December 12-16: The Final Week of Class in 2016!

It's already here - the last week before Winter Break.  It's been a great year so far, and I'm looking forward to reading different types of passages, hearing your insights, and, yes, reading your essays during the rest of this year and into 2017. Here's what's on the agenda this week:

MONDAY: Journal warm-up.  Turn in and share raft projects.  Notes: types of claims, examples.  Add 3 more logical fallacies to the list.  Discuss Huckleberry Finn so far, read aloud in class.

Due:

1. Bring in your selected outline (government-provided healthcare, Black Lives Matter, or Tiny Houses).  Make sure you have a good argument planned with evidence and examples.  
2. The Huckleberry Finn Raft Project. I'll hang them on the wall. 
3. Huckleberry Finn, Chapter 11.
4. Please bring The Grapes of Wrath and the English textbooks to class or turn them to the library yourself.

 Homework: Please read Huckleberry Finn, Chapters 12 and 13.


WEDNESDAY: Journal warm-up.  Review steps to writing out an essay.  Write out an argument essay using the argument outline you turned in on Monday.  When finished, begin reading Paper Tigers article.

Due: Huckleberry Finn, Chapters 12 and 13.

Homework: Finish reading Paper Tigers article.  Be ready to discuss your impressions of the article and whether or not you think the college admission based on diversity is a good idea or not.

Make sure your journal is ready to turn in.  You should have answers to journal prompts for the days that you were in class (does not have to be a full page).

FRIDAY: (minimum day) Journal warm-up.  Quiz covering vocabulary and Huckleberry Finn reading.  Talk about your impressions of the Paper Tiger article, read this response and discuss college admissions based on diversity (pros and cons). 

Due: Finish reading Paper Tigers article.  Be ready to discuss your impressions of the article.

Journals are due for a journal check.  Please leave them in the bin in the classroom.

Homework: Please pick up your independent reading book and finish the following: 

1. Group
A. The Autobiography of Benjamin Franklin.  Begin Steve Jobs - shoot for 100 pages.
B. The Narrative of the Life of Frederick Douglass.  Begin Malcolm X, read 100 pages.
C. The Last of the Mohicans. 
D. The Jungle. 
E. Finish the Edgar Allen Poe and The Legend of Sleepy Hollow.  Begin The Shining - shoot for 200 pages. 
F. Little Women. 
G. Beloved. 
H. 600 pages of Atlas Shrugged. 
J. The Sun Also Rises.  Begin La Vida Loca - read 50 pages. 

2. When you're finished, please post on the Turnitin.com book discussion group under the latest topic, #3.   (Click on the Discussion Tab on the upper right once you're in that "class" on Turnitin.com with your book group.)

3. Also, work on obtaining the book(s) for second semester. 

Have a wonderful and well-deserved

holiday break! 

I look forward to seeing you again in 2017.

December 5 -9

It's the week before the week before Winter Break!  I'm looking forward to continuing with Huckleberry Finn, reading, discussing, acting some of it out, and working on raft projects.  We'll also be continuing with the basics of Argument and getting started on the second argument essay.

There have been a few updates this week, none of which were planned, due to absence with the flu on Tuesday.  I'm happy to be back and have the classes up to speed!

TUESDAY: Journal warm-up.  Review and read Huckleberry Finn Chapter 11 in class.  Introduce the Huck Finn Raft Project. .

Due: Read Chapters 4-10 of Huckleberry Finn.

Homework: Begin work on Huck Finn raft project.

Study for quiz.  Quiz will include Huckleberry Finn.

Bring The Grapes of Wrath and the (heavy) English 3 Textbook with you to class to turn in, or turn in by yourself to the library.

THURSDAY: Quiz covering vocab, grammar and Huckleberry Finn.  Receive feedback for Grapes argument essays.  Mini-lesson about how to integrate quotes into essays.  Receive 3 argument outlines back.  Choose one of them to write into the second argument essay.  Go through Huckleberry Finn up through Chapter 10.  Check in re: Huckleberry Finn and Raft Project and show samples.

Due:  The Grapes of Wrath library copy and the English 3 Textbook to class.


Homework:  Look over your selected outline (government-provided healthcare, Black Lives Matter, or Tiny Houses).  Make sure you have a good argument planned with evidence and examples.  Please bring this outline to class on Monday.

Finish Huckleberry Finn Raft Project for Monday, and bring to class.  We'll hang them on the wall.

If you have not yet read Huckleberry Finn, Chapter 11, please do so.

Please bring The Grapes of Wrath and the English textbooks to class or turn them to the library yourself.

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, finishing the first argument essay, writing the second essay, beginning The Adventures of Huckleberry Finn, and enjoying at least one more current events day. 

MONDAY: Journal warm-up.  Discuss progress on the Grapes essay.  Notes: types of thesis statements.  Focus on conclusions - examples and tips.  Read through model essays and critique them. 

Intro to Huckleberry Finn.  Pick up the book from the library. 

Due:  Work on The Grapes of Wrath essay.

Homework: Upload full draft of The Grapes of Wrath essay to Turnitin.com by Tuesday night, November 29 at 10:00 p.m.

WEDNESDAY: Journal warm-up.  Current event/issue day.  Read and annotate opposing viewpoints, SOAPS.  Debate and discuss.  Vote.  Whole class outline activity - review thesis types, conclusions. 

Due: Upload full draft of The Grapes of Wrath essay to Turnitin.com by Tuesday night, November 29 at 10:00 p.m.

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

FRIDAY: Journal warm-up. Vocab quiz. View Huck Finn video re: the language of the book.  Discuss. Notes: logical fallacies. group exercises covering logical fallacies.

Due: Read Chapters 1-3 of Huckleberry Finn. 

Homework:  Read Chapters 4-10 of Huckleberry Finn for next class.

November 21-23

It's Thanksgiving week...and an appropriate time to thank the honors classes for all of your work so far this semester, and specifically for the excellent Socratic Seminars held on Friday.  I really enjoyed listening to the conversations and I liked the way nobody seemed to shy away from the more controversial topics and respectfully disagree with each other.  Hopefully that will help make for some good Grapes essays. 

TUESDAY: Journal warm-up.  Watch the ending from the 1940 version of The Grapes of Wrath movie as well as a low-budget student short of the entire movie that is true to the book version and compare and contrast.  Discuss outlines - check your examples and evidence to ensure that the sources cannot be discredited and that each example is distinctive and proves your points.  View samples from class.  Work time on laptops to begin first draft of Grapes essay.

Due: Detailed, original outline response to one of the essay prompts to Turnitin.com by Monday night, November 21, at 10 p.m.

Homework: Write a draft, revise it, and post the essay to Turnitin.com by Tuesday night, November 29, at 10:00 p.m.

Have a wonderful and well-deserved Thanksgiving break!

November 14-18

So you've finished The Grapes of Wrath.  It was meant to be somewhat unsettling, but do you also  consider it a happy ending?

This week is Challenge Week at school for juniors, so Monday will be lighter, followed by a quiz and Socratic Seminar on Friday.

MONDAY: Journal warm-up.  Discuss ending of The Grapes of Wrath, final activities for unit.   Finish your original responses to the Socratic Seminar sheet.  Read independent reading book that will be due at the end of the semester.

Due: Read Chapter 30 of The Grapes of Wrath (finish the book).  What did you think about the ending?  Did it fit the book? Was it a happy ending?

Read and complete the first 5 Grapes Socratic questions with complete, original answers on a separate sheet of paper for Monday, November 14.

Homework:  None today, except to finish the Socratic Seminar sheet with your original answers by Wednesday.

WEDNESDAY: Journal warm-up.  Turn in Socratic Seminar sheet.  Vocab story rounds.

Due: n/a

Homework: Study for quiz.

FRIDAY: Journal warm-up.  Quiz.  The Grapes of Wrath Socratic Seminar going over the answers to the questions in two discussion circles, participation required.  

Due: n/a

Homework: Review Grapes final essay prompt choices.  Choose one and then prepare a very detailed, original outline response for Tuesday to Turnitin.com.

Continue with Independent Reading Book.  The goal is to be about 2/3 of the way finished by the end of Thanksgiving break. 

November 7-10

It's a four-day week, followed by Veteran's Day holiday this Friday.  We will be finishing The Grapes of Wrath and the third of three outlines that go with the themes of the book.  Reminder: no vocab quiz this week. 

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

Due: Finish Chapter 28, Grapes of Wrath

Homework: Finish the Tiny Houses outline for Wednesday.

WEDNESDAY:  Journal warm-up.  Grammar exercise - love letter.  Discuss The Grapes of Wrath Chapter 28, read Chapter 29. 

Due: Tiny Houses outline.

Homework: Read Chapter 30 of The Grapes of Wrath (finish the book).  What did you think about the ending?  Did it fit the book? Was it a happy ending?

Read and complete the first 5 Grapes Socratic questions with complete, original answers on a separate sheet of paper for Monday, November 14.

October 31 - November 4

Happy Halloween!  Here's what's on the agenda for the week:

TUESDAY: Journal warm-up.  Review Black Lives Matter and healthcare outlines/outline format. Music from The Grapes of Wrath.  Read selection from Chapter 25.  Read and act out key scene from Chapter 26. 

Due: Please read Chapter 23 and 24 of The Grapes of Wrath.

Homework: Finish Chapter 26 of The Grapes of Wrath.  Study for quiz.

THURSDAY: Journal warm-up.  Quiz.  Read Chapter 27: what are the scams that Steinbeck describes that the owners and the pickers try to pull on each other?  Character exercise, character nomination forms, voting.  Begin reading Chapter 28 out loud in class.

Due: Finish Chapter 26 of The Grapes of Wrath.

Homework: Finish Chapter 28 of The Grapes of Wrath.

October 24-28

Welcome to the last week of October (pretty much) and the end of first quarter.  This week, we'll write our second argument outline and continue with The Grapes of Wrath.

MONDAY: Journal warm-up.  Read and act out Grapes of Wrath, the end of Chapter 20.  Read and analyze present-day Black Lives Matter articles and its website - think about/write about the prompt: Is Black Lives Matter doing more good or more harm? Think/Pair/Share Discussion with partners to fill out a worksheet.  Outline your own response to the prompt. 

Due: Finish Grapes of Wrath, Chapter 20 and 21.

Homework: Finish Black Lives Matter outlines for Wednesday.

WEDNESDAY: Play previews: 1st Period: 9:50-10:20, 2nd Period: 11:25-11:55.  Journal warm-up, practice vocabulary. Review and collect BLM outlines.  

Due: Black Lives Matter outlines

Homework: Please read the first 10 pages of Grapes, Chapter 22 where the Joads get to Weedpatch.


FRIDAY: Journal warm-up.  Quiz.  Vote for class actors for Grapes.  Summary of rest of Chapter 22.  Special Halloween-themed activity!

Due: Grapes, first 10 pages of Chapter 22.

Homework: Please read Chapter 23 and 24 of The Grapes of Wrath.

October 17-21

I hope everyone had a restful and relaxing weekend!  It's college week this week, 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.

TUESDAY: Journal warm-up.  Independent reading activity/check-in.  Narrative grades and samples. Introduction to argument: notes -  basic guidelines and types of evidence/examples.  Read Colin Kaepernick articles in support of and in opposition to his anthem protest and analyze their effectiveness.  Discuss and vote.  If time: hyperbole notes and activity.

Due: Read your independent reading book(s).  Create a quiet space where you're alone, awake and comfortable and read at least 30-50 pages, depending on the length of your particular book choice.  We'll check in and talk about your progress.

Homework: Grapes reading through Chapter 20 up to the scene where Jim Casy interacts with the police officer (page 357 in library edition).

(WEDNESDAY - PSAT begins at 7:45 a.m. for all juniors. No English class today, though.)

THURSDAY: Journal warm-up. Quiz.  (Period 2, finish Kaepernick articles, vote.) Read portion of The Grapes of Wrath, Chapter 20 out loud that include the police as they are depicted in the book.   Hyperbole definition and group activity.  Actor nomination forms for Grapes of Wrath.

Due: Grapes reading through Chapter 20 up to the scene where Jim Casy interacts with the police officer (page 357 in library edition).

Homework:  Please finish Grapes of Wrath Chapter 20 and 21 and have your "Actor nomination form"  ready for Monday. 

Read and research "Black Lives Matter" and "All Lives Matter": we will debate and discuss these issues (and write our next argument outlines) next week.  (No need to bring in articles, just read a variety over the weekend.)

Continue reading your independent reading book.  Is there a theme/message developing?

October 10-14

It's mid-October already!  This week, we'll practice rhetorical analysis and begin to practice outlining as part of the process of building a well-crafted and convincing essay.

MONDAY:  Hearing testing for all 11th graders - 15 minutes.  Journal warm-up.  Notes: Universal outline.  Go over SOAPS articles, opinions.  Four corner debate about government-provided healthcare with an emphasis on evidence and examples.

Due:
1. Please read and analyze two articles with opposing views about government-sponsored health care.
2. Do a complete SOAPS analysis on each article and bring to class on Monday ready to discuss and debate.
3. Which is the better argument?
4. Which one do you personally agree with?  (Those are not necessarily the same.) 

Homework:  Read the rest of Grapes, Chapter 18 (pages 199-314).


WEDNESDAY:  Journal warm-up.  Finish rebuttals from four corner healthcare discussion.  begin writing an argument outline for the healthcare option you think is best using evidence, examples and a counterargument.

Due:  Read the rest of Grapes, Chapter 18 (pages 199-314).

Homework: Finish healthcare outlines for Friday.  Study for quiz.


FRIDAY:  Journal warm-up. quiz, bubble in the PSAT forms.  Review outlines.  Narrative essay grade info. 

Due: Healthcare outlines.

Homework:  Take some time this weekend to read and enjoy your independent reading book(s).  Create a quiet space where you're alone, awake and comfortable and read at least 30-50 pages, depending on the length of your particular book choice.  On Tuesday we'll check in and talk about your progress. 

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:

TUESDAY: Journal warm-up.  Review rhetorical analysis terms learned so far; share tone words from homework.  View clips from first presidential debate and analyze the rhetorical devices used by each candidate (logos, pathos, ethos, connotation, diction, tone, etc.) Read Chapter 14 in class and analyze. Summarize Chapters 15-17.

Due: Read another 20-30 pages of your independent reading book and think about the tone that the author or authors use.  Come into class ready to share three different, original words that describe the tone of the book or books so far.

Upload narratives to Turnitin.com (under the 1st or 2nd period class code on the right hand sidebar of this site) by Monday night at 10:00 p.m.

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 vocab, Grapes reading.  Notes: Irony.  Irony videos.  Presidential debate clips - one more segment, analyze rhetorical devices, tone as a class.  Continue with Chapter 18 of Grapes in class.

Due: Read the first 15 pages of Chapter 18 of The Grapes of Wrath: the Joads are almost to California.

Homework:

1. Please read and analyze two articles with opposing views about government-sponsored health care.
2. Do a complete SOAPS analysis on each article and bring to class on Monday ready to discuss and debate.
3. Which is the better argument?
4. Which one do you personally agree with?  (Those are not necessarily the same.)

Uploading Narratives

Just a quick note:

The place to upload narratives and other papers for the class is at:
Class Codes:
1st period - 13367577
2nd period - 13367597

Password (all lower case):
soaps

This is separate from your Independent Reading Group class ID. Turnitin.com won't allow me to link Discussion Boards between classes, so they are separate.  After adding the Class ID above, you will have two separate classes listed in your Turnitin.com account for English 3 Honors.

Please e-mail me with any questions about that.  

September 26-30, 2016

As I type this, the weather forecast for tomorrow is 99 degrees (!)  I'm a little bit concerned, but I'm planning on getting in early to cool things off as best I can before class starts.  I may also bring ice water to share.  (Flexibility is strength, right?)

MONDAY: Journal warm-up.  Notes: Introduce SOAPS (method of analyzing passages) with examples.  Samples of effective and ineffective rhetoric - class input.

Receive copy of rubric for narrative drafts, hear more samples.  Pull out rough drafts and do a self-check against the rubric and see what is needed with your own draft, make notes on your paper.  Peer review in three rounds with rubric.

Begin reading Grapes of Wrath, Chapter 13 in class.

Upload narratives to Turnitin.com (under the 1st or 2nd period class code) by Monday night, October 3 at 10:00 p.m.

Class Codes:
1st period - 13367577
2nd period - 13367597

Password (all lower case):
soaps


Due:
1. Using the rubric as a guide, type out a very rough draft of the narrative writing assignment (1-3 pages, double spaced) and please bring a hard copy with you to class on Monday. 
See sidebar for narrative rubric and narrative sample from Chipotle contest winner.

2. Read another 10-20 pages of your Independent Reading book, noting some of the rhetorical devices we've already studied (logos, ethos, pathos, figurative language, imagery, repetition, connotation, juxtaposition). 

a. For the 2nd topic listed in Turnitin.com under the Discussion tab: please respond with a quote in MLA format showing an original example of a rhetorical device we've studied in class so far (figurative language, imagery, juxtaposition, connotation, logos, pathos, ethos) not already on the discussion board.  Write at least one sentence about the quote describing how the example is effective and helping the author's overall goal/purpose.

b. Please read and respond to at least 1 other discussion board member's post from last week.  Respectfully disagreeing is just fine! 

Homework:
For Wednesday: Read and annotate an op-ed from the Washington Post about nuclear power after Japan was hit by a massive earthquake in 2011.  Using what you know about rhetorical analysis so far, analyze the methods the author uses to persuade and be ready to talk about whether or not you think they are effective.

For Friday: Finish Grapes of Wrath, Chapter 13.  Be prepared to talk about everything that happens in the chapter on Friday.

Upload narratives to Turnitin.com (under the 1st or 2nd period class code) by Monday night, October 3 at 10:00 p.m.

Class Codes:
1st period - 13367577
2nd period - 13367597

Password (all lower case):
soaps


WEDNESDAY: Journal warm-up.  Discuss nuclear power article and view a student analysis essay responding to it.  Read 2 articles about a current event, SOAPS analysis, discussion, debate.


Due: For Wednesday: Read and annotate an op-ed from the Washington Post about nuclear power after Japan was hit by a massive earthquake in 2011.  Using what you know about rhetorical analysis so far, analyze the methods the author uses to persuade and be ready to talk about whether or not you think they are effective.

Homework: Finish Grapes of Wrath, Chapter 13.  Be prepared to talk about everything that happens in the chapter on Friday.

Study for quiz.

FRIDAY: Journal warm-up.  Quiz covering vocab, grammar, Grapes reading.  Notes: Diction, tone.  Tone vocabulary for next week.  Tone exercises. 

Due: Finish Grapes of Wrath, Chapter 13.  Be prepared to talk about all of the events in the chapter on Friday.

Homework:
Read another 20-30 pages of your independent reading book and think about the tone that the author or authors use.  Come into class ready to share three different, original words that describe the tone of the book or books so far.

Upload narratives to Turnitin.com (under the 1st or 2nd period class code on the right hand sidebar of this site) by Monday night at 10:00 p.m.

Class Codes:
1st period - 13367577
2nd period - 13367597

Password (all lower case):
soaps

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. 

This week, 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.

TUESDAY: Journal warm-up.  Independent reading check-in.  Pass back quizzes.  Discuss Chapter 10 of The Grapes of Wrath.  Which Joad family member are you or a family member like, and why? 

Notes - more rhetorical analysis terminology: 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:
Finish reading Grapes, Chapter 10. Which character are you most similar to, and why? Be ready to discuss.

Create your first post on the Independent Reading discussion board in Turnitin.com - one comment that is a minimum of three sentences long (please see the sidebar for login instructions).

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 Chapters 11 and 12 of Grapes of Wrath (both short, intercalary chapters) and be ready to discuss the following:

1. Find a good example of Steinbeck's use of imagery and think about its effectiveness in Chapter 11
2. Look for repetition in Chapter 12: how does it make the scene come alive for the reader and help Steinbeck's overall purpose?
3. Is Steinbeck using logos, pathos or ethos to make his overall argument in these chapters?  If so, how?

Make sure you have either journal entries or "absent" marked for each day of class so far.  We'll be turning them in on Thursday for a journal check.

THURSDAY: Journal warm-up.  Quiz covering the vocabulary, grammar and Grapes reading for the week.  Discuss Chapter 11 and 12 and homework questions - include notes about repetition.  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).  Add two more sentences that include imagery and/or figurative language that is original.  Receive narrative rubric and writing assignment.  View examples of effective narratives - student examples and Chipotle example. 

Due:
Read Chapters 11 and 12 of Grapes of Wrath (both short, intercalary chapters) and be ready to discuss the following:
1. Find a good example of Steinbeck's use of imagery and think about its effect in Chapter 11
2. Look for repetition in Chapter 12: how does it make the scene come alive for the reader and help Steinbeck's overall purpose?
3. Is Steinbeck using logos, pathos or ethos to make his overall argument in these chapters?  If so, how?

Journals, in the class bin at the end of the period.

Homework: 

1. Using the rubric as a guide, type out a very rough draft of the narrative writing assignment (1-3 pages, double spaced) and please bring a hard copy with you to class on Monday. 
See sidebar for narrative rubric and narrative sample from Chipotle contest winner.

2. Read another 10-20 pages of your Independent Reading book, noting some of the rhetorical devices we've already studied (logos, ethos, pathos, figurative language, imagery, repetition, connotation, juxtaposition). 

a. For the 2nd topic listed in Turnitin.com under the Discussion tab: please respond with a quote in MLA format showing an original example of a rhetorical device we've studied in class so far (figurative language, imagery, juxtaposition, connotation, logos, pathos, ethos) not already on the discussion board.  Write at least one sentence about the quote describing how the example is effective and helping the author's overall goal/purpose.

b. Please read and respond to at least 1 other discussion board member's post from last week.  Respectfully disagreeing is just fine! 

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 Friday, September 16.  As we read, we'll continue to learn the basics about rhetorical analysis including logos, pathos and ethos as we analyze and evaluate how Steinbeck and other writers use these techniques to persuade their audience.  We'll also enjoy our first four-corner debate.

MONDAY: Journal warm-up.  Chapter 7 discussion - are there still businesses running today like the used car dealership depicted in this intercallary chapter?  How do you think this chapter serves Steinbeck's overall purpose?  View Setting the Stage samples.  Read next portion of Grapes, Chapter 8 in class.  Independent Reading check-in.  Rhetorical analysis: logos, ethos, pathos: notes, examples, videos. 

Due: Read Grapes, Chapter 7 and the first 10 pages of Chapter 8.

Independent Reading - be up to at least the first 20 pages and annotate to the side.  Look for rhetorical techniques that we've talked about in class that the author is using to achieve their purpose.

Homework: Finish Chapter 8 of Grapes of Wrath.  

Continue working on the Setting the Stage project, due on Friday, September 16.

WEDNESDAY: Journal warm-up.  Discuss Grapes, Chapter 8.  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 be banned in the United States today?

Due: Chapter 8 of The Grapes of Wrath finished.

Homework: Study for the quiz.

Finish Setting the Stage project, due next class.


FRIDAY: Journal warm-up. Quiz covering vocab, grammar, and Grapes readings so far. Turn in Setting the Stage assignment and enjoy each other's projects. Logos, pathos, ethos role play activity.  Read Grapes, Chapter 9 in class 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.  Note any logos, ethos, or pathos in the chapter.  Chapter 9 exercise in groups.  Begin Grapes Chapter 10 and the journey west with the Joads.

Due: Setting the Stage project.

Homework: 

1. Finish reading Grapes, Chapter 10.

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

3. Create your first post on the Independent Reading discussion board in Turnitin.com - one comment that is a minimum of three sentences long. (See below and sidebar for instructions.)

• The discussion boards are on Turnitin.com and can be accessed with the following codes:

 Class ID: (select yours - just one of these)

A. Technological Trailblazers - 13548857
B. Influential Voices in Race Relations - 13569174
C. War - 13569194
D. Environmental Action - 13580250
E. American Horror - 13580271
F. The American Woman - 13580282
G. A Search for Strength - 13580300
H. & I. Politics and Shifting Identities - 13580309
J. The American Man - 13580315

• Password (the same for all of them):  soaps
• Please add your discussion group as a class. 
• Click on the Discussion Tab towards the upper right hand side of the screen. 
• Find the first post with the assignment question.
• Reply to that post.

September 6-9, 2016 - Second Week of School!

Welcome back!  I hope everyone enjoyed the three-day weekend.  I enjoyed meeting you and I'm excited to venture deeper into the content of the class.  This week we'll continue with The Grapes of Wrath, discuss the independent reading, get an introduction to rhetorical analysis, and work on vocabulary and grammar. 

TUESDAY: Journal warm-up.  Commit to one of the themes for the Independent Reading Project, share first impression of first book on the list.  Notes: definition of rhetoric, Aristotle's Rhetorical Triangle.  Review of the simile, metaphor, personification (figurative language).

Dialects in Grapes of Wrath activity. Turn in Grapes of Wrath, Chapter 1 questions and discuss.  Read/act out Chapter 2 in class.

Note that there will be Grapes of Wrath reading questions from Chapters 1 and 5 on the Friday quiz as well as vocabulary, grammar, and summer reading questions.

Due:

Signature page of syllabus due by Tuesday, September 6. 

Turnitin.com permission form due back signed by September 7.

Sign up for TheWeek.com weekly e-mail blast (see sidebar for instructions).

Get supplies for class (notebook with tabs per syllabus).

Due Tuesday, September 6: read Chapter One of The Grapes of Wrath and answer the following questions on a separate sheet of paper: 1. Why does Steinbeck spend so much time talking about the wind? What impression are we supposed to have of the conditions the people lived in? 2. Do men and women still handle setbacks differently?  Explain your answer with an example (from history, current events, science, a personal example - something specific and concrete). 

Choose one of the ten themes from the Independent Reading Project list - choice due Tuesday.

Independent Reading: read the first 10 pages or so of the first book listed under the category you chose to get a feel for the book.  Be ready to talk about first impressions on Tuesday.

Homework: Read Grapes of Wrath Chapter 5, find and write down at least 3 examples of effective/original figurative language that you're ready to share next class.  (Similes, metaphors, personification.)  Find two more examples of figurative language that you read/hear outside of Grapes of Wrath and add them to your written list.

Study for quiz - Note that there will be Grapes of Wrath reading questions from Chapters 1 and 5 on the Friday quiz as well as vocabulary, grammar, and summer reading questions.

THURSDAY: Journal warm-up.  Quiz.  Discuss Grapes Chapter five and share figurative language found in the chapter and outside of the book (from the homework).  Notes: Connotation, denotation - what is the difference?  Juxtaposition.  Finish reading Chapter 2 out loud in class.  Overview of Chapters 3,4, and 6.  Read Chapter 7 in class.

Due: Read Grapes of Wrath Chapter 5, find and write down at least 3 examples of effective/original figurative language that you're ready to share next class.  (Similes, metaphors, personification.)  Find two more examples of figurative language that you read/hear outside of Grapes of Wrath and add them to your written list.

Homework: Read Grapes, Chapter 7 and the first 10 pages of Chapter 8 (due Monday) and begin working on the Setting the Stage project that is due next Friday, September 16.

Independent Reading - be up to at least the first 20 pages and annotate.  Look for rhetorical techniques that the author is using to achieve their purpose.

August 29 - September 2 - First Week of School

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

SUMMER READING: Scarlet Letter questions can be posted to Turnitin.com (see sidebar for login info) for 10 extra credit points.  There will be questions on the Week 2 quiz covering Where You Go is Not Who You Are, the other summer reading book. 

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 6.

TUESDAY: Journal, share.  Discuss summer reading.  Interest Inventory Worksheet activity.  The "dark side" of 11th grade (cheating, meltdowns, drugs).  Overview of  the specific units we'll cover to prepare you for the writing you'll be expected to do during the year.  Go over Independent Reading Project in detail.  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 before September 6th, bring the signature page of the syllabus to class
• Research books on the Independent Reading Project Sheet and narrow down your choices. You'll turn in your decision next week on Tuesday, September 6.
• Work on gathering supplies (binder with tabs, per syllabus) for next week.

THURSDAY: Journal, share.  Review procedures and routines.  First quiz covering procedures, classroom rules.  Turn in Letter to Freshman Self.  Receive Vocab/Grammar 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.

Due: Letter to Freshman Self

Homework:

• Signature page of syllabus due by Tuesday, September 6. 
• Turnitin.com permission form due back signed by September 7.
• Sign up for TheWeek.com weekly e-mail blast (see sidebar for instructions).
• Get supplies for class (notebook with tabs per syllabus).
• Due Tuesday, September 6: read Chapter One of The Grapes of Wrath and answer the following questions on a separate sheet of paper: 1. Why does Steinbeck spend so much time talking about the wind? What impression are we supposed to have of the conditions the people lived in? 2. Do men and women still handle setbacks differently?  Explain your answer with an example (from history, current events, science, a personal example - something specific and concrete). 
• Choose one of the ten themes from the Independent Reading Project list - choice due Tuesday.
• Independent Reading: read the first 10 pages or so of the first book listed under the category you chose to get a feel for the book.  Be ready to talk about first impressions on Tuesday.

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

Welcome to English 3 Honors!

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 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. 

Independent Reading Project
Honors students will receive a list of 10 themed categories with 2-3 books by American authors included in each one.  Students will choose a category and read the first book by the end of the first semester, and the second by the end of the year.  In fall semester, students will write an essay analyzing the style and effectiveness of the first book (similar to the new SAT optional essay) and in the spring, students will answer an essay prompt using evidence from both books plus another source of their choice (similar to the ACT essay prompt style).  These books will also be the basis of online and in-class discussions as well as questions on the final for the semester.

 
Journals
Composition books for journals will be provided.  Each day, questions will be posted in the front of the room and students will write a one page response in the journal.  Journals will be kept in the classroom and will be counted as an assignment for credit and checked at random intervals.  

Also...
If you're in English 3 Honors next year, be sure to read Where You'll Go is Not Who You'll Be by Frank Bruni and be ready to discuss your opinion about the book during the first week of school.

Curious browsers can check out the syllabus (on the right hand side bar of this blog).  Otherwise, we will cover it in class the first week. 

I look forward to a great year with the class of 2018.  Have a spectacular rest-of-summer!