draft.  Discuss Chapter 10 in class.  Read Chapter 11 and 12 in class and go through repetition and imagery found in those short chapters.  Begin reading Chapter 13 in class.

Due: Read the rest of Chapter 10 in Grapes of Wrath.  Who would you cast (known actors) for the different Joad characters based on their descriptions in the book? Have this in mind as you read - soon the class will submit and vote on nominations.

Please bring a hard copy of the rough draft of your narrative for Monday. 


Homework:  Read first 15 pages of Chapter 13 of The Grapes of Wrath for Wednesday.


WEDNESDAY: Journal warm-up. Current event/current issue day. Topic: surveillance cameras at school.  Read and analyze two articles on the subject.  Stakeholder groups and debate.  Vote.

Due:  Read first 15 pages of Chapter 13 of The Grapes of Wrath for Wednesday.

Homework: Please read the rest of Chapter 13 of The Grapes of Wrath for Friday.


FRIDAY: Journal warm-up. Quiz covering vocabulary and Grapes reading for the week.  Close reading and analysis of two opposing articles about Colin Kaepernick's anthem protest, SOAPS analysis.  How does each make their argument using rhetorical devices?  Class votes: which is the better argument?  Do you think Kaepernick's method of protest is justified?

Due: Please read the rest of Chapter 13 of The Grapes of Wrath.

Homework: Done in class today.  Enjoy!

September 26-30, 2016

Hopefully by the time we meet on Tuesday, the weather will have cooled down some!  Fortunately, the weather forecast says that the heat wave will be short-lived.  Bring plenty of water, I'll have the fans set to full blast, and we'll make it!

TUESDAY: Journal warm-up.  Go over examples of narrative essays (1-2 pages).  Receive rubric.  Type up rough drafts in the computer lab/library.  Notes: diction, counterargument.  Leave journals in bins in classroom for points.

Due: Add at least 3 instances of imagery and/or figurative language that are original to the interview sheet and bring it with you on Tuesday.

Read the first 10 pages of Chapter 10.  Which Joad family member are you or your family like, and why? 

5th and 6th - Make sure your journal is filled down an entire page or marked "absent" for the days you weren't in class.  We'll have a journal check where you leave your journals in the bin in the classroom at the end of the day on Tuesday.


Homework: For Thursday: Study for quiz.

Finish rough drafts of narrative and submit to Turnitin.com by Wednesday night, September 28 at 10:00 p.m.

4th period only: Journals will be collected on Thursday.


THURSDAY: Journal warm-up.  Quiz covering vocabulary, grammar, Grapes reading.  Notes: tone.  Watch clips from the presidential debate and analyze each candidate's rhetoric using terms and concepts we've learned so far (logos, pathos, ethos, tone, diction, juxtaposition, connotation).

Due:
Finish rough drafts of narrative and submit to Turnitin.com by Wednesday night, September 28 at 10:00 p.m.

Homework:  Read the rest of Chapter 10 in Grapes of Wrath.  Who would you cast (known actors) for the different Joad characters based on their descriptions in the book? Have this in mind as you read - soon the class will submit and vote on nominations.

Please bring a hard copy of the rough draft of your narrative for Monday.  

September 19-23

I'm looking forward to opening the doors for "Back to School Night" this week: please mark your family calendars and ask parents and guardians to come to your classes on Thursday night, September 22.  We will have a minimum day on Friday following this event.  We'll get to enjoy each other's "Setting the Stage" projects displayed in the room and work on creating our own narratives about how we/our families came to be in California as we travel with the Joads in The Grapes of Wrath.

MONDAY: Journal warm-up.  Enjoy each other's Setting the Stage projects.  Discuss the characters we've met so far in Chapter 8 of The Grapes of Wrath.  Name one character you can think of from another book, movie, or TV show that is similar to one of the Joads.  Notes - more analysis terms: types of imagery and its effects on a reader.  The class will interview each other and write down how their partners' families came to be in California, adding at least one form of figurative language to their interview. 

Due:
Setting the Stage projects.

Finish reading Grapes, Chapter 8. Do any of the characters remind you of other characters in books, movies, or TV shows?

Ask your parents/guardians how you/your family came to be in California and be ready to talk about it in class next week.

Homework: Read Chapter 9 of The Grapes of Wrath for Friday and make a list of what you would bring on a similar journey if you had to move and could only take one backpack with you. Be ready to share on Friday.

Bring your interview sheet with you on Friday.


WEDNESDAY: Journal warm-up.  View excerpts from Steinbeck's Nobel Prize acceptance speech.  Hear about how the novel was received: its commercial success and the controversy and bans.  Four-corner debate with examples, evidence: should some books and materials be banned in the United States today?

Due: n/a

Homework:
Study for the quiz.

Bring your interview sheet with you on Friday.

Read Chapter 9 of The Grapes of Wrath for Friday and make a list of what you would bring on a similar journey if you had to move and could only take one backpack with you. Be ready to share on Friday.


FRIDAY (minimum day): Quiz covering the week's vocabulary, grammar and Grapes reading for the week.  Discuss Chapter 9 and the contents of your backpack.  Group exercise: agree on 1 backpack and share with the class. 

Share excerpts from interviews on Tuesday (each student should have 1 paragraph minimum describing how they/their families came to be in California with 1 example of imagery included).    View examples of effective narratives - student examples and Chipotle example. 

Due:
Read Chapter 9 of The Grapes of Wrath for Friday and make a list of what you would bring on a similar journey if you had to move and could only take one backpack with you.

Bring your interview sheet with you on Friday.

Homework:  Add at least 3 instances of imagery and/or figurative language that are original to the interview sheet and bring it with you on Tuesday.

Read the first 10 pages of Chapter 10.  Which Joad family member are you or your family like, and why? 

Make sure your journal is filled down an entire page or marked "absent" for the days you weren't in class.  We'll have a journal check where you leave your journals in the bin in the classroom at the end of the day on Tuesday.

September 12-16

Welcome back!  This week, we'll continue learning more about the Joad family and The Grapes of Wrath as you work on your Setting the Stage projects, due on Monday, September 19.  As we read, we'll continue to learn the basics about rhetorical analysis as we analyze and evaluate how Steinbeck and other writers use these techniques to persuade an audience. 

TUESDAY: Journal warm-up.  Review Chapter 2, Grapes of Wrath. Overview of Chapters 3,4 and 6. Read Chapter 7 in class: why do you think Steinbeck included this chapter?  In your opinion, are there businesses, industries, or products/services that are still like the car dealership in Chapter 7?

Notes: logos, pathos, ethos.  View samples and videos. 

Due:  Read Grapes, Chapter 2. (Also chapter 7 for 5th period only.)

Homework:
Read the first 10 pages of Grapes, Chapter 8 and look carefully at how Steinbeck introduces Pa Joad and Ma Joad.  Are they believable?  Do they remind you of anyone?

Study for quiz on Thursday.


THURSDAY: Journal warm-up.  Quiz covering vocabulary words, grammar, and Grapes reading for the week.  Discuss Grapes of Wrath, Chapter 8, first 10 pages.  Logos, pathos, ethos review and role play exercise. 

Due: first 10 pages read of Grapes, Chapter 8 (to the point where Tom sees Ma Joad)

Homework: For Monday -

• Read the rest of Grapes, Chapter 8.
• Finish the Setting the Stage project.
• Ask your parents/guardians how you/your family came to be in California and be ready to talk about it in class next week.

September 6 - 9, 2016: Week Two!

Welcome back! I hope everyone had an enjoyable three-day weekend.  This week, we'll continue with The Grapes of Wrath, define "rhetoric" and begin looking at rhetorical devices, work on vocabulary and grammar, and begin a short narrative writing assignment.

NOTE for 4th period: Due to the assembly on Friday, 4th period will participate in the Gallery Walk and Grapes of Wrath Intro before discussing the Chapter One questions.


WEDNESDAY: Journal warm-up.  Collect homework.  Definition of rhetoric, Aristotle's Rhetorical Triangle.  Review of the simile, metaphor, personification (figurative language).  Dialects in The Grapes of Wrath activity.  Note that there will be Grapes of Wrath reading questions on the Friday quiz as well as vocabulary, grammar, and summer reading questions.

Due:

• Signature page of syllabus
• Signed Turnitin.com permission form
• Get supplies for class (notebook with tabs per syllabus)
• Read Chapter One of The Grapes of Wrath and answer the Chapter One questions on the handout.

Homework: Read Grapes of Wrath Chapter 5.  While you're reading, find and write down at least 2 examples of effective/original figurative language that you're ready to share next class.  (Similes, metaphors, personification.)  Also, find one more example of figurative language outside of the book (that you overhear or create).

FRIDAY:  Journal warm-up.  Quiz.  Finish dialect activity. Discuss Chapter 5 in class and evaluate Steinbeck's purpose and effectiveness.  Introduce the Setting the Stage project.  Read Chapter 2 out loud in class and act it out. 

Due: Read Grapes of Wrath Chapter 5.  While you're reading, find and write down at least 2 examples of effective/original figurative language that you're ready to share next class.  (Similes, metaphors, personification.)  Also, find one more example of figurative language outside of the book (that you overhear or create).

Homework:
Choose an option and begin the Setting the Stage project - due next Monday, September 19. 

5th only: Please finish Chapter 2 and read Chapter 7.  Are there businesses and industries that still work this way? 

4th and 6th only: Please read Chapter 2 and get an introduction to Tom Joad.

First Week of School: August 29 - September 2

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

MONDAY: (minimum day - all classes, 35 minutes per class) Find seats, welcome and introduction, journals passed out and started, share.  Receive syllabus, begin work on Interest Inventory Worksheet.

Due: First journal entry, completed in class.

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 Wednesday 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 7.

WEDNESDAY: Journal, share.  Interest Inventory Worksheet activity.  Teacher/Student Contract exercise, the "dark side" of 11th grade.  Overview of ACT/SAT changes, 11th grade English standards, and 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 to yourself as a freshman.

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 bring the signature page of the syllabus to class. 
• Work on gathering supplies (binder with tabs, per syllabus) for next week.

FRIDAY: Journal, share.  Review procedures and routines.  First quiz covering procedures, classroom guidelines.  Turn in Letter to Freshman Self.  Receive Vocab/Grammar sheet for next week.  Gallery Walk.  Grapes of Wrath introduction including anticipation guide, video of Dust Bowl, Depression PPT.  Pick up a copy of The Grapes of Wrath for next week.

NOTE: There will be an assembly for all juniors for the second half of the class period.  We will pick up the book earlier in the period and the Gallery Walk and Grapes of Wrath introduction is scheduled for Wednesday. 

Due: Letter to Freshman Self

Homework:

• Signature page of syllabus due by September 7
• Signed Turnitin.com permission form by September 7. 
• Get supplies for class (notebook with tabs per syllabus) before September 7.
• Read Chapter One of The Grapes of Wrath and answer the Chapter One questions on the handout for Wednesday, September 7.

Enjoy the three-day weekend!  I look forward to seeing you next week in class.

August 2016: Welcome to English 3!

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

In this highly interactive class, we will read American literature, as well as a wide range of nonfiction pieces – essays, memoirs, letters, speeches, articles about current events, literary criticism, and even 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: "Hot" tab, Vocab/Grammar, Writing, Current Unit, Reference Sheets

• Plenty of paper

• Pens or pencils to write with

• Current novel

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

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

Procedures/Routines
I believe that English is the most important subject at school (every teacher thinks that about their subject, and I am no exception)!  In English 3, we'll work on reading, writing, speaking and listening skills that will help you achieve your goals in every other class at 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 all of the aspects of English are covered and students know what to expect from class.  Here is the basic framework: 

Monday/Tuesday, 113 minutes: 
10 minutes journal time
5 minutes random sharing of journal answers 
15 minutes practice this week's vocabulary and grammar
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'll explore together this year are:
The Grapes of Wrath
The Adventures of Huckleberry Finn
The Great Gatsby
One Flew Over the Cuckoo's Nest
A Raisin in the Sun

We'll also work on a brief gender unit, a two-week fundamental Supreme Court case unit, and 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.  The reasons we write in the journals include:

• Helps meet the California State Standards for 11th Grade writing that requires students to reflect in a variety of lengths of output and for different audiences. 
• The questions connect what we're learning to your life outside of school.   
• This is one space where you can freely express yourself in writing.   
• It's a good way to settle into class and focus on the material we'll cover.  
• The material and questions reviewed in warm-ups are almost always on the weekly quiz. 
• Some of the questions will ask you to evaluate your own learning, and the value you're receiving by taking the class.  Taking ownership of your own learning and providing feedback to me will help me to address minor issues before they become larger problems.

June 6 - June 9 - LAST POST!

I can't believe  we've come to the final week of class.

It was sometimes exciting, sometimes a "learning experience," but always a privilege to facilitate these sections of English 3 during my first year at PV High School.  I've learned so much during our time together 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.

Here's what we're doing this last week:

MONDAY: (all classes minimum day) Review of college essay/cover letter that will count as your final, pass out Final Checklist for college essays.  (You can include this in your English notebook and reference it if you like during the rest of the college application process, if that's your plan.) End of year reflection - students will fill out a brief questionnaire about English 3 this year.  Begin watching the film One Flew Over the Cuckoo's Nest.

Due: Please upload your college essay/cover letter to Turnitin.com by Monday night, June 6 at 10:00 p.m.  Since this counts as your final and grades are due, no late work will be accepted.  Thanks for understanding. 


TUESDAY/THURSDAY:  Finish watching One Flew Over the Cuckoo's Nest.  Feel free to bring food to enjoy.  We will celebrate our last class together.

Have a wonderful summer break, seniors!

May 31 - June 3

It's the last week of school before finals already!  Be sure to turn in any missing/late work by June 3rd and bring textbooks back to the classroom or directly to the library.

Here's what we have for the week:

TUESDAY/WEDNESDAY: Journal warm-up.  Read sample college essays that have worked and discuss each sample.  Go through Common App and UC prompts and match them with your completed brainstorm sheet.  Which questions allow you to present anecdotes that are highly personal and reflect your best attributes?  More brainstorming/narrowing down.  Last half of class: type up very rough draft in the computer lab.

For this assignment, the minimum requirement is one of the following:
1.  One of the Common App prompts
2.  Two of the four required UC prompts
3. A community college, art school, or vocational tech school prompt (please include the link and prompt at the top of your essay).
4. For those that are not planning on going to school, but straight to work, a detailed and very personalized one-page cover letter emphasizing your strengths and why they are a match for the job in cover letter format. 

Due: Completed brainstorming sheet from last week.  Think about which prompt(s) you may want to answer.

Homework: Complete a very rough draft of your essay for the Common App or 2 short answers from the UC prompts.  Don't worry about word count at this point.  Make sure you can access your drafts electronically so you can work on them in class on Thursday/Friday.

Make sure your journal will be ready to turn in at the end of the next class period. 

THURSDAY/FRIDAY: Journal warm-up.  Read more sample essays and discuss.  Go through the final checklist for drafts: push for details, remove cliches, fix any diction/syntax issues.  Work time on laptops.

Due:  Journals will be turned in at the end of the class period.

Full rough draft typed out and accessible online (Googledocs, latest version in e-mail, etc.)

Homework: Polish up your draft with the Final Checklist and make sure it is within the word count parameters.  Have others read it, set it aside, them come back and read and revise it again.

Your final version is due to Turnitin.com on Monday, June 6 at 10:00 p.m.

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.

May 23 - 27

We will finish CAASPP this week, and then begin our last tiny unit for the year!  I can't believe there are only 3 weeks left, and none of them are full weeks.  I am in the middle of grading all of the research papers and will have them completed by the end of Memorial Day Weekend.

Please take the opportunity this week to check your grade on Aeries and to turn in any late/missing work.  June 3 is the last possible day I can accept late work: this is posted on the whiteboard in class and I'll announce it each period as well.

The last 2 assignments for class will be turning in the journal on June 2 or 3 and then the narrative/college essay on June 6.  Be sure it's ready to turn in as I can't accept late journals this time.

MONDAY: (5th, 6th) CAASPP Computer Adaptive English Test.  Please bring homework or a book to read in case you finish the CAASPP early.

TUESDAY/WEDNESDAY:  CAASPP Computer Adaptive Math Test. Please bring homework or a book to read in case you finish the CAASPP early.

THURSDAY: (1st, 2nd) Journal warm-up.  Announcements.  Brainstorming activity for the final narrative/college essay writing assignment.   NOTE: Today's classes will be shorter due to the class competition assembly held during 2nd period.

FRIDAY: (5th, 6th) Journal warm-up. Announcements.  Brainstorming activity for the final narrative/college essay writing assignment.  NOTE: Today's classes will be shorter due to the minimum day block schedule.

Homework: Finish the brainstorming questionnaire you began in class.

Read the UC prompts and the Common Application prompts.  Begin to narrow down your topic for the college essay/narrative we'll write next week. 

Bring any English textbooks to the classroom or back to the library asap!

Have a wonderful three-day Memorial Day weekend!

May 16 - 20

This week, CAASPP testing will take place in English class.  Please follow the link for additional information:

http://pvhigh.com/california-assessment-of-student-performance-and-progress-caaspp/

MONDAY/TUESDAY: CAASPP testing.

WEDNESDAY: (no late start) CAASPP testing.

THURSDAY/FRIDAY: CAASPP testing.

May 9-13

Welcome back!  This week we'll finish One Flew Over the Cuckoo's Nest and take the book test.  I've really enjoyed experiencing the book with you so far.

MONDAY/TUESDAY: Journal warm-up.  Discuss Part IV, Chapters 1 and 2.  Begin reading Chapter 3 together as a class.  Reminder about the final draft of the research papers that's due to Turnitin.com.  Silent, sustained reading for last 20 minutes of class.

Due: Finish reading Cuckoo's Nest, Part IV, Chapters 1 and 2.

Final version of research paper due on Monday, May 9 by 11:00 p.m. to Turnitin.com.

Homework: Finish the novel (Part IV, Chapters 3 and 4) and be ready for the book test on  Thursday/Friday.

WEDNESDAY: Journal warm-up.  Revisit previous current events and discuss updates.  Introduce next current issue/event.  View "The Hunting Ground" about sexual assault on college campuses, followed by discussion/debate about California's controversial law that was signed last year to combat this problem.

Due: n/a

Homework: Finish the novel (Part IV, Chapters 3 and 4) and be ready for the book test on  Thursday/Friday.

THURSDAY/FRIDAY:  Journal warm up.  Discussion about the book's ending.  Cuckoo's Nest test.  First 30 minutes of CAASP - English performance task lesson given at end of class.

Due: Finish Cuckoo's Nest, Part IV, Chapters 3-4 (end of book).

Homework: n/a.  I would suggest making sure that journal entries are full and complete; they will be collected the week after CAASP testing.

May 2-6

Happy May!  We are already one month away from the end of the school year.  This month, we'll finish the research paper, take a One Flew Over the Cuckoo's Nest book test, and begin our final assignment for the semester, the narrative essay (which can be used as one of your college essays juniors typically write over the summer). 

MONDAY/TUESDAY: Journal warm-up.  One Flew Over the Cuckoo's Nest group project presentations.  Research paper: peer edit/review rounds. 

Due: Hard (paper) copy of research paper! Your portion of the One Flew Over the Cuckoo's Nest chapter project.

Homework:Review the summaries written by students covering Parts II and III (to be posted Monday night) here.  Know what happens in the book for Thursday/Friday.

Using your notes from class, finalize the research paper and upload to Turnitin.com by Monday, May 9 at 11:00 p.m.


WEDNESDAY: (1st and 2nd only) Journal warm-up.  Any remaining presentations. Current event article, video, discussion/debate, and vote.

Due: n/a

Homework: Review the summaries written by students covering Parts II and III (to be posted Monday night) here.  Know what happens in the book for Thursday/Friday.

Using your notes from class, finalize the research paper and upload to Turnitin.com by Monday, May 9 at 11:00 p.m.

THURSDAY/FRIDAY: Journal warm-up.  Vocab/grammar/reading quiz (last one of the year)!  Read One Flew Over the Cuckoo's Nest, Part IV. 

Due: Review the summaries written by students covering Parts II and III (to be posted Monday night) here.  Know what happens in the book for Thursday/Friday.

Homework: Finish reading Cuckoo's Nest, Part IV, Chapters 1 and 2.

Final version of research paper due on:Monday, May 9 at 11:00 p.m. to Turnitin.com

April 25 - 29

I've really enjoyed reading your research paper rough drafts with information about the job title you chose.  I am lucky to have so many interesting and talented students with such a wide variety of goals.

This week, we'll work on drafts and also work on a group project for Cuckoo's Nest.  Students will work in groups, but will each have an individual task to complete for a grade. 

MONDAY/TUESDAY: Journal warm-up.  Review Chapters 9 and 11 of Cuckoo's Nest.  Assign chapters to groups from Parts II and III of the book.   Students will have until Thursday/Friday to read their chapter, and then they will have time to work with their partners, presenting the chapters the following week.  We will also go over the drafts of the research paper, and work on paragraphing and transitions as a class.  Students will have time to work on their drafts on laptops in the class.

Here's a link that's helpful to look at when you're searching for a transition.

Here are some basic rules about paragraphing.

Due: Please read Chapter 9 and Chapter 11 of Cuckoo's Nest and make sure the working draft of your research paper is electronically accessible.

Homework:  Read your assigned chapter of Cuckoo and be ready to work with your partner on Thursday/Friday.

Be sure to save the work on your research paper draft and make sure it's accessible online.

WEDNESDAY: (5th and 6th periods only.) Journal warm-up.  Current issue: how some governors in the Northeast are battling the heroin epidemic, pros and cons of various solutions being proposed.  Read articles with opposing viewpoints, discuss and debate.

THURSDAY/FRIDAY: Journal warm-up.  Vocab/reading quiz covering Chapter 9, 11, and the reading of 15 in class.  Receive vocabulary sheet for next week (last one)! Research paper: in-text citations.  Work time on laptops.  Meeting time for group chapter presentations for One Flew Over the Cuckoo's Nest.

Due:  Read the assigned chapter for your group.  By the end of the period: group roles for Cuckoo Part II and III presentations on a piece of paper.

Homework: Finish work for Cuckoo presentation.

Bring a paper copy (a printout) of the research paper draft for a peer review next class.

April 18-22

We've begun our final novel, One Flew Over the Cuckoo's Nest, and will continue reading that and working on the final drafts of the research paper this week.


MONDAY/TUESDAY: Journal warm-up.  Group activity: how does Kesey characterize McMurphy and Nurse Ratched?  What techniques does he use?  Begin reading Chapter 5 in class. Vocab story rounds activity.

Due: Read One Flew Over the Cuckoo's Nest through the end of Chapter 4.
Read the first 4 chapters of Cuckoo's Nest.  (There are no chapter numbers in many paperbacks and online.  Chapter 4 ends on approximately page 41: the final words of the chapter are, "And, like I explain, the Big Nurse gets real put out if anything keeps her outfit from running smooth" (41).

These chapters will be on a quiz next week and also a big part of our in-class discussions.  Pay close attention to how Kesey introduces Randle McMurphy.

Homework: Finish Chapter 5 for Thursday/Friday.  What is the bet that the patients make with McMurphy?

Please bring interview notes for research paper for Thursday/Friday.  Be sure you can access your draft electronically.

WEDNESDAY: (1st and 2nd period only.)  Journal warm-up.  Current event/issue reading, annotation, discussion.

Due: n/a

Homework: Study for quiz on Friday, finish Chapter 5 of Cuckoo's Nest. 


THURSDAY/FRIDAY: Journal warm-up.  Vocab/reading quiz.  Discuss Chapter 5 of Cuckoo's Nest and go through 6, 7.  Read and act out scene from Chapter 8 in class.  Begin research paper final draft: work in interview and outside reading book into the body of the research paper draft.  Cite interview in MLA format:

List the interview by the name of the interviewee (last name, first name). Include the descriptor (either personal, e-mail, telephone, Skype, Facetime, etc.) and the date of the interview:

Smith, Jane. Personal interview. 19 March 2016.

https://owl.english.purdue.edu/owl/resource/747/09/

Due: Cuckoo's Nest, Chapter 5 read.  Interview notes for research paper.

Homework: Please read Chapter 9 and Chapter 11 of Cuckoo's Nest and make sure the working draft of your research paper is electronically accessible.  We will be working with the research paper next week, with the final draft due on May 3.

 NOTE: If you are reading an electronic version of One Flew Over the Cuckoo's Nest, here are the first sentences of the two chapters:

Chapter 9: All through breakfast McMurphy's talking and laughing a mile a minute.

Chapter 11:  There's long spells - three days, years - when you can't see a thing, know where you are only by the speaker sounding overhead like a bell buoy clanging in the fog.

April 11 - 15

Welcome back!  I hope everyone enjoyed the break.  (I am certainly in much better shape than I was the week before the break, no more coughing!) There are now less than 2 months left of school, and I am hoping to fill the remainder of time with some challenging reading and lively discussions before you head off into your senior year.

This week, I'll be making comments on research paper drafts, which you'll receive next week.  We'll be reading a classic and controversial author, Henry David Thoreau, and I'm looking forward to hearing your opinions about his views in excerpts from Walden.  We will also see a preview of the school play and begin reading One Flew Over the Cuckoo's Nest.

MONDAY/TUESDAY:  Journal warm-up.  Intro: Henry David Thoreau's Walden.  Brief video of actual location.  Note 5 vocab words from the reading.  Read excerpts from Walden outside (weather permitting) and annotate them as a class.  Extra credit quote activity.  Classroom discussion web.  Vocab story rounds.

Due:
Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1.

Research Paper Homework: 

• Read at least 2 other research papers and reply with comments (helpful, supportive, academically-worded comments for credit).  A good guideline is something you liked about the paper, and something they can improve for the next draft. 
• Complete an interview and take notes, make sure to ask about "unofficial" requirements for being successful on the job. 
• Read through the outside book you selected and look for information that you can use to add to the research paper.

Homework: Finish reading and annotating the Walden excerpt.  Be prepared for a quiz on the 5 vocabulary words and the reading on Thursday/Friday.  

Please obtain a copy of One Flew Over the Cuckoo's Nest by Ken Kesey before Saturday, if possible. (See me if you have any difficulty.  It is also available as an online book, though it's best to have a hard copy to annotate.)


WEDNESDAY: (5th and 6th only):  Warm-up.  Preview of the school play Joseph and the Amazing Technicolor Dreamcoat. Current events issue/reading.

THURSDAY/FRIDAY:  (1st and 2nd only - Preview of the school play Joseph and the Amazing Technicolor Dreamcoat.) Journal warm-up.  Walden reading and vocabulary quiz.  Receive vocab list for next week.  Cuckoo Gallery Walk.  Intro: One Flew Over the Cuckoo's Nest.  Read Chapter 1 and 2 of Cuckoo's Nest in class/response.

Due: Walden reading and annotating completed.

Homework: Read the first 4 chapters of Cuckoo's Nest.  (There are no chapter numbers in many paperbacks and online.  Chapter 4 ends on approximately page 41: the final words of the chapter are, "And, like I explain, the Big Nurse gets real put out if anything keeps her outfit from running smooth" (41). 

These chapters will be on a quiz next week and also a big part of our in-class discussions.  Pay close attention to how Kesey introduces Randle McMurphy.  

March 28 - April 1

It's the end of March, and almost Spring Break.  Hang in there!

There are two main assignments due this week, a journal check and the full rough draft of the research paper (see below). 

MONDAY: (1st and 2nd) Journal warm-up.  Discuss Gatsby Chapter 7 and 8.  Begin Chapter 9.  Computer lab for the last half of class - last in-class time to draft research paper before due date.


Due: Gatsby Chapter 7 and 8 read.

Homework: For Wednesday: Finish Gatsby, Chapter 9 (finish the book!), have journal ready to turn in, and bring Gatsby book to class.

Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1. 


TUESDAY: (5th and 6th) Laptops for the first half of class - last in-class time to draft research paper before due date.  Discuss Gatsby 7 and 8.  Begin Gatsby 2013 movie.


Due: Gatsby Chapter 7 and 8 read.

Homework: For Thursday, finish Gatsby, Chapter 9 (finish the book!), have journal ready to turn in, and bring your Gatsby book to class.  

Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1.

WEDNESDAY: (1st and 2nd)  Announcements, turn in journals, Gatsby books.  Begin Gatsby movie. 


Due: Gatsby, Chapter 9 read, Journals in, Gatsby books to class to turn in. 

Homework:  Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1. 

THURSDAY: (5th and 6th) Turn in journals, Gatsby books.  Continue watching Gatsby 2013 movie.


Due: Gatsby Chapter 9 read, journals ready to turn in, Gatsby books to class. 

Homework:  Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1.   

Research Paper Homework: 

• Read at least 2 other research papers and reply with comments (helpful, supportive, academically-worded comments for credit).  A good guideline is something you liked about the paper, and something they can improve for the next draft. 
• Complete an interview and take notes, make sure to ask about "unofficial" requirements for being successful on the job. 
• Read through the outside book you selected and look for information that you can use to add to the research paper.

FRIDAY: (1st and 2nd - minimum A Day). Finish watching Gatsby 2013 movie.

Due: n/a

Homework: Please upload full draft of research paper to Turnitin.com by 11:00 p.m. on Friday, April 1.   

Research Paper Homework: 

• Read at least 2 other research papers and reply with comments (helpful, supportive, academically-worded comments for credit).
• Complete an interview and take notes, make sure to ask about "unofficial" requirements for being successful on the job. 
• Read through the outside book you selected and look for information that you can use to add to the research paper.

March 21 - 25

It's the week before the week before Spring Break!  This week, we'll begin to draft out the sections of the research paper, and continue with a lot of dramatic action in Gatsby.  This week, I'm splitting A and B days, (see below).

The week for B days:

MONDAY: Journal warm-up.  Discuss Chapter 6 of Gatsby.  Begin Chapter 7 in class.  Work on research paper on laptops: Works Cited, how to take raw data and make it into sentences, using direct and indirect citations. 

Due:  Gatsby, Chapter 6 read.

Homework:  For Wednesday, bring outside book to class for research paper.

Finish drafting the first section of the body of the paper and have the Works Cited completed for Wednesday. 

WEDNESDAY: Journal warm-up with the following links:

1. How conservative/liberal are you? (Online quiz.)

2. Candidate Matchmaker

NOTE: this is not meant to be the only way you make decisions about the upcoming election.  They are just for fun and may not actually represent your views.  You'll have a chance to assess the results and whether or not you think they are a fair representation of your viewpoint in your journal.  As your teacher, I'm facilitating your discussion and won't be sharing my own personal results or views.

Work time on research paper: draft body sections b. and c.

Due: outside reading book for research paper in class.

Homework: Finish drafting body sections b. and c. and look over your intro and make revisions.

FRIDAY: Journal warm-up.  Vocab/grammar/Gatsby quiz. Read more of Gatsby, Chapter 7 in class.  Research paper: draft out d. and e.

Due: Research paper draft through section c. and Works Cited completed.

Homework: Finish Chapter 7 and read Chapter 8 of Gatsby for Tuesday.

Checkpoint: finish draft of research paper sections d. and e. for Monday.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

 The week for "A" Days:

TUESDAY: Journal warm-up.  Discuss Chapter 6 of Gatsby.  Begin Chapter 7 in class.  Work on research paper on laptops: Works Cited, how to take raw data and make it into sentences, using direct and indirect citations. 

Due:  Gatsby, Chapter 6 read.

Homework:  For Thursday, bring outside book to class for research paper.

Finish drafting the first section of the body of the paper (section a.) and have the Works Cited completed for Thursday.
. 
THURSDAY: Journal warm-up.  Vocab/grammar/Gatsby quiz.  Read more of Chapter 7 in class.  Work time: draft sections b, c, and d of the body of the research paper on laptops in class.

Due: Research paper draft through section a. and Works Cited completed.

Homework: Finish Chapter 7 and read Chapter 8 of Gatsby for Monday.

Checkpoint: finish draft of research paper sections b, c, and d for Monday.  

March 14 - 18

We are already halfway finished with Gatsby...it's going fast.  I'm looking forward to more dramatic acting/reading this week, along with more work on the research paper.

MONDAY/TUESDAY: Journal warm-up.  Hand back last argument essays and go over general trends in the class. (NOTE: if you aren't happy with your grade, please rewrite and upload to turnitin.com by 3/25.  I will average the two scores.)  Exercise: make a sample paragraph stronger in groups of two.  Homework assignment discussed:  rewrite your weakest paragraph for Thursday/Friday.

Discuss Gatsby, Chapter 4, and begin reading and acting out Chapter 5.  Research paper: go over an example of the paper, and discuss progress.  Begin working through the other sections, c. and d. on laptops.  Outside book due next week in class; schedule an interview before the end of March. 

Due: Finish Gatsby, Chapter 4, and be ready to discuss.


Homework:
Finish reading Gatsby, Chapter 5.
Study for vocab/grammar quiz on Thursday/Friday.
Rewrite your weakest paragraph from the argument essay, attach to original essay, and turn in on Thursday/Friday.

WEDNESDAY: (1st and 2nd only) Journal warm-up. Go over SAT/ACT essay prompts with sample essay.  Watch brief CBS video about the dispute between Apple and the F.B.I. and read articles supporting opposite sides of the issue.  In small groups, outline a response either ACT or SAT style.  

Due: n/a

Homework: (same as Monday)
Finish reading Gatsby, Chapter 5.
Study for vocab/grammar quiz on Thursday/Friday.
Rewrite your weakest paragraph from the argument essay, attach to original essay, and turn in on Thursday/Friday.


THURSDAY/FRIDAY: Journal warm-up.  Vocab/grammar/Gatsby quiz.  Begin reading Chapter 6 in class, time to gather research for Body: e. and f. for Research Paper. 

Due: Gatsby, Chapter 5.

Homework: 
For next class: finish Gatsby, Chapter 6, have information copied and pasted with a link in each section of the body of the research paper.  (We will work on taking the source info and making it into paragraphs and a working draft next week.)

For Wednesday (5th and 6th), and Thursday (1st and 2nd): Bring outside book to class for research paper.

March 7 - 11

We're heading right into March, continuing with Gatsby and beginning the research paper.  I've really enjoyed the energetic and entertaining reading of Gatsby so far!

MONDAY/TUESDAY:  Journal warm-up.  Discuss Gatsby, Chapter Two and begin reading Chapter 3 in class.  Overview: how to organize sources while writing a research paper.  Receive overview of research paper and begin writing rough draft of introduction on laptops. 

Due: Chapter Two, Gatsby, read and ready to discuss.

5th and 6th period only: On a separate piece of paper, please list 5 job titles you are interested in, with 1 sentence each explaining why you chose that job title.

Homework: Finish reading Chapter Three of Gatsby for next class.  This week's quiz will include 4 questions from The Great Gatsby.

Continue to work on Research Paper introduction and save it in a safe and accessible place.

WEDNESDAY:  Current event/issue day.  Read articles about opposing sides of a discussion, debate, vote and practice outlining a response.

THURSDAY/FRIDAY:  Journal warm-up.  Vocab/grammar quiz with 4 Gatsby questions covering the book through Chapter 3.  Begin reading Gatsby, Chapter 4, casting exercise.  Begin researching first section: "Typical Day on the Job" that includes the actual tasks involved and what an average day would entail for your Research Paper.

Due: Gatsby read through Chapter 3, Research Paper draft of intro (1 - 3 paragraphs)

Homework:  Finish reading Gatsby, Chapter 4.

Continue research for the "Typical Day on the Job" section and think of someone you can interview, if possible. 

Begin looking for a book about either someone working in the industry you've chosen, a book about new developments in the industry, the history of the industry, or an industry leader's biography.  You'll read and reference this book throughout the research paper.

February 29 - March 4

It's already the beginning of March (almost)!  We've started The Great Gatsby, and I'm excited to begin our research writing unit based on a profession/job title of your choice. This week, students will also attend Junior Conferences during English class and plan their schedules for senior year.

MONDAY: (1st and 2nd only) Journal warm-up.  Review Gatsby Chapter One, character traits so far.  Listen to clips of student song choices and share paragraphs.  Select a song for each character from the whole class.  Begin reading Gatsby, Chapter Two.  Start initial work for research paper based on a profession/job title of your choice: view career aptitude test and compare the number of people employed and median salary on another chart.

http://www.rasmussen.edu/resources/aptitude-test/

  

http://www.rasmussen.edu/resources/what-career-should-i-choose/

NOTE: Dr. Park will give a presentation to 2nd period at 11:30.

Due: Gatsby Chapter 1 read and Character Song Assignment finished.

Homework: Finish brainstorm for research paper - on a separate piece of paper list top five choices for a job title you could research and a sentence or two by each explaining why that might be a good match for your interests, talents, and goals.

TUESDAY: (5th and 6th periods only): Journal warm-up.  Review Gatsby Chapter One, character traits so far.  Listen to clips of student song choices and share paragraphs.  Select a song for each character from the whole class.  Begin reading Gatsby, Chapter Two.

5th and 6th periods will have Junior Conferences on Tuesday, March 1.

Due:  Gatsby Chapter 1 read and Character Song Assignment finished.

Homework:  Study for vocab quiz.  Quiz will have 2 Gatsby questions from Chapter One. 

WEDNESDAY: (1st and 2nd only): Journal warm-up.  Begin reading Gatsby, Chapter Two.

1st and 2nd periods will have Junior Conferences on Wednesday, March 2.

Due:  brainstorm for research paper - on a separate piece of paper list top five choices for a job title you could research and a sentence or two by each explaining why that might be a good match for your interests, talents, and goals.

Homework: Study for vocab quiz.  Quiz will have 2 Gatsby questions from Chapter One.

THURSDAY/FRIDAY:  Journal warm-up.  Vocab quiz with 2 Gatsby questions.  Gatsby reading Chapter 2, scene 1, pages 23-29.  Watch 3 versions of how the Myrtle introduction is portrayed in film (the scene we just read), and vote on your favorite.

(5th and 6th will start initial work for research paper based on a profession/job title of your choice: view career aptitude test and compare the number of people employed and median salary on another chart.)

Due:n/a

Homework: Finish reading Chapter Two, where we get a close look at Tom's not-so-secret life.   Next week's quiz will include 4 questions from The Great Gatsby.

5th and 6th period only: On a separate piece of paper, please list 5 job titles you are interested in, with 1 sentence each explaining why you chose that job title.  Please see Monday's agenda, above, for links to websites that can offer some help generating ideas for you.  DUE ON MONDAY, MARCH 7 for 5th and 6th only.

February 22-26

Thank you for the great debates about women signing up for the draft last week.  I am reading the essays and so far, there are strong, clear positions and specific examples and evidence provided.  I love reading them, though it's going to take me a week or two to finish them all!

This week, we'll finish our Gender Unit and move on to The Great Gatsby.

MONDAY/TUESDAY: Journal warm-up.  Discuss "Professions for Women" article and turn in.  Read and discuss "I Want a Wife": what is the author's purpose?  How does she build her argument? Discussion questions about your own future, division of household duties, hours you envision that you'll be working in your 20s, 30s.  Vocabulary Story Round activity.

Note: Dr. Park will address classes about the CAASPP activity coming up in late May. 

Due: Professions for Women essay and questions.

Homework:  Study vocabulary for quiz on Thursday/Friday.  Check Aeries to make sure you are caught up with the many assignments during the Gender Unit.


WEDNESDAY: (5th and 6th only) Discussion about the gender pay gap and possible reasons for it, view statistics.  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 girls).  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 helpful in negotiations of salary, terms, etc. when accepting a position. Whole class discussion. 

Extension: If you have time, 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.



THURSDAY/FRIDAY: Journal warm-up.  Vocab/grammar quiz. Intro to the world of Gatsby: F.Scott Fitzgerald and the 1920s.  Pick up the book at the library and begin reading.  You'll be choosing one song that best represents one of the characters introduced in Chapter One to share next class.


Due: n/a

Homework: 
Finish reading Chapter One of The Great Gatsby, pages 1-21. 

Character Song Assignment.

February 15-19

During this short, four-day week we will not have a vocabulary quiz; we will instead have a formal debate about whether or not women should be required to sign up for the draft and then write an argument essay at the end of the week.  I look forward to an interesting week!

MONDAY: President's Day Holiday - no school!

TUESDAY (5th and 6th period): Journal warm-up.  Complete "beauty ideals" presentation and go over instructions for debate prep, a few minutes for research.  Draw a side for the formal debate and switch seats.  Twenty minutes prep, twenty minutes opening statements, 30 minutes rebuttals.

Due: Debate prep - 3 examples total with at least one in each agree/disagree side.  One credible source printed out and annotated.

Homework:
1. Review notes from debate.  Think about your own opinion about the matter and what the best evidence/examples are.  Review argument essay outline and steps.
2. Bring Huck Finn book for Friday for points!
3. Journal check on Thursday. 

NOTE: Extra Credit Opportunity #1- after school in the same classroom - Room 509.  English Department multiple choice Huckleberry Finn test.  (See sidebar for details.)


WEDNESDAY (1st and 2nd period): Journal warm-up.  Draw a side for the formal debate and switch seats.  Twenty minutes prep, twenty minutes opening statements, 30 minutes rebuttals.

Due: Debate prep - 3 examples total with at least one in each agree/disagree side.  One credible source printed out and annotated.

Homework:
1. Review notes from debate.  Think about your own opinion about the matter and what the best evidence/examples are.  Review argument essay outline and steps.

2. Bring Huck Finn book for Friday for points!
3. Journal check on Friday. 

THURSDAY/FRIDAY: Journal warm-up.  Open "popcorn" debate about whether or not women should sign up for the draft - 15 minutes max., compare notes.  Write in-class argument essay arguing your own personal position about the topic.  NO VOCAB QUIZ THIS WEEK.  If time, begin homework for next week.  Receive vocab list for next week.


Due:
1. Huckleberry Finn books - for 5 participation points!
2. Journal check
 
Homework:  Read "Professions for Women" by Virginia Woolf.  Answer the questions and bring for next class.

February 8-12

Welcome to another short week.  This week we'll continue our gender unit, going through the rest of the "man" articles and then looking at essays and a video about women.  We've only just begun the short gender unit and it's been a real pleasure to hear students' opinions and the discussion around the first activity and essay. 

MONDAY/TUESDAY: Journal warm-up.  Discuss "Why Johnny Won't Read" questions.  Read "Just Walk on By" by Brent Staples, response.  Evidence/example groups and informal presentations. If time, vocab activity in groups.

Due:  Read the essay "Why Johnny Won't Read" and answer the questions.  Be prepared to discuss your personal experiences and opinions about the authors' viewpoints.

Homework: Read "There is No Unmarked Woman" by Deborah Tannen and answer the questions.

Study for vocab/grammar quiz.


WEDNESDAY/THURSDAY: Journal warm-up.  Vocab/grammar quiz.  E.E. Cumming's "somewhere i have never travelled,gladly beyond" poem in honor of Valentine's Day.  Gender: women's issues.  Video "Killing Me Softly" and "spiderweb" style discussion.  View current event articles about new weight/BMI minimums in place for fashion models in France and new Barbie dolls with different body types.  Prepare for next week's debate about requiring women to sign up for the draft, pass out worksheet (see below for links).
 
Due:  Read "There is No Unmarked Woman" by Deborah Tannen and answer the questions.

Homework:  Debate Prep Worksheet - prepare for the debate next class, next week.

5th and 6th period Debate Prep Worksheet

1st and 2nd period Debate Prep Worksheet 

FRIDAY: No school - it's the beginning of a long, four-day Presidents' Weekend.  Enjoy!

February 1-5

This week, we'll wrap up Huckleberry Finn, our second novel of the year.  Before we dive into our next book, we'll take two weeks to read shorter articles and passages (past and present) about gender, which should make for some interesting debate and discussion in class.  This short unit will end with a debate about whether or not women should be required to register for the draft as all 18 year old males do.  I'm looking forward to it!

MONDAY/TUESDAY:  Journal warm-up.  Huckleberry Finn check in and wrap-up/summary.  Read Chapter 32 through "Chapter the Last" in class and discuss the ending.  Read arguments for and against including Huckleberry Finn in the high school curriculum and assess each article: what appeals does each one make (logos, ethos, pathos), what kinds of examples do they use?  Which is the better argument and which do you personally agree with?

Due: Huckleberry Finn, Chapters 19-22, pages 118-146.

Homework: Answer the questions from the two Huckleberry Finn articles for Thursday/Friday.

WEDNESDAY: (1st and 2nd only)  Discussion about the gender pay gap and possible reasons for it, view statistics.  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 girls).  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 helpful in negotiations of salary, terms, etc. when accepting a position. Whole class discussion. 

Extension: If you have time, 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.


THURSDAY/FRIDAY: Journal warm-up.  Vocab/grammar/Huckleberry Finn quiz.  Intro to gender unit, read "Being a Man" essay by Paul Theroux and discuss.  Small group activity: is it harder to be a man or a woman in today's society?  Groups come up with a list of examples/evidence to support their position. 

Due: Huckleberry Finn Argument Questions.

Homework: Read the essay "Why Johnny Won't Read" and answer the questions at the end for next class.  Be prepared to discuss your personal experiences and opinions about the authors' viewpoints.