AGENDA 12/7

Grammar - Comparison Errors #1

Finish reading Ragged Dick aloud
Turn in final Thinking While Reading next Tuesday - chapters 17-27
17, 18, 19 : one quotation and response for each chapter

Ch 20 : Who is Jim Travis? What does suspect about him?

Ch 22 & 23: Quickwrite

In your opinion, have teenagers changed since Dick’s time? Do you know teenagers who work hard, save their money, give to charity or others who need it? Or are many of today’s teenagers selfish and lazy, and if they are, why do you think that might be? What keeps teens “on track” and helps them learn to be responsible and generous?

Ch 24:
1) What does Dick learn in the letter he receives, and why does reading it make him happy/proud?
2) Why does Micky Maguire think that "pride had had a fall," and what does Micky misunderstand?

Chapters 25, 26, 27: How did reading and studying Ragged Dick add to your understanding of TWO of the circles of identity to which you belong? Include two quotations from Ragged Dick with page numbers as part of your response.  See this handout for help.

HW: Complete Thinking While Reading for chapters 17-27, information above, due on TUESDAY.

AGENDA 12/6

Seminar: "Kids These Days": Are today's teens as generous and responsible as Ragged Dick?

HW: Read Ch 24 of Ragged Dick and answer:
1) What does Dick learn in the letter he receives, and why does reading it make him happy/proud?
2) Why does Micky Maguire think that "pride had had a fall," and what does Micky misunderstand?

AGENDA 11/26

Timed essay practice - model two body paragraphs on Topic #3 (Mariano)
Students write a practice body paragraph using A7, A8, and A9 of their FLT sheets applied to Topic #4 (Grant) - check in and coach in class


Read Ragged Dick,  chapters 15 and 16, and complete "Thinking While Reading" questions

Ch 15: What mistake does Dick make restitution for in this chapter? What arrangements does Dick make with Mr. Greyson and with Henry Fosdick?

Ch 16: What contrasts does Alger make between Dick and Henry Fosdick? How does Dick begin to apply himself and turn his weaknesses into strengths?

HW: Finish body paragraph for Topic #4 if not finished in class. Use my sample paragraphs that I wrote on Topic  #3 to help you.  Complete Chapter 15 and 16 "Thinking While Reading" sheets for Wednesday.

NOTE: Timed essay on a new topic in class on Thursday!!! See me soon for extra help if needed!

AGENDA 11/16

Reading Quiz over Ragged Dick, chapters 1-11

Introduction to timed essays - FLT sheets and practice prompts
Continue book checks for independent reading
Read ahead in Ragged Dick, chapter 12, 13, 14

HW: Read Chapter 12, 13, 14 of Ragged Dick and answer the following questions for "Thinking While Reading"
Chapter 12: How is Dick's character changing?
Chapter 13 & 14: Who is Micky Maguire? What do Dick's encounters with Micky Maguire show us about Dick's character?

AGENDA 11/9

Grammar Practice: Misplaced Modifiers #2
Election project reflections
Read Chapter 9, Chapter 10, and Chapter 11 of Ragged Dick on your own; as you finish each chapter, add a quotation and response to your "Thinking While Reading" assignment for chapters 9-11.

HW: Finish reading Chapter 9, Chapter 10, and Chapter 11 of Ragged Dick on your own; as you finish each chapter, add a quotation and response to your "Thinking While Reading" assignment for chapters 9-11. Complete 400 pages of independent reading for a book check no later than Tuesday.

AGENDA 11/8

Read Chapters 7-8, then answer the following questions for your "Thinking While Reading" on notebook paper:

1) Explain why Chapter 7 is called "The Pocket-Book." Why is the pocket-book significant?
2) In Chapter 8, what are some of the things Dick has done in order to survive?
3) What does Frank encourage Dick to do at the end of Chapter 8?

HW: Finish questions from Ch 7 and 8 if needed.  Finish 400 pages of independent reading and be ready for book check tomorrow or Tuesday.

AGENDA 10/23

Computer Lab T110 to experiment with Audacity

Download my sample audio project to import into and work with in Audacity 
Here's my sample audio project for use on Macs

AUDIO RESOURCES:

Link to SoundBible - search for free, downloadable sound effects and music! Public domain - ok to repost on web
Link to Soungle - search for free, downloadable sound effects!
Link to Freeplay Music - search for free, downloadable background music by style or keyword. FOR CLASSROOM USE ONLY.

Link to JewelBeat - search for downloadable music - 99¢ a song gives you licensing permissions to use on web.

Study for Wednesday's quiz over Fallacies and Semicolon Use:

Fallacies Practice #1

Fallacies Practice #2
Understanding Fallacies PowerPoint
Understanding Fallacies PowerPoint Notes

Semicolons Practice #1

Semicolons Practice #2

Semicolons Practice #3

Semicolons Practice #4
Handout on proper semicolon use

AGENDA 10/22

Final call for signups for Election Authentic Audience presentations for PTSA Election Night 10/24 @ 6:30pm in the Cafeteria or to Senior classes at Samohi: - share template to help you plan presentations

Stamp election ads drafts

Work in pairs to paraphrase and provide real-life examples of Benjamin Franklin's "Maxims"
HW: BRING HEADPHONES TO COMPUTER LAB TOMORROW!
Study for Wednesday's quiz over Fallacies and Semicolon Use:

Fallacies Practice #1

Fallacies Practice #2
Understanding Fallacies PowerPoint
Understanding Fallacies PowerPoint Notes

Semicolons Practice #1

Semicolons Practice #2

Semicolons Practice #3

Semicolons Practice #4
Handout on proper semicolon use

AGENDA 10/15

Discuss and analyze rhetorical appeals and techniques (including sound effects) in the following political ads:
Listen to Ileana Ros-Lehtinen: "Future"
Transcript of "Future" ad
Discuss narrator - how does the narrator come across as likable, relatable, and credible? What helps the candidate come across as trustworthy, reliable, likable? (appeals to ethos)
What facts are included? (appeals to logos)
What emotions does the ad try to stir in the audience? (appeals to pathos)
How does the ad use repetition?
How does the ad use background sounds/music?
What evidence do we have that suggests this ad was created for young, undecided voters?


Listen to Dino Rossi: "Too Long"
Transcript of "Too Long" ad
Describe how this ad differs in tone and arrangement of ideas
Notice the more specific facts and critical tone
Is this ad targeted to the OPPOSITION or BASE voters? How do you know?



HW: Independent reading - 25 days left in the grading period. You should be halfway through your indie reading by now!  Bring books Wednesday for a little reading time and check-in.  Begin drafting your election ad.

AGENDA 10/12

Grammar Practice: Semicolons #3
Work on annotated bibliography for Election Project
Model formatting using a student bibliography draft - revised and with my reminders/comments
View rubric on Turnitin.com assignment page (icon is picture of "staircase"
Sample for Print source using Official Voter Information Guide

HW: Submit annotated bibliography for Election Project by Sunday before midnight; read indie book - you should have completed 200 pages by Wednesday!

AGENDA 10/10

T110 Computer Lab


Work on annotated bibliography for Election Project

HW: Complete annotated bibliography for Election Project by Sunday; read indie book - you should have completed about 150-200 pages by now!

AGENDA 10/9

T110 Computer Lab


Work on annotated bibliography for Election Project

HW: Complete annotated bibliography for Election Project by Sunday; read indie book - you should have completed about 150-200 pages by now!

AGENDA 10/1

Select topics for Election Ads Project
Next step: if your group has chosen a proposition or measure, start reading about the issue so you can decide if your group will be promoting "YES" or "NO" on the proposition/measure. You might start by reading the Official Voter's Guide that was mailed to the registered voters in your home. By the end of the week, you'll need to know your position, and determine which of you will tackle each audience: Base, Opposition, and Undecided. Next week, we'll be researching in the computer lab and beginning work on our annotated bibliographies.

HW: Read 400 pages of independent reading book for this grading period--get started now!

AGENDA 9/20

Computer lab
Take political quiz at http://www.isidewith.com/
Reflect and discuss:
1) What issues did you not know anything about that made it hard to answer?

2) What surprised you, either in the questions or your results?

HW: Read independent reading book. 200 pages by next Thursday, 9/27!

AGENDA 9/13

Vocabulary Quiz over words from The Glass Castle

HW: Finish revising "Sense of Place" writing assignment - final draft due 9/17 to Turnitin.com. Rubric available when you log in at Turnitin.com--click on the little "staircase" icon next to the assignment title.
Refer to Pust's sample "Sense of Place" writing assignment for guidance, and please submit drafts to me for comments after you have it peer-reviewed!

AGENDA 9/12

Vocabulary warm-up #3 and #4 on words from The Glass Castle
Quiz tomorrow!!!

Bring independent reading book to class every day; we'll have reading time following the quiz tomorrow.

HW: Study for tomorrow's vocabulary quiz on words from The Glass Castle, using the vocabulary chart: page 1, page 2, page 3


Finish revising "Sense of Place" writing assignment - final draft due 9/17 to Turnitin.com. Rubric available when you log in at Turnitin.com--click on the little "staircase" icon next to the assignment title.
Refer to Pust's sample "Sense of Place" writing assignment for guidance, and please submit drafts to me for comments after you have it peer-reviewed!

AGENDA 9/11

BACK TO SCHOOL NIGHT TONIGHT!
Complete Back to School Night letter for your parents
Practice vocabulary using Crossword and Word search
Completed vocabulary chart from class, page 1, page 2, page 3

HW: "Sense of Place" writing assignment - final draft due 9/17 to Turnitin.com
Refer to Pust's sample "Sense of Place" writing assignment
Vocabulary quiz Thursday, 9/13 over words from The Glass Castle

AGENDA 9/10

Vocabulary Warm-up #2 for words from The Glass Castle
Peer revision activity for "Sense of Place" writing assignment
Refer to Pust's sample "Sense of Place" writing assignment

HW: "Sense of Place" writing assignment - final draft due 9/17 to Turnitin.com
Refer to Pust's sample "Sense of Place" writing assignment
Vocabulary quiz Thursday, 9/13 over words from The Glass Castle

AGENDA 9/7

Grammar: Using Semicolons #1
Format for "Sense of Place" writing assignment


HW: "Sense of Place" writing assignment - typed rough draft due 9/10 in class for peer revision
Refer to Pust's sample "Sense of Place" writing assignment
Vocabulary quiz Thursday, 9/13 over words from The Glass Castle

AGENDA 9/6

Continue Seminar: Parenting
To what extent are rules necessary for children's healthy development and to what extent are they restricting and limiting?

• How much should parents shelter/protect their children?
• How should parents encourage independence and resourcefulness?

Use excerpts from THe Glass Castle 

Use Guided Reading assignment to help you discuss article from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert (assignment will be collected at end of class today)


HW: "Sense of Place" writing assignment - typed rough draft due 9/10 in class for peer revision
Refer to Pust's sample "Sense of Place" writing assignment

AGENDA 9/5

LIBRARY VISIT
Introduce Independent Reading requirements and Reading Record sheet
Find an independent reading book


HW: "Sense of Place" writing assignment - typed rough draft due 9/10 in class
Refer to Pust's sample "Sense of Place" writing assignment

AGENDA 9/4

Seminar: Parenting
To what extent are rules necessary for children's healthy development and to what extent are they restricting and limiting?

• How much should parents shelter/protect their children?
• How should parents encourage independence and resourcefulness?

Bring 2 excerpts from The Glass Castle 

Use Guided Reading assignment to help you discuss article from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert (assignment will be collected at end of class Thursday; will be stamped today)


HW: Free Choice Book Letter due to Turnitin.com before 12:01am Wednesday, September 5
"Sense of Place" writing assignment - typed rough draft due 9/10 in class
Refer to Pust's sample "Sense of Place" writing assignment
Meet in the LIBRARY tomorrow to select indie reading books

AGENDA 8/31

Review vocabulary words from The Glass Castle 

Seminar Prep: Question for Tuesday
To what extent are rules necessary for children's healthy development and to what extent are they restricting and limiting?

• How much should parents shelter/protect their children?
• How should parents encourage independence and resourcefulness?

Prepare for seminar by finding and marking 2 excerpts from The Glass Castle 

Also, complete Guided Reading assignment for article from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert


HW: Free Choice Book Letter due to Turnitin.com before 12:01am Wednesday, September 5
"Sense of Place" writing assignment - typed rough draft due 9/10 in class
Share Pust's sample "Sense of Place" writing assignment
If you didn't finish selecting and marking your 4 passages from The Glass Castle, or finish the Guided Reading assignment from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert, please finish these before Tuesday's class. Bring The Glass Castle and your completed Guided Reading assignment on Tuesday!

AGENDA 8/30

Last five vocabulary words from The Glass Castle 
Share Pust's sample "Sense of Place" writing assignment
Seminar Prep: Question for Tuesday
To what extent are rules necessary for children's healthy development and to what extent are they restricting and limiting?

• How much should parents shelter/protect their children?
• How should parents encourage independence and resourcefulness?

Prepare for seminar by finding and marking 2 excerpts from The Glass Castle 

Also, complete Guided Reading assignment for article from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert


HW: Free Choice Book Letter due to Turnitin.com before 12:01am Wednesday, September 5
"Sense of Place" writing assignment - typed rough draft due 9/10 in class
Refer to Pust's sample "Sense of Place" writing assignment
If you didn't finish selecting and marking your 4 passages from The Glass Castle, or finish the Guided Reading assignment from The New Yorker: "Spoiled Rotten" by Elizabeth Kolbert, please finish these before Tuesday's class. Bring The Glass Castle and your completed Guided Reading assignment on Tuesday!

AGENDA 8/28

Discuss tone and strategies/techniques used in Muir's "First Glimpse of the Sierra"

HW:

AGENDA 8/27

Discuss excerpt from The Glass Castle, pages 150-151. Focus on tone and techniques used to convey tone/author's argument.

Give registration directions for ClassDojo and Turnitin

Share and explain Summer Free Choice Book Letter (continue this tomorrow if needed)

HW: Begin thinking about your Summer Free Choice Book Letter, due Tuesday, 9/4 to Turnitin.com.

AGENDA 8/24

11CP Syllabus Quiz
Six Word Memoir Gallery Walk & Voting

Read aloud and discuss tone and strategies/techniques used in the excerpt from Walls' The Glass Castle

AGENDA 6/1

Finish poetry projects:

Submit draft of biographical essay, using my sample to guide you, for comments and feedback.  Remember to select the 8 or 10 most intriguing facts from the poet's life and reflect on these events; this essay should use first person ("I") and explain what you found interesting or surprising. Your goal is not to retell every fact from the poet's life, but to present the parts of the poet's life that you think are fascinating. Rough draft due by today!

Draft your bibliography, including your four poem citations and the three or more citations used in your biographical essay.  Your bibliography should be in MLA format with all citations alphabetized, double-spaced, and with 0.5" hanging indent.  See me for help on this if needed, or refer to my sample bibliography. The rough draft is due to me at the beginning of class on Monday!

Complete your last two TPS-FAST analyses and poetry journal responses. You have a sample TPS-FAST analysis for Gwendolyn Brooks' "The Boy Died in My Alley."  Here is a sample poetry journal response.

Make a creative cover sheet that includes at least one image (perhaps a picture of your author, or symbolic images from his/her poems), the poet's name, your name, my name, the course title and period number, and the date the project is due, 6 June 2012. This may be typed or hand-drawn but should be neat and creative.

Remember, all poetry projects are due on Wednesday, June 6th and absolutely NO late projects will be accepted.  If you are absent, please email me so that you can get your assignments to me electronically, or send them to school with a parent or friend.  Please contact me at jpust@smmusd.org for any help you need along the way!

AGENDA 5/10

Begin performing "Poems for Two Voices"
Turn in "Season" poem with two required devices (due today or tomorrow, depending on when you perform your "Poem for Two Voices"

HW: Print out performance poem for final exam--select a poem for which you have a strong emotional response.  It must be from a published, recognized poet (no poems by "Anonymous," for example) and must be at least 14 lines long.  Bring the poem tomorrow for my approval.  Recall that my sample was Carl Sandburg's "Chicago."

Remaining "Season" poems due tomorrow.  Remaining "Poems for Two Voices" due tomorrow.  Fix your four poems w/ MLA citations by Monday, 5/14 for full credit.

AGENDA 5/8

Demonstrate sample for formatting poems for tomorrow's deadline: 4 poems with MLA format citations for the Poet Study Project (the poet you asked to study last Friday in the library)
List of Recommended Poets for Poet Study Project (in case you change your mind tonight; be sure to email me if you want to change poets!)

Prewriting for "Seasons" poem: choose a season of the year and write a poem that explores what this season means to you.  Remember to include two required devices: one from each column.  Poem final draft is due at the end of the week and should be typed in a fun font or written neatly in ink or marker.  Make sure it is of "bulletin board" quality and feel free to include an image!  No length requirement, but it needs to be long enough to explore your season and contain the two devices.

Practice "Poem for Two Voices," using one of the six poems we studied in class earlier this week. Practice reading with emotion and expression, and practice saying your individual parts and the parts you'll emphasize by reading in unison with your partner.

HW: Four poems for Poet Study Project due TOMORROW! (See above)

AGENDA 4/20

Begin presenting Salesman scenes and projects

Multi-genre research project directions

Endnotes directions and samples

Annotated script/context paragraph sample

Genre piece #1 sample: Biff's Journal entry

Endnotes for Genre piece #1

Genre piece #2 sample: "Conversations with Ben" found poem

Endnotes for Genre piece #2

Genre piece #3 sample: Teen suicide prevention poster

Endnotes for Genre piece #3

DEATH OF A SALESMAN PROJECTS

Multi-genre research project directions

Endnotes directions and samples

Annotated script/context paragraph sample

Genre piece #1 sample: Biff's Journal entry

Endnotes for Genre piece #1

Genre piece #2 sample: "Conversations with Ben" found poem

Endnotes for Genre piece #2

Genre piece #3 sample: Teen suicide prevention poster

Endnotes for Genre piece #3

REMEMBER: Your first two genre pieces and their endnotes are due for a progress check on Monday, April 16. Have a safe, fun, and restful spring break!

AGENDA 3/19

Pop Quiz over rest of Act I

Write a creative response to Act I of Death of a Salesman:

journal entry, letter from one character to another, recipe, missing scene, poem, etc.

• MUST include specific details from the play (refer to particular lines or concrete details)
• MUST suggest new ideas about characters and their motivations, or the author's argument or themes

See my sample journal entry for Biff from the end of Act I

HW: Finish drafting creative response as needed.

AGENDA 3/16

Grammar practice: Semicolons 2

Discuss Death of a Salesman, Act I part i following oral "pop quiz":

What are some jobs that are declining or no longer exist today? How might people who worked those jobs feel about their disappearance?

Describe Willy and Linda's relationship.

HW: Read the end of Act I and answer the following:

1) What "mistake" makes Uncle Ben rich?

2) What do we learn about Willy's car accidents?

3) What does Linda take away and put back each day? Why is it there? What happens to it at the end of the act?

AGENDA 3/15

EAP Essay Test

HW: Read Death of a Salesman to page 28, where it says "Charley appears in the doorway." Be ready to answer questions about your reading!

AGENDA 3/12

Review criteria for grading argument essays: Focused Learning Targets (FLTs) for EAP/EPT Argument essays

• Remember that items 4-7 all deal with body paragraphs; the body paragraphs are the most crucial part of your essay!
• Remember that items 1-2 both deal with your thesis and that the thesis includes the author's name and a paraphrase of his/her argument. Remember that your thesis should also include TWO reasons WHY you agree/disagree with the author's argument.

HW: Prepare for tomorrow's timed essay.

AGENDA 3/9

Discussing Conclusions

Conclusions should extend and deepen your thesis, not just restate it!

Questions to Guide Conclusions:

What does this issue or topic reveal about human nature?

What does this issue or topic suggest about American society or values?

How does this connect to our lives today?

What does this reveal about power, gender, race, faith, culture, class, or status?

What changes should we make? How do we begin to fix this?

What is this really about?

Why does this matter?

Turn in completed "boomerang kids" essay at the end of the period.

HW: None :-)

AGENDA 3/8

Review components of introductions: hook + thesis

• Hooks can be real memories, creative short "stories," famous quotations, questions...there are lots of choices!
• Remember that your thesis must contain two essential ideas: it MUST paraphrase Girard's argument and use her name, and it MUST explain at least one reason why you agree or disagree with her. Your introduction should have the words "Girard" and "because" in there somewhere!

Craft a sample body paragraph

Your body paragraph must open with a persuasive CLAIM stating a reason for your position. The topic sentence of your body paragraph should not introduce evidence.

INCORRECT way to start a body paragraph: My sister, who is 34, just moved back home after she was laid off from her accounting job, and now it is more difficult for my parents to pay their own bills.

CORRECT way to start a body paragraph: Moving home as an adult causes both parents and the adult children stress. My sister, who is 34, just moved back home after she was laid off from her accounting job, and now it is more difficult for my parents to pay their own bills.

Next, your body paragraph needs to include specific evidence. Instead of talking about something that happens "often" or "many times," provide evidence from ONE afternoon. Do not summarize a whole book or movie or TV show; explain what happens in ONE scene.

In class, craft a second body paragraph and revise introduction and first body paragraph as needed.

Pust's sample essay so far: introduction with a hook and a thesis and two specific body paragraphs, one from personal experience and one exploring a scene from The Big Bang Theory

HW: Revise introduction and first body paragraph as needed. Bring a typed or neatly handwritten in ink copy of your introduction and two body paragraphs to class tomorrow, due at the beginning of the period. Make sure that your introduction and your body paragraphs meet all of the criteria we have discussed in class. See my sample to assist you.

AGENDA 3/7

Analyze and brainstorm reasons for "Boomerang kids" essay prompt

Craft a sample thesis using "While...ultimately...Therefore" structure

Two sample thesis statements:

While returning home may seem like a good idea to adult children as it helps them save money, ultimately it allows young people to avoid responsibility and encourages immaturity. Therefore, Girard's argument that parents should help adult children to regroup and then move out makes sense--Girard is right that teaching responsibility and independence matters most.

OR--

While Girard suggests that adult children should not be coddled and she wants parents to push their twentysomething kids out the door, ultimately, the difficulty of the economy and how hard it is for qualified young people to make a living cannot be ignored. And so, Girard's argument misses the point--parents have a responsibility to care for their children and support them, even if it involves some sacrifice in their retirement years.

***

Notice that successful thesis statements recap Girard's argument and use her name, and also indicate the student's perspective. Like all academic writing, these samples also use formal language.

HW: Write an introduction and body paragraph for this essay prompt. Responses must be typed or handritten neatly in ink and are due at the beginning of the period.

AGENDA 3/6

Quickwrite: How long do you expect to live with your parents/guardians? What are the benefits/problems of living with your parents when you're an adult?

Video clip from The Big Bang Theory

Article: "Struggling to make ends meet, adults are moving back in with their folks" from The Boston Globe

Discussion and preparation for essay tomorrow

HW: Be ready to share and write about the details of a personal experience example connected to the topic of "boomerang kids": names, dates, details (did they pay rent? have curfews? etc.) and how well the arrangement went.