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!