AGENDA 12/16

Vocabulary Quiz over words from A Raisin in the Sun

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?

AGENDA 12/13

Act out rest of Act I of A Raisin in the Sun

HW: Read Act II, scene i, pgs. 76-95 and add to preview questions
1) How is Walter critical of George?
2) What is Mama's errand?
3) What makes them nervous about Clybourne Park?

AGENDA 12/9

Act out Act I, scene i of A Raisin in the Sun in class (pages 45-53)

Writing response: Choose ONE of the following to answer in a paragraph of at least 40 words. Be sure to include a direct quotation from the play as part of your answer--

1) Why does Hansberry have Ruth and Mama list all of the activities Beneatha has started but doesn't follow through with (e.g., drama class, horseriding, photography, and now guitar lessons)? How does this add to the problem of what to do with the $10,000?

2) How is Mama's plant symbolic, and what does it represent?

HW: Read Act I, scene ii, pages 54-75 of A Raisin in the Sun for Monday and answer the two following preview questions (add on to last week's Act I scene i preview sheet):

1) Who is Joseph Asagai, and what does he give to Beneatha?

2) Whom does Ruth go see and why does it make Mama angry?

AGENDA 12/6

Introduction to A Raisin in the Sun

Begin reading Act I, scene i

Answer preview questions on a separate sheet of paper, in complete sentences:

1) Why is Ruth upset when Walter gives Travis the money?

2) What is Beneatha's career goal?

3) Who are Willy and Bobo?

HW: Read A Raisin in the Sun to page 37 and answer the questions above, in complete sentences. Continue to draft and revise your research paper, due Thursday, 12/8, unless you ask for an extension TODAY! Email me at jpust@smmusd.org.

AGENDA 12/5

Preview Activity for A Raisin in the Sun: Four Corners Debate on Anticipation Guide questions

HW: Continue drafting and revising rhetorical historical paper, due 12/8 in class and to Turnitin.com

AGENDA 12/2

Grammar Practice: Verbs

Introduce new vocabulary from A Raisin in the Sun

Examine Conclusion samples and tips

Discuss FLT Sheet, Final Essay Checklist, and Scoring Guide

HW: Continue drafting and revising research paper--due 12/8 in class and to Turnitin.com

AGENDA 12/1

Examine Conclusion samples and tips

Discuss FLT Sheet, Final Essay Checklist, and Scoring Guide

HW: Continue drafting and revising research paper--due 12/8 in class and to Turnitin.com

AGENDA 11/30

Style Revision PowerPoint: make changes to your body paragraphs by following some of these guidelines

Style Revision PowerPoint as a .pdf for easy viewing

Pass out Rhetorical Historical Paper Scoring Guide and review FLT Sheet and Final Essay Checklists as needed

HW: Continue to draft and revise your rhetorical historical research paper for content and style. Due 12/8! Bring all paragraphs tomorrow--we'll be working on conclusions.

AGENDA 11/29

Read "Hounding the Innocent" by Bob Herbert aloud

Return to yesterday's quickwrite & preview questions

After we read, jot down answers on your quickwrite sheet:

1) What answers did you find to your subtitle/title questions?

2) What surprises you?

3) What parts did you think were persuasive?

Review final essay requirements for research paper and discuss Focused Learning Targets (FLTs) explored during the writing of this paper. Research paper due 12/8!

HW: Continue to work on rhetorical historical research paper. Review the FLTs and decide which elements you need help with. Bring all body paragraphs to class tomorrow for style revision!

AGENDA 11/28

Pre-reading activities:

Quickwrite--Write for five minutes and consider any or all of the following questions: What do you know or what have you heard about the topic of racial profiling? Have you, or has someone you know, been detained by police or security, because of appearance? How do you think someone might react to being questioned or detained by security or police because of appearance? How widespread of a problem do you think this is today--where/when do you think it happens?

Prereading questions: 1) What is the purpose of this essay? 2) Who is the intended audience and how did you draw that conclusion? 3) Turn the title and all subtitles into questions that could be answered?

HW: Continue drafting your fall rhetorical historical research paper! Bring ALL body paragraphs for style revision on Wednesday!

AGENDA 11/22

WORK TIME: Complete Revision Activity and Reflection, begin drafting 2nd body paragraph section, etc.

Revision activity: using your body paragraph, get four highlighters (pink, yellow, blue, and green) and color-code your draft following my sample

Yellow: highlight opening claim (description of how this source is similar to/different from other sources)

Blue: direct quotations, specific details from work, and citations in parentheses

Green: description of impact of genre and/or decisions made to suit a particular audience (e.g, Since this is a children’s book…or Because this is a political cartoon…)

Pink: underlying emotions and tone words (highlighted as individual words) and full sentences describing purpose and motivations

1) Based on your color-marking and viewing Pust's sample, what do you need to develop in your draft? (e.g., I need to include citations, I need to add more discussion of genre because I don't have enough green, etc.)

2) What do I need help with? (e.g., I don't know how to cite a video, I am not sure what the underlying emotions of this source are, etc.)

HW: For WEDNESDAY, bring the following:

1) Today's body paragraph, color-marked

2) Reflection questions answered, stapled to the back

3) Clean copy of your revised paragraph (revise based on color-marking between now and Wednesday to incorporate the things you said you needed in your revision)

4) A SECOND body paragraph(s) section discussing a different source or discourse community, with all of the above components in mind (it should already be "revised" to meet the components we highlighted for)

For MONDAY, bring a 3rd body paragraph section.

NOTE: I will distribute Uh-Oh slips to anyone who does not have these items on Monday. If you are absent on Wednesday, you will automatically get an Uh-Oh slip if you do not have the items complete and with you at the start of the period on Monday.

AGENDA 11/21

Vocabulary Quiz over words from Ragged Dick

Revision activity: using your body paragraph, get four highlighters (pink, yellow, blue, and green) and color-code your draft following my sample

Yellow: highlight opening claim (description of how this source is similar to/different from other sources)

Blue: direct quotations, specific details from work, and citations in parentheses

Green: description of impact of genre and/or decisions made to suit a particular audience (e.g, Since this is a children’s book…or Because this is a political cartoon…)

Pink: underlying emotions and tone words (highlighted as individual words) and full sentences describing purpose and motivations

1) Based on your color-marking and viewing Pust's sample, what do you need to develop in your draft? (e.g., I need to include citations, I need to add more discussion of genre because I don't have enough green, etc.)

2) What do I need help with? (e.g., I don't know how to cite a video, I am not sure what the underlying emotions of this source are, etc.)

HW: For WEDNESDAY, bring the following:

1) Today's body paragraph, color-marked

2) Reflection questions answered, stapled to the back

3) Clean copy of your revised paragraph (revise based on color-marking between now and Wednesday to incorporate the things you said you needed in your revision)

4) A SECOND body paragraph(s) section discussing a different source or discourse community, with all of the above components in mind (it should already be "revised" to meet the components we highlighted for)

For MONDAY, bring a 3rd body paragraph section.

NOTE: I will distribute Uh-Oh slips to anyone who does not have these items on Monday. If you are absent on Wednesday, you will automatically get an Uh-Oh slip if you do not have the items complete and with you at the start of the period on Monday.

AGENDA 11/18

Grammar Practice: Parallelism

Prepare for vocabulary quiz by reviewing words from chapters 1-27 of Ragged Dick, and working on the Jumble and Crossword puzzle

Transform REALM or SOAPSTone Notes into body paragraph(s)

HW: Study for quiz. Body paragraph(s) from one set of research notes or discourse community due on Monday, typed and with MLA parenthetical citations

AGENDA 11/15

Seminar: Ragged Dick

Ambition/Dreams; Success; Teenagers; Role Models

HW: SOAPSTone or REALM notes due on Friday for 2 more research sources - typed and in MLA format, complete with citations. Continue to revise introduction as needed.

AGENDA 11/14

Introduction revision: Use highlighters to identify the five necessary components in a partner's paragraph. Then write 2 concrete comments to help your partner revise his/her introduction draft.

See my sample with highlighting

Prep for tomorrow's seminar on Ragged Dick by tagging four quotations with the tape flags I gave you in class.

TOPICS for seminar (find one quotation from the book that pertains to each topic--flag it with the sticky note I gave you so it's easy to find in tomorrow's discussion):

SUCCESS: Does hard work + education still equal success, as Alger believes?

TEENAGERS: How have teenagers changed or stayed the same since Ragged Dick's time (170 years ago)?

AMBITION/DREAMS: How important is it to have specific goals or dreams to work toward?

ROLE MODELS: How much impact can a good role model have? Can someone be successful without any good role models in his/her life?

HW: Revise introduction drafts as needed to include all 5 components and prepare for tomorrow's seminar.

AGENDA 11/9

Check SOAPSTone & REALM Notes: Uh-Oh Slips for people who don't have them ready

Introductions PowerPoint

HW: Grammar Quiz on pronouns tomorrow! Review of Pronouns #1 with Rules and Review of Pronouns #2--make sure you know the four types of errors and how to explain what an antecedent is and to give an example. Typed draft of introduction due MONDAY. Return signed Uh-Oh slips tomorrow or Monday.

AGENDA 11/8

Ragged Dick reading quiz - 5 T/F and one short answer question

Finish modeling REALM Notes, Page 1 and REALM Notes, Page 2

Complete draft of REALM Notes for Period 3

Complete draft of REALM Notes for Period 4

Pust's sample REALM Notes

HW: Bring 4 research notes tomorrow (1 REALM and 3 SOAPSTones; 2 of each; or 3 REALM notes and 1 SOAPSTone) for progress check. Grammar quiz over pronouns on Thursday.

AGENDA 11/7

Stamp & check SOAPSTone writeups. Remember that SOAPSTone analysis for this assignment needs to be typed, an include an MLA formatted header at the top, the title, and an MLA format citation for each source you discuss. SOAPSTone writeups should be done in complete sentences and include specific details/direct quotations from your research sources. Further, you should add appeals to logos, pathos, and ethos at the end of your SOAPSTone analysis for each text (see SAD handout for clarification on the rhetorical appeals).

Sample SOAPSTone + Appeals writeup from Period 3

Sample SOAPSTone + Appeals writeup from Period 4

NOTE: ALL STUDENTS must have SOAPSTones stamped and checked by this Wednesday or I will need to alert parents and advisors that you have fallen behind in your research project.

Introduce REALM Notes, Page 1 and REALM Notes, Page 2

Model REALM Notes using excerpt from The Daily Show - "Intro to Hurricane Katrina." Discuss the impact of the audience, examine details, discuss the bias/values/ethos of the "author," and explain limitations and motivations operating on this text. Remember that since this is a political satire, it will poke fun not at the victims of the tragedy, but instead find a humorous angle to mock people in power to help provoke change. Also, because this airs so soon after the tragic events of Hurricane Katrina, one of the limitations Stewart has to think about is how to distance his audience emotionally from the hurricane and provide a humorous relief/viewpoint on the situation, which he does by alluding to past historical political blunders.

REALM Notes Part 1 Draft from Period 3

REALM Notes Part 1 Draft from Period 4

Pust's Sample complete REALM Notes including MLA formatting

HW: Finish reading Ragged Dick - short quiz tomorrow over the end of the book. Complete a set of typed REALM Notes with an MLA citation and header at the top, for a 4th research source for Wednesday (we'll finish modeling this together tomorrow). Remember, as you choose sources, look for a variety of genres and discourse communities: have you examined a visual source yet? A film? A primary source? A map, chart, graph, or table? An objective news source? A political cartoon? An opinion piece? A speech? A humorous or satirical text or image? Do you have sources from multiple perspectives or target audiences? If not, keep looking, or see me for help!

AGENDA 11/4

NOTE: The links on this site will likely be unavailable for most of the weekend. If you need a handout, please email jpust@smmusd.org and I will send you the attachments.

Grammar Practice: Pronoun Review #1, Pronoun Review #2, and Pronoun Rules

Remember that the antecedent is the thing to which the pronoun refers. For example, in the sentence, "Mrs. Pust went to the store to buy groceries for her family," the pronoun is "her" and the antecedent is "Mrs. Pust."

Review SOAPSTone analysis and sample SOAPSTone + Appeals writeup we did together for Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival in class

Sample SOAPSTone from Period 3

Sample SOAPSTone from Period 4

Work time: THREE SOAPSTone + Appeals analyses due on MONDAY. Finish reading chapters 25, 26, and 27 of Ragged Dick for class on TUESDAY. Expect a short reading quiz over the end of Ragged Dick on Tuesday. Grammar quiz over pronouns on Wednesday or Thursday of next week.

AGENDA 10/31

HAPPY HALLOWEEN!

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!

AGENDA 10/27

Share Researchpalooza items and give them to your group members, along with your bibliography (if you brought 4 copies; otherwise, turn in your bibliography to the turn-in bin)

Complete a reflection on a separate sheet of paper:

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?

When you finish, begin reading chapter 24 of Ragged Dick

HW: Print out and bring three more pieces of research tomorrow for yourself, on your OWN topic! Remember to get a wide variety of genres, especially “creative” stuff, like photographs, artwork, maps, or other visual sources, or really interesting news articles. Bring the items to class!

AGENDA 10/26

Complete Bibliography Pre-Test

Review MLA 7 Basics together and correct flawed citations in groups

Examine Pust's sample bibliography and annotations

(remember that yours need only include three citations; I did extra ones to show a greater variety of source types)

HW: Bring Researchpalooza items for your classmates and MLA format bibliography (4 copies, if you can!) tomorrow. Print out three additional research items on your own topic for Friday.

Remember to check the recommended resources on your Researchpalooza sheet, especially The New York Times Topics Pages, Daryl Cagle's Professional Cartoonists Index, and the Library of Congress' online catalog of historical photographs

AGENDA 10/24

Read Chapters 19, 20, 21, 22, and 23 of Ragged Dick and complete "Thinking While Reading"

AGENDA 10/21

Grammar Practice: Pronoun-Antecedent Agreement

Introduce Researchpalooza Assignment and choose research groups; due THURSDAY

Prepare for Monday's research proposal. Examine my sample proposal with comments to help guide you, or the Rhetorical Historical assignment sheet.

Read Chapter 17 and Chapter 18 of Ragged Dick and complete "Thinking While Reading": choose one quotation or discussion question and write a response for each chapter (1 from each chapter for a total of 2. Remember that we left off on Chapter 14 of the "Thinking While Reading" sheets).

HW: Read Chapter 17 and Chapter 18 of Ragged Dick and complete "Thinking While Reading": choose one quotation or discussion question and write a response for each chapter. Compose and type research proposal for Monday in MLA format; use my sample response to help you.

AGENDA 10/19

Review research proposals for rhetorical historical papers; clarify and answer questions using my sample as a model
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.

AGENDA 10/17

Vocabulary quiz over words from Ragged Dick, chapters 1-11

Turn in TWR packets for chapters 2-10; stamp chapters 11 and 12

Introduce Rhetorical Historical Research Paper and step one: Research Proposal

HW: Read chapters 13 and 14 of Ragged Dick and answer the following for your Thinking While Reading assignment: Who is Micky Maguire and why does he dislike Dick? Do you think he is jealous of Dick, do you think he likes to put other people down for fun, or to make himself feel better or more powerful? Why do some people become bullies? Why do some people from tough backgrounds become bullies while others become leaders or helpers?

Reserve topics for Rhetorical Historical research paper this Thursday, 10/20. Research proposals due Monday, 10/24.

AGENDA 10/14

Grammar Practice: Pronoun Ambiguity and Pronoun Consistency

Crossword Puzzle to review vocabulary words from Ragged Dick for Monday's quiz

HW: Read Chapter 11 of Ragged Dick

Thinking While Reading:

Question: What does Mr. Whitney give to Dick, and what does Mr. Whitney expect from Dick in return?

Read Chapter 12 of Ragged Dick

Thinking While Reading:

Question: How is Dick's life changing?

Study for vocabulary quiz over words from chapters 1-11 of Ragged Dick and five random words from the Zeitoun vocabulary list; vocabulary sheet is due on Monday.

AGENDA 10/13

Demonstrate Spelling Game using post it notes: letters needed for playing at home to review vocabulary words from the Ragged Dick vocabulary list--

a a b c c d e e f f g i i k l l m n n o p r r s s t t t u u y

Read aloud, Ragged Dick chapter 9

HW: Read Chapter 9 and Chapter 10 of Ragged Dick, and complete one quotation/question and response for each of the two chapters. Thinking While Reading sheets due tomorrow (chapters 2-10). Vocabulary quiz over words from Ragged Dick (and five random words from the Zeitoun list!) on Monday. Use today's spelling game or other activities to help you study.

AGENDA 10/11

Read chapters 7 and 8 of Ragged Dick independently, then complete a “free choice” Thinking While Reading for each chapter by selecting THREE quotations/discussion questions, copying them down, and responding to them for each chapter (six quotations/questions and responses total). This should get added on to your “Thinking While Reading” work you did for chapters 2-6.

HW: Finish chapters 7 and 8 of Ragged Dick and complete THREE free choice "Thinking While Reading" quotations/questions and responses for each chapter (6 total).

AGENDA 10/10

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”
• success
• home ownership
• being famous
• pursuit of happiness
• immigrants
• liberty and freedom
• equal opportunity (or not?)
• big business/capitalism
• the value of hard work
• appearance/beauty
• 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

AGENDA 10/7

Grammar Practice: Pronoun Consistency #2

Discuss chapters 2, 3, 4, and 5 of Ragged Dick using the Bag of Destiny--review responses from "Thinking While Reading" sheet

Read chapter 6 of Ragged Dick aloud

HW: Finish reading chapter 6 of Ragged Dick and complete the chapter 6 section of the "Thinking While Reading" sheet.

AGENDA 10/6

Complete Warm-up #1, Vocabulary from Ragged Dick

Read chapter 4 of Ragged Dick

Read chapter 5 of Ragged Dick

Work quietly (alone or with a partner) to complete "Thinking While Reading" sheet for chapters 4-5

HW: Finish chapters 4-5 assignment from the "Thinking While Reading" sheet. Due at beginning of class on Friday for stamp check.

AGENDA 10/5

Introduce "Thinking While Reading" sheet for chapters 2-6

Read Chapter 1 of Ragged Dick aloud and discuss Dick's character traits

Read Chapter 2 of Ragged Dick aloud

Complete chapter 2 assignment - Venn diagram comparing Dick with Johnny Nolan - in class

Begin reading Chapter 3 of Ragged Dick silently

Continue working on chapter 3 assignment in class, and finish for homework

HW: Read Chapter 3 of Ragged Dick and complete chapter 3 assignment from the "Thinking While Reading" sheet

AGENDA 10/4

Introduce new vocabulary from Ragged Dick

Share out about Work Interviews using the Bag of Destiny

Begin reading Ragged Dick, chapter 1

HW: Begin learning new vocabulary words. Remember to review all of the old words from Zeitoun, as vocabulary quizzes are cumulative over the semester.

AGENDA 10/3

INVISIBLE CHILDREN ASSEMBLY IN BARNUM HALL

HW: Finish reading "Bud Freeman" excerpt, complete "Thinking While Reading" sheet and turn it in today or Tuesday.

Complete Work Interview assignment -- transcript and the reflection in MLA format due TUESDAY, October 4.

AGENDA 9/30

Grammar Practice: Pronoun Consistency #1

Period 3: Begin reading chapter 1 of Ragged Dick

Period 4: Finish reading "Bud Freeman" excerpt, complete "Thinking While Reading" sheet and turn it in--if not finished, submit it Monday.

Both periods: Model MLA format for Work Interview assignment.

HW: Complete Work Interview assignment -- transcript and the reflection in MLA format due next TUESDAY, October 4.

AGENDA 9/28

Period 3 - Finish reading "Roy Schmidt" excerpt from Studs Terkel's Working and complete first side of "Thinking While Reading" sheet. We'll pick up with the "Bud Freeman" excerpt on Friday and the "Thinking While Reading" sheet will be due at the end of class on Friday.

Period 4 - Finish reading "Bud Freeman" excerpt from Studs Terkel's Working and complete the remainder of the "Thinking While Reading" sheet. This sheet will be due at the beginning of class on Friday--please complete for homework.

Introduce Work Interview assignment -- model the transcript and the reflection in MLA format. This assignment is due next TUESDAY, October 4.

HW: Complete Work Interview Transcript and Reflection for next Tuesday's class, October 4th. The "Thinking While Reading" sheet is due on Friday.

AGENDA 9/26

Introduce new vocabulary

Read "Roy Schmidt," excerpt from Studs Terkel's Working aloud

Complete "Thinking While Reading" sheet for "Roy Schmidt" excerpt

PERIOD 4: GRADE LEVEL ASSEMBLY - this will be tomorrow's agenda

HW: Complete side 1 of "Thinking While Reading" sheet if needed.

AGENDA 9/23

Turn in yesterday's success mini-essay

Grammar Practice: Pronoun Ambiguity #2

Begin work on American Dream Collages

HW: Finish American Dream Collage if needed. Otherwise, none :-)

AGENDA 9/22

Analyze structure, appeals, and devices using SAD method for "9/11 Address to the Nation" by President Bush

Success pre-ranking activity

Group activity: Success Continuum - read each of the descriptions and determine which individual is the most successful/least successful. Discuss and share out as a class.

HW: Write 200-400 words reflecting on today's activity. Consider the following:

1) What does being successful really mean to you?

2) What qualities or personality traits do successful people share?

3) To what extent does money define success? Job prestige? Personal relationships?

AGENDA 9/21

Watch the "9/11 Address to the Nation." Work through SOAPSTone analysis of the transcript of the "9/11 Address to the Nation" speech by former President George W. Bush. Report out using the Bag of Destiny.

You may find it helpful to review:

Period 3's SOAPSTone Notes

Period 4's SOAPSTone Notes

HW: Reread "9/11 Address to the Nation" and write up a SAD analysis. You may find it helpful to watch the speech again.

AGENDA 9/20

Back-to-School Night Letters
Back-to-School Night PowerPoint for Parents

Hall pass distribution
Trip to Textbook Room for Ragged Dick by Horatio Alger

HW: None :-)

AGENDA 9/19

Vocabulary Quiz over Zeitoun words
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.

AGENDA 9/16

Grammar Practice: Pronoun Ambiguity #1
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!

AGENDA 9/15

Zeitoun Vocabulary Warm-up #2
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.

AGENDA 9/14

Introduce SOAPSTone method for rhetorical analysis
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.

AGENDA 9/13

BASELINE ESSAYS

HW: Study vocabulary from Zeitoun for quiz on Monday, 9/19.

AGENDA 9/12

Vocabulary warm-up for Zeitoun #1
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!

AGENDA 9/9

Grammar Practice: Pronoun Case #2

Continue seminars - Acceptance/Belonging, Responsibility, Optimism/Resilience

Complete and turn in Discussion Notes and Discussion Self-Evaluation/Reflection

Period 3 Only: finish vocabulary and grammar on Pronoun Case #1 from last week. Watch Tavis Smiley interview with the Zeitoun family

HW: Catch up on reading as needed - at least 10-15 pages a night if you're behind!

AGENDA 9/7

Finish group assignment from yesterday - generating Levels of Questions for the motifs of Responsibility, and Optimism/Resilience
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.

AGENDA 9/6

Finish introducing vocabulary
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.

AGENDA 9/2

Syllabus Quiz
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."

AGENDA 9/1

Six-Word Memoir Gallery Walk, Voting, and Presentation of Winners

Introduce vocabulary from Zeitoun

Evidence Hunt in Zeitoun - find quotations in groups pertaining to the motifs of responsibility and optimism/resilience

HW: Please bring Zeitoun tomorrow! Syllabus quiz tomorrow.

AGENDA 8/31

Nametags
Introduce vocabulary from Zeitoun
Please bring Zeitoun tomorrow!

HW: Sign and return syllabus last page before 9/7
Six-Word Memoir due tomorrow
Syllabus quiz on Friday!

AGENDA 8/30

WELCOME BACK!!!

Happy First Day of School!

Quickwrite
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)

AGENDA 6/7

Work period: Finish TPS-FAST Analyses and Four Poetry Journal Entries (due at end of period)

Continue drafting biographical essay (draft due tomorrow).

Directions for biographical essay

Sample biographical essay

Sample bibliography to accompany biographical essay and four poems

HW: Draft biographical essay - due tomorrow. Memorize 5 or more lines of your classic poem (memorization check Thursday or Friday). Draft your creative response to your classic poem for the final exam (6 or more lines, in a form similar to the poem's).

AGENDA 6/3

Grammar - Who, That, Which
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.

AGENDA 6/2

Computer Lab: select Classic Poem and submit for approval; work on bibliography (due tomorrow!) or get started on biographical essay

HW: MLA Format bibliography with seven entries (four poems, three research sites for your biography) due tomorrow!

AGENDA 6/1

Introduce Biographical Essay part of the Poet Study Project


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!

AGENDA 5/24

Computer lab today--work on biography by completing Part II of the research handout

HW: Bring your four poems and citations to class EVERY DAY!

AGENDA 5/23

Review TPS-FAST analysis using the James Wright poem "Lying in a Hammock at William Duffy's Farm in Pine Island, Minnesota"

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 jpust@smmusd.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!

AGENDA 5/20

Congratulations on finishing CSTs!

Due Monday - FOUR poems by your approved poet (see list of recommended poets for ideas) and MLA format citations for each.

MLA Format:

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.

Sample:
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 jpust@smmusd.org 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!).

AGENDA 5/9

Begin Poetry Unit
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.

AGENDA 3/31

happy birthday to me! ☺
Presentation by College Counselors: Mr. Frank Gatell, Ms. Rosa Mejia, and Ms. Julie Honda
Link to PowerPoint by College Counselors
Additional Notes:
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)

Consider whether you want semesters or quarters (semesters - 15 week classes, quarters - 10 week classes)

• UC Berkeley and UC Merced are on semesters; rest of UCs are on quarter system
  

Recommend applying to 9-12 schools

• Stanford Early Decision receives 30,000 applications for approximately 1700 spots
• Can only apply early decision to ONE school (it's binding)

THIS SUMMER:

• 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.

AGENDA 3/18

Grammar practice: Pronoun Ambiguity #2
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.
Sample:
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.

AGENDA 3/17

EAP Essay Test

AGENDA 3/16

Prepare for tomorrow's EAP essay - bring a pencil!
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.

AGENDA 3/15

Grammar practice: pronoun ambiguity #1
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?

AGENDA 3/8

Model and prepare ENDNOTES:
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).

AGENDA 3/7

Review how to create bibliographies for project
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.

AGENDA 3/2

COMPUTER LAB - RESEARCH FOR PROJECTS
Research questions we generated in class


HW: Projects due 3/10 at beginning of class!

AGENDA 2/14

Vocabulary practice #1 - TTTC vocab
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.

AGENDA 2/7

Introduce new vocabulary words
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?

AGENDA 2/3

Watch "The Road to War" and "Vietnam" from The History Channel website
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.

AGENDA 1/11

Close analysis of Chapter 2 opening: The Valley of the Ashes

Write a thesis: In this excerpt from Chapter 2, Fitzgerald uses __________ (device) to suggest that ____________________ (meaning). When he writes, "_______" (quotation showing device) he demonstrates that ______________ and ________________ (meaning).

HW: Write at least 100 words in response to the following: What were some dreams that you had when you were younger that you have since decided were unrealistic? What has changed, or what do you now realize?