1. Start of Final Project Presentations
HW: Final Project Presentations and character visual (symbol) and explanation justifying your visual
PERIOD 2: Don't forget the sign-up list.

1. Night- old vs. new group paragraph activity
2. Final Project workshop
HW: Idividual component of Final Project

1. Night: old vs. new discussion
2. Final Project Group time
HW: Final project group and individual activities

1. Turn in Portfolios
2. Finish group Night activity
3. Discuss the first passage comparison
4. Group time for Final Project
HW: Final Project activities

1. SAT Question of the Day
2. Final questions for the English Portfolio
3. Night activity: groups analyze the old and new translations of Night; I have uploaded the activity- please print out and bring to class if you were not here today. It is in the Night folder. Students will have ten minutes to finish tomorrow.
HW: English Portfolio

1. SAT Question of the Day
2. Portfolio discussion to clarify confusion
3. Night review
HW: Core Writing Essay due tomorrow; Portfolio due Friday

1. SAT Question of the day
2. Finish Discussion of Garret Hardin's "Lifeboat Ethics".
HW: Come in with passages or questions for the Night review tomorrow. Core Writing Essay due Thursday. Portfolio due Friday. Final Project Activities.

1. Review prompt for Core Writing assignment due Thursday.
2. Journal prompt for "Lifeboat Ethics": What is Hardin's thesis(argument)? What is his tone (attitude towards his subject and toward his audience)? What rhetorical appeals does Hardin use? Discuss two examples of interesting phrasing or diction. Why are they interesting? Inportance of "safety factors" WHat are some of society's or people's safety factors today?
3. Class discussion (will continue tomorrow)
4. Group Final Project: group formation and brainstorming time.
HW: Core Writing assignment due Thursday; Portfolio due Friday; Group Final Project Activities.

1. SAT question of the day
2. Discussion Groups: "Lifeboat Ethics"
3. Start class discussion
NOTE: Final Group Project presentations will begin Friday, May 27th and conclude n the day of the each period's Final.  The Core Writing Assignment (compare and contrast) is a take home essay which will be due on Thursday, May 19th. Student portfolios are now due Friday, May 20th.  These points were decided by the class today. DO NOT FORGET.
2ND NOTE: ALL GROUPS (EXCEPT THOSE PRESENTING FRIDAY MAY 27TH MUST TURN IN THE INDIVIDUAL WRITING REQUIREMENT BY FRIDAY, MAY 27TH. THOSE PRESENTING ON FRIDAY MAY HAVE UNTIL THEIR PERIOD'S SCHEDULED FINAL TO TURN IN THE WRITTEN FINAL. THE VISUAL COMPONENT (WITH WRITTEN SECTION) IS DUE THE DAY THE GROUPS PRESENT THEIR PROJECT.

1. Finish discussing "No News from Auschwitz".
2. Into and read Garret Hardin's "Lifeboat Ethics: The Case Against the Poor."
In class students marked sections they didn't understand, were interesting, had important diction/phrasing etc.
HW: Answer the 6 questions on the handout: you can do this in buklet form. Make sure you have substantial bulket points t aid in class discussion tomorrow. I will stamp check this assignment.
FOR THOSE WHO WERE ABSENT TODAY AND DID NOT COME IN TO PICK UP THE READING OF THE DISCUSSION QUESTIONS, DOWNLOAD AND PRINT OUT THE TEXT AND DQS. COMPLETE THE ASSIGNMENT FOR TOMORROW.

LOOK FOR THE WORD FILE ON HARDIN AND LIFEBOAT ETHICS.

1. Finish annotation share around of "No News from Auschwitz".
2. Class discussion
Note: I have uploaded the 10th grade Core Writing Assignment for your last essay. We will discuss you will take this assessment tomorrow/Friday.
HW: Portfolio due May 18th; Final Project activities

BRING FRESH CITRUS (oranges, lemons, limes, grapefruit, tangerines, etc.- anything pickable)FOR VALLEY FOOD PANTRIES. PIZZA PARTY REWARD.
1. Finish Theme/Motif poster presentations
2. Annotation share around for "No News from Auschwitz"
HW: SP #35 due tomorrow; English portfolio due May 18th NO EXCEPTIONS!

I have uploaded a word document for your FINAL GROUP PROJECT. Please look at it and bring it in. Start thinking about with whom you would like to work. Groups  may include up to five people.

FInd the 2011 ENglish 10AB file.

EVERYONE BRING YOUR FRESH FRUIT TO HELP VALLEY FOOD PANTRIES. PIZZA PARTY REWARD. BRING TO YOUR SECOND PERIOD.

1. Sentence Pattern #35: USe an Emphatic Appositive after a Colon
2. Night thematic subject/motif poster presentations
HW: Sentence Pattern #35 due Wednesday; Portfolio due May 18th
Write your last SAT practice essay: do prompt #1. (On creativity). Due by Wednesday, May 18th.

1. SAT Question of the Day
2. Finish class discussion of "For the Dead and the Living"
3. Night Group Project: Thematic Subject/Motif : WE will present on Monday; ABSENT STUDENTS ARE STILL RESPONSIBLE FOR A GROUP PRESENTATION (with Poster)- no exceptions.
HW: Work on your Portfolio (DUE: MAY 18th); Read and Annotate "No News from Auschwitz" - SOAPS tone, rhetorical appeals, rhetorical devices, rhetorical organization, etc.- you do not have to answer the questions after the article, but they may be helpful in rhetorically analyzing the article.
Here is the link if you were absent today: 

No News from Auschwitz A

1. SAT Question of the Day
2. Class discussion of "For the Dead and the Living"
3. Night: Group poster activity: students groups will be assigned a thematic subject or Motif.. Groups must find a minimum of 3-4 quotes which illustrate  Th.Su. or Mo. - with page numbers. (Groups should find as many passages as possible to allow for a larger understanding of the book.  Groups are to analyze the passages (what revealed? why import? connections?) If Weisel uses any rhetorical devices that stand out (diction, imagery etc.), students should comment on its relevance. Last, groups must have an illustration that connects to the them sub. or motif, or a passages.
HW: group members do their assigned work for tomorrow. You will have a limited amunt to time to put the poster together; then, presentations begin.

1. SAT Question of the Day
2. Class discussion of "For the Dead and the Living"
3. Night: Group poster activity: students groups will be assigned a thematic subject or Motif.. Groups must find a minimum of 3-4 quotes which illustrate  Th.Su. or Mo. - with page numbers. (Groups should find as many passages as possible to allow for a larger understanding of the book.  Groups are to analyze the passages (what revealed? why import? connections?) If Weisel uses any rhetorical devices that stand out (diction, imagery etc.), students should comment on its relevance. Last, groups must have an illustration that connects to the them sub. or motif, or a passages.
HW: group members do their assigned work for tomorrow. You will have a limited amunt to time to put the poster together; then, presentations begin.

1. SAT Question of the Day
2. Discuss first part of Weisel's "For the Dead and the Living"
3. Finish Group annotation work
4. Class Discussion
HW: Finish Night; test tomorrow; SAT prep essay (due Friday in your portfolio); Portfolio due May 18th.

1. SAT Question of the day
2. Reveiw Portfolio requirements
3. Continue small group discussion of "For the Dead and the Living"
HW: Read Night by Wednesday (Test); Portfolio due May 18th; SAT practice essay #4 due in portfolio by Friday (Do prompt #10).

1. SAT question of the day
2. FInish discussing yesterday's journal prompts: students take notes
3. intro to important Eli Weisel and Night information
4. Read Weisel's "For the Dead and the Living"; after reading write down what you were thinking and feeling as you read/listened to the speech (for 3 minutes).
5. Start group annotation activity: As a group discuss SOAPS tone; rhetorical appeals (ethos, logos, pathos), organizational structure of the speech, rhetorical strategies that Weisel uses. What does Weisel suggest about the nature of responsibility; what is his point abut the importance of memory?
PLEASE LOOK IN THE NIGHT FOLDER FOR THE ADDITIONAL QUOTE ON A "MEMOIR" AND THE DIFFERENCE BETWEEN SUBJECTIVE AND OBJECTIVE POINT OF VIEW- TO HELP YOU WITH YOUR READING OF THE TEXT.

1. SAT question of the day
2. Pass out Night
3. Into journal activity: respond to two quotes; follow directions.
4. Group journal share around
5. Start class discussion
HW: Venn Diagram due tomorrow
       Absent students look into the Night folder for the journal into activity; respond to two of the three quotes
       Read Night by Wednesday- Group test.

1. SAT Question of the Day
2. Finish Reading and Discussing Act 4 of Julius Caesar
3. Group passage review activity
HW: Venn Diagram due Friday
NOTE: I have created a Night file; please print out the information on Eli Weisel and bring it in tomorrow.

1. SAT question of the day
2. Sentence Pattern #34
3. Continue discussing 4.3 of Julius Caesar
HW: SP #33,#34 due tomorrow; Venn Diagram due Friday; write the SAT essay sometime this week.

Clarification on academic enrichment: explanation for #1 = 1.5-2 pages; explanation for #2= 1.5-2 pages.
Warm-up: SAT question of the day (3)
1. SAT essay prompt and brain storming. The full prompt will be uploaded. Look at #2.
2. Sentence Pattern #33: parenthetical expression
3. Review Act 4
4. Continue class discussion
HW: SP #33,#34 due Wed. (3 each- typed, usual rules); SAT essay practice: take 21-23 minutes sometime this week an write an essay that addresses the prompt. VENN DIAGRAM and JOURNALS DUE FRIDAY

Turn in Spring IRP
1. Class discussion Julius Caesar 4.3
2. Venn Diagram Poster Project group time
HW: Finish reading and annotating 4.3; Venn Diagram Poster Project due 4/29
       Optional Act 4 test 4/28 & 4/29
Academic Enrichment Opportunity:  Due: Wednesday 4/27.
      Read Act 5 of Julius Caesar. 
       1.  Discuss how Act 5 reaffirms Brutus as the tragic hero. Remember the characteristics of a tragic hero. Talk about all the elements
       2. Discuss Antony's "performance" in Act 5. What is he doing? Why? What does it reveal? Why important? What is Shakespeare's point? 
      Please use specific examples and embed properly in your explanations. Each explanation should be 1.5 pages (at a minimum) Just remembers: 1.5 does not necessarily mean complete. "It is finished when you have explained and developed all the points."
Happy Spring Break :)

1. Spring IRP review and discussion
2. Venn Diagram Poster Project: review and discussion
3. Class discussion of 4.2 and 4.3 ; continue tomorrow
HW: Spring IRP due tomorrow
    5 pg. essay, revised annotated bibliography, original annotated bibliography, annotated poem, if you used or required to use new research, attach the article(s).
NOTE: Sign up for OPTIONAL ACT 4 TEST IS TOMORROW. IF YOU SIGN UP, YOU MUST TAKE THE TEST.

The following is a CNN article which ponders the question "Should the ignorant be allowed to vote?" Check it out
http://www.cnn.com/2011/OPINION/04/12/granderson.ignorant.vote/index.html?hpt=Sbin

For all potential AP Language students:  http://www.nytimes.com/2011/04/12/opinion/12brooks.html?_r=1&nl=todaysheadlines&emc=tha212
This Op-Ed piece from the New York Times will help you start thinking about the importance of language in argument.
ALL CLASSES: The Spring IRP "Watch Out" list that I reviewed yesterday for periods 1&3 and today for period 2 is in the Spring Independent Reading Assignment folder.
Period 2:
warm-up: Review "watch-out" points for Spring Independent Reading Project
1. Finish discussing Act 3; discuss Act 4.1
2. Venn Diagram Poster Project: review general intro and handout: Students may do additional research to add depth to the analysis (re: fallacies, techniques, strategies etc)- just make sure to footnote or document the source (work cited)
HW: Read and annotate 4.2 and 4.3 lines 1-123
Q?s:4.2:  what is the mood? What is revealed about the relationship between Brutus and Cassius?
4.3:  What does the quarrel between Brutus and Cassius reveal about their respective personalities? What new information is revealed? Connections to Act 2 or 3? Closely look at the characters' reactions to each other. 

For all potential AP Language students:  http://www.nytimes.com/2011/04/12/opinion/12brooks.html?_r=1&nl=todaysheadlines&emc=tha212
This Op-Ed piece from the New York Times will help you start thinking about the importance of language in argument.
Period 1& 3:
warm-up: Review "watch-out" points for Spring Independent Reading Project
1. Finish discussing Act 3; discuss Act 4.1
2. Venn Diagram Poster Project: review general intro and handout: Students may do additional research to add depth to the analysis (re: fallacies, techniques, strategies etc)- just make sure to footnote or document the source (work cited)
HW: Read and annotate 4.2 and 4.3 lines 1-123
Q?s:4.2:  what is the mood? What is revealed about the relationship between Brutus and Cassius?
4.3:  What does the quarrel between Brutus and Cassius reveal about their respective personalities? What new information is revealed? Connections to Act 2 or 3? Closely look at the characters' reactions to each other.   

FOR ALL CLASSES: I have added an updated version of the fallacies of reason handout I uploaded earlier. Look in the Shakespeare file for the GHCHS Fallacies of Reason (revised 2009) version
PERIODS 1 & 3
1. Marc Antony's Speech Quiz
2. Continue discussion of Antony's speech.
HW: start reading Act 4, scene 1: 1-52 (discussion between Antony and Octavius)- what is revealed abpout the characters? the situation? connections to Act 1-3? Spring IRP due next Friday.
ALL CLasses: I have handed out the benchmark assessment: venn diagram of Brutus and Marc Antony's speech. Please files/attachments in Shakespeare folder for the Venn Diagram Poster Project: I will assign this next week.
Period 3: Act 1 DJ revision due Tuesday, 4/12)

Attention period 1 & 3: Antony's speech quiz is tomorrow, Friday, 4/8
Period 2:
1. Brutus's speech quiz
2. Finish 3.1 discussion
3. 3.2 group and class discussion (Brutus's Speech)
4. Start class discussion of Antony's speech
PERIOD 3: PICK UP HANDOUT FOR VENN DIAGRAM POSTER FRIDAY
HW: Finish reading and annotating 3.2 Review for Antony's speech Monday (period 2); work on Spring IRP
Period 2: Brutus's speech quiz tomorrow; Antony's speech quiz Friday; work on Spring IRP

Periods 1&3
1. Brutus's speech quiz
2. Finish 3.1 discussion
3. 3.2 group and class discussion (Brutus's Speech)
4. Start class discussion of Antony's speech
PERIOD 3: PICK UP HANDOUT FOR VENN DIAGRAM POSTER TOMORROW OR FRIDAY
HW: Finish reading and annotating 3.2 Review for Antony's speech Friday; work on Spring IRP
Period 2: Brutus's speech quiz tomorrow; Antony's speech quiz Friday; work on Spring IRP

ALL SP#32 REVISIONS DUE TOMORROW - INCLUDING 2ND PERIOD- DON'T FORGET
1. Act 2 test -Option: indiv or group
2. Finish class discussion of 3.1
HW: Review for Brutus's speech for quiz: review 3.2 lines : start at line 12 (Romans, countrymen, and lovers...)
       through line 48 (before ALL: "Live, Brutus! Live, live!)
For discussion and annotation: Review your fallacies of reasoning; what errors ( in reasoning; others) does Brutus make; what approaches does he use.
THINK:
Subject
Occasion
Audience
Purpose
Speaker
TONE: attitude towards audience and or subject

In addition for other annotations: pay attention to the plebians' responses: suggests etc.
Annotation guidelines for Act 3 updated through Brutus's speech and part of Antony's.

1. Grammar review: troublesome adjective and other troublesome words.
2. Act 3 scene 1 discussion
HW: study for Act 2 Test tomorrow; Act 2 DJ due tomorrow
       Spring IRP due next Friday
       Portfolio due in May

1. Grammar review- misplaced modifiers continued
2. Greek and Latin Roots
3. 3.1 class discussion
HW: work on DJ (due Tuesday- day of Act 2 test), essay revision (due Monday/Tuesday), Spring IRP due April 14th, Start reviewing 3.2 Brutus's speech ( possible quiz Wed/Thur)

1. Grammar review : misplaced modifiers
2. Class discussion 3.1
HW: Finish reading and annotating 3.1; Srping IRP; "Dulce?Auto Revision" due Monday; Portfolio

Turn in yesterday's groupfusion assignment.
1. Grammar review warm-up: who vs. whom continued
2. Discuss 2.1,2.2,2.3
HW: Remember Act 2 DJ due after we finish the Act. Read and annotate 3.1 1-143.  Work on Spring IRP; revise "Auto/Dulce" essay (optional); Portfolio

1. Grammar review warm-up: who vs. whom
2. Discuss 2.2
HW: Spring IRP; Essay revision; portfolio
       Print out the rhetorical fallacies hand out from the attachments )(just the basic one- the Shakespeare rhetorical strategies is for those who want to really see what Shakespeare does); write your proper heading Name, Date, Period; bullet 5 points we talked about today during discussion (on the back). Make sure the points are clear. Last, write two sentences using who and whom correctly. TURN IT IN TO THE FRONT TABLE WHEN YOU WALK IN THE DOOR. I WILL NOT TELL YOU.
Files: Fallacies of reason; Shakespeare's Grammar (rhetorical strategies)

1. Grammar review warm-up: comparative and superlative degrees
2. SP#32: use a colon
3. Act 2 Reading Quiz
4. Act 2.1 discussion (Portia and Brutus)
HW: SP# 32; work on Spring Independent Reading Assignment; work on essay revision; work on Portfolio

1. Grammar warm-up: more pronoun antecendt agreement
2. Class discussion 2.1
HW: read and annotate 2.2; work on book report; revision of essay after stamp check and tutor visit.

1. Grammar Review warm-up: pronoun/antecedent agreement
2. Greek/Latin roots
3. Julius Caesar 2.1 discussion
HW: make sure to annotate the reading I have assigned. Work on  Dulce/Auto Revisions (stamp check required)

Turn in Act 1 DJs
1. Act 1 test/quiz
2. Act 2 discussion
HW: Read and annotate 2.1 finish the scene; start Act 2 DJ; Students may revise their "Auto/Dulce" essay; a stampo check and review with student tutors required.

1. Vocab review 11,12
2. Grammar review warm-up:  agreement with compound subjects
3. Act 1 Test Practice: passage analysis; group discussion; class discussion
HW: Read and annotate lines 85-154; Act 1 DJ due tomorrow; Act 1 Test due tomorrow

1. Grammar review warm-up: ubect/verb aggreement with indefinite pronouns
2. Julius Caesar 1.3 discussion
HW: Act 1 DJ due Wednesday; Act 1 Test is Wednesday
       Read Act 2.1 (1-85); annotate for tomorrow's class discussion
Act 2 guidelines in the JC folder

MINIMUM DAY SCHEDULE; turn in conceptual outline, annotated bib and article (Spring IRP part 3)
1. Return in-class essay and discuss student errors and concerns
2. Julius Caesar 1.3 discussion
HW: Act 1 Dialectic Journal; start reviewing for Act 1 test (study teams are very helpful); finish Act 1 vocab activity; midterm semester portfolio reflection due Monday.

1. SAT Question of the Day
2. Greek and Latin Roots
3. Class discussion of Julius Caesar 1.2
HW: Start reading and anotating Julius Caesar 1.3; Note: Act 1 Dialectic Journal due after we finish Act 1
       Vocab activity #7,8 due tomorrow;
       Spring Independent Reading Assignment Part 3 (Conceptual Outline, annotated bibliography, and scholastic article #2 (also #1 if not previously approved) due on Friday
Note: students can receive academic enrichment if they turn in Part 3 of the Spring Independent Reading Assignment early (Wednesday/Thursday)

Note #2: use the research as support for your analysis; do not put the embedded quote using research 1st in the paragraphs; always lead with your original analysis

1. SAT Question of the Day
2. Greek/Latin Roots
3. Vocab activity
4. SP#30: Write a compound sentence using the semicolon before and a comma after connectives
5. Read and discuss Julius Caesar 1.1 -1.2 (78)
HW: SP #30; finish reading and annotating Julius Caesar 1.2  (approximately 255 lines); do vocab activity #7-8 for Wednesday; work on Spring Independent reading assignment part 3: conceptual outline, annotated bibliography for two scholastic articles, 2nd scholastic article (1st as well if not approved.)

1. Finish Poem Presentations
2. Standard Deviants Guide to Shakespeare- students are to take notes
3. Shakespeare Review
4. Freytag's Plot Pyramid
HW: Read Plutarch's History of Julius Caesar; vocab activy sentences 1-3; study tragedy notes

1. Poem presentations and class discussion
HW: Work on Spring Independent Reading Assignment (part 3): conceptual outline, annotated bibliography and 2nd scholastic article (plus redo of 1st if applicable)

1. Group work on Poem Presentations
2. Start presentations and class discussions
HW: Continue reading and annotating poems for discussions; work on part 3 of your Indepenendent Reading Assignment (due 3/18).

1. SAT question of the day
2. Finish class discussion of "Sadie and Maude"
3. Continue group work for  Poem Teaching Assignment
HW: Spring Independent Reading Assignment (part 3: conceptual outline, annotated bib, 2nd (and 1st if needed) scholastic article)
       Poem Teaching Assignment; we start presenting Monday.

1. Greek/Latin Roots
2. Finish "Daddy" discussion
3. Group formation and poem teaching assignment choices; begin annotating, planning etc.
4. Start "Sadie and Maude" class discussion
HW: Prep for Poem Teaching assignment (do research, analyze, brainstorm etc)
NOTE: Students are responsible for reading and annotating the poems their class groups will present.
PERIOD 1: Shakespeare's "When in Disgrace with Fortune and Men's Eyes," Sandburg's "Chicago," Swenson's "Women," Frost's "For Once then Something," Merideth's "Dreams of Suicide," Angelou's "Africa," Byron's "She Walks in Beauty," Dunbar's "We Wear the Mask," Blake's "The Chimney Sweeper".

PERIOD 2: " Sandburg's "Chicago," Swenson's "Women," Merideth's "Dreams of Suicide," Angelou's "Africa," Pastan's "Ethics," Byron's "She Walks in Beauty," Dunbar's "We Wear the Mask," Blake's "The Chimney Sweeper".

PERIOD 3: Shakespeare's "When in Disgrace with Fortune and Men's Eyes," Swenson's "Women," Frost's "For Once then Something," Merideth's "Dreams of Suicide," Angelou's "Africa," Byron's "Shw Walks in Beauty," Dunbar's "We Wear the Mask," Blake's "The Chimney Sweeper".

1. Class discussion of "Daddy"
2. Review and discuss "Sadie and Maude"
HW: Start reviewing the Form and Symbol, Allegory etc. packets. Read over the poems and start selecting your choice for your final summative poetry assignment: teaching one of the poems to the class (group project).
Poem's to review: Shekspeare's "When in Disgrace with Fortune and Men's Eyes," Sandburg's "Chicago,"Swenson's "Women," Frost's "For Once, Then, Something," Merideth's "Dreams of Suicide,"  and the seven poems on the last full page (front and back) of the Symbol packet.

1. SAT question of the day
2. Discussion of AP lanuage requirements
3. FInish annotation share around for "Daddy"
4. Begin class discussion; assign discussion leaders for tomorrow: these students must lead and contribute to the class discussion about the poem.
HW: in the FIGURES OF SPEECH packet (the one with "Daddy", read and annotate the rest of the packet. Pay attention to "The Eagle" and "Delight in Disorder"- for these two I gave you a guiding question yesterday to help you start your annotations of those poems.
       Work on Spring Independent Reading Assignment Part 3 (correct scholastic article make-ups); do not forget your portfolio

1. In class essay
HW:  Sring IRP Part 3; read and annotate through "Had I the Choice" (what is the poet's point?; what is the tone of the poem?) and "Sadie and Maude" (What do we learn about the two characters; what is the poet's theme?(for Tuesday)
       For Wednesday: read and annotate the rest of the packet ; pay attention to "The Eagle" (Note the use of alliteration; what is the tone conveyed about the subject.and "Delight in Disorder" (How does the description of  the dress emphasize the characteristics of a romance; what is the poet suggesting about perfection?

1. SAT question of the day; Greek and Latin root
1.5 Return Spring IRP and review problems and the components due on March 18th for Part 3
2."Speak with Conviction" discussion of yesterday's journal
3. Annotation share around of Sylvia Plath's "Daddy"
HW: WORK ON OUTLINE FOR THE IN CLASS ESSAY ON MONDAY; YOU MAY COME IN WITH AN OUTLINE AND THE POEM
NOTE:
REQUIREMENTS FOR SPRING INDEPENDENT READING ASSIGNMENT (PART 3) DUE 3/18
A. Conceptual outline
B. 2nd required scholastic article (and the 1st if you did not follow directions in using Gale or JStor)
C. Annotated Bibliography for the two scholastic articles you use for your paper (Please check the Spring Bk. Report folder for guidelines on your annotated bibliography)

Period 1 Agenda below; Period 2,3 counseling office for fall scheduling
1. "Auto Wreck" recap
2. Journal on poem "Speak with Conviction"
3. "Daddy" by Sylvia Plath: background ; audio recording
4. Annotation share around: 1) journal 2) "Daddy"
HW: work on outline for in class essay (see yesterday's agenda)

Stamp check "Daddy" annotations; collect Spring Independent Reading Assignment Part 2
1. SAT question of the day
2. "Auto Wreck" discussion
HW: review essay prompt and start outline for in class essay Friday or Monday
PROMPT:

stamp check DQ bullet points
1. Group vocabulary quiz
2. Group formal answer for DQs: staple individual stamp checked work behind.
3. Start class discussion for "Auto Wreck"
HW: read and annotate Figurative language packet through "Daddy" by Sylvia Plath. IF YOU WERE ABSENT TODAY, YOU ARE STILL RESPONSIBLE FOR READING AND ANNOTATING PLATH'S POEM.; Part 2 of Spring IRP due Tuesday, 2/22
HERE IS THE LINK FOR PLATH'S POEM

• Daddy - Sylvia Plath

  www.internal.org › Poets › Sylvia Plath - Cached

1. Vocabulary activity
2. SAT question of the day
3. Annotation share around of "Auto Wreck"
HW: review for Vocabulary quiz tomorrow; 3 "Auto Wreck" DQs in the poetry folder- provide bullet point information to help your group answer the questions tomorrow.
Spring Independent Reading Assignment part 2 due Tuesday

Pass back sentence pattern #29 (you have until 2/23 to revise)
1. SAT question of the day
2. Vocabulary activity
3. Journal response to images
4. Annotation share around for "Autowreck"
HW: Work on Spring Ind. Rd. Assign.

Turn in sentence pattern #29
1. Vocabulary activity
2. Finish class discussion of "Dulce Et Decorum Est"
3. Read Karl Shaprio's "Autowreck" (first reading- read for emotional value and overall mood etc.; second and third reading- annotate for SOAPS , tone, organization, diction,imagery, figurative language, punct., syntax, theme etc.
HW: book on Spring independent reading assignment part 2 (due Tuesday 2/22); annotate (IN DEPTH) "Autowreck"

Stamp check vocab definitions and SAT essay evaluation
1. "Autowreck" vocab activity
2. Sentence Pattern #29: write a compund sentence using a semicolon and a coordinating conjunction because other commas are used in the sentence.
3. "Dulce Et Decorum Est" class discussion
HW: 4 sentences of  SP#29; work on Spring Independend Reading Assignment part 2

Collect poetry packet #1 annotations; collect dqs for poems in poetry packet #1
1. Postcard poem share time
2. SAT essay #2
3. Start class discussion on "Dulce Et Decorum Est"
HW: print out "Autowreck" vocab definitions for next week (IN POETRY FOLDER)
       evaluate SAT prep essay #2; use the SAT rubric I have put in the file section INSIDE THE FOLDER SAT PRACTICE ESSAY.
       work on Spring independent reading assignment (part 2 due Feb. 2nd.
SAT prompt for essay #2: "The media not only transmit information and culture, they also decide what information is important. In that way, they help to shape culture and values."- Alison Bernstein
   Q: Do newspapers, magazines, television, radio, movies, the Internet, and other media determine what is important to most people?

1. SAT question of the day
2. Journal Question for "Dulce Et Decorum Est": Does the knowledge that Owen died in WWI change your reaction to the poem, or are the poem's images compelling enough to eliminate the need for biographical background?
3. Annotation share around
4. Start class discussion
HW: Postcard poems due tomorrow

1. SAT question of the day; Greek and Latin roots
2. Class discussion on "The Meal"
3. Small group discussion on yesterday's journal and picture assignment
HW: Read and annotate "Dulce Et Decorum Est" by Wilfred Owen
       Postcard poems and analysis due Friday
       Spring Independent Reading Assignment (Part 2) due  February 22nd.

1. Poetry Quiz #2
2. Finish annotation share around for "The Meal"
3. Start class discussion of "THe Meal"
HW: Spring Independent Reading Assignment part 2 due 2/22 (WORK ON IT);
       Find at least 2 images which reflect the reality of WWI for the soldiers who experienced it;
       Journal: what made WWI different than other wars? You may use you history books etc. (7+ sentences)-

1. Libarary visit for Spring Independent Reading Project
HW: Review for Poetry Quiz #2 tomorrow; 2 postcard poems due Friday

1. SAT question of the day
2. Wrap-up "Suicide Note": 5 minute journal Janice Mirikitani insists of the "collective power of voice to break free of "prisons of silence""; she states repeatedly, "We survive by hearing."  In what way does Mirikitani's poem reinforce the ideals she espouses? Class discussion follows. (Students take notes)
3. Imagery into: definition; difference between static and kinetic; static and kinetic visual images
4. Group work: annotation share around of the first three poems on page 13. Guidelines also on the front board.
HW: Voice poem due tomorrow : Poem- (TITLE IT), 2 paragraph analysis (organize correctly- topic sentences etc.), and illustration.

Cahsee Testing Bell schedule: Periods 1&3
Turn in sentence patterns #27,#28
1. SAT Question of the day
2. Class discussion on "Suicide Note"
3. Imagery intro: definition; types; start initial group read of "In a Station of the Metro"; "Some Good Things to Be Said for the Iron Age"; "The Great Figure
HW: Read and annotate "The Meal": as always -> what is the significance of : diction(word choice), phrasing, figurative language, repepetition, tone, theme or relevance, (type of imagery)

1. SAT question of the day
2. Sentence Patterns #27 : write a compound sentence using a comma and a coordinating conjunction; and #28: write a compound sentence using a semicolon
3. Read and first column for Word choice: denotation and connotation:
4. Group annotation share around of  "Suicide Note"; in addition to previous guidelines, discuss the connotative value of the poet's word choice
5. Class discussion
HW: Read section of Word Order and Word Choice through Imagery (page 12)(this is the order: 10,9,11,12); sentence patterns #27,#28; voice poem due Friday (2 paragraph explanation)

Special Assembly schedule: Periods 1&2 are longer; Period 3 is shorter
1. SAT question of the day
2. Q&A for voice poem assignment
3. (Periods 1&2 only) SAT practice essay; (period 3 only) finish discussion of "THe Man He Killed"
4. Annotation share around for "Suicide Note"
5. Class discussion (if time permits)
HW: Spring Independent Reading Project (PART 1) due on Monday; voice poem due Friday

SPECIAL ASSMBLY SCHEDULE: Periods 1&2 are shorter, Periods 3&4 are longer; tomorrow reverse
Stamp check "Suicide Note annotations and DQs
1. SAT question of the day
2. Class discussion on "The Man He Killed"
3. Annotation share around for "Suicide Note"
4. Voice Poem assignment
PERIOD 3 WILL ALSO PRACTICE A 20 MINUTE SAT ESSAY

HW: Review SAT practice essay with the rubric provided in the SAT folder. Explain why you would give yourself a specific score; use details to support your points.
             VOICE POEM ASSIGNMENT IN POETRY PORTFOLIO; ASSIGNMENT IS DUE NEXT FRIDAY (2/4)

Stamp check "The Man He Killed" Discussion Questions
1. 3 minutes: students write any information they remember from studying for the Poetry Quiz
2. Poetry Quiz #1
3. Class discussion on "Porphyria's Lover"
HW: Read and annotate "Suicide Note"; 3 discussion questions for "Suicide Note" (on the poem handout); Spring Book Report part 1 due Monday

Turn in SP#22 & #23
1. SAT question of the day; Greek/Latin roots
2. Annotation share around for "Porphyria's Lover" and "The Man He Killed"
3. Start class discussion on poems
HW: Poetry Quiz #1 tomorrow; DQs for "The Man He Killed" due tomorrow; Spring book report part 1 due Monday

1. Sentence Pattern #22 & #23: use restrictive (22) and non-restrictive (23) adjective clauses
2.  Class Discussion of Dorfman's "Hope".
3. Start annotation share around of Browning's "Porphyria's Lover"

HW:  SP #22 & #23; discussion questions (typed, MLA format) for Thomas Hardy's "The Man He Killed" due Wednesday; poetry quiz is Wednesday

1. SAT question of the day/Latinand Greek Roots
2. Discuss "Ozymandias" ;
3. Annotation share around for "Hope"
HW: A. Read and annotate "Porphyria's Lover" by Browning and "The Man He Killed" by Hardy; 
        B. Answer discussion questions for "Porphyria's Lover"
        C. Review for Poetry Quiz #1 Tuesday/Wednesday
        D. Reminder-  your Spring IRA short story must be chosen, read and annoatated and turned in on Monday, 1/31
Note: I've included DQs for "The Man He Killed" for those students who want to start to answer the questions a little early. They will be assigned next week.

Stamp check poetry annotations
1. SAT Q of the Day/Greek&Latin roots
2. Finish annotation share around for "Gretel in Darkness"
3. Class Discussion
4. Annotation share around for "Ozymandias"
5. Class discussion (postponed until tomorrow)
HW: If you did not read the article I uploaded for you yesterday (to help your understanding of the poem "Hope"), read and take notes tonight! Read and annotate "Hope"

1. SAT Q of the D/Greek and Latin Roots
2. Poetry Quiz (mock)
3. "Gretl in Darkness"- review the fairy tale "Hansel and Gretl"; read the poem
4. Students annotate the poem
5. Annotation share around- groups assigned
HW: For tomorrow: Read and take notes on Tone section up and including "Ozymandias"(read and annotate); pre-read "Hope"
      For Friday: Download, Read and take notes on the article "The True Desaparecidos"-- (It's a PDF file in the poetry folder.) This will help you understand the poem "Hope" a bit more; be sure to Google "Villa Grimaldi" to also help you; re-read and annotate "Hope" for annotation share around and class discussion Friday.

Turn in initial spring reflection; turn in  original poetry quote and explanation or original poetry visual and explanation.
1. SAT question of the day/ Greek and Latin Roots-  #2 (may be postponed until tomorrow due to time constraints.
1.5 Finish presentations
2. Intro poem for poetry unit by e.e. cummings.  Class discussion
3. Defining poetry and How to read poetry 2 paper; POETRY PACKET #1-  read and annotate up to but not including the poem "Gretel in Darkness" (stop after the first paragraph on page 4) You do not have to read that poem.

Turn in Honors letters
1. SAT question of the day (Greek and Latin Roots #3)
2. Finish work on Group Posters
3. Poetry Quote Poster Presentations
HW: 1. Initial Spring portfolio reflection due Tuesday; 
       2. continue/finish fall assignment reflections;
       3. Research, select, read and annotate your American short story (for your Spring Independent Reading Project (book report);
       4. Create an original quote on Poetry (with an illustration)  or create an original visual representation of Poetry with a 1-2 paragraph explanation (typed, MLA)-- due Tuesday (NOTE: a paragraph should be thoughtful and in depth with specific support; avoid generalities and blandness)
      NOTE; CHECK OUT THE ATTACHED FILE "QUOTATION HANDOUT"- DO THE "INDIVIDUAL ASSESSMENT PORTION

1. GreekLatin root: "anima"
2. Poetry Quote Poster & Group Presentations:
Requirements on poster: Quote, illustration, meaning of quote, why your group chose it, everyday/universal connections

HW: Honors letter; Initial Spring semester reflection due Tuesday; continue with portfolio reflections; choose, read, and annotate short story.

WELCOME BACK
1. SAT question of the day
2. Spring Semester Book Report- start looking over the short stories (see attachments)
3. Honors Recommendation letters (review guidelines for recomendations)(see attachments)
4. Winter Break Journal (sentence pattern review): discuss one or more aspects of your winter break; use specific details and logical transitions; USE ALL THE SENTENCE PATTERNS WE LEARNED LAST SEMESTER; sentence pattern rules apply (DUE TOMORROW)
5. Lost Generation Palindrome -- If you wish to review again : http://www.youtube.com/watch?v=42E2fAWM6rA
HW: Winter Break sentence pattern review  or "Lost Generation" sentence pattern review due tomorrow :TYPED, MLA FORMAT
       Letter for Honors or AP consideration due Friday- typed, MLA

PERIOD 2 FINAL

PERIOD 3 FINAL

PERIOD 1 FINAL

1. Future World Presentations
HW: Review tone words for English Department summative assessment.

1. Future World Presentations

1. Future World Presentations
HW: Create evaulation sheets for the rest of the presentations tomorrow and Monday
Your evaluation sheet for each presentation should have the following:
  ORGANIZATION (1-10): why you gave the score
  CONTENT KNOWLEDGE: see above
  DELIVERY: see above
  CREATIVITY: see above
What positive aspects did you see?
What didn't work?
Suggestion for improvement:

Turn in Article Connection revisions
1. SAT question of the day
2. Final question and answer period for Future World Project.
3. Students work on memorizing script, practicing or filming etc.
Presentations start tomorrow; written portion due tomorrow (for those who present tomorrow) and Friday (for those who present on Friday and Monday.  Visuals are due the day your group presents.

1. Return and review errors on article connection assignment. Students have one day opportunity to revise.
2. Student groups to work on Future World presentations. Script writing and memorizing, written portion, visual etc.
HW: Work on Future World project: presentations start Thursday
      Revision on article connection assignment due tomorrow.

1. Review SAT question of the day
2. Group should writing and/or memorizing their scripts for the presentations that start Thursday.
HW: work on written and visual portion of Future World assignment.

1. SAT question of the day - last paragraph
2. FW outline, visuals, etc. Group work.
ALL WRITTEN SECTIONS OF WRITTEN PORTION OF FUTURE WORLD ASSIGNMENT DUE Thurs (for groups whpo present Thursday) and Friday (for everyone else)

1. SAT question of the day: finish yesterday's question
2. Future World Project: outline formation, visual decisions, script production, etc.
The written portion of the group assignment is comprehensive and detailed. Start early on it. DOn't forget, you need to do research for 2 of the 3-5 elements each individual group member is responsible for.  This research is to support your hypothosese/claims for the future.

1. SAT question of the day (start: copy paragraph)
2. Finish Group Led Discussion for Fahrenheit 451: 158-165.
3. Group brainstorming for English 10H Future World Final
HW: I will collect your Fahrenheit annotations tomorrow or Friday.  Work of preparation for the final.

1. Group led discussion
2. SAT question of the day review
3. English 10H Final Project: Future World Presentation; review assignment, requirements
4. FW group formation and brainstorming session #1

HW: Article Connection assignment due tomorrow.
NOTE: I have uploaded the Futureworld assignment and rubric onto the attachment section below. They and independent of the files. Look for futureworld and futureworld rubric.

1. SAT question of the day
2. GLD presentations
3. Take the Hunger Quiz

1. SAT question of the day
2. Vocab activity #17,18
3. Finish group led discussions to page 141 (Sun burnt everything)

HW: finish reading and annotating the book (to page 165); 2-part article connection assignment due Wednesday (please see 11/17 agenda)
HAPPY THANKSGIVING

1. Review vocab sentences 15,16
2. Group Analytical Presentations; pages 114- 125 discussed

HW: Read and annotate another 5-10 pages.

1. SAT question of the day
2. Vocab sentences 12-14
3. Group work for group led presentations
4. Start group presentations
HW: Cartoon connection due tomorrow; do vocab sentences #15-#16; read and annotate to page 145 (natural break)

Turn in IRA and Plagiarism letter
1. SAT question of the day
2. Tone activity #1
3. CLass discussion for the rest of part 2
4. Group Led class discussion assignment: preview -assigned pages (file in Fahreheit folder)

HW: Vocab activity sentences 12-14; Read and annotate pages 113-130 (natural break);
       Cartoon connection assignment due Tuesday

1. SAT question of the day
2. Review vocab sentences 8-11
3. IRA questions: make sure to paginate and give your paper a title
DO NOT FORGET: YOU MUST TURN IN YOUR PLAGIARISM LETTER WITH YOUR IRA; I WILL NOT ACCEPT THE IRA WITHOUT THE LETTER- YOU WILL RECEIVE A ZERO FOR THE IRA (WITHOUT THE LETTER) 

HW: IRA and plagiarism letter

1 SAT question of the day
2. Cartoon JOurnal
3. Cartoon connection assignment

4. Review article connection assignment
5. Class discussion
6. Annotation share around

HW: Finish reading and annotating through page 110 by tomorrow; Fall IRA  and plagiarism letter due Friday
        Cartoon connection due 11/23
        Article connection due in the near future (After Thanksgiving)
 

Visit from the counselor's office
1. Vocab review (sentences 5-8)
2. Fahrenheit 451 discussion
HW: vocab sentences 8-11;read and annotate pages 102-110 (you have two days- due Thursday)
       Fall IRA due Friday

Pass back Quote journal project and F451 part 1 DJs
1. SAT question of the day
2. Review vocab activity sentences 1-4
3. Class discussion pages 71-80
4. Group annotation share around
HW: Read pages 96-102 (stop at the paragraph that starts " On the way downtown..."
       Look up; print and annotate the poem "Dover Beach" by Matthew Arnold; check interent references and take notes on what the poem is about
Here is the link for the poem:
http://www.victorianweb.org/authors/arnold/writings/doverbeach.html

       Fall IRA due Friday, as well as your "Promise not to plagiarize" letter. I will not accept the IRA without the letter!

Collect Fahrenheit DJ; collect "What is Poverty" annotations
1. SAT question of the day
2. Review Wednesday's cartoon journals
3. Read and discuss through the end of part 1
4. New annotation groups; these groups will be the ones that lead class discussion
HW: IRA due Friday; appoint sign-ups at lunch
       Read and annotate through page 96 (tops- stops right after Montag says "Let's talk"
       Vocab definitions for part 2 in Fahrenheit file
       Vocab activities 1-4; we will review Monday

1. SAT question of the day
2. Discussion Pgs 47-60
3. Cartoon connection journals #3,#4
HW: Fahrenheit 451 Part 1 DJ due Friday;Read through pages 80 (natural break); What is Poverty annotations due Friday

1. Vocab quiz
2. Continue group start up class discussions

HW: PArt 1 DJ due Friday

Turn back conceptual outline
1. SAT question of the day
2. Plagiarism lesson and review
3. Class discussion of Fahrenheit
4. Group lead discussion annotations
5. Class discussion
HW: Vocab quiz tomorrow; work on Fall IRA- due Friday, November 19th. You must turn it in on this day. Hard copy; if you are absent, I expect you to send  a word document to my email. NO EXCUSES.  
       Plagiarism letter due the day you turn in the Fall IRA.

TUrn in Mini model revisions
1. SAT question of the day
2. Cartoon journal: for each- what is the cartoonist's main idea, what details in the cartoon support this, what w=connections can you make to Fahrenheit 451 (use specifics) CARTOONS IN FAHRENHEIT FOLDER
3. Class discussion
HW: Read/annotate pages 48-68 by Monday; vocab quiz Tuesday, I dialectic journal for part 1 due next week

1. SAT question of the day
2. Vocabulary activity
3. Finish class discussion started yesterday
4. Annotation page assignments (group sharing)
5. Start class discussion for this section
HW: mini model essay revision due tomorrow
       Read and annotate pages 48-68 for Monday
       start a dialectic journal fo rpart 1 of Fahrenheit 451 (due next week)
       VOCAB QUIZ next Monday or Tuesday

Collect IRA part 3
1. SAT question of the day
2. Review vocab sentences 6&7
Annotation activity: student groups assigned a specific page (of pages) for the 8 minute annotation pair share activity.  During class discussion students need to briefly (1-2 sent.)summarize, select a quote to share during discussion and explain what the quote reveals and why important.
3. Class discussion led by student groups and reinforced/backed up by teacher.
HW: Vocab sentences 8-10; read pages 42-48 (annotate); model essay paragraph revisions due Friday.

1. SAT question of the day
2. Review vocab sentences 3-5
3. Annotation pair share
4. Class discussion
HW:  vocab sentences 6-7; IRA part 3 (conceptual outline) due tomorrow; review your reading for further discussion points

1. SAT question of the day
2. Vocab activity 1-3
3. Fahrenheit Reading Quiz
4. Discuss Fahrenheit 451 .

HW: IRA part 3, vocab sentences 3-5, continue reading Fahrenheit 451

1. Finish presentations
2. Halloween story activity
HW: Happy Halloween
bring Fahrenheit 451 set 1 vocab definitions (in Fahrenheit folder) ; work on IRA part 3
1. By Monday: Read pages 3-32 (small book) to the natural break - the paragraph after the natural break begins with "The flutter of cards, motion of hands, of eyelids, the drone of the time-voice in the firehouse ceiling " ... one thirty-five, Thursday morning...
2. Print out Fahrenheit background notes (what you need to know and look for)- in the Fahrenheit folder

1. SAT question of the day
2. Finish group work on article poster; polish and review for presentations tomorrow
HW: IRA part 3 due 10/27-11/3

Turn in Sentence Pattern #20
1. SAT question of the day
2. Group Work for article poster assignment

HW: SP #15,16 revisions due tomorrow; IRA part 3 due dates: 10/27- 11/3

Turn in Quote Journal Project
1. SAT question of the day
2. Sentence Pattern #20: Open with a gerund/gerund phrase
3. Finish discussion of "allegory" and Matrix etc.
4. Intio article poster assignment

HW: SP#20 (typed, 3 sentences); read assigned group article and annotate (come in ready to discuss and start poster assignment.
NOTE:  ABSENT STUDENTS- please find your name below and the article assigned to your group; you will find the article in the Fahrenheit folder (article folder inside with articles) A few of the PDF files have multiple articles; just read the article with your assigned title.

Period1 :
Arielle: "Stop Murdering the Language"
Melissa F.: "Can We Vote Realitainment Off Our Television Island"
Melissa H.: "History Education Zap! Pow! Cut!"

Period 2:
Richard: "No Breaking for Commercials"

Period 3:
Eric K.: "Stop Murdering the Language"

Turn in Model Mini Essays
1. SAT question of the day
2. Group Activity:
   finish annotation share around;
   discuss notes and connect The Matrix to Allegory;
   Answer DQ 1-3 at the end of Allegory
3. Class discussion

HW: sentence pattern revisions, Quote journal project due Monday; Ira part 3 due dates 10/27-11/3.

1. SAT question of the day
2. "Allegory of the Cave"- group annotation share around
HERE IS THE LINK: http://www.historyguide.org/intellect/allegory.html
3. Discussion Questions 1-3 at the end of the story
4. Video (Matrix): take notes on clear connections to the ideas presented in "Allegory"
5. Discussion tomorrow
HW: Model Mini Essay (make sure to give it a title)

1. SAT question of the day
2. Journal: (overhead- definition and word origin of the word "enlighten"); PROMPT: Expliain in your own words what is means to be enlightened? What are the steps one has to take to become enlightened. What happens when one becomes enlightened? Give an example from life, t.v.etc.  What are the positive and negative aspects of enlightenment?
3. Class discussion
4. Definition of "Allegory"
5. Read Plato's "Allegory of the Cave"
HW: Model mini essay due Friday; finish annotating for connections to our discussion:  the process of becoming aware, learning truth/reality/knowlege, what happens as a result; check and discuss symbols etc.

Collect SP#15, #16
1. SAT question of the day
2. Formal Assessment (Tonal analysis: body paragraph)

HW: Work on model mini essay, quote journal, IRA #3; SP#13 revisions due tomorrow (last day)

Turn in SP#15,16
1. SAT Question of the day
2. Finish reviewing rubric
3. Tone- formal assessment

HW: work on assignments due this week

Pass back analytical paragraphs
1. SAT question of the day
2. SP#15, #16 : Open with a present participle phrase and Open with a past participle phrase
3. "What is Poverty" Quiz
4. Review rubric and class discussion re: AP conference and info about SATs and UC writing assessment.
HW: SP#15,16
       Revisions on analytical paragraph due Wednesday (must see tutor/teacher)
       Model mini essay due Friday (tutoring all this week)
Quote project and IRA part 3 due next week

Pass back analytical paragraphs
1. SAT question of the day
2. SP#15, #16 : Open with a present participle phrase and Open with a past participle phrase
3. "What is Poverty" Quiz
4. Review rubric and class discussion re: AP conference and info about SATs and UC writing assessment.
HW: SP#15,16
       Revisions on analytical paragraph due Wednesday (must see tutor/teacher)
       Model mini essay due Friday (tutoring all this week)
Quote project and IRA part 3 due next week

1. SAT question of the day
2.  Finish "What is Poverty" presentations
3. Model ini Essay: review requirements and read examples
NOTE: Mini Model Essay assignment in the Poverty Unit folder. Please remember the importance ofthe audience and the purpose of your speaker; choose 2 body paragraphs to mimic that you found most effective
          Students can pick up their analytical paragraph after school, revision due Wednesday, 10/20- must see tutors or teacher to revise
2nd Note: "What is Poverty Quiz" on Monday!!!!
HW: Quote Journal, IRA part 3; Mini model essay due Friday, Oct. 22nd

1. SAT question of the day
2. "What is Poverty" Presentations continued

HW: Work on IRA part 3- due Oct 27th; Quote journal due Oct. 25th

PSAT testing bell schedule
1. SAT question of the day
2. Group analysis presentations
NOTE: Fall IRA step 3 doc is in the LITERARY THEORIES FOLDER
HW: Quote journal project due October 25th; Fall IRA due 10/27-11/3

Turn in SP#13, Turn in Midterm reflections (if you did not turn them in yesterday)
1.  SAT question of the day
2. Begin group presentations (today paragraphs 1&2 and 3)

HW: work on Fall IRA part 3; revisions for SP#11/12

"Pin" buttons to poster jackets; turn in explanations/justification; turn in midterm evaluations if you have them
1. SAT question of the day
2. Review Fall IRA part 3: Conceptual Outline
3. SP#13: Begin with an Infinitive: remember 4 sentences (2 begin with infinitive as subject and 2 with infinitive as adverh)
4. Group prep work for presentations tomorrow.

HW: SP#13; midterm evaluations (if you have not turned them in already); turn in your annotations for chapters on Absolutely True Diary of a Part-Time Indian (tomorrow or Wednesday before testing)

Turn in Analytical Paragraph; return IRA part 2
1. SAT question of the day
2. Review cartoon journal #2 from Day 1.
3. Cartoon Journal day 2: Cartoon, G8 information; button (2-3 sentences only)[See Poverty folder if you were absent]
4. Class discussion
5: Poverty Button Assignment (see below)
6. Finish annotation share around for "What is Poverty"
7. Review Group Discussion Leaders assignment (front board)

1. SAT question of the day
2. Cartoon journal; class discussion on the first with class discussion on the second tomorrow.
3. Annotation share around

HW: Analytical paragraph due tomorrow; embedding revisions also due; SP#11,12 revisions due by Wednesday; Quote Journal project due October 25th

Collect IRA part 2
1. SAT question of the day
2. Journal on photograph (Picture in Poverty File): look at the picture for about 15 seconds- what is your first impression. Nlow study it further. What details do you notice? What is going on? Why did the photgrapher take this picture from this angle? What point is he trying to make?
3. Class discussion
4. Annotation share around of "What is Poverty"

HW: analytical paragraph is due Friday, 10/8
      SP #11,12 due Wednesday 10/13

Collect sentence patterns #11 and #12
1. SAT question of the day
2. Journal : Response to quote on overhead (Please see Poverty folder)
3. Class discussion of  yesterday's journal (what did you feel during Parker's speech (why?); today's quote journal
4. Annotation share around (beginning)

HW: DUE TOMORROW: IRA part 2, SP#10 revision
       DUE FRIDAY: analytical paragraph

1. SAT question of the day
2. SP# 11, 12
3. Brief class discussion of relevance of quotes on poverty
4. Notes on Persuasion: SOAPStone and rhetorical strategies (Logos, Ethos, Pathos, + etc)
5. Read "What is Poverty"; students are to journal what they think/feel as the audience hearing the original speech (will discuss tomorrow)

HW: SP#11,12; annotate "What is Poverty" for rhetorical strategies
       IRA part 2 due Wednesday
       Revision of SP#10 due Wednesday
       Analytical paragraph due Friday; embedding activity revisions also due Friday
       Quote Journal due  October 25th

Turn in embedding activity
1. SAT question of the day
2. Review Dance! Dance! Dance! chapter; students take notes for annotations
3. Analytical paragraph assignment: DUE DATE: 10/8; see POVERTY UNIT folder and look for Absolute True Diary paragraph assingment
4. Quiz on the two chapters (if you were absent, you must make this up on Monday.

HW: IRA part 2 due 10/6; Quote Journal Project due late October;
       SP#  10 revisions due 10/6; Analytical paragraph due 10/8

Last day to turn in intro paragraph revisions
1. SAT Question of the Day
2. Finish Group Embedding activity
3. Review different group examples of embedded quotes
4. Finish annotation share around (concentrate on the "Dance! Dance! Dance!" chapter

HW:
1. Take working Dialectic Journal and create an embedded quote activity sheet that mimics what you did in the group.  Your passage will supply you with the original quote. Your analysis will supply you with the your initial analysis.  COme up with the context.  Then, embed the elements in three different ways (remembers you have 6 different examples to look at, and you have already preacticed three different ways of embedding.) TYPE, MLA format
2. Keep polishing annpotations POSSIBLE QUIZ ON THE STORY TOMORROW

Continue working on IRA part 2; Quote Journal project due in late October

1. SAT Question of the day
2. Finish discussion of first chapter in THe Absolutely True Diary of a Part-Time Indian
3. Begin group embedded quote activity (finish tomorrow)

HW: IRA part 2 due Wednesday October 6th.
       keep refining annotations
NOTE: models and additional help for embedding in EMBEDDING file.

Pass in SP# 10
1. SAT Q of the D
2. Model annotation first 2 pages of chapters (2nd model); group discussion and note- taking
3. Annotation share around

HW: come in tomorrow with a working DJ for embedding practice; reviewing marking in annotating (IMPROVE)
       IRA part 2 due 10/6

1. Review intro paragraph instructions and grading/revision: honors tutors are available here M-TH
2. Visual Literacy Assessment Mural Walk; choose the strongest poster (according to SOAPS ( + tone/attitude))
3. SAT question of the day
4. SP#10: use parallel structure (DO NOT USE THE SAME GRAMMATICAL ELEMENTS (PARTS OF SPEECH) FOR EACH OF THE THREE SENTENCES)
4. Review Poverty Journal answers (Turn in)
5. Group annotation share around of 1st chapter of True Diary of a Part-Time Indian

HW: SP# 10 due tomorrow; working DJ for Wednesday; IRA  part 2 due October 6th.

1. IRA part 2: directions/review (Please open the Literary Theory folder and look for "Fall IRA step-by-step)
2. Group orangization of justifcation (1-2 paragraphs typed, MLA format-> due Monday
3. Poverty unit: Guiding questions and Opening journal (Please open the Poverty Unit folder to find these instructions)

HW: Read and annotate two chapters of Sherman Alexi's THe Absolutely True Diary of a Part-Time Indian. Review annotating guidelines to help you with your annotations. Stamp checked Monday

!. SAT question of the day
2. Review Uncle Sam image #6; discussion
3.Discuss student teacher meeting times and introduction of two student tutors available M-Th after school.
4. Finalize/polish SUmmative Assessment poster

HW: write down your justification/explanation for the elements in your group poster: how do they reinforce the poster's purpose, your group's objective, the occasion, the attitude/tone, and the audience. I will stamp check this assignment tomorrow; it is part of your group's overall grade.

last day for SP#8 and SitP DJ revisions
1. SAT question of the Day
2. Review Uncle Sam images #4,#5
3. Group work on Visual Literacy Summative assessment

HW: intro paragraphs due tomorrow; gather materials, resources etc. for group work tomorrow. (last day to work on it in class)

Turn in SP#9
1. SAT question of the day
2. Group review of Homework (eval of images #5,6
3. Class discussion of images #2,3
4. Summative group assignment: group progpanda poster {check visua literacy folder for the assignment.}
HW: tomorrow is the last day for sent pattern #8 and individual DJ revisions; intro paragraphs due tomorrow or Thursday;
        Brainstorm, sketch, outline, internet search, collect pictures etc. for summative group assignment.

1. SAT question of the day
2.  SP#9 Begin with an adverbial clause
3. Continue evaluating Uncle Sam images #2-6. Focus on SOAPS, but make sure you have details to support your choices

HW: SP#9 tomorrow; finish #2-6 for tomorrow; intro paragraphs due Wed/Thur

Turn in IRA part 1
1 SAT question of the day
2. Review Symbol journal ; class discussion
3. Uncle Sam Visual Literacy Activity: packet and handout; students work in groups and take notes that answer questions to help critical thinking. Work on the first picture of Uncle Sam ONLY! = Unc #1
HW: work on revisions, intro paragraphs due Wed/Thur
Uncle Sam images and questions to guide critical thinking questions in visual literacy folder

1. SAT question of the day
2. Writing workshop for intro paragraphs
3. SYMbol Journal: 1) What are symbols? WHat is their jog? Why are they important? 2) What do people use symbols for? How could symbols be used to promote a certain agenda?(propaganda) 3) t-chart: basic symbols/ specific or cultural symbols (5-10 each)
HW: IRA part 1 due tomorrow

1. Review sentence patterns and IRA
2. Intro continued; handout
3. Student models
4. writing workshop
HW: use working thesis (on idea not character) and create two working (rough draft) intros for tomorrow.

Collect Sentence Pattern #8
1. Class Discussion of "Ordeal by Check"
2. Start to review intro paragraphs (finish tomorrow)
HW: none for today; however, work on the summary (2 paragraphs) and discussion on what you would like to analyze and write about in the book (2  paragraphs)- This assignment is due FRIDAY!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Collect stories; collect "SintheP" annotations and DQs
1.  Sentence pattern #6 (verb before subject){review} and #8 (using appositives): notes and practice
2. journal/individual writing: 1. discuss what your learned about the following characters- Exeter, Sr. and Exeter, Jr.
                                      2. discuss 2-3 important events and explain why they are significant
                                      3. Big (topic) ideas: individual choice/responsibility, family relationships, patterns of behavior, money, artistic style(creative contruct) for the story.
3. Pair/small group share; take notes

HW: Sentence pattern # 8 (3 sentences) same rules apply: TYPED!!!!!!!!!!!!!!!!!!!!!!!!!!
       Working thesis for intro paragraph lesson tomorrow (topic- big topic idea; the rest is up to you) TYPED!!!!!!!!!!!!!!!

Collect Homework (DJ)
1.  Review ways to analyze written text, visual text, graphs etc.
2. Short story "Ordeal by Check"; student groups to analyze story (evaluate information to find the story) Annotate handout
    Look up Prohibition, bootery, bootleg (dictionary.com) Pay attent to names, dates, items, numbers, patterns of behavior, sequencing etc.)
Here is the story (Click the title)
[PDF]

Ordeal by cheque

HW:
Students are to write a 2-3 page written translation of the story. THey need to remain true to the story (as much as they can) This assigment will be graded on writing, not analysis (class discussion on Monday will take care of that.)
Assessment requirements: I will grade on organization, structure, syntax, Grammar, Speklling, Diction, Punctuation, Style, and Creativity.
TYPED, DOUBLE SPACED, MLA FORMAT

1. Group DJ share around- students groups evaluate individual DJs
2. Group DJ: groups choose a second passage; folllow directions and "A,B,C" requirements; turn in at the end of class
HW: Students are to select a third passage- create a polished Dialectic Journal: TYPED,  follow directions, "ABC" requirements (see rubric); T-CHART format
 Read Fall Independent reading assignment book (part 1 due September 17th)
Quote Journal Project due October 25th

1. Finish class discussion of "Sunday in the Park"
2. Dialectic Journal Activity
    Review Dialectic Journal Rubric; practice dj (handout)
HW: Revise your dialectic journal , TYPE IT, staple to the front of your original & highlight your revision
       Bring in tomorrow to continue the group activity
Rubric File created below.

1. Finish class discussion of "Sunday in the Park"
2. Dialectic Journal Activity
    Review Dialectic Journal Rubric; practice dj (handout)
HW: Revise your dialectic journal , staple to the front of your original & highlight your revision
       Bring in tomorrow to continue the group activity
Rubric File created below.

Stamp check Initial 3 week evaluation
1. Vocab quiz; students to turn in definitions and activities
2. Begin class discussion of story (3rd color pen)

HW: independent reading book (READ!);
       1 Dialectic journal  (Fact/idea chart) analyzing the first paragraph of the story: create a t-chart On the left side put the quote from the first paragraph (at least 3 sentences from the story; on the right write your analysis (4+ sentences)
        SP revisions due Wednesday

1. Vocab activity
2. Finish DQs 5-7 in groups
3. "Sunday in the Park" story quiz
4. Review sentence pattern errors

HW: vocab quiz tomorrow; initial 3 week reflective evaluation for your English portfolio due tomorrow; continue reading Independent Reading Assignment book (summary and analytical perspective{what you found interesting analytically} due September 17th.

1. Vocab activity (final 3 sentences tomorrow; quiz on Friday)
2. Review 10th grade honors portfolio (handout; directions)
3. Annpotation/Discussion question share around
4. Groups: answer questions 5-7 (will finish tomorrow); group answers, individual notes

HW: Story quiz tomorrow (review specifics of the story <large and small>; continue reading Independent Reading Assignment book; start reviewing for vocab quiz on Friday; 3 week fall initial reflection for portfoio due Friday.

Turn in SP#4,#5
1. Vocab activity
2. Annotation share around
3. Discussion question (group answers; individual note-taking)

HW: book reading for IRA; quote journal project; finish dqs

Turn in SP #4,#5
1. Vocab activity 5-7
2. Annotatione share around
3. Group DQs- finish for HW
HW: finish group discussion questions

Turn in Thesis Practice assignment
1. Intro to vocab activities (1-4)
2. Intro to sentence patterns: sentence patterns 4,5
3. Intro to annotation share around(8 minutes)
HW: Sp #4, #5 (three each, typed, labeled correctly); read book for independent reading assignment; remember quote journal project (due in October); favorites revision due tomorrow

1. Finish Presentations and discussion
2. Review Thesis statements
3. Quote quick write (into for) "Sunday in the Park"- read aloud and start annotating; review and copy outline on side board.
HW: 1) Thesis statement practice (complete thesis outline)(typed); 
       2) annotate "Sunday in the Park"( use the different marking rules and techniques)
       3) Print or copy Vocab definitions from the "Sunday in the Park" folder.
       4) Read book for IRA

Turn in Moral/Value Journal
1. Continue Moral/Value Poster presentation and challenge
2. Students are to continue taking notes
3. (Postponed to tomorrow)  Review thesis statements; thesis statement benchmark/activity
HW: find book for independent reading assignment

1. Moral/Value Poster presentation and challenge
2. Students are to take notes
3. Review thesis statements; thesis statement benchmark/activity
HW: find book for independent reading assignment; values journal due today or Thursday; quotes for quote journal due Thursday (tomorrow)

1. Morals/values group poster activity: prep work
HW: Quotes for quote journal due Thursday; find book for Independent Reading Assignment; individual journal assignment for Morals/Values poster due either Wednesday or Thursday (student choice).

Turn in diagnostic essay

1 Intro to writing practice and thematic elements for class; favorites reflection; writing "no nos"  
3. Student pair discussion of Lin Yutang quote.  I will call on random students on Monday to discuss what it means, whether they agree/disagree and why (have support)   Here is the quote again:
     "Today we are afraid of simple words like "goodness" and "mercy" and "kindness."  We don't believe in the good old words because we don't believe in good old values anymore.  And that is why the world is sick."
HW: Revise favorites reflection. 3 quotes for Quote journal assignment are due Thursday; categorize, and date the quotes (follow directions on the quote journal handout I gave you

Welcome to English 10H

Contains the activities and handouts for our poetry unit

Foster's English 10H FINAL

Opening reading assignment

Opening assignment rubric