Happy 2018!

Welcome back! I hope everyone had an enjoyable break and despite all of your activities, had a chance to sleep in many of the mornings. Highlights for me were going to the Nutcracker, going to San Francisco, eating my first Korean BBQ burrito, watching the new season of Black Mirror, catching up on my Atlantic subscription, and of course reading all of your journals. :-)

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

MONDAY: New Year's Day!  No school, unfortunately.

TUESDAY/WEDNESDAY: Overview of the next 5 months in 2018.  New Year's/Benjamin Franklin-themed journal warm-up.  Receive Vocabulary/Grammar #12. Receive Paper Tigers article and begin reading it in class. Answer discussion questions, discuss in small groups.  If time, play Vocab Story Rounds.

Due: n/a

Homework: Finish reading Paper Tigers and answering the discussion questions for next class.

Study for quiz.

THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary, grammar, and Paper Tigers reading assignment. Receive Vocab #13, study guide for final. Share Paper Tigers discussion question responses spiderweb-style.  Review Huckleberry Finn and act out Chapter 18. 

Due: Finish reading Paper Tigers and answering the discussion questions.

Homework: Read Huck Finn, through the end of Chapter 20.  

December 11-15

It's the last week of school in 2017!  Please note that journals are due in the bin by the end of the class period on Thursday/Friday. 

Optional: A couple of students have put together a fund for helping the horses that have been displaced due to the recent fires in Southern California.  If you'd like to go to their gofundme page, please click here.

Here's what's on the agenda on our last week before Winter Break:

MONDAY/TUESDAY: Journal warm-up.  Collect Huckleberry Finn rafts.  Notes: definition of claim. Claim vs. fact activity. Read and act out Huckleberry Finn, Chapter 15.

Due: Huckleberry Finn Raft Project

Homework: Please read Huckleberry Finn through the end of Chapter 17 for Thursday/Friday.

WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class.  Discuss and debate, vote.  Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.

Due: n/a

Homework:  (Same as Monday/Tuesday)

THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Huckleberry Finn, Chapter 18 in class.

Due: Read Huckleberry Finn through the end of Chapter 17.

Journals are due in the bin by the end of the class period on Thursday/Friday.

Homework: Please finish the first independent reading book in the category you chose at the beginning of the year.

Please answer discussion post #4 in Turnitin.com before Wednesday, January 3. 

Have a wonderful, well-deserved Winter Break.   I look forward to seeing everyone in 2018!

December 6-10

December is here! Two more weeks until the long break.  We will continue with Huckleberry Finn, and with our argument unit. 

MONDAY/TUESDAY: Journal warm-up. Notes: line graph of possible responses to an argument prompt. Universal outline for argument essays. Read and act out Huck Finn Chapter 9, 10 if time. View "Bike Thief: What Would You Do?" video and discuss.

Due: read Chapters 6-8 of Huckleberry Finn.

Homework: Please read Huckleberry Finn Chapters 10-12 for Thursday/Friday.

WEDNESDAY: Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class.  Discuss and debate, vote.  Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.

Due: n/a

Homework:  (Same as Monday/Tuesday)

THURSDAY/FRIDAY: Journal warm-up. Quiz covering vocabulary #10, grammar, and reading.  Read Huckleberry Finn Chapter 13 and 14 in class and act it out. Intro Huck Finn Raft Project, view samples. 

Due: Read Huckleberry Finn, Chapters 10-12.

Homework:  Huck Finn Raft Project for next class.

Read another 10 pages of your Independent Reading book.

November 27 - December 1

At the end of this week, it's December already! I hope everyone enjoyed Thanksgiving. This week, we'll launch the argument writing unit and begin The Adventures of Huckleberry Finn.

MONDAY/TUESDAY: Journal warm-up.  Receive vocabulary list #9.  Notes: "Civil arguments", types of evidence and examples.  Discuss the "Content Warnings" articles, group activity.  Intro: the setting, language of Huckleberry Finn.  Pick up the book from the library.

Due:  Please read and annotate these three articles about content warnings for school books (1 against written by Gen X'ers, 2 for, written by millennials), for November 20/November 21 (the first class after Thanksgiving).  Come to class with annotations and opinions and be ready to discuss.

Homework: Please read Chapters 1-3 of Huckleberry Finn for Thursday/Friday.

WEDNESDAY: (2nd period only) Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class.  Discuss and debate, vote.  Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.

Due: n/a

Homework:  (Same as Monday/Tuesday) Please read Chapters 1-3 of Huckleberry Finn for Friday.

THURSDAY/FRIDAY: Journal warm-up. Quiz. Read and act out Chapters 4 and 5 of Huckleberry Finn in class.

Due: Read Chapters 1- 3 of Huckleberry Finn.

Homework: Please read Chapters 6 - 8 of Huckleberry Finn.

Thanksgiving Week

It's a short week, and we'll enjoy a roundtable discussion, city council-style, about a proposal about how to combat homelessness that was debated in the San Pedro City Council. 

MONDAY/TUESDAY: Journal warm-up. View statistics about the homeless population in the Los Angeles area.  Read/watch opposing viewpoints about a proposal in San Pedro and then discuss it, roundtable-style.

Due: Please read another 20 pages of your independent reading book and post a response to the Independent Reading Turnitin.com Discussion Board, Post #3.  You should be up to about 180 - 200 pages in the Independent Reading Book

Homework: Please read and annotate these three articles about content warnings for school books for November 20/November 21 (the first class after Thanksgiving.  Come to class with annotations and opinions and be ready to discuss.

Read and annotate 10 pages of your Independent Reading book.

WEDNESDAY: (4th and 6th periods only) Journal warm-up - think, pair, share: getting to know classmates with personal anecdotes. Six word story creative exercise in groups with themes.   

Due: n/a

Homework: (Same as Monday/Tuesday)  Please read and annotate these three articles about content warnings for school books (1 against written by Gen X'ers, 2 for, written by millennials), for November 20/November 21 (the first class after Thanksgiving).  Come to class with annotations and opinions and be ready to discuss.

Read and annotate 10 pages of your Independent Reading book.

November 13 - 17

I hope everyone had a spectacular three-day weekend!  We finish Frederick Douglass and write the second rhetorical analysis/SAT-style essay about Narrative of the Life of Frederick Douglass; see the details below.

MONDAY/TUESDAY: Journal warm-up. Discuss the ending of Frederick Douglass. Overview of the process of writing a rhetorical analysis essay.  Write a rhetorical analysis essay analyzing Douglass' argument against slavery.

Note: you'll have just over an hour to write out the essay and it will be due at the end of the class.  It's an in-class essay, but open note and open book.  Rough outlines and notes are fine; please do not write out an entire essay that you bring with you and simply copy, either in notes or written in the book.  You'll turn in any notes along with your essay, and show me the book (if used) as you turn it in.  I'm asking that the essay be written in class so that you get practice with supports first and you're confident when you're writing the SAT and/or ACT essays.    

Due: Please finish Chapter 11 of Frederick Douglass (finish the book).  Please be sure to bring your book , notes, and/or annotations to class with you! 

Please read 20 pages of your independent reading book.

Homework: Study for the quiz on Thursday/Friday.

Please bring your independent reading book with you to class on Thursday/Friday.

WEDNESDAY: (2nd period only) Journal warm-up, vocabulary activity.  Healthy survey.
Due: n/a

Homework: Study for the quiz.

Please bring your independent reading book to class on Friday.

THURSDAY/FRIDAY: Journal warm-up.  Quiz covering vocabulary, grammar, and Frederick Douglass.  Read and annotate articles about what to do about the homeless issue in Los Angeles in preparation for a roundtable discussion/debate for Monday/Tuesday.  Reading/work time with independent reading book.

Due: Please bring independent reading book to class with you.

Homework:  Please read another 20 pages of your independent reading book and post a response to the Independent Reading Turnitin.com Discussion Board, Post #3, before next class.  You should be up to about 180 - 200 pages in the Independent Reading Book.

November 6 - 9 - Short Week

Welcome! We're officially entering the holiday season this week as we celebrate Veteran's Day this Friday with a day off.  Please note: there isn't a vocab quiz this week, Vocab #8 is for next week.

MONDAY/TUESDAY: Journal warm-up. Go over Frederick Douglass, Chapters 7-9 figurative language.  Figurative language challenge winners and samples.  Begin reading Chapter 10 in class.  (Feedback from first rhetorical analysis essay, samples - 2nd period.) 

Due: Please read and annotate Chapters 7-9 of Frederick Douglass.  Bring 2 examples of the most effective figurative language from these chapters.

Homework: Please finish reading and annotating Chapter 10 for next class.

WEDNESDAY: (2nd period only) Journal warm-up. Current event day - read and annotate two opposing viewpoints and perform an SAT-style rhetorical analysis as a class.  Discuss and debate, vote.  Outline the majority opinion in a synthesis/ACT-style outline response based on the discussion.

Due: Finish reading and annotating Chapter 10 of Frederick Douglass for next class.

Homework: For Monday, please finish Chapter 11 of Frederick Douglass (finish the book).  Please be sure to bring your book and annotations to class with you!  We will write an in-class rhetorical essay that day.

Please read 20 pages of your independent reading book. 

THURSDAY: (4th and 6th only) Journal warm-up. California Heath Survey.  Punctuation/style activity. (6th period only - go over essay results for first rhetorical analysis essay.)

Due: Finish reading and annotating Chapter 10 of Frederick Douglass for next class.

Homework: For Tuesday, please finish Chapter 11 of Frederick Douglass (finish the book).  Please be sure to bring your book and annotations to class with you!  We will write an in-class rhetorical essay that day.

Please read 20 pages of your independent reading book.

FRIDAY: Veteran's Day Holiday - no school

Enjoy the three-day weekend.  See you next week!

October 30 - November 3

Happy Halloween!  We will celebrate Halloween, the end of a long month without any holidays or breaks, and, last but not least, the full, solid rough drafts that the class finished and uploaded. 

MONDAY/TUESDAY: Journal warm-up.  Special Halloween reading of classic American horror writer Edgar Allen Poe's The Cask of Amantillado, The Raven with modern anime-style drawings and lyrics, and a modern sci-fi horror short.  I'll bring some treats; feel free to bring food to share with no peanuts or tree nuts, please.

Due: For this Sunday night, October 29, please upload your final draft of the Green/Carson/Kelley rhetorical analysis prompt to your class period's Turnitin.com section by 11:00 p.m.  Be sure to get a confirmation that shows you submitted it and e-mail it to mogilefskya@pvpusd.net if you have any issues.  

Homework: Study for vocab quiz at the end of the week.

WEDNESDAY: (4th and 6th periods only) Current event day - read, annotate, and analyze two arguments on different sides of an issue, debate and discuss, and vote.  (SAT/Rhetorical analysis practice with the reading and analysis, and ACT/Argument/Synthesis practice with the discussion and debate using evidence.)

Due: n/a

Homework: Study for quiz on Friday.

THURSDAY/FRIDAY: Journal warm-up.  Quiz covering vocab and grammar only. Frederick Douglass reading - Chapter 6.  Figurative language challenge in groups.

Due: n/a

Homework: Please read and annotate Chapters 7-9 of Narrative of the Life of Frederick Douglass.  Bring 2 examples of the most effective figurative language from the weekend reading for next class.

October 23-27

Welcome! It's going to be a warm week, but fortunately we'll be working on essay drafts in the (much cooler) computer lab. We'll also get a chance to preview the school's Little Shop of Horrors production and begin Narrative of the Life of Frederick Douglass. I'm looking forward to it!

MONDAY/TUESDAY: Journal warm-up.   Introduction to Narrative of the Life of Frederick Douglass, read Chapter One together. Notes: types of thesis statements and pros/cons of each.  Create Turnitin.com class for your period.  Access essay drafts and begin polishing them into final drafts on computers.

Due: Type up a rough draft of the rhetorical analysis essay, and make sure you can access it electronically for next class (or have a paper copy with you).  You could upload it to a Google drive, or e-mail it to yourself, for example. The essay should be in full sentences, but it is still a rough draft.

Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week.  It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.

Homework: Work on essay drafts, and be sure you can access your work for Thursday/Friday.  The due date for the final draft is this Sunday night, October 28, to your class period's Turnitin.com class by 11:00 p.m.

Read and annotate Chapters 2 - 5 of Narrative of the Life of Frederick Douglass.

(Please click here for an online copy of the Narrative of the Life of Frederick Douglass. This is to tide you over until you receive an online copy and/or a library hard copy of the book. Be sure to take notes if you're using the online version or a library version. You'll eventually need the notes/hard copy for an in-class essay.)

Study for vocab/grammar quiz.
  
WEDNESDAY: (2nd period only)  Play preview from 11:25 - 11:55.  Journal warm-up/essay check-in.

Due: n/a

Homework: (same as Monday/Tuesday)

THURSDAY/FRIDAY: (4th and 6th only - play preview) Journal warm-up.  Quiz over vocab, grammar, Narrative of the Life of Frederick Douglass reading.  Suggestions for conclusions to essays PPT.  Leftover time on laptops working on essays.

Due: Read and annotate Chapters 2 - 5 of Narrative of the Life of Frederick Douglass. 

Homework:
For this Sunday night, October 29, please upload your final draft of the Green/Carson/Kelley rhetorical analysis prompt to your class period's Turnitin.com section by 11:00 p.m.  Be sure to get a confirmation that shows you submitted it and e-mail it to mogilefskya@pvpusd.net if you have any issues.  

October 16 - 20

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

MONDAY/TUESDAY: Journal warm-up.  Go over the prompts and class annotations. Discuss outline styles.  Cumulative sentences: definition, activity.

Due: 
1. Read and annotate 3 rhetorical analysis prompts.  Think about which one you would like to use to write into a full, take-home essay.

2. Please read 10 pages of your independent reading book.

3. Please leave warm-up journals in the bin - 2nd and 6th periods.

Homework: For Wednesday or Thursday: 

Complete outline for one of the three rhetorical analysis prompts.  You may use phrases instead of full sentences, but please do write it on a separate piece of paper in outline format.

WEDNESDAY (4th and 6th periods): Journal warm-up.  Collect outlines.  Current event day: read and annotate articles from multiple perspectives, discuss and debate, outline, and vote.

Due: Outlines, (4th period only - journals).

Homework: Study for quiz.

THURSDAY/FRIDAY: Journal warm-up. Vocab quiz covering grammar, vocabulary from list #5. Go over outlines in class on projector, receive them back.  Read class example of a full rhetorical analysis essay.  Figurative language challenge.

Due: (For 2nd period only - outline.)

Homework: Type up a rough draft of the rhetorical analysis essay, and make sure you can access it electronically for next class (or have a paper copy with you).  You could upload it to a Google drive, or e-mail it to yourself, for example. The essay should be in full sentences, but it is still a rough draft.

Please get a copy of A Narrative of the Life of Frederick Douglass and bring it to class next week.  It's available on Amazon for $3, I can sell you a copy in class, or I'm happy to provide a copy if you're not able to purchase it, please let me know.

October 9 - 13

It's PSAT week for juniors; be sure to note the change in schedule for Wednesday morning.  Here's what we'll be doing in English class: 

MONDAY/TUESDAY: Journal warm-up.  (Hearing test for Monday A Day only.)  Talk about Santa Ana Winds and the annotating suggestions from the weekend reading.  Pass back Carter Rhetorical Analysis, and walk through the steps to answer a rhetorical analysis essay prompt about it.  Pass back Kaepernick assignment.  Definition: paradox, oxymoron. Independent reading discussion groups.  

Due:  Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds.  Please annotate it yourself in your current annotation style in the Close Reading packet on page 6.  Then, read the information about annotating on pages 7-10.

How can you sharpen your reading and annotating skills?  Be ready to discuss.

Please read another 20 pages of your Independent Reading book and be ready to meet in person with others reading the same category.

Homework for Thursday/Friday:

1. Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging.  What conclusions about life does Woolf's speaker come to in this piece?  Can you identify any rhetorical devices that help her make a statement about the nature of human life?

2. Please read 10 more pages of your Independent Reading book. 

WEDNESDAY: (PSAT Schedule - no Late Start today, classes are 50 minutes long.) Journal warm-up. Vocab Story Rounds.

Due: n/a

Homework: (for Friday, same as Monday's homework):

1. Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging.  What conclusions about life does Woolf's speaker come to in this piece?  Can you identify any rhetorical devices that help her make a statement about the nature of human life?

2. Please read 10 pages in your Independent Reading book. 

THURSDAY/FRIDAY: Journal warm-up.  Quiz covering vocab, tone.  Class discussion about Death of the Moth.  Notes: definition of satire and how to write about it. Read Groucho Marx's letter,  other written and video samples of satire.

Due:

1. Read Death of the Moth from the Close Reading Packet and annotate it. Though this is a short passage, it's challenging.  What conclusions about life does Woolf's speaker come to in this piece?  Can you identify any rhetorical devices that help her make a statement about the nature of human life?

2. Please read 10 pages of your Independent Reading book. 

Homework:

1. Read and annotate 3 rhetorical analysis prompts.  Think about which one you would like to use to write into a full, take-home essay.

2. Please read 10 pages of your independent reading book.

October 2-6

October is here.  Crisp(er) mornings, costumes, caramel apples, and...English class!

I am excited to continue adding rhetorical terms to your list, and to share another reading and activity packet this week: Close Reading and Analysis. I admit, it may not have the most exciting title, but it does have some interesting passages as well as a lot of good reference sheets in the back for writing essays and papers.  Here's what's on the agenda for the week:

MONDAY/TUESDAY: Journal warm-up. Discuss and analyze Apollo articles, define syntax, anaphora, repetition as rhetorical terms. Pictures as arguments, and how to write about them.  Notes: tone. Tone activity.  Pass out Close Reading and Analysis packet (Packet #2).

Due: Please read and annotate the 3 Apollo articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis on each of them, (not the cartoon on page 15).

Please respond to Independent Reading Discussion Post #2 in Turnitin.com before next class.

Homework: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet.  How would you describe her tone in throughout this speech?  Does it shift?  Is this an effective speech? Be ready to share annotations and discuss.  

Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.

WEDNESDAY: (4th and 6th period only). Journal warm-up.  Presentation from the College and Career Center.

Due: n/a

Homework (same as Monday): Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet.  How would you describe her tone in throughout this speech?  Does it shift?  Is this an effective speech? Be ready to share annotations and discuss.  

Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet. 

THURSDAY/FRIDAY: Journal warm-up.  Quiz covering vocab #4, grammar.  Go over Speech to the Troops at Tilbury, watch video of reenactment. Go over answers to page 3 in Close Reading packet. Definition of irony, irony videos demonstrating the definition.

Due: Read and annotate Elizabeth I's Speech to the Troops at Tilbury on page 1 of the Close Reading packet.  How would you describe her tone in throughout this speech?  Does it shift?  Is this an effective speech? Be ready to share annotations and discuss.  

Read On Bird, Bird Watching, and Jazz in the Close Reading packet, and read through the questions on page 3, jotting down answers and ideas in your own packet.

Homework:   Please read pages 4- 10 in the Close Reading packet, including Joan Didion's Santa Ana Winds.  Please annotate it yourself in your current annotation style in the Close Reading packet on page 6.  Then, read the information about annotating on pages 7-10.

How can you sharpen your reading and annotating skills?  Be ready to discuss.

Please read another 25 pages of your Independent Reading Book, (approximately up to page 110).

September 25-29

Welcome! This Thursday night is Back-to-School Night, so be sure to invite parents and guardians to come and see what you've been doing in English class.

I'm excited about the progress we're making with rhetorical analysis, and this week we'll be just about finished with the Rhetorical Analysis packet.
 
MONDAY/TUESDAY: Journal warm-up. Notes: counterargument, diction, denotation, connotation. Read Waters sample from Rhetorical Analysis Packet in class and note her use of the counterargument. Connotation/denotation worksheet in class. Finish skits/vocab story rounds. 

Due:
1. Completed Rhetorical Analysis Assignment for President Carter's passage.

2. Another 20 pages of your independent reading book read (up to about page 85).

Homework: For Thursday/Friday -
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:

Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar

Kaepernick Has a Right, but He's Still Wrong by John Kushma


(For those students unfamiliar with the topic, I have a general article here.)  


2. Perform a SOAPS analysis on each, right next to the article.

3. Then, take out a separate piece of paper.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:

• What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

WEDNESDAY (period 2 only): Journal.  Last hour = PSAT forms

Due: n/a

Homework:  For Friday:

1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:

Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar

Kaepernick Has a Right, but He's Still Wrong by John Kushma

(For those students unfamiliar with the topic, I have a general article here.)  

2. Perform a SOAPS analysis on each, right next to the article.

3. Then, take out a separate piece of paper.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:
What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

THURSDAY (periods 4 and 6 only):  Journal warm-up.  Vocab story rounds.  Quiz covering vocab, grammar. Discuss Colin Kaepernick articles, view outlines and discuss responses.  "Neighbor" style debate/discussion.  Class vote about 1. effectiveness of articles, 2. true opinions.

FRIDAY (minimum day, period 2 only): Journal warm-up.  Quiz covering vocab, grammar.  Discuss Colin Kaepernick articles, view outlines and discuss responses.  "Neighbor" style debate/discussion.  Class vote about 1. effectiveness of articles, 2. true opinions.

Due:
1. Read and annotate two arguments, articles for and against Colin Kaepernick's anthem protest, carefully noting all rhetorical devices and the types of evidence and examples we've talked about so far in class:

Insulting Colin Kaepernick Says More About Our Patriotism Than His by Kareem Abdul-Jabaar

Kaepernick Has a Right, but He's Still Wrong by John Kushma

(For those students unfamiliar with the topic, I have a general article here.)  

2. Perform a SOAPS analysis on each, right next to the article.

3. Then, take out a separate piece of paper.  Choose ONE of the articles (your choice).  Write an OUTLINE (not the whole essay) of how you would respond to the following prompt:
What rhetorical strategies does the author use to build his case and convince his audience that he is correct about Colin Kaepernick's anthem protest?

Homework:  Please read and annotate the 3 Apollo articles on pages 10-14 of the Rhetorical Analysis Packet and perform a SOAPS analysis on each of them, (not the cartoon on page 15).

Please respond to Independent Reading Discussion Post #2 in Turnitin.com before next class. 

If you're not up to page 85 or so, please catch up before next class.

September 18 - 22

This is an important week (am I saying that every week?!) for our rhetorical analysis unit.  We will add three extremely helpful rhetorical devices to your list, as well as defining a counterargument.  I'm looking forward to the examples that students generate in class this week.

MONDAY/TUESDAY: Journal warm-up.  Collect imagery examples and share them with the class.  Go over SOAPS of Beyoncé speech.  Notes: logos, ethos, pathos - definitions and what each does for an argument.  Read examples of each.  Watch video examples and try to identify them as a class.

Due: Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.

 

Read another 20 pages of your independent reading book, and find 2 examples of imagery (visual, auditory, olfactory, tactile, gustatory) to bring to class to share.

Homework: For Thursday/Friday

1. Please read and annotate page 7 of the Rhetorical Analysis packet.  Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters.  Is this an effective letter in your opinion?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

WEDNESDAY: (4th and 6th only) Journal warm-up.  Current event day.  Should schools use cameras for security or not?  Read and/or view different perspectives, "stakeholder" style discussion and debate, vote. 

 

Due: n/a

Homework: For Friday

1. Please read and annotate page 7 of the Rhetorical Analysis packet.  Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters.  Is this an effective letter in your opinion?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

THURSDAY/FRIDAY: Journal warm-up.  Quiz covering Vocabulary sheet #2, grammar, and logos, ethos, pathos.  Receive Vocab #3 and 4.  Review Morrison's letter, noting what each instance of logos, ethos, and pathos does for her argument. Notes: counterargument.  Read Alice Water's argument on page 6 of the Rhetorical Analysis Basics Packet together.  Group activity: logos, ethos, pathos skits. Last few minutes: portfolio retrieval.

Due:

1. Please read and annotate page 7 of the Rhetorical Analysis packet.  Note where Morrison uses logos, ethos, and pathos in her effort to persuade voters.  Is this an effective letter in your opinion?
2. Read another 10 pages in your independent reading book.  (This brings the total independent reading up to 65 pages.)

Homework:
1. Please complete the Rhetorical Analysis Assignment for President Carter's passage.

3. Please read another 20 pages of your independent reading book (up to about page 85).

September 11-15

Thanks so much for all of the participation during the brief, one-week Warriors Don't Cry unit. I can see we're going to have a great year after hearing so many interesting discussions already.

This is an important week in the class as we begin to learn the basics of rhetorical analysis.  Rhetorical Analysis is the first style of essay we'll be working on, and just so happens to be the same approach that you'll use if you're writing the SAT essay this year.  Here's the agenda:

MONDAY/TUESDAY: Journal warm-up.  Receive Basics of Rhetorical Analysis packet.  Go over Aristotle's Rhetorical Triangle.  Small group triangle activity.  Learn the SOAPS method of analyzing a passage and work with President Bush's 9/11 speech.  If time, do "story rounds" activity with vocabulary words.

Due: What makes you a warrior? assignment

Read first 25 pages from your Independent Reading book. 

Homework: For Thursday or Friday, please read pages 1 and 2 from the Rhetorical Analysis packet.  Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.  Study for vocabulary quiz.

WEDNESDAY: (2nd only) Journal warm-up.  Current event day.  Should schools use cameras for security or not?  Read and/or view different perspectives, "stakeholder" style discussion and debate, vote. 

Due: n/a

Homework: Please read pages 1 and 2 from the Rhetorical Analysis packet.  Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.

THURSDAY/FRIDAY: Journal warm-up.  Weekly quiz covering Vocab #1, grammar, a couple of Where You Go summer reading questions.  Review SOAPS with Where You Go Is Not Who You'll Be example.  Types of imagery and its effects on an argument/passage.  Definitions, imagery activity.

Due: Please read pages 1 and 2 from the Rhetorical Analysis packet.  Do a SOAPS on a piece of paper for Bruni's Where You Go Is Not Who You Are.

Homework:  Write a SOAPS analysis on a piece of paper for next class for Beyoncé's speech about Hurricane Harvey at Houston's St. John's Church.

Read another 20 pages of your independent reading book, and find 2 examples of imagery (visual, auditory, olfactory, tactile, gustatory) to bring to class to share.

September 4 - 8

Welcome back!  I really enjoyed meeting everyone last week and am grateful to have such enthusiastic students that already have interesting insights and opinions ready to share.  I'm looking forward to continuing Warriors Don't Cry discussions and activities in class during this short week.   Here's what's on the agenda:

MONDAY: No School - Labor Day Holiday.

TUESDAY/WEDNESDAY: Journal warm-up.  Continue Warriors Don't Cry spiderweb-style discussion from last week.  Read and react to printed excerpts of Warriors Don't Cry.  Discuss definition of racism, textual evidence.  Small group activities involving reactions: reactions in the book vs. reactions to real-life incidents. What is an appropriate reaction to racist comments and actions?  How can a "good" response differ from case to case?  Discuss Bruni's article "I'm White. Hear Me Out." What is his thesis/argument?  What kinds of evidence does he use to support his argument?  Do you agree or disagree with his conclusions?    

Due:

• Signature page of syllabus due. 
• Turnitin.com permission form due back signed.
• Sign up for TheWeek.com weekly e-mail blast (optional, see sidebar for instructions).
• Get supplies for class (notebook with tabs per syllabus).
• Choose one of the four themes from the Independent Reading Project list - final choice due in writing on Tuesday/Wednesday. 
• Log in to the Independent Reading Turnitin.com group (see sidebar on right hand side of this website for login info) and answer the first discussion question.  Read other responses to the question.
• Order or check out the independent reading book. (Please see or email me with any questions/concerns and I'm happy to help out here.)
• Please review Warriors Don't Cry; the second weekly quiz on Thursday/Friday will cover this reading.
• Please read and annotate the article "I'm a White Man. Hear Me Out."  by Frank Bruni and come with opinions about the article.

Homework: Please review Warriors Don't Cry and jot down three people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.

THURSDAY/FRIDAY:  Journal warm-up.  Warriors Don't Cry reading quiz.  Discussions and activities about the role of leaders in the book, and in the present.  A look at how the media influenced and shaped opinions about the Central High integration, as well as how it affects current conflict.  Discussions and small group activities covering the bystander effect at a high school.  Intro to Warriors project. Receive vocabulary list #1 for the quiz next week.  Last 10 minutes - portfolio distribution.

Due: Please review Warriors Don't Cry and jot down three people that could be categorized as leaders in the book, along with their reaction to the difficulties that the Little Rock Nine encountered.

Homework: "What makes you a Warrior" Project - due next class. 

Independent reading: please read the first 25 pages of your selected Independent Reading book.

August 28 - September 1

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

SUMMER READING: There will be questions on the upcoming weekly quizzes covering Where You Go is Not Who You Are  and Warriors Don't Cry. 

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

Due: First journal entry, completed in class.

Homework: Bring the Interest Inventory Worksheet for next class - you will have time to work on it in class, but you can start on it before next class if you think you'll need more time.

Read through the syllabus and ask parents/guardians to read, sign and return the signature page by September 6.

TUESDAY/WEDNESDAY: Journal, share.  Discuss summer reading.  Interest Inventory Worksheet activity.  The "dark side" of 11th grade PowerPoint (cheating, meltdowns, drugs).  Overview of the specific units we'll cover to prepare you for the writing you'll be expected to do during the year.  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 
• Turnitin.com permission form due back signed by September 6.
• Research books on the Independent Reading Project Sheet and narrow down your choices. You'll turn in your decision next week on September 5 or 6.
• Work on gathering supplies (binder with tabs, per syllabus) for next week.

THURSDAY/FRIDAY: Journal, share.  Review procedures and routines.  First quiz covering procedures, classroom rules.  Turn in Letter to Freshman Self.  Warriors Don't Cry Gallery Walk and small group/whole class discussions.

Due: Letter to Freshman Self

Homework:

• Signature page of syllabus due by next class, Sept 5 or 6. 
• Turnitin.com permission form due back signed by September 6.
• Sign up for TheWeek.com weekly e-mail blast (see sidebar for instructions).
• Get supplies for class (notebook with tabs per syllabus).
• Choose one of the four themes from the Independent Reading Project list - final choice due in writing on Tuesday/Wednesday. 
• Log in to the Independent Reading Turnitin.com group (see sidebar on right hand side of this website for login info) and answer the first discussion question.  Read other responses to the question.
• Order or check out the independent reading book. (Please see or email me with any questions/concerns and I'm happy to help out here.)
• Please review Warriors Don't Cry for next week; the second week quiz on Thursday/Friday will cover this reading.
• Please read and annotate the article "I'm a White Man. Hear Me Out."  by Frank Bruni and come with opinions about the article for Tuesday/Wednesday.

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

Welcome to English 3 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 extremely interactive class, we will read American literature, as well as a wide range of nonfiction pieces – essays, memoirs, letters, speeches, articles about current events, literary criticism, and even legal briefings.   You'll also read books and articles of your choice as you work on research-based pieces, independent reading, current events assignments, debates, and other activities.  Themes from classic texts will be read and discussed alongside related current events, and you'll have a lot of opportunities to express yourselves verbally and in writing.  

I know junior year can be stressful: SATs, ACTs, extracurriculars, and CAASP testing at the end of the year.  All of the activities we'll work on will help you succeed and I look forward to a productive and enjoyable year with you. 

What to Bring to Class (after the first day)
Please bring the following to class with you every day:

• 3-ring binder with the following section tabs: Current Unit, Vocab/Grammar, Reference, and Homework

• Plenty of paper

• Pens or pencils to write with

• Current novel/readings

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 Honors,  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:
A Narrative of the Life of Frederick Douglass
The Adventures of Huckleberry Finn
The Great Gatsby
A Raisin in the Sun
One Flew Over the Cuckoo's Nest

We'll also work on a brief gender unit, a two-week fundamental Supreme Court case unit, and 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 four 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...
Be sure to read Where You'll Go is Not Who You'll Be by Frank Bruni as well as the school-wide novel, Warriors Don't Cry and be ready to discuss your opinions about these books during the first week of school.

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

I look forward to a great year with the class of 2019.  Have a spectacular rest-of-summer!

June 5 - 9 LAST WEEK OF SCHOOL!

 It was truly and honor and a privilege to facilitate such an interesting group of students.  I often joked about "the four-hour version of the class" and my (optimistic? ambitious? bloated?) lesson plans are a reflection of how much I enjoyed reading, writing, and being involved in discussions with you.  I've learned so much during our time this year and I hope you feel that your reading, writing, speaking and listening skills are even better than they were a year ago.  

I've gotten to know many of you fairly well and hope that you visit me next year and keep me posted about what's going on in your life. 

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

MONDAY, JUNE 5: (all classes minimum day) Read more sample college essays.  More work time on laptops for drafts and individual help.  Pass out editing checklist. 

Due: Be able to access your essay drafts electronically, and have an idea matched to a prompt with a document created and some sentences with details under the prompt.

Homework:  Type out a full rough draft by the beginning of the final. 

TUESDAY, JUNE  6:   Short, anonymous class evaluation so I understand what was the most helpful and also improve the section next time.  Volunteers from class will share paragraphs and receive helpful feedback.  Work time on laptops and direct, one-on-one feedback for drafts during the class period.  You'll have at least one full hour to work on drafts in class during the final.

A full draft is due to Turnitin.com by the end of the final.

Please note, due to how far along we are in the semester and the fact that this is your final for the class, NO LATE WORK WILL BE ACCEPTED. Thanks for understanding.

Have a wonderful summer as seniors!

May 29-June 2

Welcome!  This week we'll turn in journals and kick off the final assignment, the college essay.  Here's the agenda for the short week:

MONDAY: HOLIDAY - Memorial Day, no school.

WEDNESDAY: Journal warm-up.  Interactive brainstorming activity, to be completed "speed-dating style."  Turn in lists.  (Pick up yearbooks.)

Due: On a separate piece of paper, please make a list of colleges you might apply to this summer or fall. Go to their websites (or our College and Career Center) and find out what kinds of essay prompts they require, making notes of them on your list. I will provide the latest UC and Common App prompts in class on Friday, but if there is a unique prompt for one of your school choices, please bring that to class.

NOTE: If you aren't planning on going to a university, please see me about an alternate assignment.  If you have a different writing requirement (for example letters asking for a recommendation to apply to a military academy), please let me know and that can be substituted in for the college essay assignment. Otherwise, you'll work on a two-page research paper on a job title of your choice, with details provided next class.  If this is the case, please have a job title chosen for Friday.

Homework: Fill out the rest of the Brainstorming Activity Sheet and bring it with you on Friday.  Make sure your journal is ready to turn in.

FRIDAY: Journal warm-up.  Go over UC and Common Application prompts. Read a sample essay that has been successful in the past and note its subtext.  Match an idea from your brainstorming sheet to a prompt, keeping in mind which traits you'd like to emphasize and anything in the rest of the application you may want to explain.  Begin matching a good story/event from your life to a prompt.  Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you.  Come to class on Monday prepared to work those details typed into the document into a rough draft.

Due:  Journals in the classroom bin at the end of the period.  Brainstorming sheets completed.

Homework: Begin matching a good story/event from your life to a prompt.  Create a new document, choose a prompt, and begin writing out some details that could be worked into a a unique essay that demonstrates something positive about you.  Come to class on Monday prepared to work those details typed into the document into a rough draft.

May 22-26

We're truly in the home stretch now!  The class will complete and upload the Independent Reading Essay, and the Raisin in the Sun assignment this week.  After that, there is a final journal check and a good draft of the college essay (or alternate assignment).  Here's what's in store for the week:

MONDAY: Journal warm-up.  Peer review of Independent Reading rough drafts - 3 rounds. A Raisin in the Sun discussion.  Introduce A Raisin in the Sun group assignment.  Decide and submit group roles for Raisin assignment by the end of the class period. 

Due: 1. Finish reading A Raisin in the Sun - know what happens with all of the characters at the end of the play!  Click on the pdf link from the right hand sidebar of this website.
2. Please bring a paper copy of your full rough draft of the Independent Reading Essay for today.

Homework:
1. Work on Independent Reading Essay - final draft due to Turnitin.com by Wednesday, May 24, 11:00 p.m.
2. Work on the Raisin group assignment - materials due on Friday, May 26.  Be ready to share what you have with the class in an informal presentation with your group. 


WEDNESDAY: Journal warm-up.  Current event video and articles. Time to meet with Raisin groups in class (assignment and informal presentations due on Friday).

Due: Independent Reading Essay - final draft due to Turnitin.com by Wednesday, May 24, 11:00 p.m.

Homework: Work on the Raisin group assignment - materials due on Friday, May 26.  Be ready to share what you have with the class in an informal presentation with your group. 


FRIDAY (minimum day): Journal warm-up. Raisin group presentations.

Due:  Raisin group assignment - materials due in class today.  Be ready to share what you have with the class in an informal presentation with your group.

Homework: On a separate piece of paper, please make a list of colleges you might apply to this summer or fall. Go to their websites (or our College and Career Center) and find out what kinds of essay prompts they require, making notes of them on your list. I will provide the latest UC and Common App prompts in class next week, but if there is a unique prompt for one of your school choices, please bring that to class next Wednesday.

NOTE: If you aren't planning on going to a university, please see me about an alternate assignment.  If you have a different writing requirement (for example letters asking for a recommendation to apply to a military academy), please let me know and that can be substituted in for the college essay assignment. Otherwise, you'll work on a two-page research paper on a job title of your choice, with details provided next week.

Have a marvelous Memorial Day! 

May 15-19

Hello!  It's CAASP week, so our class will effectively have one meeting (half of you on Tuesday and the other half on Thursday).  Please click here for the CAASP schedule and parent letter.  Please come to class first, then you'll head to the MPR.

TUESDAY/THURSDAY: Journal warm-up.  Go over a few model sustainable food essays, discuss rough drafts. Read A Raisin in the Sun, Act II, Scene III, and begin Act III (the final scene).

Due: Read A Raisin in the Sun, up through the end of Act II, Scene II.

Homework: Finish reading A Raisin in the Sun.

Please bring a paper copy of your full rough draft of the Independent Reading Essay to our next class on Monday, May 22.

May 8-12

Here's the agenda for the week:

MONDAY: Journal warm-up.  Discuss independent reading essay, check in, begin outlining.  Intro to A Raisin in the Sun and begin reading the play in class.

Due:  Find an additional source created by an American that fits with your independent reading category and post to the discussion board by Sunday night, May 7 at 11:00 p.m. to Turnitin.com. (See category suggestions, or talk to me or e-mail me.) I would also recommend reading the prompts before choosing an additional source.

Homework: Please write up a detailed outline for the independent reading essay assignment.

WEDNESDAY: Journal warm-up.  Check in with independent reading essay: view outlines.  Continue reading and acting out A Raisin in the Sun.

Due: Please write up a detailed outline for the independent reading essay assignment. 

Homework:  Continue with the Independent Reading outline, making it more detailed and focused, and bring it on Friday. Study for last vocab, grammar, and reading quiz (!)

FRIDAY: Journal warm-up. Quiz.  Continue reading  A Raisin in the Sun in class. 

Due: outline for Independent Reading Essay.

Homework: Read A Raisin in the Sun through Act II, Scene II.

Begin typing full rough draft of the Independent Reading Essay for Thursday.

May 1-5

It's the last full month of school!  This week, we'll finish the sustainable foods synthesis essay and practice rhetorical analysis.

TUESDAY: Journal warm-up.  Rachel Carson rhetorical analysis prompt - review, analyze as a class, read actual responses (this is similar to the style on the SAT). Work time on laptops to revise and edit sustainable foods synthesis essay with checklist, individual help.

Due: n/a

Homework: Revise rough draft of sustainable foods essay and submit final draft to Turnitin.com by Thursday night, May 4 at 11:00 p.m.  Using the Overview of Synthesis-Style Essays Sheet as a checklist, compare your essay to the steps and suggestions on the sheet. 

Finish any outstanding independent reading for next week.

THURSDAY: Journal warm-up.  Quiz covering vocab words, grammar and reading. Environmentally-themed SAT practice.  Discuss the Independent Reading Final Synthesis Essay and original, third source.  Last work time on laptops, individual help. 

Due: n/a

Homework: Revise rough draft of sustainable foods essay and submit final draft to Turnitin.com by Thursday night, May 4 at 11:00 p.m.  Using the Overview of Synthesis-Style Essays Sheet as a checklist, compare your essay to the steps and suggestions on the sheet. 

Find an additional source created by an American that fits with your independent reading category and post to the discussion board by Sunday night, May 7 at 11:00 p.m. to Turnitin.com. (See category suggestions or talk to me or em.) I would also recommend reading the prompts before choosing an additional source.

April 24-28

Welcome to Walden Week!  In addition to working on the Sustainable Foods essay, we'll enjoy excerpts from the highly influential and relevant book by Henry David Thoreau.

MONDAY: Journal warm-up.  Receive Walden excerpt that contains 5 vocabulary words for the week.  Go over sustainable foods articles, and then the prompt as a whole.  List the factors that could be considered and prioritized in the the essay, noting source material that could work for each.  View working outlines.  Listen to excerpts from Walden and enjoy an optional, extra credit coloring activity.

Due:  Finish reading and annotating the rest of the sustainable foods sources and outline a detailed response to the prompt.  Bring the sources with annotations and your outline for Monday

Homework: for Friday:

1. Finish reading Walden excerpt (if need be).
2. Type up rough draft of sustainable foods essay to Turnitin.com before class on Friday.

WEDNESDAY: Journal warm-up.  (CAST Science Text for part of the class.) Read sources and debate whether or not "green living" should be mandatory or voluntary.

Due: n/a

Homework: for Friday:

1. Finish reading Walden excerpt (if need be).
2. Type up rough draft of sustainable foods essay to Turnitin.com before class on Friday.

FRIDAY: Journal warm-up.  Quiz covering Walden vocabulary and content. Walden discussion.  View sample rough drafts with synthesis essay-writing sheet.  Last half of class: work on final drafts on laptops.

Due:
1. Finish reading Walden excerpt (if need be).
2. Type up rough draft of sustainable foods essay to Turnitin.com before class on Friday.

Homework: Revise rough draft of sustainable foods essay and submit final draft to Turnitin.com by Thursday night, May 4 at 11:00 p.m.  Using the Overview of Synthesis-Style Essays Sheet as a checklist, compare your essay to the steps and suggestions on the sheet. 

Finish any outstanding independent reading.

April 17-21

Welcome back! This week we'll officially finish Gatsby and begin our Nature/Environment unit, including a synthesis-style essay about sustainable foods and whether or not they should be part of U.S. policy.

TUESDAY: Journal warm-up.  Finish the Gatsby movie.  Discuss Gatsby questions as a whole class and question #6 in small groups.  Introduce the sustainable foods synthesis prompt and begin reading and annotating the sources. 

Due:
1. Read the questions and submit an original discussion board post in Turnitin.com for the Independent Reading.

2. Please read your independent reading book, keeping an eye out for how the messages, style, and characters compare and contrast with the first semester independent reading book(s).  Check last week's homework for a listing for each book and where you should be.

Homework: Finish reading and annotating Source B, C, and D from the sustainable foods synthesis prompt for Thursday.

THURSDAY: Journal warm-up.  Quiz.  View Source A, Menzel's photo essay from the sustainable foods synthesis packet as a class and view a sample rhetorical analysis essay about it.  Discuss all of the possible factors that should be considered and prioritized, and list the stakeholders involved.  Read a previous College Board passage that satirizes the typical environmental disagreement.

Due: Finish reading and annotating Source B, C, and D.

Homework: Finish reading and annotating the rest of the sustainable foods sources and outline a detailed response to the prompt.  Bring the sources with annotations and your outline for Monday.

April 10 - 14

It's official! We have less than two months of school left before the school year is over, and you'll be seniors.  I hope everyone had a fun and relaxing break and is ready for a productive and lively 8 weeks until finals.

This week, we'll wrap up Gatsby and begin reading the Dakota Pipeline synthesis essay prompt and kick off a mini-unit with older and more modern American reading about humans and their relationship to nature.  This is the first of the remaining three essays we'll work on this year - the other two are the independent reading synthesis essay and the college essay.

MONDAY: Journal warm-up. Review Space Exploration prompt and review class outline responses.  View actual samples turned in to the College Board and evaluate them.  Watch the first 30 minutes of the 2013 movie.

Due: Read Chapters 8 and 9 of The Great Gatsby (finish the book). Does the ending ring true for you? We'll discuss the book when you get back and it'll be on this week's quiz.

Read the synthesis essay sources and prompt, and outline an essay response for Monday.

Continue reading your independent reading book.  We will be working with the information from these books with a synthesis essay in early May (after April's essay).


Homework:  Make sure journal is ready to turn in next class.

Read another 25-50 pages of your independent reading book, keeping an eye out for how the messages, style, and characters compare and contrast with the first semester independent reading book(s).

NOTE: The goal is to finish your independent reading by May 4.  Here is where you should be (approximately):
A. Tech - at least 400 pages into Steve Jobs 
B. Race Relations - 250-300 pages into Malcolm X
C. War - finished with The Things They Carried by the end of this week
D. Environment - about 250 pages into Silent Spring
E. Horror - about 400 pages into The Shining
F. American Woman - just beginning The Awakening
G. Strength - about 100, 125 pages into Fight Club
H. Politics - about 900-1,000 pages into Atlas Shrugged
I. American Man - Just starting We the Animals

WEDNESDAY: Journal warm-up. Pippin school play preview. Watch another 30 minutes of the 2013 version of The Great Gatsby.

Due:  Continue independent reading.

Homework: Study for quiz.

Journals ready to turn in on Friday.

Complete the Final Gatsby Questions with original answers for Friday.

FRIDAY: Journal warm-up. Quiz. Watch the movie version of The Great Gatsby.

Due: Complete the Final Gatsby Questions with original answers for Friday.

Turn in journals for a journal check.

Homework: 1. Read the questions and submit an original discussion board post in Turnitin.com for the Independent Reading. 

2. Take this, one of the last opportunities, to work on the independent reading book:
please read another 30-80+ pages, keeping an eye out for how the messages, style, and characters compare and contrast with the first semester independent reading book(s).

NOTE: The goal is to finish your independent reading by May 4.  Here is where you should be (approximately):
A. Tech - at least 600 pages into Steve Jobs 
B. Race Relations - 400 pages into Malcolm X
C. War - finish The Things They Carried
D. Environment - about 350 pages into Silent Spring
E. Horror - about 600 pages into The Shining
F. American Woman - finish The Awakening
G. Strength - 180-200 pages into Fight Club
H. Politics - about 1,000-1,100 pages into Atlas Shrugged
I. American Man - finishing up We the Animals

March 27-31

Welcome to the last week before Spring Break!  We'll focus on reading and discussing The Great Gatsby, rewriting conclusions, and take the last vocabulary and grammar quiz of March.

TUESDAY: Journal warm-up.  Focus on conclusions: view PPT, read and evaluate actual samples, and rewrite a conclusion with a partner.  Review Gatsby Chapter 4 and 5: act out a scene where Daisy sees Gatsby for the first time in years.  Talk about Chapter 6.  Gatsby character songs.

Due: Read Chapters 5 and 6.

Homework: Please read Chapter 7 for Thursday. Think about which character you'd like to read for some of the dramatic scenes for Thursday.

THURSDAY: Journal warm-up.  Quiz covering vocabulary, grammar, and Gatsby through the end of Chapter 7.  Evidence and example reference worksheet - hand out and brainstorm as a class.  Read and act out part of Chapter 7 of The Great Gatsby.

Due: Read Chapter 7 of The Great Gatsby.

Homework: Read Chapters 8 and 9 of The Great Gatsby (finish the book). Does the ending ring true for you? We'll discuss the book when you get back and it'll be on that week's quiz.

Read the synthesis essay sources and prompt, and outline a response for Monday.

Continue reading your independent reading book.  We will be working with the information from these books with a synthesis essay in early May (after April's essay).

Have a spectacular Spring Break!
I look forward to seeing everyone in April.

March 20-24

Welcome! I'm looking forward to meeting three times this week, including a Wednesday current event day that will incorporate rhetorical analysis, argument, and some new "synthesis" skills that we'll begin learning about on Monday. We will also continue to about the mysterious, elegant, and (at this point in the novel) elusive Jay Gatsby.

MONDAY: Journal warm-up.  Notes: intro to synthesis-style papers/essays, read and discuss samples. Activity with Chapter 3 description of Gatsby party.  Review Gatsby Character Song assignments and vote.

Due: Read Gatsby, Chapters 2 and 3.

Homework:For Wednesday,  read and annotate articles about solutions for whether or not we should pay college athletes. Think about the complexities surrounding the situation and the issues that emerge after reading the evidence, examples, and perspectives in the articles, (for example the legal, financial, and moral issues, and issues about fairness to the players and to the other students at the university).

For Friday, please study Vocab #18 and read Chapter 4 of The Great Gatsby.

WEDNESDAY: Journal warm-up.  Current event day with a March Madness theme: should college athletes be paid?  Discuss how each writer crafted their arguments in the homework articles (mini-rhetorical analyses of each - and SOAPS).  View short video debate.  Think/Pair/Share Discussion.  Group outlines for a synthesis-style response; share and evaluate, vote.

Due: Read and annotate articles about solutions for whether or not we should pay college athletes. 

Homework: Read Chapter 4 for Friday. Study for Friday's quiz.

FRIDAY: Journal warm-up. Quiz covering vocab, grammar, Gatsby reading through Chapter 4. Continue Think/Pair/Share Discussion and create outlines for sample synthesis response. 

Due: Read The Great Gatsby, Chapter 4.

Homework: Please read the rest of Chapter 5 and Chapter 6 of The Great Gatsby.

March 13-17

This week, we'll begin The Great Gatsby!  It's a wonderful book to read and enjoy in the (early?) spring.  I'm looking forward to reading it with you.  We'll do some work on conclusions for essays as well.

TUESDAY: Journal warm-up.  Introduction to the world of The Great Gatsby. Pick up the book from the library.  Begin reading and acting out Chapter 1.  Describe Gatsby Song Assignment. 

Due: n/a

Homework: For Thursday:
Finish reading Chapter 1 of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.
Study for quiz.

THURSDAY: Journal warm-up.  Vocab mad libs. Quiz covering vocab, grammar, and Gatsby reading.  Go over Supreme Court Write-ups and how to cite sources. Rewrite a conclusion to the gender essay.  Share song assignments and vote for a song to represent each character.  Begin reading and acting out Chapter Two of Gatsby.  After reading, view 3 different interpretations of the introduction of Myrtle and discuss which is the most true to the text and/or best.

Due:
Finish reading Chapter One of The Great Gatsby.
Complete the Gatsby Song Assignment and be ready to share with the class on Friday.

Homework:  Read The Great Gatsby, through the end of Chapter 3.  Note the description of Gatsby, his mansion, and his party. 

Redo the gender essay and/or the Supreme Court Write-up if you're not happy with your score - both optional assignments are on Turnitin.com under the class period.  I will average the scores.