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Daily Assignments

Friday 4/20

  • Close Reading:  Chapter 12 (handout)

Thursday 4/19

  • In-class writing:  Theme of Courage (20 formal points) 

Wednesday 4/18

  • Circle of Love whole-group discussion of 8-11 

Tuesday 4/17

  • STAR testing
  • Continue group discussion preparation 

Monday 4/16

  • Small group discussion questions for chapters 8-11; prepare your notes to make clear your group's thoughts to the rest of the class. 

Friday 4/13

  • Quiz on chapters 6-7
  • Turn in chapter 5 close reading
  • Read on! 

Thursday 4/12

  • Review Close Reading activity for chapter 3 
  • Complete chapter 5 close reading (handout)

Wednesday 4/11

  • This novel is essentially Scout's personal narrative, just as you constructed in the first nine weeks.  You selected a significant aspect of your life that helped you create your identity, and this is what we are seeing through Scout's relaying of specific events from her childhood between the ages of 6-8.
  • Close reading activity for chapter 3  (handout)

Tuesday 4/10

  • Silent reading in class 

Monday 4/9 

  •  Entrance ticket:  A realistic accounting of what progress has been made
  • READ--silent reading in class 

Thursday 3/29

  • Quiz on chapters 1-3
  • Read through part one over the break! 

Wednesday 3/28

  • Re-do of chapter 1
  • Read on according to the calendar! 

Tuesday 3/27

  • Quiz on chapter 1
  • Discuss elements of chapter 1--the quality and personality of the child narrator, the mood established, the town of Maycomb, the Radleys and the stories about him and the Radley family, Atticus
  • Period 1--Finish presentations, do the Exit ticket for informal points, pick up a copy of the novel and a reading calendar, then read chapters 1-3 for homework

Monday 3/26

  • Themes Intra-Act for To Kill a Mockingbird
  • Pick up your copy of the novel and a reading calendar
  • Read chapter 1 for homework
  • Period 1-- Slide deck presentations today as the class required an amnesty of additional prep time 

Wednesday-Friday 3/21-23

  • Wednesday was a snow day, so we did presentations on Thursday and Friday
  • Complete the Exit Ticket writing to follow up on what you've seen 

Monday-Tuesday 3/19-20

  • Finish preparation for the Women of the 21st century presentations--slide decks of images and your own notes prepared (see assignment sheet for details)

Thursday-Friday 3/15-3/16

  • Review for clarity the situation of Mrs. Mallard and her husband--he's not evil; he just owns her, and the concept itself is stifling.
  • 20th century woman via the poems of Marge Piercy, a small group collaboration:  Discuss each questions as a group, and be sure your responses include the specific examples, explained to show HOW they reveal what you calim they do
  • Part Three of the collaboration will connect to our final exxamination of women in the present era, so the more you list here, the easier the next phase will be. 

Wednesday 3/14

  • Review Abigail Adams and Elizabeth Cady Stanton:  What specific lines from each show what situation women of that time were facing?
  • 19th century Ladies Advice Books (handout):  What expectations are placed upon women of this era?   Mark specific passages to share.
  • Chopin's "The Story of an Hour" pg. 683+---What are Mrs. Mallard's complicated thoughts and emotions regarding her husband's death?  What is the situational irony of her own?

Tuesday 3/13

  • In your text, read pages 157-60; answer 10-11 on page 161 and turn this in for informal points. 

Monday-Tuesday 3/12-13

  • On Google Classroom, find a link to the Google Slides deck; here, do the following:
  •        a. Find an image that you think represents our melting pot;  post this image to an ODD numbered slide, including a link to the original source.
  •        b. Scroll through the other images there and respond to one on the EVEN numbered slide below it; use the same four points for this response as you did previously (a. Describe what is happening in the image (who, what, where); b. What is your reaction to the photo's content?  How well does it fit your mindset and view of the world?  c. What doe sthe photo show about race in America?  How/why?  d. Based upon your readings, how would Douglass and Jacobs react to the photo?  Explain!) 
  • On Google Classroom, read the linked article from U.S. News and World Report which discusses race and education in America; then, complete the exploratory writing by creating a doc in Classroom.  Be sure to click "Turn In" when you are finished. 

Friday 3/9-Monday 3/12

  • Select two Images of the Melting Pot from the folder in class and do the following exploratory writing:  a. Describe what is happening in the image (who, what, where); b. What is your reaction to the photo's content?  How well does it fit your mindset and view of the world?  c. What doe sthe photo show about race in America?  How/why?  d. Based upon your readings, how would Douglass and Jacobs react to the photo?  Explain! 

Thursday 3/8

  • Listen to the four clips of versions of different Spirituals, songs used by slaves for communication and inspiration; they were largely concerned with freedom and salvation (for obvious reasons), were rooted in African rhythms and a mix of white southern religious music, and make use of repetitive refrains for rhythmic and emotional effect.  For each, record notes on the vocals, instrumentation, tempo/key, and lyric emphasis.  Turn these notes in for informal points.
  •  "Go Down, Moses" by Louis Armstrong (page 434 of text)
  • "Swing Low, Sweet Chariot" (page 436), Version 1
  • "Swing Low, Sweet Chariot" Version 2
  • "Swing Low, Sweet Chariot" Version 3

Wednesday 3/7

  • Read "Still I Rise" by Maya Angelou.
  • Watch this video of Serena Williams reading this poem. 
  • What is the effect of hearing Ms. Williams read the text of the poem?  What parts are accentuated?  What parts are downplayed?  Does it make the poem more or less relatable? 

Tuesday 3/6

  • In the textbook, read Sojourner Truth's bio and speech, pages 440-42.  Then, answer question 3 on page 443 in paragraph form to turn in 
Monday 3/5
  • In the textbook, read Harriet Jacobs's narrative, pages 424-30.  Then, answer question 15 in paragraph form to turn in. 
Thursday 3/1 
  • Today and for the next few days, our goal is for all studets to understand better the true nature of slavery in America by examining the work of its survivors 
  • NOTE:  All of the writing done today can be put on the same paper to turn in for points.
  • Read "Slave Narratives' pgs. 411-12; respond in writing to #1 on page 412 in clear, complete sentences.
  • Read "Analyzing Author's Purpose" pg. 413; write out Douglass's narrative thesis (NOTE: You had to do this last semester for your personal narrative about family; it is a statement which makes clear what the author wants to prove (i.e., a particular point) by showing the readers the story of one of his experiences (i.e., a particular event).
  • Read the "Literary Foucs" and "Reading Focus" on page 415.
  • Read Douglass's narrative on pages 416-20.  Write out the following:  Does Douglass accomplish his thesis?  Cite three specific scenes in the narrative which do or do not show this, explaining how each proves what you claim it does.
Wednesday 2/28
  • Today we will start our examination of the Protest side of the American experience, the life for those who were left out of the "all men are created equal" phrase from Jefferson's Declaration of Independence, which was understood at the time to mean "all WHITE, LAND-OWNING MEN are created equal."  If you're not white, not rich, or not male, you're not quite equal.
  • Read excerpts from Jefferson's Children (handout)
  • Exit ticket:  What does this book reveal about this country and its people?  Make your ideas clear by referrign to specifics from what you read.  (Turn this in for informal points.)

Tuesday 2/27

  • ACT testing for all juniors
Monday 2/26
  • Online ACT English test practice for tomorrow's main event; the link to this can be found on my Digital Extensions page--it is the second link down on this page.
  • Test tips: 
  •       Read the whole sentence (not ust the underlined part)
  •       Use the answers to help determine what type of question it really it (wording, punctuation, etc.)
  •       Writing should be consistent and clear (parallel structure, no wordiness, same verb tense, subject/verb agreement)
  •       NO CHANGE applies about 25% of the time, so do not fear to use this if nothing seems wrong! 
Friday 2/23
  • Quizlet Live 
Wednesday-Thursday 2/21-22
  • Finish preparations and begin Word Gallery presentations
  • The class will complete evaluation sheets for each group. 
Tuesday 2/20
  • Small group work for lessons 2 and 4 of the ACT vocabulary:  Word Gallery
  •       Groups must use the five words that they were assigned and create and interactive presentation that will show the class how to use them and SELL the class on the ease of use of each of them so that all can incorporate them into their daily lexicon.
  • Today we prep; tomorrow we speak. 
Wednesday 2/14
  • Quiz for ACT Vocabulary Lesson 4 using your books 
Tuesday 2/13
  • If necessary, partners finish writing which compares the Constitution's preamble to the Bill of Rights (3 specific phrases to 3 specific amendments), explaining HOW the latter shows the former.
  • Complete with your partners the final persuasive technique evaluation, making clear which author made the best use fo specific techniques and HOW this is so.
  • Present your final evaluation to the whole group.
  • For tomorrow, complete the ACT Vocabulary Lesson 4, exercises 1, 2, and 5. 
Monday 2/12
  • Partners finish "From Declaration to Constitution"--make sure you actually DISCUSS the discussion questions, then answer in writing the final bullet point.
  • Read with your partner the Bill of Rights (handout)
  • Determine how well these ten amendments upohld the ideals of the Constitution's preamble.  In writing, match THREE specific phrases of the preamble to three specific amnedments, explaining HOW the latter shows the former.
  • Turn both pieces of writing in for informal points. 
Friday 2/9
  • Finish reviewing sections of the Declaration of Independence
  • With partners, begin working on "From Declaration to Constitution" (handout) which traces the path of ideas from one document to the next:  How well does the governing document of the new nation match the ideals of the one insisting it become a new nation? 
Thursday 2/8
  • Review Paine's argument together
  • Begin reading the Declaration of Independence--there are four sections to this document, as it makes best use of structure as a persuasive element.  There is a preamble (paragraph 1) that makes clear the reason for the document to be written; next is the declaration of rights (paragraph 2) which explains the rationale behind the action being taken; then, there is a long list of grievances against the king--this uses parallel structure (He has...) to mount the injustices, and this is augmented by the ordering of the arguments, which increase in intensity as the document progresses; finally, there is the resolution of independence (last two paragraphs) which make clear their status as a free and independent state, equal to other countries around the globe, but the most critical part of this is the last line which declares their ultimate loyalty to one another as this endeavor can only work if they are unified in the cause. 
Tuesday 2/6
  •  Finish Paine analysis and turn in for points
Monday 2/5
  • Scheduling with the Guidance Office 
Friday 2/2
  • Paine analysis on your own (handout); we will take a bit of time to finish this on Tuesday, so work THOROUGHLY, not quickly! 
Thursday 2/1 
  • Finish pairs work on Henry's argument and turn in your papers
  • Read Thomas Paine's "The Crisis, No. 1" (132-35). 
Wednesday 1/31
  • Work in pairs to examine the specific aspects of Henry's argument (handout)
Tuesday 1/30
  • ACT Vocabulary lesson two round-up (open book quiz)
  • Discuss Patriotism--is this lost in today's world?  What shows it?
  • "Words and ideas CAN change the world."  This is what was said in Dead Poets Society, and people like Patrick Henry, Thomas Paine, and Thomas Jefferson proved it.
  • Discuss the primary persuasive techniques used by these men:
  •       Logical Appeals (appeals to the brain--logos)
  •       Emotional Appeals (appeals to the heart--pathos)
  •       Charged language (words or phrases that would get an immediate reaction from the target audience)
  •       References to God (aligning cause with the values or approval of a given diety)
  •       Rhetorical Questions (ones with an obvious yes or no answer that engage the audience actively in the work)
  •       Structure (the conscious set up of sentences [parallelism], paragraphs, or the entire document to further the overall claim being argued. 
Monday 1/29
  • Period one make-up conferences
  • Complete the in-class writing from last week if you did not bother to do so then
  • Read in the text Political Writing (117-18), "Analyzing Persuasive Techniques" (119), and Patrick Henry's "Speech to the Virginia Convention (122-26). 
Friday 1/26
  • Day two of conferences
  • Complete in class the "What is Patriotism?" Writing (handout)
Thursday 1/25
  • Day one of conferences
  • Read and annotate the Parade article "What Is Patriotism?" (handout)
Monday-Wednesday 1/22-24
  • In-class work on the mid-term review--gathering evidence and preparing remarks for the conference, signing up for a conference time slot on either Thursday or Friday of this week, and writing the formal part one of the assignment on GC. 
  • In your ACT Vocabulary book, complete Lesson Two, exercises 1, 2, and 5.
  • There will be an add-on to your conference for the vocab we've done so far (Lessons 1-3); you will have to pronounce some words and define some as well. 
Friday 1/19
  • Mid-Term Review assignment--Part One is a formal writing on Google Classroom regarding the Traits of Intelligent People writing that was completed during the first week of school; Part Two is a conference with me regarding your mastery and continued progress with specific standards from the 11th Grade Learning Standards sheet that was passed out week one (and used every day since to guide our work.)
Monday-Wednesday 12/18-20
  • Our goal this week is for all students to recognize the use of Transcendental concepts to feed images and ideas in literature and poetry (through the writers we've examined thus far) and in film (Dead Poets Society); this film shows what happens when a group of boys in an exclusive prep school try to put into practice (as Thoreau did) some principles of Transcendental thought.
  •       As you watch, record notes on the provided sheet which contains various direct quotations that we've discussed from Emerson, Thoreau, and Whitman; record specific actions, dialogue, and plot elements that show the various quotes in action. 
Friday 12/15
  • STAR testing
  • If necessary, small groups can finish yesterday's follow-up of Whitman when all members are finished testing.
  • Check out the link to Quizlet on Google Classroom; you can also access it here
  • For Thursday of next week, complete ACT Vocabulary Lesson One, exercises 1, 2, 3, and 6.
Wednesday 12/13
  • Finish small group presentations
  • In your same small groups, complete the Whitman follow-up for two additional poems in the text, connecting these to the previous readings of Emerson and Thoreau (handout).
Tuesday 12/12
  • Whitman Small-Group Analysis
  •       In your groups--read your selection aloud and verbally discuss its content to be sure that ALL in the group understand equally.  Then, record your notes on the specific topic that you've been assigned--specific examples and clear explanations--and decide your roles during your presentation.
  • Begin presentations; turn in notes at class's end. 
Monday 12/11
  • Review together the quote sheet from Walden; add in as we go any information that you were unsure of or incorrect about initially.
  • Read together excepts of poems by Walt Whitman, our last major Transcendental thinker, on pages 513-526
  • Exit ticket:  List two specific quotes from Whitman that show how he uses the idea of Unity (that notion that there is a connection between human beings, between man and nature, or among all forms of being) and two that show how he celebrates Individualism (an endorsement of each person's worth in its own right).  For each of the four quotes, explain how it shows the concept you've assigned to it.
Friday 12/8
  • In the ACT Vocabulary book, review lesson 3, exercises 5 and 6.
  • I have study sets on Quizlet; the link to join the class is here.  
Thursday 12/7
  • Complete the quote sheet for Walden for informal points.   For each question, be sure to discuss a) the context of the line--the general topic of discussion at that point in Thoreau's text, and b) the meaning of the line within that context.
Wednesday 12/6
  • Walden Pond picture tour
  • Review yesterday's information--live live simply to make the most of it, technology overtakes us, and Brutal Neighbors like the Black Knight 
  • Read Throeau's Walden, part 2 (259-62) 
Tuesday 12/5
  • This week, our goal will essentially be this:  For each of us to evaluate how Thoreau lived Transcendental philosophy, bringing theory into practice (simplicity, solitude, non-conformity). 
  • Read Thoreau and part 1 of Walden, pages 252-59 (Stop at E)
  • Period 4 Extra Credit Opportunity:  Live for a day without your Magical Little Box (your ubiquitous phone), write down your experiences, and talk to us about it. 
Monday 12/4
  • Work on ACT Vocabulary exercises 
Friday 12/1
  • Review ACT Vocabulary Lesson 3, Exercises 1-3
  • Complete Exercise 5 (just the thesis and organizational plan) and Exercise 6 for next Friday 
Thursday 11/30
  • Review some of Nature by sharing some of the quotes you gathered during your homework; then, turn these papers in for some informal points.
  • Read together Emerson's Self-Reliance (245-47)
  • Complete on your own paper the same exercise as yesterday, finding THREE specific quotes to connect to specific aspects of Transcendentalism and explaining HOW the quote shows these aspects. 
Wednesday 11/29
  • Read together the excerpt from Emerson's Nature, pages 240-42.
  • Complete the quote sheet, finding specific parts of Emerson's text which applies to the philosophy of Transcendentalism; complete this for tomorrow.
Tuesday 11/28
  • Using similar goals to last week (to evaluate how an author uses specific words and phrases to recreate an experience and to connect works of various cultures that reflect a common theme), review together your answers from "A Vision Beyond Time and Place" 
  • Review handout of notes for the philosophy of Transcendentalism, which will guide our discussion of the next few foundational authors
  • If we've extra time, complete the ACT vocab assignment from last week if necessary (Lesson 3, exercises 1-3) 
Wednesday 11/22
  • Volleyball Tournament lunacy! 
Tuesday 11/21
  • Catch-up day--finish yesterday's questions or finish recording your question from Friday 11/17
  • ACT Vocabulary books handed out--THESE BELONG TO YOU; thus, they are your responsibility!  Complete Lesson 3, exercise 1-3 for Tuesday after Thanksgiving break.
Monday 11/20
  • Our objectives for today are to examine how an author uses specific language to recreate an experience (along the lines of our "Show, Don't Tell" activities) and to debate how different cultures relate to the natural world
  • First, read "A  Vision Beyond Time and Place" (handout); then, complete the question analysis of it and turn this in for informal points
Friday 11/17
  • Our objectives are two-fold:  To examine how a culture uses aspects of nature to explain the creation of its people and their world and tu use evidence from its mythology to infer the values of a culture 
  • Go to Google Classroom.  Read the two short articles under Man and Nature PART ONE.  Then, click on the Recap link to record your answer to the question posed; use the Join Code that is on the GC link.
  • Complete the following questions (on paper) as a follow-up, an exit ticket to turn in:  

    How did you depict Nature as a force of creation in your Padlet?  Did the myths show something similar or different?  Explain.

    What do you think is the most unusual detail in the myths that you have read?

Thursday 11/16

1. Read pages 15-16; answer question #2 as part of a journal entry which explores the ideas present here.

2. Read “Literary Focus,” page 19.

3. Read one myth, either “The Sky Tree” (20), “Coyote Finishes His Work” (22-23), or “The Blackfeet Genesis” (24-26).

4. Exit Ticket:  Answer these questions on your own paper and turn in:

a. What natural objects/animals are important in this myth?  Why would these be used?  What about the characteristics of each animal would make them ideal choices for the ways they are used in the course of the myth’s tale?

b. Extrapolate the action:  Based on the actions, conflicts, and outcome of the myth’s story, what values do people in the tribe share?  What/who is important to them?  How can you tell?
Wednesday 11/15
  • Small groups present their Padlets, a way to introduce their concepts and page features
  • Explore Padlets of other groups and complete the exit ticket which surveys what you've found
  •  Bring your textbook tomorrow--we will start with Creation.
Monday-Tuesday 11/13-14
  • Man and Nature:  Levels of Involvement (small group work on Padlet to curate examples of the four ways American writers have shown man and nature to interact (creation, inspiration, brotherhood, adversary)  See the "About" tab on Google Classroom for links. 
Friday 11/10
Thursday  11/9
  • Final day of draft evaluation:  Surface Error Day 
Wednesday 11/8
  •  Peer Review of narratives continues
Monday 11/6
  •  Look together at the Peer Review Guide (on Google Classroom), and apply to part of a sample essay.
  • Share your draft with a trusted comrade in class; read the essay shared with you and proceed to offer precise commentary according to the guide.  Take your time!  Both you and the paper's author will benefit from this exercise!
Monday-Wednesday 10/29-11/1
  • Narrative Thesis papers returned with commentary; ask any questions you might have! 
  • Narrative Drafting in class--Keep in mind the writing techniques that we've practiced; ALL should appear in your narrative, which will end up as 3-5 pages typed.  Follow MLA guidelines for setting up the document
  • Type your document in Google Classroom--Click on the assignment name, then Create, then Doc. to open your page.  DO NOT TURN IN THE DRAFT.  I can see your writing as it happens.  Only officially click the blue Turn In button for your final copy. 
Thursday-Friday 10/26-27
  •  Dialogue Writing Practice:  In Google Classroom, open the link to the Flipgrid page and record a conversation with your partner in which you debate the question asked.  Then, go back to GC and click Open--Create--Doc to transcribe the conversation, making sure to do the following:  observe proper format and punctuation (using the handout of Dialogue Guidelines), include visual and auditory cues to SHOW the conversation more vividly to your reader, and use varied and interesting word choice to enhance the quality of your written product.
Wednesday 10/25
  • Writing Technique 3:  Characterizing Detail (handout)  
Tuesday 10/24
  • Sensory detail practice, day 2 (handout) 
Monday 10/23
  • Writing technique 2:  Sensory Detail
  • See classroom for shared Google doc
Friday 10/20
  • Show, Don't Tell practice, day 2 via a shared Google doc (see Google Classroom for the link)
Thursday 10/19
  • Finish comma exercise review, if necessary.
  • Formal Narrative Writing assignment handed out and reviewed together.  Our calendar for this writing will be as follows:
  •       Thesis due 10/26
  •       Draft due 11/1
  •       Early turn in (for a 5% bonus) 11/8
  •       Regular turn in 11/9
  •       Late turn in (-10%) 11/10
  •       Overdue (-50%) 11/11 or after
  • Practice writing technique:  Show, Don't Tell (handout)
Wednesday 10/18
  • Review comma exercises [Period 4 will also receive "Commas with Coordinating Conjunctions" to do for homework.]
Tuesday 10/17
  • Period 1:  Finish our final two presentations
  • Period 4:  Review practice exercises 2 and 3, as well as yesterday's "Commas with Coordinating Conjunctions"; HMWK:  complete "Commas vs. Semicolons in Compound Sentences" and Exercise 4 (putting rule reference in the margin just as you did for exercises 2 and 3.)
Monday 10/16
  • Complete the practice exercise "Commas With Coordinating Conjunctions" (handout) 
Thursday 10/12
  • Presentations continue 
Wednesday 10/11
  • Comma Rules (handout) distributed--this is part of our effort to increase your ACT English score from the result that you obtained during our first week of class. 
  • Complete practice excercises 2 and 3 (handouts); in the margin next to each question, be sure to list the number of the comma rules applied to justify why the commas you've added need to be there.   Why?  This will allow you to develop a rational approach to the use of punctuation; knowing the reasons why commas belong in sentences will allow you to repeat correct results in every situation, including a test like the ACT.  *We will review these on Monday, so be sure you've got them with you!
Monday-Tuesday 10/9-10
  • Synthesis Assessment presentations
  • Anonymous peer evaluations will be conducted for each group; however, you will get one bonus point for each legitimate, content question that you ask, so be engaged!
Tuesday 10/3-Friday 10/6
  • Synthesis Assessment preparation in small groups--this 50-point formal assessment will be the composition and presentation of a concept map which integrates characters, conflicts, outcomes, and themes from each of the works that we have studied to this point.
  • Group presentations will begin Monday; we will go in order of the group numbers.
Monday 10/2
  • Finish and discuss Ordinary People
  • Notes collected for informal points based upon majority vote
  • Optional Extension Activity:  "Mother Tongue"  [See the folder on the back table for details; due on 10/9.]
Wednesday 9/27-Friday 9/29
  • View a fractured family that encompasses most of what we've seen previously:  The Jarretts of Ordinary People.  Keep notes as you watch on the provided handout of character personalities--which affect one's responses to conflict and how one communicates--all of which influence the quality of the family dynamic 
Tuesday 9/26
  • Fractured Families:  "My Papa's Waltz" (handout)--we will use this poem as an exercise in literal vs. figurative interpretation and the importance of explaining your evidence.  Read the poem and complete the exercise as described on the handout for 10 formal points.
Monday 9/25
  • If you did not see the end of "Nurture,"  here is what you missed:  Wendy deliberately committed perjury, claiming that she willfully ran away to Arnette Fenady, not that Ms. Fenady kidnapped her. Later, she tells the District Attorney that at least Ms. Fenady had never hurt her as Brian had and suggests that they think Fenady crazy because she wants to adopt her. The District Attorney gently tells her, “No, she’d have to be crazy to think you’re not Wendy, that you’re somebody else.” In the end, Ms. Fenady is found not guilty and applies for custody of Wendy. That is where the episode ends.

  • Read "Little Things" (handout) and discuss the following:
    • What is the purpose of the first paragraph? How is this exemplified?

    (Mood setting; can be proven by specific word choice, like “dirty water,” “slush,” “dark” used twice. Weather “turning” is never a good thing…)

    • Do you like Carver’s writing style? How would you characterize this? Does this make the story more or less powerful? Why so?

    (Abbreviated sentences, spare phrasing, unsentimental word choice—he writes a very passionate, emotionally heightened scene as if it were a traffic report. Personally, I think it makes it more insidious, as the less we’re given as an audience, the more it leaves beneath the surface, that it is far worse when our imaginations are given free reign to fill in the blanks. Also, it reminds me of a victim of violent assault—they always recount the incident in a very detached way, which is our psyche’s self-preservation technique to prevent us from being sucked under by despair.)

    • What is the effect of the relative lack of punctuation (i.e., no quotation marks)? What impact does this have on the reading of it?

    (My take is that it makes for a more in-your-face kind of reading; it is less formal, more connected, more ready to careen out of control just like the action it depicts. Also, it could reflect the lack of boundaries that the two adults in the story seem to have.)

    • Interpret the ending: what happens? How is the conflict resolved? What makes you think so?

    (The last line is brief and secco—“In this manner, the issue was decided.” It is even in passive voice. This makes it seem like the result is particularly terrible. Is the baby injured permanently? Which parent “succeeds”? Any interpretations here can work, I think.)

Friday 9/22
  • Continue our look at fractured families with Law and Order's "Nurture" 
  • Post Blog Entry 4:  Who should be given custody of Wendy?  Why?  Should she return to the foster care system for new placement?  Why/why not?  [Note:  This assignment can be found on my blog:
Thursday 9/21
  • Finish pairs analysis [Remember, static characters remain the same throughout the course of the story; dynamic characters undergo a fundamental personality change in response to the conflicts they encounter.]  NOTE:  A character is NOT dynamic if he seems to be one thing at the beginning of the story but is revealed to be another person entirely at the end; just because the reality was concealed, it doesn't mean that it wasn't always there! 
  • Bonus Question:  If your pair finishes early, you may answer #12 on page 1222 for extra points; make sure, as always, to explain your reasoning with specific details.
Wednesday 9/20
  • Small groups report findings on Soto
  • Reading quiz (5 pts) for "Teenage Wasteland"
  • Begin pairs analysis of character change in "Teenage Wasteland" 
Tuesday 9/19
  • Small groups investigate a single "Engaging the Text" question from Soto
  • Select a textbook from the shelf; record your number on the class roster.
  • Read "Teenage Wasteland" pgs. 1216-1222 for tomorrow.  FOCUS:  Character personalitites and progress (or lack of it) throughout the story. 
Monday 9/18
  • Read Gary Soto's "Looking for Work" (handout).  As you read, consider the following focusing questions:  a. How does Soto see his family vs. the media ideal; b. What effect does this have on him, then and now?
  • As you read (or once you are done), annotate on the text the following information:  the details of his real llife, the personality of Soto and his family members (including his best friend, Little John), and the reflective voice of the author.
  • Exit ticket:  Hhow do you think Soto's family compares to the Cleavers and the Huxtables?  Explain your thoughts with specific details. [Turn this in for informal points!]
Friday 9/15
  • Ideal American Families:  Comparison Essay--This is on Google Classroom; it's due date is 17 September 2017.  Open up the prompt/writing guidelines first; then, return to the GC page, click on the assignment name and Create to begin. 
Thursday 9/14
  • Finish small-group collaboration--this will feed the in-class writing (which we will now do on Friday) so be as thorough and specific as you can.
  • Finish Blog Entry 3 if you did not do it for homework
Wednesday 9/13
  • Small-Group Collaboration:  Convergence in Depictions of the Ideal American Family--you and your group members will complete the provided handout by deciding areas in which the Cleavers and the Huxtables converge, based upon relevant items of interpretation (i.e., parenting techniques, values held, behavioral norms, power structure, family dynamic, etc.)  Then, brainstorm specifics witnessed in each episode that prove the worth of the convergent aspects.
  • HMWK:  Blog Entry 3  [Find the assignment detailed on my blog page.]
Tuesday 9/12
  • Examine Ideal Family #2:  The Huxtables (from The Cosby Show)--parents are Cliff and Clair Huxtable; the older children are Sondra, Denise, Theo, and Vanessa  [NOTE:  We viewed "Denise's Friend" (season 2, episode 10); if you were not here, you can either view this on Netflix or Hulu.  If you have neither platform, you can come in during a study hall to watch it in A5; it will take approximately 25 minutes.]
  •  While you watch, consider these ideas--Character personalities, family dynamic, power structure, and parenting techniques.
  • Formal Writing (10 pts.):  What makes Cliff and Clair Huxtable good parents?  Cite at least three specific words or actions from the episode which will support your claim, explaining HOW each proves it.
Monday 9/11
  • Follow the projected instructions to follow the blogs of me and the rest of the class; this basically involves logging into Blogger and adding to your Reading List by copying and pasting addresses from the "English 11 Blog Addresses" doc.  [NOTE:  If you were not here, you can view the instructions at the following link: Blogger Instructions for Set-up and Following
  • If necessary, finish your own writing--you should have two blog entries at this point.
  • If you haven't yet, read and comment on two different Entry 1 blogs.
  • Read and comment on two different Entry 2 blogs.
Friday 9/8
  • Entrance ticket:  Tell me which two blogs you commented on and one interesting thing you read in any of them.
  • Discuss the stereotypical pillars of what makes an ideal family, ideas which have been habitually reinforced by the media we consume.
  • View one such influential example:  Leave It to Beaver.  [NOTE:  If you were absent today, you can view the episode via a YouTube link that can be found in Google Classroom under the "About" tab.]
  • Go onto Blogger and view Blog Assignment 2 on my blog page (Blog Guidelines and Assignments)
  • Go to your blog and write an entry for assignment 2.
  • Go to the pages of some of your classmates; comment on two others.
Thursday 9/7
  • Set up your writer's notebook as a blog on
  • Copy and paste your blog's web address (URL) into the document I've shared with you entitled "English 11 Blog Addresses"--this can be found in your Google Drive under the "Shared with Me" tab.
  • Go to my blog:   Read the first post (Blog Guidelines) which clarifies our goals for this blog, how you should approach each prompt, and how to properly comment on each other's blogs.
  • Go to the second of my blog entries (Blog Assignment 1) to read the prompt questions
  • Return to your own blog and make your first posting for Blog Assignment 1
  • Use the shared doc of addresses to visit and read through your classmates' blogs; choose at least TWO to write appropriate comments in response.
Wednesday 9/6
  • ACT Writing Diagnostic on GC; this essay is just for diagnostic purposes, so I will only give informal points for its completion.  We will use it to practice editing skills and to chart progress throughout the year.
Tuesday 9/5
  • STAR testing
  • ACT English practice test evaluation and goal setting 
Friday 9/1
  • Scavenger Hunt for strange information and sweet rewards...
  • Remember to turn in your biopoem today on GC 
  • The Self-Inventory is overdue, so if you have not turned that in, please do so!
Thursday 8/31
  • Write out five true, specific details about you that are not obvious to the eye
  • Self-Inventory writing on Google Classroom [Codes to join:  1st period=mwy720; 4th period=mq72y4]   Turn this in electronically before class is over or sometime today if you require more typing time.  **Note:  If you need to finish and don't have the Traits of Intelligent people sheet with you, it is offered in PDF form under the "About" tab in GC.
  • Type and turn in your biopoem on classroom for tomorrow.
Wedensday 8/30
  • Turn in completed parent info forms
  • ACT English test diagnostic--since the state now uses this as your 11th grade assessment, it makes sense to determine at what level your skills are with this test.
  • Remember your biopoem is due on Friday, so finish drafting that on the provided sheet. 
Tuesday 8/29
  • Course guide and syllabus distributed
  • Parent information--Remember to return the completed forms ASAP; when you do, you will receive extra points!
  • Biopoem drafting (handout)--due by Friday 9/1

Field Local Schools | 2900 Door #5, State Route 43 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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Field Local Schools | 2900 St Rt 43, Door #5 | Mogadore, OH 44260 | Phone: 330.673.2659 | Fax: 330.673.0270
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