AGENDA 12/9

Show me your thesis and get feedback before the weekend!
Introduction paragraphs need 5 components:
1) Hook (rhetorical fragments, anecdotes, statistics, startling statements, etc.)
2) Background information about your historical event

3) What do different groups say about this event?

4) What are their motivations?

5) What is the lasting significance or impact of this event?

Directions for Introduction Paragraph and Thesis

Introduction PowerPoint (PPT)

Introduction presentation with sample (PDF): Printer-friendly version of slides

Introduce Annotated Bibliographies: DUE TUESDAY!

Directions for Annotated Bibliography

Sample Annotated Bibliography

BIBLIOGRAPHY LINKS:

BibMe

KnightCite

Bedford/Diana Hacker's website to compare citation formats
MLA NoodleTools Tips and Sample Citations for "weird" sources
MLA Sample Citations for "weird" sources from The Myrin Virtual Library

Watch film version of A Raisin in the Sun.

HW: Bring all 8 research sources/notes to class tomorrow for me to check. Work on annotated bibliography - Due Monday. Read Acts II and III of A Raisin in the Sun. Discussion Quiz on Wednesday over the rest of the book.

AGENDA 12/8

Computer lab--work on amassing last two sources and taking research notes
Draft introduction paragraphs with thesis
Work on bibliography of eight sources: you can use KnightCite or BibMe to help!

METHODS FOR RESEARCH NOTES:
SOAPSTONE method and SOAPSTONE sample
Historic Document worksheet method
Cornell Notes method

HANDOUTS FOR INTRODUCTIONS/THESIS:
PowerPoint: Thesis and Introduction for Rhetorical Historical Paper
PDF of the PowerPoint
Handout with instructions and sample

HW: Finish 8 sources for Friday - complete research notes. Bibliography with annotations due Monday. Reading quiz over Act II of Raisin in the Sun on Friday!

AGENDA 12/7

PowerPoint: Thesis and Introduction for Rhetorical Historical Paper
PDF of the PowerPoint
Handout with instructions and sample

HW:

AGENDA 11/23

Computer Lab - research various sources and take notes in a systematic way
Begin researching your topic:
The New York Times Topics page - look here for your topic--you'll find a wealth of resources!
Link to the Samohi Library page to access the SIRS and ProQuest databases - you'll need your login and password

SOAPSTONE method and SOAPSTONE sample
Historic Document worksheet method
Cornell Notes method
Research note cards method - powerpoint describing research note cards


Search for independent reading book:
Santa Monica Public Library
Los Angeles Public Library
Amazon
Barnes & Noble

HW: Bring your independent reading book connected to your historical research paper topic OR a printout describing the independent reading book (with title, author, # of pages, and summary/review to class tomorrow. Complete research notes in some systematic method for two different sources and bring those to class tomorrow for a research notes check. Those students who do not bring their independent reading book, two completed research notes, and/or completed typed research proposals to class tomorrow will have their advisors and families notified that they are slipping behind in class and may fail. Please be ready! Email me at jpust@smmusd.org or come by at lunch or after school if you need help!

AGENDA 11/16

Finish performing Act I scene ii of A Raisin in the Sun

Introduce historical document worksheet; we'll use this in the lab tomorrow!
Introduce two good websites to begin your research:

The New York Times Topics page - look here for your topic--you'll find a wealth of resources!
Link to the Samohi Library page to access the SIRS and ProQuest databases - you'll need your login and password

HW: Find a full-length book on your topic to get approved by Tuesday, 11/23. Bring the book to class, or if ordering online, bring a printout of the book's description and review (like from Amazon). Pre-read Act II, scene i, of A Raisin in the Sun for Thursday.

AGENDA 11/10

Computer Lab: Work on Research Proposals
Sample research proposal on Hurricane Katrina

If you have trouble this weekend, email me!

HW: Typed research proposal (300-500 words) due on Monday! Please read Act I, scene ii of A Raisin in the Sun for Monday.

AGENDA 11/4

Research paper - topic check-in (reserve topics now!) Research proposal due 11/10!

Casting for A Raisin in the Sun, Act I, scene i: Walter, Ruth, Travis, Beneatha, and Mama

Group 1: (5 members): Actors! Read and rehearse your lines for Act I, scene i. You can go just outside the classroom to do this. Pay attention to stage directions in italics--this explains how you say your lines, and if you're doing anything as you speak.

Group 2 (3-4 members): sketch the stage. Figure out from the stage directions where furniture, entrances/exits go. Sketch and label all furniture needed. Then decide how to rearrange the classroom's furniture to recreate the stage.

Group 3: (10 members) Prop hunt! Go through the stage directions for your assigned pages, and make a list of all items needed for the scene. For example, if the stage directions say [She pours a cup of coffee.] that means we need a coffee pot AND a cup. Search through the prop bags I provide and check off each item. Group items needed for this scene in the box. Make a list of all additional items needed so I can bring them tomorrow.

Group 4: (rest of class) Close analysis of opening scene. Read through the initial stage directions and answer the following questions: 1) Describe the tone Hansberry creates. 2) Why does Hansberry use personification to describe how the carpet "fought back" and the window's light "which fights" its way into the room? 3) What are we supposed to realize or notice about this family?

HW: HW: Commonplace Books #2 due Monday, 11/8. Research proposal due Wednesday, 11/10. We will be in the computer lab on Monday, 11/8 for you to work on your research proposal in class, but please begin thinking about it now. Bring A Raisin in the Sun every day.

AGENDA 11/3

Perform preview skits
Students who were absent yesterday: after viewing the skits, write 4 sentences explaining what you think the play might be about, and turn that in to make up for not performing.
Share out predictions as a class

Introduce rhetorical historical research paper proposal directions and sample research proposal

HW: Commonplace Books #2 due Monday, 11/8. Research proposal due Wednesday, 11/10. We will be in the computer lab on Monday, 11/8 for you to work on your research proposal in class, but please begin thinking about it now.

AGENDA 11/2

Skits to preview A Raisin in the Sun
Get into groups of 4. Then write a short skit for one of the two following situations. Each actor must have at least two lines, and skits must use appropriate language and tone.

Situation #1: A mailman arrives, bringing a life insurance check for $70,000 to a poor family who has recently suffered the loss of a loved one. Create a skit involving the mailman, a parent, and the parent's son and daughter.

Situation #2: A poor family who has just inherited money moves to a middle-class neighborhood. They meet the new neighbors, who do not accept them and don't think they belong. Create a skit involving a parent, his/her son or daughter, and the new neighbors (the neighbors may both be adults, or be an adult and a child).

Scripts due at end of period for approval and photocopying. Performances tomorrow.

AGENDA 10/22

Grammar practice: Verbs Review
Vocabulary quiz over Ragged Dick words

HW: Finish reading the book for Tuesday's class (no "Thinking While Reading" assignment--just enjoy the ending!) and complete Foils chart for Tuesday.

AGENDA 10/20

Introduce and explain Foils chart
Read chapters 23 and 24 for tomorrow. Complete "Thinking While Reading": Who is Jim Travis and what does he try to do?

HW: Complete Foils chart for Tuesday. Read chapters 23 and 24 for tomorrow. Complete "Thinking While Reading": Who is Jim Travis and what does he try to do? Study for Friday's vocabulary quiz.

AGENDA 10/19

Finish seminar

HW: Read Ch. 21 and 22. For "Thinking while Reading," please answer: Who is Jim Travis and what does he try to do?

AGENDA 10/14

Vocabulary warm-up: Ragged Dick vocab words

Go to computer lab to set up Turnitin.com accounts

HW: Prepare for tomorrow's seminar by reviewing chapters 1-16 of Ragged Dick and the following articles:
"For Young Blacks, Vocational Training or Liberal Arts?"
"Fewer than Half of Black Males Graduate from High School"
and the two "success stories" articles passed out in class.
Prepare for seminar by highlighting quotations, jotting down questions and comments for discussion, and noting connections between the articles and what we've read so far in Ragged Dick.

AGENDA 10/13

Submit Commonplace Books Assignment #1 to bin
Discuss Ch. 12-14 of Ragged Dick in small groups:
Who is Micky Maguire? Why does he dislike Dick? Do you think he is jealous of Dick, or do you think he likes to put other people down for fun, or to make himself feel better? Why do people become bullies? What's really behind it? What makes some people who come from difficult backgrounds turn into bullies, while others from similarly difficult backgrounds, become helpers?

HW: Read Ch. 15 and 16 - Discussion tomorrow!
Complete "Thinking While Reading":
Ch. 15: Focus on verbal irony (sarcasm): Copy down these quotations--
p. 132 - "I was dressed for a party, then...in cold weather."
p. 136 - "My extensive and well-selected library was lost...But I'll buy a paper."
What is Dick being sarcastic about in these two quotations? Why do you think he jokes about this?
Ch. 16 - How does Dick continue to "improve himself"?

AGENDA 10/12

Computer lab T110 - Type up Commonplace Books Assignment #1 and complete Work Cited

HW: Read Ch 12-14 of Ragged Dick and complete "Thinking While Reading":
Ch. 12: How is Dick's character changing--how are his priorities, goals, and actions changing?
Ch. 13-14: Who is Micky Maguire? What do Dick's encounters with Micky Maguire show us about Dick's character?
Commonplace Books Assignment #1 due TOMORROW at beginning of class!

AGENDA 10/11

Discuss chapters 6-11 of Ragged Dick
Quiz over chapters 1-11 of Ragged Dick

HW: Tomorrow we'll meet in Computer lab T110 to type up Commonplace Books Assignment #1 and complete Work Cited - bring your rough drafts!

For Wednesday, read Ch 12-14 of Ragged Dick and complete "Thinking While Reading":
Ch. 12: How is Dick's character changing--how are his priorities, goals, and actions changing?
Ch. 13-14: Who is Micky Maguire? What do Dick's encounters with Micky Maguire show us about Dick's character?
Commonplace Books Assignment #1 due WEDNESDAY at beginning of class!

AGENDA 10/5

Continue to explain Commonplace Books Assignment
Sample Commonplace Books assignment and accompanying article: "School Matters: Giving Parents Access to Teacher Ratings: What's There to Hide?"
Work in small groups on additional practice article: "Students Refuse to Give Up on Dream Act, Despite Latest Setback"

HW: Clip or print out a current event of your own choosing (published in the last 90 days) from a reputable news source (see links at side) and bring to class on Thursday. Write a summary (80-100 words) that includes the author's name and position--bring on Thursday with your article.

Read chapters 10 and 11 of Ragged Dick and write down a memorable quotation AND a discussion question OR comment for each chapter. Be prepared to discuss chapters 8-11 on Thursday.

AGENDA 10/4

Introduce Commonplace Books Assignment
Sample Commonplace Books assignment and accompanying article: "School Matters: Giving Parents Access to Teacher Ratings: What's There to Hide?"
Additional practice article: "Students Refuse to Give Up on Dream Act, Despite Latest Setback"

HW: Clip or print out a current event (published in the last 90 days) from a reputable news source (see links at side) and complete a summary for the commonplace books assignment using the model as a guide. We'll work on the rest of the commonplace books assignment in class on Wednesday (so no extensions). Final draft due on Friday.

AGENDA 9/30

Introduce vocabulary chart for Ragged Dick, Chapters 1-11
Ben Franklin Maxims activity - complete with a partner

HW: Read Ch. 5 and complete "Thinking While Reading": In this chapter, both a shopkeeper and a man who calls himself Samuel Snap try to trick Dick and Frank and cheat them out of their money. How does the author, Alger, show that Frank is “book-smart” while Dick is “street-smart”? Which of the two boys does Alger seem to admire more?

AGENDA 9/29

Discuss Ch. 3 and share "Thinking While Reading" responses with a partner

HW: Begin reading Ch. 4 and complete today's "Thinking While Reading" response--

1. Find two quotations that show Dick’s sense of humor. How do these humorous bits make him more likeable?
2. How much do you think appearance matters in America today? Write a paragraph exploring your answer.

AGENDA 9/28

Turn in American Dream collages
Compose Back-to-School Night Letter for Parents
Portfolio Exchange

HW: Read Ch. 3 and complete "Thinking While Reading" - What stereotypes or "single stories" do people have of Dick? Find two quotations and note your responses.

Back-to-School Night PowerPoint for Parents

AGENDA 9/27

Discuss and turn in the five questions for "Let America Be America Again" by Langston Hughes
Finish American Dream collages
Begin reading Ragged Dick, ch. 1 aloud

HW: Read ch. 2 of Ragged Dick and complete "Thinking While Reading": List similarities and differences between Ragged Dick and Johnny Nolan.

AGENDA 9/24

Grammar Practice
Turn in OPTIC analysis of $1 bill - answer any questions.

American Dream Collage activity - finish in class on Monday

HW: Read "Let America Be America Again" by Langston Hughes and answer the five questions in preparation for discussion on Monday.

AGENDA 9/23

OPTIC Analysis of "Raising the Flag at Ground Zero"
Additional information about Franklin's photograph

Group work: analyze a $1 bill using the OPTIC strategy

HW: Complete the OPTIC analysis of the dollar bill if not finished in class

AGENDA 9/21

Baseline essays

HW: Prepare for second round of seminars tomorrow.

AGENDA 9/20

Review for Baseline Essay tomorrow:
Practice Baseline Essay Prompt
SAT scoring guide
Tips shared in class
Sample body paragraph

HW: Prepare for tomorrow's baseline essay. Bring blue or black ink pens and notebook paper, and a book in case you finish early.

AGENDA 9/17

Grammar Warm-up #1

Discussion over A Long Way Gone and Adichie's talk.

HW: Bring your copy of A Long Way Gone on Monday.

AGENDA 9/16

Vocabulary warm-up #1

Finish watching TED talk by Chimamanda Adichie, "The Danger of a Single Story" and complete viewing guide

HW: Summer Free Choice Book Letter due tomorrow. Discussion over A Long Way Gone and Adichie's talk tomorrow.

AGENDA 9/15

Syllabus Quiz

Trip to textbook room - Pick up copy of Ragged Dick (unless you plan to purchase your own copy)

Watch TED talk by Chimamanda Adichie, "The Danger of a Single Story" and complete viewing guide

HW: Summer Free Choice Book Letter due on Friday. Today is the last day to email me to ask for an extension!

AGENDA 9/14

Introduce last five vocabulary words for A Long Way Gone
Group activity (3 people per group): Review major concepts from A Long Way Gone and brainstorm evidence from the book and other sources. Track in Major Concept Chart.

HW: Study for syllabus quiz tomorrow. Bring ID/schedule for trip to the textbook room. Summer Free Choice Book Letter due Friday--tomorrow is the last day to ask for an extension!

AGENDA 9/13

Introduce next five vocabulary words
Discussion Groups - Review major themes and events of A Long Way Gone by addressing "mystery questions" in groups. Use yellow foldable to track thinking about each question--this can be used on the baseline essay!

HW: Summer Free Choice Book Letter due Friday, 9/17

AGENDA 9/10

Continue to review syllabus, class policies, and syllabus study sheet
Introduce vocabulary words for A Long Way Gone: please complete the vocabulary sheet or make 3x5 index cards to study vocabulary. We will continue going through words on Monday.
Explain Summer Free Choice Book Assignment and share Mrs. Pust's sample letter. Due Friday 9/17 at the beginning of class, and must be typed!

HW: Work on summer free choice book letter. Bring A Long Way Gone to class on Monday and be prepared to discuss personification in pages 78-84.

AGENDA 9/9

NO SCHOOL!

AGENDA 9/8

Reading Quiz over A Long Way Gone
Introduce Syllabus Study Questions - Quiz over Syllabus and Classroom Rules/Procedures next Wednesday worth 15 points. 10 questions will be drawn from the 20 on the study sheet; the other 5 points will come from turning in your completed final page of the syllabus. This should be the easiest 15 points you'll ever earn!

HW: Review pgs. 78-84 of A Long Way Gone, looking for instances of personification. When you find them, make note of them for Friday's discussion.

NOTE: Personification is when an author gives human attributes or qualities to non-human things, such as inanimate objects. For example, if an author writes "the sky wept," that would be an example of personification.

AGENDA 9/7

WELCOME BACK!
Index Card Directions (Do Now Activity)
First Day PowerPoint and Class Overview/Feedback
First Day Letter to Parents/Guardians
Four Truths (and a Lie) Activity

HW: Review A Long Way Gone for reading quiz tomorrow. Share First Day Letter and optional Homework Assignment for Parents with your parents/guardians.

AGENDA 5/12

Trip to textbook room - check out The Things They Carried
Video clip: "The Vietnam War" from The History Channel
Introduce extra credit independent reading option

Discuss:What concepts, ideas, or struggles might we expect from a war story?

AGENDA 5/11

Grammar Practice: Diction Errors #1
Analyze and discuss "Coaching Winter Track in Time of War"

AGENDA 4/14

Finish viewing and taking notes - Killing Us Softly 3: Advertising's Image of Women with Jean Kilbourne
Get into small groups and take turns recording your group's answers as you discuss the following:

1) Look over the ads you brought. Find examples of:
A. Dismembering (showing only parts of bodies)
B. Objectification (turning people into objects, like when the body becomes a bottle)
C. Infantilization (making an adult woman seem like a little girl) OR sexualization of young people
D. Eroticized violence OR women who are passive or silenced (hand over mouth, mouth covered by clothing)
E. False/unrealistic body image
F. Reinforcing gender stereotypes (men play sports, women bake cookies and do laundry, etc.)

If you are missing any of these examples, return to the stack of magazines and find examples.

2. What are three of Ms. Kilbourne's main arguments? What solution(s) does she propose?

3. How might you view ads differently now? What will you notice or think about?

4. What could our role be in addressing these issues?

AGENDA 4/13

Grammar Practice: Idioms #1
Stamp advertising analysis responses - we'll turn this assignment in once we finish discussing the film
Introduce Shape Notes as a notetaking strategy
Begin viewing and taking notes - Killing Us Softly 3: Advertising's Image of Women with Jean Kilbourne

AGENDA 4/12

Discussion and Activity: Advertising and Women
Complete the first six questions on the handout on your own. Then, we'll discuss a series of statements, asking students to move to the windows if they Agree or along the vocabulary wall if they Disagree. Students who are uncertain or ambivalent should move to the back center area of the room. The teacher will call on students to explain their choices and reactions.

Model advertisement analysis with Chico's ad, Jergen's ad, and "Not Your Daughter's Jeans" ad

HW: Find three advertisements that market to or about women and write a half-page analysis examining the values and messages implicit in the ads. Be ready to discuss these tomorrow. Read to page 81 of The Bluest Eye for Thurday's class.

SPRING BREAK

3/29 - 4/11

HAVE A WONDERFUL AND RESTFUL BREAK!

AGENDA 3/24

Finish creating and present character posters for The Bluest Eye

HW: Read pages 44-58 in The Bluest Eye and be prepared to discuss in class tomorrow.

AGENDA 3/23

SAFETY/EVACUATION DRILL

Begin making character posters for The Bluest Eye: Include character's first and last name, a symbolic or literal illustration, a direct quotation from the text that reveals something about the character's personality (either dialogue or narration), and 3-4 sentences of analysis in which you explore the character's role in the novel so far, what the quotation reveals about the character, or the character's personality strengths and weaknesses.

HW: For Thursday, finish the "Autumn" section of The Bluest Eye, pages 44-58.

AGENDA 3/22

ANNOUNCEMENT: LAST WEEK to make up poetry performances or submit poetry study projects!!!

Finish discussion of Shirley Temple clips and opening scenes of The Bluest Eye

HW: Read up to page 44 of The Bluest Eye.

AGENDA 3/19

View clips of Shirley Temple films:

Shirley Temple and Bill "Bojangles" Robinson
Shirley Temple in War Babies

Complete discussion notes in preparation for discussion of first segment of The Bluest Eye

AGENDA 3/5

Computer Lab Visit #3: Biography Research

Please find at least THREE different sources that give biographical information about your poet. Email jpust@smmusd.org with the three links and ONE interesting detail or fact you learned about your poet's life before the end of the period.

Some sites to try: The Academy of American Poets
The Poetry Foundation
Poets - Incredible People

AGENDA 2/22

Read four poems by Walt Whitman
In groups, select one poem to analyze using the TPS-FAST method. Use colored pencils or markers to highlight the figurative language.

Introduce Poet Study Project Components and deadlines. Start thinking about which poet from the List of Selected Poets you might want to study further.

HW: If you haven't already, complete and email me Friday's computer lab assignment #2. Select a poet to study for the written Poet Study project - bring a few name choices tomorrow. If you didn't finish the TPS-FAST analysis in class, finish that up...and complete a journal response for the same Whitman poem you studied today, due tomorrow: 100-300 words, in ink or typed, using at least one sentence starter from the "Engagement" column and at least one sentence starter from the "Metacognition" column.

AGENDA 2/19

Grammar Practice: Misplaced Modifiers #1

Computer Lab: Poetry Performance Project Assignment #2
Complete assignment and email attachment to jpust@smmusd.org.


HW: Look over other potential poems (if you're not completely satisfied with the poem you found today). If you haven't submitted your "Neighborhood" poem yet, do so by Monday!

AGENDA 2/18

Sample Get Lit Poem Performance & Response to Carl Sandburg's "Chicago"

Link to the Get Lit Players' website for additional samples, including their performance and response to Robert Pinksy's "The Shirt"

Introduce Get Lit Poetry Performance Project and trip to computer lab: complete Exit Slip #1.

HW: Investigate poetry--find one you would be willing to perform and respond to!

AGENDA 2/8

Self-Reflection Questions for "Your World" Poem Draft:
1. What do I want to communicate? What is the main point ofr feeling I'm trying to express?
2. What is my favorite/most effective line?
3. What technique (refrain, personification, unconventional capitalization) did I use and where is it in the poem?
4. What could I develop more or expand? Where do I need help?
5. What might be overdone? Where could I simplify, clarify, or edit down my work?

Answer the questions above, then meet with a partner, exchange poem drafts, and respond:

Peer Response Questions for someone else to answer in response to your poem and reflection:
1. What is the main idea?
2. What is most clear/effective about the piece?
3. What do you want to know more about?
4. What is the most interesting phrase, line, or word? What parts are especially well-crafted?

HW: Final draft of poem with the self-reflection and peer response and rough draft due on or before 2/18.

AGENDA 2/4

Introduce TPS-FAST analysis method
Read and analyze "The Boy Died in My Alley" by Gwendolyn Brooks using the TPS-FAST method.

HW: Write a poem about an aspect of your "world" - your group of friends, family, neighborhood, school, or city that includes ONE or more of the following: personification, unconventional capitalization, or refrain. Rough draft due Monday, 2/8; final draft must be typed or written neatly in ink (no erasures, mistakes, or white-out) and submitted in class BEFORE 2/20/10.

AGENDA 1/21

Review vocabulary list for Final Exam
POWERPOINT: Writing Rhetorical Analysis Essays on The Great Gatsby
Handout: sample essay on Chapter 3
Handout: template for essay on Chapter 5


HW: For your assigned chapter, write down 5 events and list the names of all characters who appear in the chapter.

AGENDA 1/13

Analyze and annotate chapter 3 excerpt together - the "Party Scene"
1) Circle, underline literary devices and label them (ex. simile, metaphor, colors, repetition, catalogue, etc.)
2) Identify and write down themes or arguments Fitzgerald makes about society or human nature

Then, write a thesis statement in the following format:
In chapter 3 of The Great Gatsby, Fitzgerald uses __________ (device #1) and __________ (device #2) in order to reveal that ________________________________________ (theme or argument he makes).

Repeat if desired with chapter 5 excerpt for up to 10 points extra credit.


HW: Finish annotating articles for tomorrow's seminar by listing your questions, comments, and reactions--mandatory articles are "MTV's 'My Super Sweet 16' Gives Sour Pleasure" and "Conspicuous Consumption Goes Out of Style." You may also annotate "Money-Hungry Schools Get Down to Business" for up to 10 points extra credit. Annotate the excerpt from chapter 5 of The Great Gatsby for up to 10 points extra credit - identify literary devices and themes/arguments and write a sample thesis statement like the one we wrote in class for Chapter 3. SEMINARS TOMORROW!

AGENDA 1/12

Grammar Practice: Pronoun-Antecedent Agreement

In-class work time: annotate "Conspicuous Consumption Goes Out of Style" with your comments, thoughts, reactions, opinions, and ideas. Finish annotating "MTV's 'My Super Sweet 16' Gives Sour Pleasure" if you didn't finish it yesterday. You may also annotate "Money-Hungry Schools Get Down to Business" for up to 10 points extra credit.


HW: Finish annotating articles for tomorrow's seminar by listing your questions, comments, and reactions--mandatory articles are "MTV's 'My Super Sweet 16' Gives Sour Pleasure" and "Conspicuous Consumption Goes Out of Style." You may also annotate "Money-Hungry Schools Get Down to Business" for up to 10 points extra credit. SEMINARS ON THURSDAY!

AGENDA 1/11

Vocabulary Warm-up: words from The Great Gatsby

Discuss episode we watched on Friday and model annotating "MTV's 'My Super Sweet 16 Gives Sour Pleasure" in preparation for Thursday's seminar. Generate questions for seminar discussion related to money & society's attitudes toward money. Share out in whip-around style so that everyone contributes a question.

Sample questions:
1) Why do some rich people feel the need to flaunt their wealth?
2) Why do many Americans feel proud when they "cheat the system" and get something for free, or for much less than it is worth? (For example, a teenager bragging that he sneaked into a movie and caught a "double feature" for the price of one ticket, or someone bragging that she got a pair of boots for 75% off because there was a tiny flaw in the stitching, or a couple arguing about the service at a restaurant in the hopes of receiving a free dessert...)

AGENDA 1/8

Grammar Practice: Pronoun Case #2

Watch the episode "Ariel" from MTV's My Super Sweet 16 and complete viewing guide, due at the end of the period.

HW: Read through chapter 6 of The Great Gatsby

AGENDA 1/7

Literature Circles Activity on Chapters 2 and 3 of The Great Gatsby- students are randomly sorted into groups/roles.

Role handouts due at end of period.
Group #1: pg. 28-30
Group #2: pg. 31-33 (end of paragraph)
Group #3: pg 33 (first paragraph) to top of 36
Group #4: top of 36 to top of 39
Group #5: top of 39 to end of 1st paragraph on 41
Group #6: 1st paragraph on pg. 41 to end of Chapter 2
Group #7: pg. 43 to top of 47
Group #8: pg. 47-53 (end of top paragraph)
Group #9: pg. 57 (2nd to last paragraph) to 60 (2nd to last paragraph)

Students work independently for 15 minutes to complete their roles, then groups meet to discuss and share for the rest of the period.

HW: Reread chapter 3 for homework. Reminder that winter break assignment is due next week. Comic strip assignment due tomorrow.

AGENDA 1/6

Vocabulary Warm-up over The Great Gatsby vocabulary words
Clarify comic strip assignment - due Friday!
Reading questions to review Chapters 1 and 2: due in class tomorrow!

HW: Review chapters 1, 2, and 3 of The Great Gatsby. Reading questions for chapters 1 and 2 due tomorrow. Comic strip assignment (created in black ink; color optional) due Friday.

AGENDA 1/5

Grammar warm-up: Pronoun Case
Introduce comic strip assignment - due Friday!

HW: Reread and review Chapters 1 and 2 of The Great Gatsby for class tomorrow. Begin work on the Chapter 3 comic strip activity for Friday.

AGENDA 1/4

HAPPY NEW YEAR AND WELCOME BACK!!!

Complete first part of The Great Gatsby reading quiz in class using your books.

HW: Continue to read and review Chapters 1-5; winter break assignment will be collected next week!!!