English 4P Assignments

1. District Writing Test: Reflective Essay
   

1. Hand out hall passes.
2. Assign new numbers
   
3. Finish Quicktalks.  If you are not proficient, you may go again.
4. SRI Reading test
5. Handout: "When you become 18" and discussion
   

1. Due today: JUVENILE JUSTICE PACKET (with Table of Contents on top) (attached)
2. Due today: 4 green articles highlighted and annotated.
   
3. In-class timed write (Rubric on top, Essay, Integrating Quotes ws-green, Pre-writing paper-green)
   

1. Handout due at end of the period (attached)

1. Recent updates on criminals (attached)
2. (2 paragraphs in colors) Is the judicial system working or not?  What are some other options? 7 minutes for each paragraph.  Then, highlight your transitions.
   

1. BW: Wrap up discussion on Charting the Texts (see attached)
   
2. Focused Questions 1-8
   
3. Denotation and Connotation
4. Loaded Words in "Kids are Kids"

1. Discuss vocabulary
2. * First Reading of "Supreme Court..." and "Kids are Kids..." : Make sure you highlight the text showing where the arguments for and against punishing juveniles like adults appear. Annotations should include comments, thoughts, questions, and connections to other ideas and texts.
3. Chart the texts: Defendant, age, crime, punishment

1. Vocabulary Self-Assessment & 10 sentences
2. Continue JJ unit (see yesterday's PowerPoint, January 4)
3. 4 Scenarios
4. Survey the texts (see attached PowerPoint from yesterday)
5. Make predictions 

1. Bring highlighters
2. Complete vocabulary and write 10 vocab sentences (use 10 different words).
3. College Panel this Friday!

1. De-brief Hamlet timed write (attached)
2. Introduction to Juvenile Justice Unit-- Quickwrite/The Big Question, Key Concepts and Legal Terms

1. Know the 6 legal terms: homicide, murder, 1st & 2nd degree murder, manslaughter (voluntary and involuntary)

1. Fold paper in 1/2.  On front top: Review ethos, logos, pathos
2. Divide class into 3 groups: Ethos, Logos, Pathos
3. Watch Sham Wow Infomercial 3x and fill in your term.
4. Share and take notes.

1. Know Rhetorical Devices: Ethos, Logos, Pathos

1. Return Hamlet book to student services
2. Hamlet final test
3. Continue working on Hamlet essay
4. Collect Table of Contents
   

1. White elephant gift + funeral item
2. Essay and Table of contents due
   

1. Collect Table of Contents
2. Work on essay (10 minutes)
3. Hamlet review game

1. Review Introductions + Conclusions
2. Assign essay. (Hamlet's relationships in the play).

1. Finish viewing the film (Branaugh version) from ACT V, sc ii (The part we acted out).
2. Groups to review for Hamlet test: Part 1) Select 5 important quotes, list the character and quote (document Act, scene, line).  Part 2) Write 3 multiple choice questions Part 3) List 2 movies that have the theme of revenge- 1 sentence each proving why. (Best questions may be on the test and in review game).

1. Discuss Act 5 (scene i) and take notes
2. Watch/discuss scene (ii) up to pg. 169, line 230 (where you act!)
   
3. Act out Scene 2 (from page 169, line 230): groups of 6: Claudius, Hamlet, Laertes, Horatio, Osric/First Ambassador/footnotes, Fortinbras/stage directorHW:

1. Table of Contents Due (see Dec. 9 attachment)

1. next year: Character Foils (attached)
2. Set up Act V notes
3. Watch Act V, sc.i to where the deaths start.
   
4. Assign parts for acting out scene ii (from page 169, line 230): groups of 6: Claudius, Hamlet, Laertes, Horatio, Osric/First Ambassador/footnotes, Fortinbras/stage director (We will go outside).

1. Practice your parts (p.169, line 230 until the end of the play).
2. Table of Contents due before Winter Break
   

1. Cause/Effect writing
2. BW: Imagine you are Claudius...Write/Think/Pair/Share
   * Review Act by Act chart for Acts IV and V
   * I model: Cause and Effect Statement for Ophelia
   * Partners: Cause and Effect Statement for Polonius
   * On your own/Ticket out the Door: Cause and Effect Statement for Gertrude
   * HW/EC: Cause and Effect Statements for Hamlet, Laertes, and Claudius

1. Continue and finish ACT IV film/pausing to discuss (Disc 2: p.125, ACT IV, sc.v-29:48)
   

1. Re-read for understanding/practice
2. Begin Act 5
3. Get Table of Contents ready
   

1. BW: Turning Point paragraph (Act 3)  Why is this the turning point in the play? Use the play + your notes. (7 min. colored paragraph- give credit in examples- even if you take someone's idea).
   
2. Discuss Act IV (add to your notes)
   
3. Watch movie and catch up to Act IV.  Kenneth Brauman version (scene 38 @ 2:13-2:23) Hamlet confronts his mother, sees the ghost; Polonius has already died.
   
4. Cluster: "Conflicts" with 2 parts: "INTERNAL" and "EXTERNAL"
5. (next year: invite teachers on conference to watch our play).
   

1. Update  notes on Act IV
   

1. Class discussion: What did Hamlet mean when he told Ophelia, "Get thee to a nunnery" and "There will be no more marriages"?
   
2. Set up Act IV notes
3. Groups read Act III, scene iv (page 104): 1 student (strongest reader) is Hamlet, 2 is Gertrude, 1 is Polonius/Ghost, and the last student can be the clarifyer/questioner
4. Write on (Act 3) turning points for all of the main characters(attached)
   

1. Update Table of Contents (see attached)
2. Write 4th relationship.
3. Watch film Act 2 (Chapter 9-12 (preview part of Act II: DVD Chapters 9-11). ~ 19 minutes.  (context: begins with "O, most pernicious woman!" Horatio wants to know what ghost said). ENd with Claudius: "Madness in great ones must not unwatched go."  Take notes on the developments to the characters in Act II
4. Note: Personal Statement revision is due tomorrow!

1. Write final relationship paragraph #5 (in colors).
2. personal statement (reflective essay) due tomorrow.

1. BW: cluster web "APPEARANCES" or "LOVE"
2. Discuss realationship chart (quotes need to be cited properly).
   
3. Start Act 2 notes

1. Fix up your relationship chart quotes. Add a 2nd example to each paragraph (you have written 3 so far).
2. Reflective Essay re-write is due this Friday. Highlight your changes.
   

1. (on back of Act 1 relationships) Together in colors: write 1 paragraph on Hamlet and his father's relationship (TS, EX-quote, CM, CS).
2. Partners: write paragraph on 2nd relationship (TS, EX-quote, CM, CS).

1. Reflective Essay (Personal Statement) re-write due this week.

1. Check quotes on Act 1 Relationships.
2. Film: up to Act 2
3. Write a love letter using descriptive language (sensory details).  Show, don't tell.

1. Hamlet's love letter: paraphrase Hamlet's "love" letter to Ophelia (Act 2, sc. 2, lines109-123) p.52-53
2. Continue to quotes on Act 1 Relationships.

1. Watch Speech Trek competition on Time Warner tonight: Channel 3 at 6pm.
2. Finish Relationships from Act 1 Quotes.

1. Finish Act 1(notes)
   
2. Copy Act 1 Relationships (attachment).  By Wednesday, you must have 1-2 quotes for each, cited properly (Act, sc, line).  
3. Watch ghost scene (23-33:33)
   

HW:  Complete Act 1 Relationships.  (Cite quotes properly).  Ex: "O most pernicious woman!/ ... smiling, damned villain!" (I, v, ll.105-106).

1. (attached) Act 1, sc. 3 (Discuss Polonius' advice to his son, Laertes: 10 pieces of advice- you paraphrase 3).
2. Film (start at 7:10 -20:38 when Claudius + Gertrude talk to Hamlet (I, ii, 62)
   

1. Plot Diagram: Shakespearean Tragedy (take notes in appropriate colors)
2. Act 1 Notes: Read Act 1, scene 1 (Exposition) (read sc.1 to line 70, line 165 to end).
3. Summarize + Predict: 1. What appears to be happening? 2. How is the story likely to unfold?

1. Punctuation in Shakespeare (see last slide from yesterday's powerpoing).
2. Set up: Hamlet Table of Contents
3. Pass back Value of Life essays.  "Fix 6" sentences.
4. Hamlet Teaser
5. Review Characters

1. Last day to turn in Reflective Essay
2. New Unit: HAMLET.  Video clip introducing characters.
   
3. Character Notes.  Set up 6 posters: Gertrude, Claudius, Laertes, Hamlet, Ophelia, Polonius.  Students get a characteristic (see attached) and stand under the poster they think represents them. Students introduce themselves and class takes notes under the character.
   
4. Present Reading Plays Powerpoint + Setting (attached): (16th/17th centuries; set in Elsinore, Denmark.  References are made to travel between Elsinore and Wittenberg, Germany; France; and England).

1. Take a side (agree/disagree/neutral) and physically move to that part of the room (You agree/disagree with Feinberg's current stance)
2. Conduct Philosophical Chairs discussion/debate (~15-20 minutes) -- Move to the other side of the room if you are convinced by the opposing argument (Note: this is not a competition)
3. Ticket out the Door (back of 1/2 sheet): Reflection

1. movie: Seven Pounds / Value of Life Connection (49:17-1:43)

1. Last day to type in library.

1. *** Final Drafts are due THIS WEEK (by 29 Oct 2010).  You may turn in Monday to Friday.
2. Bring Value of Life movie notes (from Seven Pounds).
   

1. Check essay
2. watch the rising action of the film "Seven Pounds" and take notes on the Value of Life. (from 13:49- 49:17).
   

1. Monday we are typing in lab.  Essay is due any time next week.
   

1. Practice revising sample sentences (see attached)
2. Writer's Workshop on body paragraphs (see October 20 attachment)

1. Work on conclusion (see October 20 attachment)
   

1. Test corrections (for 1/2 credit back): Reflective Narrative Quiz
2. Watch EXPOSITION (Seven Pounds- Will Smith movie).  focus: notes on the Value of Life.
   
3. Writer's workshop: Focus on Introduction (see attached template)
   

1. Refine Reflective essay and focus on body
   

1. Stamp: "said" changes, adjectives (added to nouns and adverbs added to verbs)
2. Reflective Narrative quiz (10 questions)
3. Essay writing workshop (put your number on board if you need help.  I'll start with UC applicants first).
   

1. Stamp Reflective essays rough draft (typed) Word count?
2. BW: Other ways for "said" (see attached)
3. Present 2nd draft Revising (attached)
4. Read and analyze sample reflective narratives. (see attached). Different students read different parts aloud.
   
5. Revise essay: underline 10 nouns once and 10 verbs twice. (add adjectives to your nouns; add adverbs to verbs). (see attached)
   

1. Fix your "said" verbs
2. Underline 10 nouns 1x and 10 verbs 2x.   Then, add adjectives to your nouns; adverb to verbs.

1. Type Reflective Essay (personal statement) Day 2 of 2

1. You will receive the Reflective Narrative rubric.
   
2. Download the attached template (mla heading) and open a NEW word document to begin typing on.  We are typing our essays in the library.  (Day 1 of 2). Focus: MLA heading/header and word count = 1000.  I think UC's will accept 1012 words.  If applying to a UC, let me know TODAY so I can help you.  You have 2 prompts to answer (totaling 1000 words.  So, you'll need 2 separate Word Counts).
3. Save in 2 places! (flash drive, your own login, or email as an attachment to yourself).
   

1. Revise your Reflective Narrative: work on up-leveling your diction (words), add sensory details, "dialogue", and interior monologue (in italics).   Show, don't tell!
   

1. Begin pre-writing for Reflective Narrative (Personal Statement) using the Quickwrite to Rough Draft (see attached).  
2. Introduce 1st draft of Personal Statement (attached) 

1. Next steps in Reflective Narrative: add sensory details, interior monologue (italics), dialogue (in quotes), and thoughts/feelings. Work on: "SHOW" rather than "TELL" the significance of your subject.
2. Bring a flashdrive to save your Reflective Narrative on Thursday.
   
   

1. In-Class timed writing (Value of Life essay)
2. Collect yellow packet of articles (completely annotated)

1. College Fair @ Bolsa H.S. (6:30pm-8)

1. Collect: VALUE OF LIFE UNIT (Table of  Contents on top)
   
2. Practice Integrating Quotations -- presentation and handout (see attached)
3. Give English Learners a worksheet to help with the Timed Write (on constructing meaning- see attached).
   

1. Prepare for your timed write.
2. Yellow packet is due on Monday after essay test.
   

1. Final table of contents (see attached)
2. Introduce timed write prompt for Monday (see attached)
3. Pre-write and break down how each article views the value of life (see: Timed Write Author Views attached)
4. Practice integrating quotes (only per. 4)
   

HW:

1. Your Table of Contents (on top) and VALUE OF LIFE packet is due TOMORROW.  Your yellow article packet is due on Monday. (You need it for the Timed Write)

1. Finish first reading (highlighting and annotating) of "What is a Life Worth?" (see powerpoint from Fri. Oct. 1)

1. Finish article and answer the 3 questions (see powerpoint from Fri. Oct. 1)

1. Guest Speaker -- A-G Review, college costs, FAFSA, and CSU specific information (see whichever powerpoint you can open).
   

1. Sports Day (Homecoming)
2. Read/annotate to (and including) section 14
3. College Fair @ Bolsa H.S. next Monday Oct. 11 6:30-8pm
   

1. Quickwrite for"What is a Life Worth?"
2. * Pre-reading activities for "What is a Life Worth?" -- predictions, text survey, vocabulary connotations (See attached PPT)
3. * First reading: "What is a Life Worth?"

1. Discuss: Rhetorical Appeals
   
2. Quiz rhetorical devices
3. Return ERWC essays + I Am poems

1. Update Table of Contents
2. Conduct interviews: Hamlet and Lance Armstrong 
3. Rhetorical Appeals (4 questions)
   

1. BW: Rhetorical appeals review: see attached
2. * Characterize the text with a + or - (Armonstrong's positive and negative views)
   * Stragetic Marking II -- How would Hamlet react to Armstrong?
   * Mock Interview -- Write 5 questions as if you were Hamlet or Armstrong (We'll conduct the interview tomorrow)

1. Presentation #1 (from CSUF): "Senior Timeline"
   

1. CSUF Presentation: "CSU Admission" (see attached- whichever one you can open).
   

1. Check your EAP test score (from 11th grade) www.collegeeap.org (on bottom right black bar, click on "Your Results" in orange; In center "Find Your Results", Log-in / Create an account.
2. Lance Armstrong VOCABULARY PREVIEW
   
3. VOCABULARY MAPPING
4. 1st reading
5. Strategic Marking of the Text 1
   

1. Rhetorical devices poster due by Monday
2. Questions about college (for presentation on Monday)
3. Check your EAP score and create a log-in (see link)
   

1. Bellwork: Identify the rhetorical devices (see attached)
2. Share rhetorical devices within Hamlet's soliloquy
3. Quickwrite: Lance Armstrong
4. Survey the Text
5. Make Predictions on the text
6. Vocabulary Preview
7. 1st reading of the Text

1. Learn about RHETORICAL DEVICES: ethos, logos, pathos (rhetoric: the study of how to use language effectively).
   
2. Look for use of rhetorical devices in Hamlet's soliloquy.
   

1. Debrief what WE (students and teachers) can do to prepare you for college (see the end of yesterday's powerpoint).
2. I AM poem. (Due Tuesday).  Reformat the poem, be creative and add pictures (and a picture of yourself) see attached.
3. Quickwrite: The Value of Life
   Head a piece of paper and title it: The Value of Life -- you will be writing and taking notes on this paper as part of a unit, so be sure to keep organized!
   * "Value of Life Quickwrite" (highlight): 10 minutes: What is the value of life? Is it something that can be measured in dollars and cents? Or is its value intangible, perhaps related to religion, family, achievement, or emotion? How do YOU assign value to life?
   
   

1. Complete your I Am poem.  Jazz it up creatively. 
   

1. Collect I Am poem
2. Review Hamlet Vocab
3. Do Background, 1st and 2nd reading
4. Create a Table of Contents for your packet (Date/Heading/Page #) -- so far we have:
    
   9/17     Quickwrite                                 Page 1
   9/20     Concept Map                                    
              Hamlet Soliloquy Predictions   
              Polar Opposites
              Vocabulary
   9/21     1st and 2nd Readings                  In-text
    
   * Hand out the assigned readings
   * 1st and 2nd readings with highlighter

1. Concept Map
2. Hamlet Soliloquy (definitions, predictions, polar opposites, and vocabulary)

1. Divide paper in 4 (label Behaviors: Intellectual, Behavioral, Self Advocacy, Technological).  Give 1, Get 1 (sit down when you have 10- put under appropriate heading).
2. Debrief and get all 31 behaviors.
3. Discuss the 6 things teachers/students can do to prepare you for "College Professors Expected Behaviors."

1. Hand out rubric. 
   
2. Pre-assessment essay.  Use ERWC rubric.
   

1. List notes on what you think college professors want their students to be able to do.
   

1. Get portfolios from former English teacher. 
   
2. Present your Current Controversial Articles / Posters.
   

1. In groups, share current controversial articles.
   
2. Pick one and make T-chart, showing both sides of argument (present tomorrow!)
   

1. Practice your presentation for tomorrow.
   

1. Collect information cards
2. Finish speeches
3. Discuss controversial issues in class (see yesterday's homework)
4. Hand out Hall Passes
   

1. Get supplies for class by Monday (if you already haven't)
2. Find article(s) on controversial issues
   

1. Fill out your information card
2. Go over syllabus
3. Give a speech on a friend in the class
   

1. Get supplies for class by Monday
2. Get article(s) on current controversial issue