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  1. (9th grade) ENGLISH 1 Honors (Period 2,4,5)
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(9th grade) ENGLISH 1 Honors (Period 2,4,5) Assignments

Instructors
Term
Fall 2014
Department
English
Description

BRIEF OVERVIEW OF COURSE

Curriculum Guides serve as a foundation for the standards-based curriculum and assessment. A major goal of this course is to stimulate thinking and personal response through active, creative use of all of the language arts. Composition is integrated with critical thinking, reading, listening, and speaking skills through a standards-based program that extends beyond the standards. Reading and a rigorous study of the literature provides students with insights to analyze, synthesize, and evaluate personal and universal issues. The writing process is the focus of the composition program in order to enhance writing fluency and effectiveness. English language conventions, including grammatical correctness and spelling, are taught through literature and composition as well as by direct instruction. Students are given additional reading experiences, to pursue individual study, and to use research materials in preparation of oral and written projects and/or papers. Students also receive opportunities to use technology and become familiar with workplace documents. A variety of researched-based learning strategies and teaching methodologies will be implemented to meet the needs of all students.

HONORS

This course meets the entrance requirements of the University of California and California State University. Reading and a rigorous study of literature provides students with insights to analyze, synthesize, and evaluate personal and universal issues.


Assignment Calendar

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Past Assignments

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Assignment

(M 2/2/15) Obj: Distinguish traits as good or evil by reading the RISING ACTION and responding to Text Dependent Questions on a t-chart.
  1. movie c/c movie/book double bubble (watch up to piggy's specs for the fire)
  2. Debrief ch. 6
  3. Read Chapter 7
HW: Finish chapter 7 study guide (#31 = colored paragraph) 
 
(T 2/3/15)
  1. collect ch. 7 paragraph
  2. discuss ch. 7
  3. start chapter 8 (#36colored paragraph) 
(W 2/4/15)
  1. Title Analysis
  2. Start ch. 9 questions (#41colored paragraph) 
(R) 
  1. Discuss ch. 9
  2. Start hobbes + rousseau articles(icons)
HW: Add 2 icons to each article
 
(F)
  1. Four square articles + collect
(M 2/9)
  1. Ch. 10 assign roles / read in class
(T 2/10)
  1. Ch. 11 Q's
(W2/11)
  1. Ch. 12
(R 2/12)
  1. Finish movie (continue c/c)
  2. Debrief Ch.12
HW: Study for LOTF test on Tuesday
 
(T 2/17) LOTF test, finish movie?
(W 2/18) erwc
 

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Assignment

(R 1/29/15) 4,5,6 (essay: Man's nature)

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Assignment

(W 1/28/15) 3,2,1 (essay: Man's nature)

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Assignment

(T 1/27/15)Obj: Distinguish traits as good or evil by reading the RISING ACTION and responding to Text Dependent Questions on a t-chart.
  1. review for final (Make a decision, get quotes, write thesis) 
HW: Final exam essay on Wednesday= periods 3,2,1 and Thursday=4,5,6

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Assignment

(M 1/26/15) Obj: Distinguish traits as good or evil by reading the RISING ACTION and responding to Text Dependent Questions on a t-chart.
  1. Give One, Get One symbol from hw to complete boxes 7+8
  2. Read chapter 6 (I will start it and continue in groups)
Hw: finish chapter 6 by Monday (includes new t-chart)

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Assignment

(F 1/23/15) Assembly Obj: Distinguish traits as good or evil by reading the RISING ACTION and responding to Text Dependent Questions on a t-chart.
  1. Discuss 5 rules developed (go over questions)
  2. Turn in ch. 1-5 t-chart
  3. Symbols 4 square.  # boxes 1-8. .Box 1=define symbol + give example. (object, event, person, place).  Divide squares 2-8 into 4 more sections: "Q" (#)., CM, Literal, Figurative.  Label boxes 2-5: object, person, event, place. I do (OBJECT), partners (PERSON), individually (EVENT+ PLACE).   
Hw: 
  1. complete symbol boxes #1-6 (box #6 is your choice)
  2. Watch and vote "Who will be Winter Formal Prince?"

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Assignment

(R 1/22/15) Obj: Prove proficiency in ELA by passing benchmark.
  1. BENCHMARK Qtr. 2
  2. Rec Reading
HW: Complete ch. 5 (t-chart due for points ch. 1-5).  We will be discussing the 5 rules that the boys created.

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Assignment

(W 1/21/15) Obj: Distinguish traits as good or evil by reading the RISING ACTION and responding to Text Dependent Questions on a t-chart.
  1. stamp + discuss ch. 4
  2. read ch. 5 (focus--> development of the rules)
HW:
  1. finish ch. 5 by Friday
  2. Qtr. 2 Benchmark is online tomorrow

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Assignment

(T 1/20/15) Obj: Distinguish traits as good or evil by reading the exposition and responding to Text Dependent Questions on a t-chart.
  1. Rec Read (I will give Hw grade for completing ch. 1-3 questions)
  2. Timed Quiz (5 min.)
  3. Discuss ch. 1-3
  4. Begin ch. 4 in class
Hw: Read and respond to text dependent questions on t-chart: ch. 4 (study guide questions in 2+ sentences).

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Assignment

(F 1/16/15) Obj: Distinguish traits as good or evil by reading the exposition and responding to Text Dependent Questions on a t-chart.
  1. check out Lord of the Flies novel
  2. hand out study guide + explain
  3. read ch. 1 + questions (study guide attached)
HW: Read and respond to text dependent questions on t-chart: ch. 1-3 (study guide questions in 2+ sentences).

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Assignment

(R 1/15/15) Obj: Categorize images as good or evil by citing them as textual evidence in a paragraph.
  1. Finish WWII images #5-8
  2. paragraph writing: According to the visual images, during war, are humans naturally good, or naturally evil?  Support your opinion with evidence from the chart above.
  3. Anticipation Guide for LOTF (Obj: Determine key themes for a novel by responding to Anticipation Guide).

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Assignment

(W 1/14/15) Obj: Categorize images as good or evil by citing them as textual evidence in a paragraph.
  1. images #1-4 of WAR images (PPT attached) make a 4-square (# 1-8) and divide each box into 3 sections: what's happening, +, -.
HW: Extra credit: Plot Diagram on the movie "The Pest" due on Friday 1/16/15.

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Assignment

(T 1/13/15) obj: Categorize plot events as good or evil displays of humanity by completing a t-chart.
  1. continue film: "The Most Dangerous Game" (34:33)
HW: Extra credit: Plot Diagram on the movie "The Pest" due on Friday 1/16/15.

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Assignment

(M 1/12/15) obj: Categorize plot events as good or evil displays of humanity by completing a t-chart.
  1. film: "The Most Dangerous Game" (34:33)
HW: Extra credit: Plot Diagram on the movie "The Pest" due in one week.

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Assignment

(F 1/9/15) Obj: Demonstrate proficiency in reading comprehension by passing test.
  1. https://www.youtube.com/watch?v=_2ZlZxtNll8 Watch the preview of extra credit opportunity
  2. Multiple Choice Test: MDG
  3. Formative Writing: How does "MDG" explore the idea of human nature? To what extent does the author portray human beings as good or evil? Cite textual evidence to support your conclusions.
  4. Recreational Reading at the end.
HW: Extra credit: Plot Diagram on the movie "The Pest" due in one week.

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Assignment

(R 1/8/15) Obj: Develop logical arguments + cite evidence from text in a debate.
  1. Collect Plot Map
  2. Collect Mandatory tutoring forms + Summative assignments
  3. Writing: for kids not meeting writing standards, outstanding writers can help: TDQ: How do Zaroff's traits contribute to him being the story's antagonist?  How do Rainsford's views change as the plot unfolds? Explain how General Zaroff's character supports the notion that humans are inherently evil.  Provide textual evidence in a colored paragraph.  OR (kids meeting writing standards in groups:)
  4. Table Talk (with poker chips: yellow= agree, black= disagree) (attached) Agree or disagree with the statements and use textual evidence to support your claim. 
HW: "Most Dangerous Game" Test on Friday

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Assignment

(W 1/7/15) Obj: Trace the sequence of events on a Plot Map in order to explain how the protagonist's view changes.
  1. BW: Explain the objective of Zaroff's game + options.  Partner: 3 reasons this is an unfair game.
  2. finish story + TDQ: How do Rainsford's views change as the action of the plot unfolds?
HW:
  1. Finish the Plot Map
  2. Mandatory tutoring forms + summative assignments are due tomorrow

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Assignment

(T 1/6/15) Obj: Trace sequence of events on a plot map in order to explain how protagonist's view change.
  1. Bellwork: What words and phrases does Connell use to reinforce the idea of evil? I will grade your paragraph from yesterday.
  2. flip notes over and draw a Plot Diagram.  (Label: Exposition, R.A., Climax, F.A., Resolution + denouement). Continue reading and labeling Rising Action events.
  3. TOD: Understand how to win the game and what's unfair about it.
HW: 

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Assignment

(M 12/5/15) Obj: Make inferences about character traits by using textual evidence in a compare + contrast response.
  1. Brainstorm compare/contrast language.
  2. Read exposition of: Most Dangerous Game (focus: compare/contrast)
  3. Double Bubble: compare/contrast Rainsford + Whitney
  4. Write: c/c using textual evidence In the exposition, what are Whitney and Rainsford's views on the emotions of animals? Provide textual evidence to support each view. 
Hw: Read to "...a new animal." (old book: 2nd column, middle. p.12, new book: p.25) 

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Assignment

Gift of the Magi
(F 12/19/14)
  1. Collect One Pager for Rec. Reading
  2. Gift of Magi film clips
  3. White Elephant
  4. per. 4+5 Choir is caroling here
HW: Have a fun break!
 
 

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Assignment

Gift of the Magi Every 3rd Thursday
(R 12/18/14) Obj: Demonstrate irony by creating 1-2 minute skits demonstrating 2-3 types of irony (situational, dramatic, verbal).
  1. Collect colored theme paragraphs
  2. act ironic situations (1-2 min. skit) set timer and share (grade O,S,N,U)
HW:
  1. White Elephant gift
  2. Recreational Reading 1 pager for Nov./Dec.

Due:

Assignment

Gift of the Magi
(W 12/17/14) COLLABORATION Obj: Formulate a theme by: examining the irony, answering TDQs, + citing evidence in 1 colored paragraph. 
 
  1. Finish story + TDQs
  2. Whip around: What is the real gift referred to in the title?
  3. Symbols: the colors of roses: https://www.youtube.com/watch?v=1LFas5--rjM
  4. explain Types of Love https://www.youtube.com/watch?v=w4O46P_T7uY take notes: Philia, Eros, Storge, Agape
  5. Theme Statement with evidence from story
HW: 
  1. due tomorrow: 1 colored paragraph. What is O'Henry's theme (use evidence + irony).
  2. Rec Reading One Pager due for Nov/Dec. by Friday
  3. White Elephant gift for Friday

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Assignment

Gift of the Magi
(T 12/16/14) Obj: Formulate a theme by: examining the irony, answering TDQs, + citing evidence in 1 colored paragraph. 
  1. Read O'Henry biography + paraphrase 2 key details (Share 1 w/ partner)
  2. Vocabulary Connotation +,-,x (paraphrase why)
  3. Use disc 10 audio CD to read O'Henry's Gift of the Magi (new book: pg. 301).  Pause to discuss + answer TDQs: 
  4. Describe Della and Jim's situation and their character traits. 
  5. What do their prized possessions reveal about them? (STOP HERE)
  6. What does the dialogue reveal about their relationship?
  7. What type of irony (situational, verbal or dramatic) is used at the end?
  8. Explain the allusion O'Henry makes in the denouement.
HW:
  1. Study irony notes
  2. White Elephant Gift for Friday (optional)
  3. whymomdeservesadiamond.com 22 words (extra credit) due Monday after break

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Assignment

Gift of the Magi
(M 12/15/14) Obj: Create a business letter by applying concepts gleaned from the article.
  1. Complete Business Letter and submit it on Google Classroom (classroom.google.com)
  2. Irony Foldable (see new book pg. 273) front: terms= situational, dramatic, verbal.  Inside: define each + original examples. 
  3. Perimeter Partners (share examples) 
HW:
  1. Study Irony terms
  2. White Elephant gift for Friday (optional)

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Assignment

(F 12/12/14) Obj: Create a business letter by applying concepts gleaned from the article.
  1. Complete Business Letter
  2. Peer Edit 1-2 Business Letters
Hw:
  1. White Elephant gift? for next Friday (funny is better).

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Assignment

(R 12/11/14) Obj: Create a business letter by applying concepts gleaned from the article.
  1. Finish your group blended quote.
  2. Introduce business letter (new book page 1152) focus on block format, left justify everything
  3. Prewriting (new p.1153) Knowledge, Purpose, Details
  4. Planning (p. 1154) Introduction, Body, Conclusion. + Follow the Proper Format
  5. Group quiz on Sample Business Letter: p.1164-1165.  
  6. Write Business letter (old book page: ---, new book page: 1152 (2 days) on Chromebook: Compose a letter to James McBride, the author of "Hip Hop Planet," with the purpose of letting him know what you think about the claims he makes in his essay about the importance and power of hip hop culture.  Summarize and analyze McBride's claims and their validity.  Additionally, discuss the extent to which you agree or disagree with his claims and provide textual evidence to support your position.
Hw:
  1. Bring Canned food by Friday if you would like to donate for ASB.
  2. Complete letter by tomorrow 8AM.

Due:

Assignment

(W 12/10/14) Obj: Explain McBride's perspective of Hip Hop by creating a SOAPSTONE + participating in a Coffeehouse.
  1. Explain SOAPSTONE, which is an analysis tool: (Speaker, Occasion, Audience, Purpose, Subject, TONE)
  2. Text Dependent Questions in a Coffeehouse (4 square) 1) What is McBride's initial attitude toward Hip Hop? 2) McBride refers to Hip Hop as "the most important cultural event" in his life.  What other cultural events does he compare it to? 3) How does McBride's attitude about Hip Hop change? Provide evidence.  4) What is the message/idea that McBride is trying to get across? State your evidence. 
Hw: Bring Canned food by Friday if you would like to donate for ASB.

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Assignment

(T 12/9/14) Obj: Demonstrate proficiency in writing by passing the District Writing Assessment with a 4, 5, or 6.
  1. District Writing Test (project + read directions first)
  2. SCRIPTED DIRECTIONS FOR STUDENTS-
    —  After disseminating prompts and ensuring that students have paper and writing utensils, say:
                   
    Today you will take a 45 minute writing assessment.  This assessment is important because it will provide information about your writing abilities.  Please read the prompt carefully.  Complete any prewriting that will help you organize your thoughts and then write your essay.  Your essay will be graded according to the District Writing Rubric which is on the back of your prompt.  Use the rubric as a guide to write your essay. Be sure to manage your time wisely and do your best.  You may begin.
     
    —  Teacher begins timing students after the directions above are read aloud.

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Assignment

(M 12/8/14) Obj: Explain McBride's perspective of Hip Hop by creating a SOAPSTONE.
  1. Review basic essay format: intro = HTBT, conclusion= RSE, BODY= TS, EX1+CM, EX2+CM, CS
  2. Discuss first reading of McBride's Hip Hop article 
HW: District Writing Test tomorrow.

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Assignment

(F 12/5/14) Obj: Explore the concept of Hip Hop by close reading & annotating a text with icons and asking questions.
  1. together: Read the source notes at the end of text.  How credible is this source? Read the background information about James McBride. What can you expect from this piece and why?
  2. Individually finish the 1st reading of the article by annotating (Questions on the left, Comments on right) 
  3. Write a 2 sentence summary on bottom of last page
HW: Prepare for District Writing Test on Tuesday.

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Assignment

(R 12/4/14) Obj: Identifying denotation of words by using context clues in order to answer 2 questions.
  1. Sample Prompt for Do/What Chart
  2. group vocab predictions in pencil (last resort = dictionary)
  3. Class: discuss/explain real meanings
  4. read par. 1 (Questions on left, Comments/Icons on right)
  5. Read the source notes at the end of text.  Discuss credibility of source.  Read the background information about James McBride. What can you expect from this piece and why?
HW: Study essay notes + Do What Chart.  District Writing Test is Tues. 12/9/14

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Assignment

(W 12/3/14) Obj: Ascribe stereotypes to music and visuals by listening to music and explaining the role of music in society.
 
  1. Groups: (4 min) Share song + discuss stereotypes (2 min)
  2. (10 min.) Discuss stereotypes on t-chart (genre/stereotypes)
  3. (5 min) You tube: Genres of Music https://www.youtube.com/watch?v=7uxF9CsxW88​ (t-chart genre/stereotypes) jazz, hip hop, rock, folk, soul, electronic, dance, blues, classical, reggae, gospel, country, musical, world, disco, march, r&b, film score, Latin, children's, funk, pop, new age.  OTHERS? opera, screamer, K-pop, Banda.
  4. Groups make 4 square and # boxes 1-8: Photo Stereotypes (Attached PPT)
  5. Ticket Out the Door (on PPT).
HW: Study essay notes - DWA Tuesday 12/9/14

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Assignment

ERWC: Hip Hop (T 12/2/14) Obj: I can discuss hip-hop by participating in a Gallery Walk, perimeter partners, and completing a T.O.D.
  1. Recreational Reading
  2. Prompt: Do/What chart
  3. Gallery Walk 
  4. Perimeter partners
  5. Ticket Out the Door: 
HW: Bring a favorite song on an electronic device, the lyrics, or sing it (tomorrow).

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Assignment

(F 11/21/14) Obj: Create open ended questions based on researched topics and academically respond by blogging in complete sentences on at least 3 - 5 websites.
  1. Blogging Day in library (URL's attached). Respond professionally in at least 2 complete sentences (punctuate).  Your first website is the name below your name (if you are the last one in class, respond to the first person's website).
HW:
  1. Continue Recreational Reading (due Dec. 19).  
  2. Enjoy blogging on our class websites
  3. "Count the rainbows in your life, not the thunderstorms" :)

Due:

Assignment

(R 11/20/14) Obj: Create a theme statement and demonstrate it in a 1 min. group skit.
  1. Give me your URL so we can blog tomorrow.
  2. Create a theme + a 1 min. skit that portrays your team's theme.
  3. Feedback on Websites
HW:
  1. Pick one article (positive or negative), and write 1 open ended question for your AUTHOR'S VIEWS page. Ex: negative article: "Homeless Man Returns Candybar" so my question is.  Under what circumstances is stealing justified? NOT "Would you ever steal?" because that's a one word answer.

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Assignment

(W 11/19/14) Obj: Create a theme statement by answering TDQ's and citing textual evidence.
  1. Whip Around: Team Theme Statement
  2. Type your URL on Friday's assignment
  3. TDQ's in groups (attached) 
HW: study - "The Sniper" test tomorrow

Due:

Assignment

(T 11/18/14) Obj: Determine the theme of a story by using textual evidence.
  1. notes+ discuss theme (new book p. 1190) 
  2. 1st reading of "The Sniper"
  3. TOD - theme statement (How does "The Sniper" explore the idea of human nature? To what extent does the author portray human beings as good or evil? Cite textual evidence to support your conclusions.
Hw: finish Website

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Assignment

(M 11/17/14)
  1. Website Continue Day 3 of 4 (website due this Wednesday). 
  2. Directions to put Google Doc on Weebly.com: open your google doc, go to file/download as a "Rich Text" format, save onto desktop, close the document, get onto weebly, scroll down on the left to the "document" button, drag it over to your site, upload the file (find it on your desktop)
HW:
  1. 5 tabs: HOME, GOOD, EVIL, WORKS CITED, AUTHOR VIEWS 

Due:

Assignment

(F 11/14/14) Obj: 
  1. Chromebooks Continue Day 3 of 4 (website due on Wednesday). Using notes, write paragraph for Good and Evil.  Color code (and put use easybib.com to figure out what to put in Works Cited and as your parenthetical citations).  
  2. Teacher checks paragraphs, Works Cited (for alphabetical order, do not bullet or number your sources, and reverse indent: after line 1, indent).
  3. Design your website: Home, Good, Evil, Works Cited, Author's Views
Hw: Continue on weebly.com website

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Assignment

(R 11/13/14) Library computers Obj: 
  1. Finish Personal Symbol Presentations
  2. Solidify your topics for +/- displays of humanity. You may not research until both are approved.
  3. Begin research: Day 2 of 4 (set up your website pages: Home, Good, Evil, Works Cited, Author's Views
  4. Research + cut/paste notes on a Word Document (copy URL).
HW: Continue researching topics.  Once you have 4+ notes, type your colored paragraph (RESEARCH is RED) Copy the URL so you can find your source for the parenthetical citations for citing purposes.  We will be citing them on easybib.com tomorrow.

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Assignment

(W 11/12/14) Obj: Connect symbols to their lives by creating a Double-Bubble + mini-paragraphs + delivering a 1 min. speech.
  1. Personal Symbols Presentations (1 min.)
  2. sign up for Research topics
HW: Research + bookmark credible sources for +/- research project.  We will be using easybib.com

Due:

Assignment

(M 11/10/14) Obj: Freshmen Website Design - the project gives students the opportunity to gain experience in creating a website in the form of a research writing project and the elements of good website design.
  1. Return A Raisin in the Sun Books
  2. Library Day 1 of 4 (Elements of Website Design) http://santiagomediacenter.weebly.com/research.html
  3. We are using www.weebly.com to design a website on the Positive + Negative Displays of Humanity.  Example web template: http://teresatran26p2.weebly.com/
HW:
  1. Brainstorm researchable events that show +/- Aspects of Humanity.
  2. Personal Symbol Presentations (1 min) due Wed, 11/12/14- props? visuals? dress nicely.

Due:

Assignment

(F 11/7/14) SUB Obj: 
  1. Recreational Reading (10 min.)
  2. share goodies?
  3. Finish the movie: A Raisin in the Sun
HW:
  1. Personal Symbol Presentation due on Wed. 11/12/14 (1 minute speech)  Hook/Engaging opening, Body, Conclusion/insightful ending.
  2. Return the play on Monday

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Assignment

(R 11/6/14) SUB
  1. Recreational Reading (10 min.)
  2. share goodies?
  3. Continue movie: A Raisin in the Sun (P.2 @ 35.42)
HW:
  1. Goodies to share for movie?
  2. Return the play on Monday

Due:

Assignment

(W 11/5/14) Obj: Connect symbols to their lives by creating a Double-Bubble + mini-paragraphs + delivering a 1 min. speech.
  1. Explain Benchmark Results from Qtr. 1 (scoring, bands, grade)
  2. Personal Symbol Project 4 square (final presentation is due W 11/12/14).  One object, event, person + place that represents you.  Each must have a colored paragraph next to it. 
  3. I will conference with you on your essays.
HW:
  1. Work on Personal Symbol Project Presentation 1 min. speech (Hook/Engaging opening, Body, Conclusion/insightful ending). due: Wed. 11/12/14  
  2. Bring goodies to share? for A Raisin in the Sun film

Due:

Assignment

(T 11/4/14) Obj: Trace the development of how symbols lead to dreams by citing textual evidence  + explaining its significance.
  1. Timed Write: A Raisin in the Sun essay (symbols + dreams).  Highlight your blended "quotes" (PC).  Format: 
  2. Introduction, A=character 1 (dream + symbol), B= character 2 (dream + symbol), Conclusion.
HW: 

Due:

Assignment

(M 11/3/14) Obj: Trace the development of how symbols lead to dreams by citing textual evidence  + explaining its significance.
  1. make Character Analysis Chart (3 columns): (blue/MEAN= Character+Dream, red/SAYS= "evidence" (PC)., green/MATTER= Revelations? why does it matter?).  Brainstorm characters in order of importance in blue.  Then, find quotes in red.
  2. Prepare for Timed Write tomorrow (thesis statement, TS, evidence?, insightful end, hook)
HW:
  1. Prep for Timed Write text-based essay on A Raisin in the Sun

Due:

Assignment

(F 10/31/14) Obj: 
  1. collect October's One Pager
  2. Essay prompt (attached)
  3. Movie: A Raisin in the Sun (t-chart notes: symbols + dreams) [email protected]
  4. next year: Obj: SWBAT Read and make sense of play excerpts using talking chips.  World Cafe: A Raisin in the Sun (attached) 
HW:
  1. Work on Identity Essay corrections
  2. Get a new book or renew your old one for Recreational Reading.

Due:

Assignment

(R 10/30/14) Obj: Identify + interpret symbols by citing textual evidence and explaining its significance.
  1. Discuss Identity Essays: Show how to check essay comments/score (percentage doesn't count). See grade on Aeries.  Go on google.com and make your corrections.  Print + highlight all changes. Then, submit hard copy to me.
  2. Debrief the Resolution of the play p.93 Mama (Lena needs to slow down --> Princess Tiana)
  3. Define symbol (object, event, person, place that represents something else/ has deeper meaning).  Brainstorm symbols in the play (share out + white board) Classify object, event, person, place.
  4. Make 3 column Symbols Chart: symbol, textual evidence (PC), Explanation (UTS meaning).  I do: BOBO (the clown) loss of $, We do: 3 new, You do 2 more symbols.
  5. While I conference with students on Identity Essay
HW: 
  1. One-pager for Rec Reading due tomorrow
  2. Check your Identity essay comments + fix in one week if Not Meeting Standards

Due:

Assignment

(W 10/29/14) Obj: Explore how the (social, educational, economic and political) climate of the 1950s affected African Americans' quest for "The American Dream" by noting the CLIMAX.
  1. debrief act 2 scene 3 (SAYS, MEANS, MATTERS --> Mr. Lindner/The Welcoming Committee/The Clybourne Park Improvement Association
  2. find important lines in Walter & Bobo's conversation (share without repeating)
  3. Mama ends the scene with one word "Strength!"
  4. groups of 6: Read Act 3 (finish the play) Asagai/Walter, Beneatha, Mama, Ruth, Travis/Lindner, stage director
HW:
  1. Finish the play
  2. One-pager for Rec Reading due before November
 

Due:

Assignment

(T 10/28/14) Obj: Demonstrate proficiency in ELA by passing benchmark
  1. BENCHMARK Qtr. 1 
  2. Recreational Reading after the test
HW: Act 2, sc. 3 (finish Act 3) by tomorrow.

Due:

Assignment

(M 10/27/14) Obj: Explore how the (social, educational, economic and political) climate of the 1950s affected African Americans' quest for "The American Dream" by noting the Rising Action.
  1. Benchmark practice GRR
  2. Discuss Act 2, sc. 2
  3. Act 2, sc. 3  to p. 86
HW:
  1. Finish Act 2, sc. 3
  2. Finish October One-Pager

Due:

Assignment

(F 10/24/14) HOMECOMING assembly Obj: Explore how the (social, educational, economic and political) climate of the 1950s affected African Americans' quest for "The American Dream" by interpreting poem.
  1. Quiz on Act 2, sc. 1
  2. Debrief Act 2, sc. 1 (t-chart pros+cons of dating George Murchison vs. Joseph Asagai, focus: (p.50-52) Walter's metaphor of being a volcano, giant and ants, Prometheus, p.57 diaglogue between Mama + Ruth- Clybourne Park)
  3. Read Act. 2, sc. 2 (to p.70) 
HW:
  1. Work on October's One-Pager
  2. Read Act. 2, sc. 2 (to p.70) 
 

Due:

Assignment

(R 10/23/14) Obj: Explore how the (social, educational, economic and political) climate of the 1950s affected African Americans' quest for "The American Dream" by interpreting poem.
  1. Read Lorraine Hansberry's biography (p.vii-xi in front of book) + summarize 3 imp't details. 
  2. Video "Dreams Deferred" (click on my name, "Videos" and watch the video.  Note powerful images + share
  3. A Raisin in the Sun is an allusion to Langston Hughes' poem "Harlem: Dreams Deferred" (p. xi).   Explain the meaning of the title by defining "deferred" and it's connotation.  Deferred means to put off (opposite: to pursue, achieve)
  4. What poetic device does Hughes use 6 times? Explain one of the six similes in the poem: [Does it dry up like a raisin in the sun? Or fester like a sore—and then run? Does it stink like rotten meat? Or crust over—like a syrupy sweet?  Maybe it just sags like a heavy load.  Or does it explode?} Choose one simile and explain how this relates to Hughes' title/theme.   Which characters from the play react to their deferred dreams in this manner.  Support your answer using a plot event. 
  5. free time if done with Act 2, sc. 1.  Otherwise, read in a group: Act 2, sc. 1 (club=Ruth, spade=Beneatha, diamond=Walter, heart=Stage Director)
HW: Finish Act 2, sc. 1 to page 59.

Due:

Assignment

(W 10/22/14) Obj: Explore how the (social, educational, economic and political) climate of the 1950s affected African Americans' quest for "The American Dream" by answering TDQs.
  1. Share your dream + obstacles with group
  2. Circle Map: Define "The American Dream" (The Quest for the American Dream)
  3. Show Nigerian PPt (attached)
  4. Discuss act 1, sc. 2
  5. Act 1, sc. 2 Text Dependent Questions (Ppt)
HW: Begin Act 2, sc. 1 (RISING ACTION)

Due:

Assignment

(T 10/21/14) Obj: Develop an understanding for the play's background by noting aspects of the Exposition.  Discuss character traits by correctly citing textual evidence as proof.
  1. Discuss dialect (regional accent/way of speaking based on where one lives) vs. dialogue (conversation) + find example of dialect with a partner to practice. 2 partners will share out.
  2. (3 min) Find an example of your character's traits.  Correctly copy quote with parenthetical citation.  Mama: "Q..." (Hansberry 23).  trait= religious.  
  3. Continue reading Act 1, sc. 2 (class: Travis, Mama, Beneatha, Walter, Ruth p.27-32) (groups: Heart= Bennie/Ruth (Bennie leaves on p.36), Diamond=Asagai, Club=Mama, Spade=Travis+stage director
  4. (last 10 min.) Quickwrite: Think of a personal dream you have. It may be an individual dream (to save money to buy a skateboard), a cooperative dream (to win the soccer championship), a family dream (to take a trip to California). Draw a symbol that represents this dream. Then, make a list of obstacles that impedes your ability to achieve this dream.
HW: finish Act 1, sc. 2 (to page 43)

Due:

Assignment

(M 10/20/14) Obj: Develop an understanding for the play's background by noting aspects of the Exposition.
  1. Discuss 4 conflicts: man vs. man, nature, society + self.  on board: 4 students label whether they are internal or external.  students find 1 example for each internal + external from Act 1, sc. 1.  Give One, Get One (to get 5 total examples) + share.
  2. Discuss exposition notes: characters (make a family tree), setting, conflicts
  3. Review scene 1 conflicts
HW: 

Due:

Assignment

(F 10/17/14) Obj: Develop an understanding for the play's background by noting aspects of the Exposition.
  1. Check out A Raisin in the Sun by Lorraine Hansberry
  2. Fold paper in 1/2 horizontally and label each section parts of the Exposition: setting, background, characters, conflict.
  3. Read aloud Act I, sc.i and take notes in each section. Characters: Ruth, Walter, Travis, narrator. 
HW:
  1. Complete Act 1, sc. 1 + notes
  2. Essay due Sunday by midnight

Due:

Assignment

(R 10/16/14) Obj: Use properly cited textual evidence in an essay to effectively answer the prompt. 
  1. ASB visits per. 4 (few min.) for Homecoming
  2. Chromebooks: final draft (turnitin.com) Add adjectives to nouns and adverbs to verbs.
  3. Add-ons: show how to add "Thesaurus"
Hw: Essay due Sunday @ midnight

Due:

Assignment

(W 10/15/14) PSAT Day  Obj: Obj: Use properly cited textual evidence in an essay to effectively answer the prompt. 
  1. partner up for Peer Editing (by sharing your document on google docs with partner.  Click on the blue "Share" icon and put partner' .net account.  Then, go to "Shared with me" from your google drive (triangle) and resolve your peer editor's comments
  2. Submit essay on Turnitin.com
  3. period 2: Class ID: 8894889  Password: period2
  4. period 4: Class ID: 8894906 Password: period4
  5. period 5: Class ID: 8894916 Password: period5
Hw: Continue revising your essay, Resolving comments from Peer Editor

Due:

Assignment

(T 10/14/14) Obj: Use properly cited textual evidence in an essay to effectively answer the prompt.
  1. Chromebooks  to continue on essay.  Last day for essay help.  Turnitin.com
  2. period 2: Class ID: 8894889  Password: period2
  3. period 4: Class ID: 8894906 Password: period4
  4. period 5: Class ID: 8894916 Password: period5
HW: Finish essay by tonight

Due:

Assignment

(M 10/13/14) Obj: Use properly cited textual evidence in an essay to effectively answer the prompt.
  1. Chromebooks from Mrs. Zoratti (type essay)
HW: Complete essay by Sunday night and submit on turnitin.com

Due:

Assignment

(F 10/10/14) Obj: 
  1. Stamp Introduction paragraphs
  2. Pay $14 for PSATs to student services
  3. Write 2 Body paragraphs in color.  Each paragraph can have one example from the source (cited properly) and one from your personal life experience (conference with teacher?)
HW: finish essay by Tuesday and submit as a Google Doc on Google Classroom (I will explain how to submit it on Monday), but if you want to try and join classroom.google.com per.2= 285ja3x  per.4= 2f128rm per.5= nx76eh

Due:

Assignment

(R 10/9/14) Obj: SWBAT Learn basic essay format by taking notes and memorizing structure.
  1. Teach essay format (see posters in room)- INTRODUCTION: How To Begin This = Hook, Topic, Background, Thesis; CONCLUSION: Really Strong Ending= Re-state thesis, Summarize, End Strong (with insight). BODY=TS, EX1+2CM, EX2+2CM, CS (see the yellow poster for colors)
  2. Assign Summative Writing Assignment (in class essay) and break down the prompt: 

    The search for one’s social and cultural identity is universal and often a topic found throughout literature. Our own identities are shaped by our experiences. In a well-written essay, trace the development of different aspects of your identity and draw parallels between your experiences and those of the personas depicted in the works we have studied this unit. You must use at least two different sources in your analysis.

  3. Write thesis statement + get approved. Frame = ____
HW:
  1. Draft introduction + conclusion paragraphs (all one color)
  2. Bring $14 to pay for PSATs

Due:

Assignment

(W 10/8/14) Obj: 
  1. Recreational Reading
  2. Ticket in the Door (paragraph) collect + stamp- if not... sit outside and write it.
  3. A Raisin in the Sun excerpt (attached)
  4. Ticket Out the Door: paragraph (stamp)
Hw:
  1. optional: Bring snacks/drinks for World Cafe tomorrow
  2. Bring $14 for PSAT's on Friday

Due:

Assignment

(T 10/7/14) Obj: SWBAT identify various poetic devices by annotating a poem and answering TDQ's
  1. (5 min) Read "Women" -  quickwrite (fast notes) Share w/ partner
  2. (5 min. + 3 to share what you struggled with) number the lines and do TPCAST (Title, Paraphrase, Connotation: identify +/- words (any diction that stands out), speaker's Attitude: tone, Style: figurative language/imagery, Theme.  Annotate: Questions on left, Comments on right (icons?)
  3. 10-15 min. (TDQ's  jot notes to help answer).
HW: Ticket in the Door - one comparison paragraph in colors using blended quotes.

Due:

Assignment

(M 10/6/14) Obj:
  1. Potts 2,4,5 Library Orientation: Chromebooks
HW: 

Due:

Assignment

(F 10/3/14) SWBAT prepare for PSAT's by taking notes on strategies and practicing problems.
  1. Practice PSAT problems in sample test
  2. See page 9 (of other packet) for potential majors.  Go on www.cacareerzone.org and do the Personality Profiler to see what careers are recommended for you.
Hw:
  1. Fri. 10/10/14 pay $14 for PSAT's
  2. www.cacareerzone.org and do the Personality Profiler to see what careers are recommended for you.  Let us know Monday.

Due:

Assignment

(R 10/2/14) Obj: SWBAT demonstrate knowledge of Mendez vs. Westminister by  annotating article and using evidence in writing.
  1. Ticket in the Door: show your paragraph.  Cite (Mendez par. 2).
  2. (8 min) view film on Mendez vs. Westminster http://www.pbslearningmedia.org/resource/osi04.soc.ush.civil.mendez/imendez-v-westminsteri-desegregating-californias-schools/
  3. TDQ's: What were some arguments that were presented in the trial against segregation? What impact did the Mendez vs. Westminster case have on other social issues in California? 
  4. paragraph: Based on his experiences, how did Mr. Mendez's perspective of culture promote a change in the dominant culture? Providence provide evidence from the video. (Choose 1 paragraph to submit for a grade)
HW: Bring PSAT booklet

Due:

Assignment

(W 10/1/14) Obj: SWBAT demonstrate knowledge of Mendez vs. Westminister by  annotating article and using evidence in writing.
  • Beg. of period.  Announcement by College Advisor:  College Information Night – Monday, October 6th at 6pm in the gym.  College Fair – Monday, October 13th at 6:30pm @ Bolsa HS
  1. start Mendez vs. Westminster: Desegregating California Schools (attached)
  2. HOOK: (attached) 3 court cases: Dred Scott vs. Sandford(1857): African Americans enslaved or free could NOT be American citizens; Plessy vs. Ferguson (1896): allowed state sponsored segregation for schools;  Brown vs. Board of Education of Topeka Kansas (1954) separate schools for blacks and whites is unconstitutional.  "separate eduational facilities are inherently unequal"
  3. TDQ's: Describe the school conditions for Mexican students? 
  4. Closure: How has this case unveiled the injustice faced by Mexican and Latin Americans? 1 colored paragraph. You must use at least 1 blended quote.
HW: Revise and uplevel your colored paragraph.

Due:

Assignment

(T 9/30/14) Obj: Apply knowledge of poetic elements by analyzing a poem.
  1. Collect One-Pagers for Rec Reading
  2. movie on section 5: "Writing" for SATs (46:29min)
  3. conference with students about their writing
HW:
  1. PSAT (Writing) section 5: #1-20

Due:

Assignment

(M 9/29/14) Obj: Apply knowledge of poetic elements by analyzing a poem.
  1. Discuss Double Bubble on Internment
  2. colored paragraph (Formative Writing assignment) for Kono's Internment poem
  3. Work on Rec Reading One-Pager
Hw:
  1. Recreational Reading One-Pager due BEFORE October! It's on my main page.  Click on my name and see it on the right side.  

Due:

Assignment

(F 9/26/14) Obj: Apply knowledge of poetic elements by analyzing a poem.
  1. Image anaylsis PPT (attached)
  2. Internment poem (attached worksheet).  Explain TPCATT + how to cite lines of poetry: "-----" (L.4) or "-----/----/----" (LL. 4-6).
  3. Complete up to and including the Double Bubble on the back.  We will do the writing on Monday.
HW:
  1. Section 1, #9-24 (Critical Reading) questions by Monday.  Use the CHART method. 
  2. Recreational Reading One-Pager due BEFORE October! It's on my main page.  Click on my name and see it on the right side.  

Due:

Assignment

(R 9/25/14) Obj: Demonstrate key poetic elements by presenting a commercial.
  1. Commercials (partner notes in 4 columns: item? similes, metaphors, personification)
  2. Project + discuss INTERNMENT image (was not time for this)
HW: Section 1, #9-24 (Critical Reading) questions by Monday.  Use the CHART method.

Due:

Assignment

(W 9/24/14) Obj: SWBAT define key poetic elements by taking notes and creating commercials.
  1. practice reading 30 lines in 1 minute
  2. SAT movie on "Critical Reading" CHART method (23 min-45min.)
  3. give students time to work on commercials
HW: Section 1, #9-24 (Critical Reading) questions by Monday.  Use the CHART method. Commercials are due tomorrow! (Must bring item + use all imagery notes.  costumes? props?)

Due:

Assignment

(T 9/23/14) Obj: SWBAT define key poetic elements by taking notes and creating commercials.
  1. BW: define: personification, metaphor, simile, diction, imagery, figurative language (cornell notes)
  2. Discuss Section 1 PSAT answers
  3. Imagery Hot Seat using projected images: barfing pumpkin, dog poop, rainbow, crowd yelling, snowflake
  4. Groups: sell me a chicken dish at your restaurant using: simile, metaphor, and personification
  5. Plan commercial (30 seconds) pick your partner: use bring item, props
    commericals - must include VIVID IMAGERY, STRONG DICTION, simile, metaphor, and personification
     
    HW: commercials on Thursday- use vivid imagery-sensory language, diction-strong word choices, figurative language (similes, metaphors, personification)

Due:

Assignment

(M 9/22/14) Obj: Prepare for PSAT by taking notes and continuing practice test.
  1. **Notes on film: SAT movie (24:11 minutes) on "Introduction to the SAT": The Brain Power Method" and "Sentence Completions." Stop after quiz @ Critical Reading.  Learn: "PROVE IT" technique.
  2. PSAT review booklet Section 1: Teach strategies: connotation, prefixes, process of elimination.
HW: Section 1 (Sentence Completion)  #1-8 Use the PROVE it method

Due:

Assignment

(F 9/19/14) Obj:
  1. Collect self-selected paragraph from 4 square on Cisneros' TDQ's
  2. Conference with students not meeting the writing standards
  3. Groups: work on Recreational Reading One-pager for "Papa Who Wakes Up Tired in the Dark"
HW:
  1. Rec Reading One-pager due before October
  2. Bring PSAT review booklet on Monday

Due:

Assignment

(R 9/18/14) OBJ: Closely examine reading by incorporating text in discussion + written response.
  1. Collect + grade paragraphs from yesterday.
  2. Draw 4 square on front and #1, 2, 3, 4.  Back side label "Cisneros Writing".  Text Dependent Questions (TDQ's) see bullets below (use new book p.159)  4 min. each question: THINK, WRITE, PAIR/SHARE, MODIFY (in different color)
  3. Paragraph on back (choose any one and turn into a colored paragraph). Work on citing evidence properly.
  • Cite examples of cultural traditions that exist in this vignette?
  • How does repetition contribute to establishing a tone within this vignette? Cite textual evidence. (mini-lesson on tone = author's attitude about a subject).
  • What feeling does the speaker express at the end of this piece? Cite textual evidence. 
  • Describe the speaker using textual evidence.
HW:
  1. Bring PSAT review booklet on Monday
  2. Choose one topic to write about in a colored paragraph with textual evidence cited properly on the back.  TS, EX1+2CM, EX2+2CM, CS

Due:

Assignment

(W 9/17/14) OBJ: Compare and contrast with the vignette's speaker by citing textual evidence in a paragraph.
  1. Discuss 1st reading
  2. 2nd read - double bubble (compare and contrast yourself to the speaker)
  3. Explain what events affect the speaker's identity?
  4. TOD: Compare or contrast yourself to the speaker. Discuss paragraph writing  (T.S. EX1+2CM EX2+CM CM) - incorporate properly cited quotes. ---"-----" (Cisneros).  Sentence frames:

    Compare OR Contrast

    • Both ___ and ___ are similar/different because ____
    • Although ___ and ___ have some similar/different characteristics, they are very ___.
    • The most noticeable/notable similarity/difference ____ is that ___ has ___, whereas ____ has ___.
    • A primary similarity/distinction between ___ and __ can be described as ____.
HW:
  1. print out One pager
  2. Finish paragraph comparing/contrasting you with the speaker.

Due:

Assignment

(T 9/16/14) OBJ:
  1. Finish Identity presentations
  2. Glue "Papa Who Wakes Up Tired in the Dark" to notebook paper. Label: "Questions" on left, "Reactions/Comments" on right
  3. 1st read- annotate (include icons) for anything related to culture/identity.  Be prepared to share with class 
  4. Ticket Out the Door: use frames from precis to summarize the vignette.
Hw: Study the Thinking Tool icons

Due:

Assignment

(M 9/15/14) Obj: SWBAT explain how their identities have been shaped by effectively communicating a two minute presentation that incorporates depth/complexity icons.
  1. RR
  2. Hand out PSAT review booklets
  3. Finish 2 min Identity presentations
HW: Begin preparing for the PSAT test on 10/15/14. Sections 1,3,5 are English.  Sections 2+4 are about math.

Due:

Assignment

(F 9/12/14) Obj: (SPIRIT ASSEMBLY) SWBAT explain how their identities have been shaped by effectively communicating a two minute presentation that incorporates depth/complexity icons.
  1. RR
  2. Set up Portfolios for exchange
  3. 2 min Identity presentations
  4. Explain monthly Rec Reading if time
HW:

Due:

Assignment

(R 9/11/14) Obj: Use DETAILS in texts to describe images on a chart.
  1. RR (10 minutes)
  2. 1st Identity Presentation
  3. Whip Around: share your Theme Statement from yesterday's foldable
  4. Complete the Chart w/ projected images (attached) and use yesterday's PowerPoint
  5. TOD
HW: 2 minute Unique/Creative Identity Presentations

Due:

Assignment

(W 9/10/14) Collaboration Day)  Formulate a theme statement/BIG IDEA by closely reading 8 images.
  1. Recreational Reading (RR)
  2. Show Ferris Bueller's Day Off- Museum Scene http://www.youtube.com/watch?v=ubpRcZNJAnE
  3. Gallery walk (attached)- foldable 4 square w/ center theme statement using: "mistreated, progressed, socially, culturally"
HW:
  1. 2 minute Creative/Unique Identity presentation with icons: due F 9/12/14 (graded: content + presentation skills) Our own identities are shaped by our experiences.  Trace the development of different aspects of your identity using icons as well as your own unique ideas.

Due:

Assignment

(T 9/9/14) Obj: Prepare for annotating by practicing Thinking Tools on Identity Timeline
  1. Library: 1st 20 min. to check out Rec Reading books
  2. Identity Brochure with icons (Brainstorm a list: What has shaped your identity? ex: culture, society, religion, people/family/friends, education, health, literature, illness/health, loss)
HW:
  1. Identity Brochure 2 minute presentation with icons: due F 9/12/14 (graded: content + presentation skills) Our own identities are shaped by our experiences.  Trace the development of different aspects of your identity using icons as well as your own unique ideas.

Due:

Assignment

(M 9/8/14) Obj: (M 9/8/14) 4th pd.- 9th assembly Obj: Prepare for annotating by practicing Thinking Tools
  1. Approve RR book
  2. Check supplies
  3. Recreational Reading (4th period has assembly)
  4. Partner new topic for icons
HW:

Due:

Assignment

(F 9/5/14) Obj: Prepare for annotating by using Thinking Tools in class interviews.
  1. Share posters
  2. Review Thinking Tools by folding paper into 16 squares
  3. Interview class to find people who fit Thinking Tools: write their name + rationale
HW:
  1. Study thinking tool icons
  2. RR book + supplies (you and guardian sign syllabus) due Monday

Due:

Assignment

(R 9/4/14) Obj: SWBAT apply class norms by making posters.
  1. Create Information Card (attached)
  2. Check out Textbooks (p.2@9:40, p4 @ 11:55, p.5 @ 1:25) bring ID!
  3. Create motivational posters(Academic Skills+Positive Mindset= Life Success) Must include quote/author, art/creativity, and their plan for applying their quote as a high school student. I will give you your ggusd.net account login
  4. Share posters
HW:
  1. Bring Recreational Reading book by Monday, 9/8

Due:

Assignment

(W 9/3/14) Obj: Identify course expectations by discussing norms.
  1. Check homework code (5 points)
  2. Students demonstrate homework site using Name cards
  3. Assign students numbers
  4. Go over syllabus + class norms (collecting and passing out papers, bathroom, sharpening pencils, nurse, borrowing supplies, absent work, etc.)
HW:
  1. Bring motivational quotes
  2. Bring poster supplies (markers, colored pencils, if you have them)
  3. Bring Recreational Reading book by Monday, 9/8

Due:

Assignment

(T 9/2/14) Obj:Identify course expectations by discussing norms

  1. Get in alphabetical order (by last name)
  2. Introduce yourself and I'll sign locators
  3. Reinvent yourself: add an adjective to your first name (Dangerous Debbi)Demonstrate homework site (www.santiagohs.org> academics> classes> English> choose this class
  4. Class norms (collecting and passing out papers, bathroom, sharpening pencils, nurse, borrowing supplies, absent work, etc.)
HW:
  1. Get supplies for class
  2. Write down your code and it bring tomorrow. Last name A-D=5424XB2, E-H=2286597F, I-P=Y247PPT, Q-Z=RP654222
  3. Print syllabus for tomorrow (Extra points if it's back to back). Click on my name and it's on the right side.
  4. Bring Recreational Reading book by Monday, 9/8