Friday, December 16, 2011
HW: Finish reading the play and answer the following preview questions:
1) Who is Mr. Lindner and what does he ask the Youngers to do?
2) What gifts does Mama receive from her family and what do the gifts represent?
3) What happens to the $6500?
Wednesday, December 14, 2011
Friday, December 9, 2011
Tuesday, December 6, 2011
Monday, December 5, 2011
Friday, December 2, 2011
Thursday, December 1, 2011
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Monday, November 28, 2011
Tuesday, November 22, 2011
Monday, November 21, 2011
Friday, November 18, 2011
Tuesday, November 15, 2011
Monday, November 14, 2011
Wednesday, November 9, 2011
Tuesday, November 8, 2011
Monday, November 7, 2011
Friday, November 4, 2011
Monday, October 31, 2011
Examine sample papers: Clare's paper on Clarence Thomas/Anita Hill Affair
Mari's paper on Japanese American Internment
Discuss features of each paper:
What is the hook? How does each student writer engage the reader?
What is the thesis? How does each student writer explain the different discourse communities, the lasting emotions of the event, and the overall impact of the event on society?
How are body paragraphs organized? What kinds of details does the student writer give about each source?
How does the student writer discuss appeals to ethos, logos, and pathos?
What does the conclusion suggest about the lasting impact of this event?
HW: Bring ALL of your research sources to class tomorrow!
Thursday, October 27, 2011
1) What kinds of discourse communities (different groups and perspectives) are present in the three pieces of research my classmates gave me?
2) What kinds of genres did I receive?
3) What genres or discourse communities do I especially need to find—what is NOT represented well?
4) How helpful is the research my classmates brought me? What is the most interesting piece I received?
5) What kinds of things should I look for tonight as I pull together three more sources?
Wednesday, October 26, 2011
Monday, October 24, 2011
Friday, October 21, 2011
Wednesday, October 19, 2011
Read Chapter 15 and Chapter 16 of Ragged Dick
Prepare for tomorrow's seminar on Ragged Dick chapters 10-16 by reviewing seminar preparation questions
HW: Read Chapter 15 and Chapter 16 of Ragged Dick and prepare for tomorrow's seminar. Begin working on research proposal (due Monday, 10/24!). Use my sample research proposal as a model.
Monday, October 17, 2011
Friday, October 14, 2011
Thursday, October 13, 2011
Tuesday, October 11, 2011
Monday, October 10, 2011
Work on American Dream Collages
DIRECTIONS: In chapter 6 of Ragged Dick, the character Frank says, “If you'll try to be somebody, and grow up into a respectable member of society, you will. You may not become rich,--it isn't everybody that becomes rich, you know--but you can obtain a good position, and be respected." Thus, Frank relates what is popularly known as “The American Dream,” that is, that the US is a land of opportunity and that all who work hard can become successful.
How true is the American Dream? Select images to represent your conception of the American Dream. Create a collage of at least SEVEN images to symbolize your thinking. You can add text and words, too, but the images should express your ideas. You may use a combination of magazine images and your own hand-drawn images. Collages should be colorful, neat,
You might choose to think about the following:
- “rags to riches”
- home ownership
- being famous
- pursuit of happiness
- liberty and freedom
- equal opportunity (or not?)
- big business/capitalism
- the value of hard work
- having a family
On the back of the collage, students should write a paragraph explaining EACH of their collage images and how they relate to the idea of the American Dream and/or what it means to be successful. This should be written on notebook paper and then glued to the back, with their full names, period #, and date
Friday, October 7, 2011
Thursday, October 6, 2011
Wednesday, October 5, 2011
Tuesday, October 4, 2011
Monday, October 3, 2011
Friday, September 30, 2011
Wednesday, September 28, 2011
Monday, September 26, 2011
Friday, September 23, 2011
Thursday, September 22, 2011
Wednesday, September 21, 2011
Tuesday, September 20, 2011
Monday, September 19, 2011
Watch "9/11 Address to the Nation" by former President George W. Bush and analyze it using SOAPSTone and SAD methods. Video: http://www.youtube.com/watch?v=YMiqEUBux3o
HW: Finish analysis of "9/11 Address to the Nation" by President Bush and be prepared to discuss your SOAPSTone and SAD writeups tomorrow! Rewatch video if needed.
Friday, September 16, 2011
Analyze CNN Video, "Six Years Later, A Look Back" using SOAPSTone and SAD methods. Discuss subject, occasion, audience, purpose, speaker, tone, structure, appeals, and devices in class.
HW: Study for vocabulary quiz over Zeitoun words!
Thursday, September 15, 2011
Continue using SOAPSTone method to analyze "Six Years Later, A Look Back" video from CNN--retrospective overview of Hurricane Katrina and its aftermath. Share out with class. Complete and turn in SOAPSTone reflection
HW: Vocabulary quiz Monday over words from Zeitoun.
Wednesday, September 14, 2011
Analysis: breaking texts down into parts; examining pieces for patterns and style
Rhetoric: the art of speaking and writing to persuade or move people emotionally
Watch "Six Years Later, A Look Back" video from CNN--retrospective overview of Hurricane Katrina and its aftermath. Take notes on Subject, Purpose, and Tone sections of SOAPSTone. Share out with class.
HW: Vocabulary quiz Monday over words from Zeitoun.
Tuesday, September 13, 2011
Monday, September 12, 2011
Submit Discussion Notes and Self-Evaluation/Reflection
Examine sample prompt
Review SAT scoring guide
Discuss the ABCDs of timed essays
Brainstorm sample paragraphs together - check out one complete sample essay on the Acceptance/Belonging prompt
HW: Prepare for baseline essay. Print any resources you'd like to use!
Friday, September 9, 2011
Wednesday, September 7, 2011
Stamp and share homework on Acceptance/Belonging with group members
Determine the group's best question (most thought-provoking or likely to inspire discussion)
Chart the group's best question on the appropriate poster paper for each motif
HW: Review/reread Zeitoun in preparation for tomorrow's discussion. If you like, watch this interview conducted by Tavis Smiley for PBS with Abdulrahman and Kathy Zeitoun as a refresher. Please bring your copy of Zeitoun, your discussion notes and self-evaluation/reflection form, and your homework from the last few days for our seminar tomorrow.
NOTE: If you are new to Samohi or did not complete the summer reading, Zeitoun, my expectation is that you will read 10-15 pages or more a night in an attempt to catch up.
Tuesday, September 6, 2011
Levels of Questions PPT and review
Group Activity - Generate questions for each motif at each level
PLEASE BRING ZEITOUN AGAIN TOMORROW!
HW: Sign and return syllabus last page
Find and copy down a quotation from Zeitoun that demonstrates the motif of "Belonging" or "Acceptance" (or conversely, NOT belonging or NOT fitting in). Then, generate TWO Level 2 questions and TWO Level 3 questions around the ideas of "Belonging" and "Acceptance" in the text. Check out this sample homework.
Friday, September 2, 2011
Grammar Practice: Pronoun Case #1
HW: Zeitoun evidence hunt: Review the book and find one quotation for each motif - 1) Responsibility ; 2) Optimism/Resilience. Then copy down the page number for each quotation and elide the quotation to make it easy to find. You may copy down the entire quotation if you wish. Remember to bring Zeitoun on Tuesday along with your homework. We'll be working in groups.
Example: RESPONSIBILITY - from page 14 "Somewhere along the line...supplies to buy and store."
Thursday, September 1, 2011
Wednesday, August 31, 2011
Tuesday, August 30, 2011
Happy First Day of School!
Welcome and Introduction PowerPoint
Pass out Parent Letter and optional Parent Homework Assignment
Review Syllabus and Study Questions
Introduce Six-Word Memoir Assignment and Pust's Six-Word Memoir Sample
HW: Sign and return last page of course syllabus by Wednesday, 9/7
Six-Word Memoir Assignment due Thursday, 9/1
Quiz over syllabus on Friday, 9/2 (10 questions drawn from the 20 study questions)
Tuesday, June 7, 2011
Friday, June 3, 2011
Explain how to approach crafting a response to your classic poem: examine the poem for shift (good place to interrupt with your response); find three or more figurative language patterns (necessary to emulate some of the poet's stylistic techniques in your response); identify the theme or meaning of the poem (and decide whether your response will agree or disagree).
Submit MLA format bibliography drafts to bin
Work time: TPS-FAST, journal entries, analyzing classic poem/drafting response, etc. Click here for sample TPS-FAST analysis, sample poetry journal entry, sample classic poem and response
HW: Continue working on poetry projects! Due Tuesday, 6/7: ALL FOUR TPS-FAST analyses and FOUR poetry journal entries. Due Wednesday, 6/8: Draft of biographical essay for poet study project. Due Thursday, 6/9 OR Friday, 6/10: Memorization check of first 5 lines of classic poem and draft of original poem response.
Thursday, June 2, 2011
Wednesday, June 1, 2011
HW: Search for a classic poem to memorize, respond to, and perform (poem due tomorrow at end of class for my approval!) Continue working on TPS-FAST Analysis and Poetry Journal Entries for your four poems (due 6/7). See my Sample Poetry Journal Entry. Continue working on MLA Format bibliography of seven entries (four poem entries plus three biographical research entries), due Friday 6/3. Email me if you need help!
Tuesday, May 24, 2011
Monday, May 23, 2011
Class Assignment: Complete TPS-FAST analysis for one of your four poems
HW: Make sure you have emailed your four poems and MLA Format citations to firstname.lastname@example.org and that you have printed out a hard copy for class tomorrow! Phone calls/emails to parents and advisors for anyone who is slipping behind!
Friday, May 20, 2011
Due Monday - FOUR poems by your approved poet (see list of recommended poets for ideas) and MLA format citations for each.
Poet Last Name, Poet First Name. "Title of Poem." Name of Website. Date copyrighted or updated. Web. Date you visited the website.
So, as a sample:
Frost, Robert. "The Road Not Taken." Academy of American Poets. 2011. Web. 21 May 2011.
Or, for a book entry:
Poet Last Name, Poet First Name. "Title of Poem." Title of Book. Editor name, ed. City of Publication: Publishing Company, Copyright Date, page number. Print.
Frost, Robert. "The Road Not Taken." The Second Book of Modern Verse. Jessie B. Rittenhouse, ed. Boston: Houghton Mifflin Company, 1920, 240. Print.
NOTE: If your book does not have a separate editor listed, omit that and move on to the next part of the citation. If you are using the entire book, omit page numbers (but use page numbers if you are only referring to one or a few pages).
Email me at email@example.com if you have questions, and remember to please email your poems and citations no later than Monday evening in order to gain admission to the computer lab on Tuesday (and avoid unpleasant phone calls/emails to your folks and advisors!).
Monday, May 9, 2011
Read and analyze "The Boy Died in My Alley" using the TPS-FAST method
HW: Bring in a favorite poem to display on the bulletin board by Thursday. It should be typed or neatly written and suitable for display. Make sure to include the poem's title and the poet's name.
Thursday, March 31, 2011
Presentation by College Counselors: Mr. Frank Gatell, Ms. Rosa Mejia, and Ms. Julie Honda
Link to PowerPoint by College Counselors
Think about college application process as another class: it has deadlines, testing, essays due, etc. Keep that in mind when scheduling senior classes.
It's a good idea to take SAT and ACT in the spring of junior year
Start thinking about where you'd like to study and what you'd like to study.
Think about potential "safety," "target," and "reach" schools
Target schools - 60/40 (there's a 60% chance you'd get in)
- UCLA received 61,000 applications for freshmen (it only has 8000 spots available)
- UC Berkeley and UC Merced are on semesters; rest of UCs are on quarter system
- Stanford Early Decision receives 30,000 applications for approximately 1700 spots
- Can only apply early decision to ONE school (it's binding)
- Visit colleges! Contact Freshmen Admission Office or Campus Tours to set up a tour of the campus and find out about overnight stay programs (often you can stay overnight in a dorm room and really get to see the campus more fully by talking to those who go there!)
- Begin work on your college essays! (Shameless self-promotion: Consider taking the Personal Statement workshop I teach at UCLA: Click here for more information
- Study for the SAT, ACT, or SAT Subject Tests!
- Do meaningful internships, community service, camps--anything that will give you something to write about and enjoy!
Q & A:
- How many times to take the SAT or ACT? Three. No more.
- For the subject tests, what do we take? Whatever you are currently preparing for in APs, but make sure you prepare and get materials to know what to expect, because some of them differ (like the SAT Subject Test for English - it corresponds more closely with the AP English Literature course that seniors take. See me for details!)
- How does the application process differ for art programs or music conservatories? There are two application processes in most cases--you'll need to do the regular application plus submit a portfolio, audition, etc. and the deadlines are often BEFORE the regular application deadlines. Each school differs, so talk with your college counselor as soon as possible!
- Can house principals or Ms. Baxter write the letter of recommendation "from a counselor"? Yes! Most private schools that request two letters of recommendation want one from a teacher in a core subject area (English, mathematics, social studies, or science) and will want one from a counselor or principal.
- Can the College Center help with applications for international schools? Yes!
HW: Read The Bluest Eye to page 121 and complete the Polly Character Notes except for the last six boxes. Study for Tuesday's grammar quiz over pronouns. Extra help for pronoun ambiguity (also called "faulty pronoun reference"). Extra help for pronoun case. Extra help for pronoun-antecedent agreement (this also includes pronoun consistency help). We'll do one more pronoun review on Monday and pick up with our satire/humor unit then. Please bring The Bluest Eye tomorrow.
Friday, March 18, 2011
Sample interview: use Interview Form to ask questions of Mrs. Pust and record answers, giving yourself a sample for this weekend
Write a reflection 0f 6-10 sentences, using formal academic English and referring to the person being interviewed as Mr. ________ or Ms. _________. Include a direct quotation from the person you interviewed, and include your reactions or thoughts--what did you agree with? disagree with? what were you surprised by? Include, at the top of your reflection, a citation in MLA format:
Last, First. Personal interview. Day Mon. Year.
Pust, Jennifer. Personal interview. 18 Mar. 2011.
NOTE: If you are conducting the email via the telephone, it should read Telephone interview. If you are using a video chat it should say Video conference. The other information remains the same.
HW: Conduct this interview again with an adult in your life (someone 25 or older). Complete the interview questions, quoting the interviewee as accurately as possible, and complete a reflection of 6-10 sentences as directed above, with citation.
Wednesday, March 16, 2011
Read and discuss Topic 1 and read sample essays
Review scoring guide for EAP essay
HW: Read the sample essays for Topic I and write an introduction and body paragraph of your own for Topic II OR Topic III, due tomorrow. Paragraphs may be handwritten or typed.
Tuesday, March 15, 2011
Presentations: The Things They Carried
Introduce EAP Argument essay - letter to families
HW: Read Topic I and write a draft of your thesis statement. Brainstorm evidence--what have you read, seen, or experienced that would help you prove your point?
Tuesday, March 8, 2011
Explain, for each of your 4 genre pieces, the following:
1) Which essential question does this piece answer, and how does it answer the question?
2) Why did you choose this genre, what choices did you make as you created the work, and why did you make those choices? What were you trying to convey, and which parts of your project help convey that?
3) Your reaction to the piece: what was difficult, fun, surprising, or intriguing? What did you realize or learn?
Use paragraph format (100-300 words, typed or written neatly in ink).
HW: Complete ENDNOTES for each of your four genre pieces. Write a bibliography in MLA format (this must be typed) and refer to yesterday's agenda for a sample and guidance. Complete your four genre pieces (remember, 2 must be "written" and 2 can be artistic; 1 must include details from a specific chapter of The Things They Carried, and 1 must include real-world research connected to the wars in Vietnam, Iraq, or Afghanistan).
Monday, March 7, 2011
Sample bibliography for "Joanne Wilson's" genre project
Great website to help you with your bibliography in MLA format
HW: Finish projects! Genre pieces, end notes, and bibliographies due Thursday or Friday depending on your presentation day. Remember that all four pieces must be displayed in some sort of way.
Wednesday, March 2, 2011
Monday, February 14, 2011
Discuss "Enemies" and "Friends"
Read "How to Tell a True War Story" and be prepared to answer the following questions:
1) What does O'Brien mean when he writes that "A true war story is never moral"?
2) Why is Rat so upset that the dead man's sister doesn't write him back?
3) What reasons do you think the sister might have had for not writing back?
4) Describe Curt Lemon's death.
5) What does Rat do to the baby water buffalo? What do you think this event symbolizes?
HW: Read "How to Tell a True War Story" and be prepared to answer the questions above in class tomorrow.
Monday, February 7, 2011
Discuss "The Things They Carried" and "Love"
- Why does O’Brien keep repeating that “Ted Lavender was shot”?
- In “Love,” how has Jimmy Cross changed since the war? How is he still the same?
HW: Read "Spin" and write down your answers to the following questions:
- Why do the men enjoy playing checkers?
- What does the narrator mean when he says, “I feel guilty sometimes. Forty-three years old and I’m still writing war stories?”
- What specific events does the narrator relate that remind us of how young and naïve these soldiers are?
Thursday, February 3, 2011
Complete viewing guide
Introduce "Goodbye Letter" assignment - due tomorrow!
Begin reading The Things They Carried
HW: Complete "Goodbye Letter," typed or written neatly in ink. Due tomorrow at the beginning of class. Bring The Things They Carried every day to class.