October 19 - 23

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

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

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

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

Study for quiz on Thurs/Friday. 

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

Due: Healthcare outline with clear claim.

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

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

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

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



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

October 12-16

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

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

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


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

Due: n/a

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


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

Due:  Grapes, Chapter 18.


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

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

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

October 5 - 9

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

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

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

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

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

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

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

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

September 28- October 2

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

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

Due: Grapes Chapter 10 due.

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

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

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


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

Due:  Grapes, Chapter 13.

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

September 21-25

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

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

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

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

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

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

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

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

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

September 13-17

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

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

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

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

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

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

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

September 8 - 11

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

MONDAY: Labor Day, no school.

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

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

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

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


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


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

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

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

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

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