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.
Monday, September 26, 2016
Sunday, September 18, 2016
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.
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.
Monday, September 12, 2016
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 -
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.
Monday, September 5, 2016
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:
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.
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.
Sunday, August 28, 2016
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:
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:
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.
Monday, August 8, 2016
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:
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:
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
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.
Sunday, June 5, 2016
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.
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!
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