Vocabulary Lists and Review:
Vocabulary Sheet
VOCABULARY: FAST FOOD NATION
Warm-up: FFN Vocabulary
Warm-up: FFN Vocabulary #2
VOCABULARY: PERSUASION UNIT HANDOUT
VOCABULARY: PERSUASION UNIT DEFINITIONS
Persuasive Writing Unit:
"So That Nobody Has to Go to School if They Don't Want to" by Roger Sipher
Warm-up: Brainstorming pros and cons of abolishing compulsory school attendance
laws
Brainstorming handout: Generating reasons and counterarguments for one issue
Sample persuasive letter
Fast Food Nation and Chew On This Unit:
FFN Image Analysis Handout
Levels of Questions PowerPoint and Guided Notes
General Course Information:
COURSE SYLLABUS
FIRST DAY STUDENT INFORMATION FORM
CLASSROOM RULES AND PROCEDURES
Grammar Practice and Instruction:
Subject/Verb Agreement Warm-up #1
Subject/Verb Agreement Warm-up #2
Subject/Verb Agreement Warm-up #3
Independent Reading:
Summer Free Choice Book assignment
Summer Free Choice Book assignment samples: Pust and Kennedy
TPS-FAST ANALYSIS FOR POETRY
T- Title (consider literal and metaphoric meanings)
P - Paraphrase (go through and summarize each stanza in your own words)
S - Speaker (consider the narrator or persona of the poem--is he/she an observer or a participant? How "emotionally close" is the speaker? Is he/she experiencing this event right now, or reflecting back on it later?)
F - Figurative Language (look for at least three patterns - similes, metaphors, repetition, sound devices, rhyme, opposites, or particular patterns of words)
A - Attitude (what is the speaker's attitude toward the subject of the poem? In short, what is the tone?)
S - Shift (where does the poem change? why might this turning point be significant?)
T - Theme (a complete statement that expresses the meaning of the poem and highlights two techniques the poet uses to express that meaning...e.g., In the poem "__title______," [the poet] uses ___device #1______ and _device #2_______ to suggest that __poem's meaning__________.
P - Paraphrase (go through and summarize each stanza in your own words)
S - Speaker (consider the narrator or persona of the poem--is he/she an observer or a participant? How "emotionally close" is the speaker? Is he/she experiencing this event right now, or reflecting back on it later?)
F - Figurative Language (look for at least three patterns - similes, metaphors, repetition, sound devices, rhyme, opposites, or particular patterns of words)
A - Attitude (what is the speaker's attitude toward the subject of the poem? In short, what is the tone?)
S - Shift (where does the poem change? why might this turning point be significant?)
T - Theme (a complete statement that expresses the meaning of the poem and highlights two techniques the poet uses to express that meaning...e.g., In the poem "__title______," [the poet] uses ___device #1______ and _device #2_______ to suggest that __poem's meaning__________.
NEED HELP WITH YOUR RESEARCH PAPER?
Link to Wikispaces (Samohi Library) to access databases for this project and all handouts
KnightCite Online Bibliography Generator
ProQuest
OWL at Purdue's MLA Formatting and Style Guide
HANDOUTS FOR RESEARCH PAPERS:
Science, Medicine & Technology Researched Argument Paper Suggested Topics
Science, Medicine & Technology Researched Argument Paper Source Packet Grading Cover Sheet
Science, Medicine & Technology Researched Argument Paper Guidelines
Science, Medicine & Technology Researched Argument Paper Experience Source Guidelines
KnightCite Online Bibliography Generator
ProQuest
OWL at Purdue's MLA Formatting and Style Guide
HANDOUTS FOR RESEARCH PAPERS:
Science, Medicine & Technology Researched Argument Paper Suggested Topics
Science, Medicine & Technology Researched Argument Paper Source Packet Grading Cover Sheet
Science, Medicine & Technology Researched Argument Paper Guidelines
Science, Medicine & Technology Researched Argument Paper Experience Source Guidelines
THANK YOU!
Just wanted to publicly thank everyone for your condolences and warm encouragement these past few weeks. I miss my godson Ezra very much, and appreciate your patience while I mourn and slowly get back into school.
If you'd like to learn more about Ezra's short but extraordinary life, you can follow the stories written about him in the Orange County Register. Here is the link to the tribute that his father, Micah, wrote:
http://gaming.freedomblogging.com/2008/10/24/a-fathers-tribute-to-ezra-the-world-of-warcraft-fan-with-brain-cancer/856/
Beneath the story is the web archive of all of Ezra's stories, including a link to the foundation that is helping the family defray medical and funeral expenses.
Again, thank you so much to everyone for your understanding as I have been absent (and woefully behind on grading). I appreciate your love, patience, and support.
Love, pust
If you'd like to learn more about Ezra's short but extraordinary life, you can follow the stories written about him in the Orange County Register. Here is the link to the tribute that his father, Micah, wrote:
http://gaming.freedomblogging.com/2008/10/24/a-fathers-tribute-to-ezra-the-world-of-warcraft-fan-with-brain-cancer/856/
Beneath the story is the web archive of all of Ezra's stories, including a link to the foundation that is helping the family defray medical and funeral expenses.
Again, thank you so much to everyone for your understanding as I have been absent (and woefully behind on grading). I appreciate your love, patience, and support.
Love, pust
WISH LIST!
If you are able to donate any of the following to our classroom, we would greatly appreciate it...
Tennis balls (pre-cut if possible for easy slipping-on to desk feet!)
Kleenex
Classroom supplies: loose leaf paper, highlighters, post-it notes, blue/black ink pens, 3x5 index cards, etc.
Good books for the classroom library, especially new nonfiction!
A fan (it gets really hot in here!)
Band-aids
Tennis balls (pre-cut if possible for easy slipping-on to desk feet!)
Kleenex
Classroom supplies: loose leaf paper, highlighters, post-it notes, blue/black ink pens, 3x5 index cards, etc.
Good books for the classroom library, especially new nonfiction!
A fan (it gets really hot in here!)
Band-aids
CONTACT INFORMATION
COURSE SYLLABUS
REQUIRED TEXTS: FIRST SEMESTER
Enrique's Journey by Sonia Nazario
The Chosen by Chaim Potok
Black Boy by Richard Wright
Frankenstein by Mary Shelley
The Catcher in the Rye by J.D. Salinger
The Chosen by Chaim Potok
Black Boy by Richard Wright
Frankenstein by Mary Shelley
The Catcher in the Rye by J.D. Salinger
INDEPENDENT READING LISTS
About Me
- Jennifer Pust
- I have taught various grade levels of English for the past sixteen years, and spent five of those years teaching in San Diego. Currently I'm teaching 12th grade AP English: Literature and Composition, and 11th grade AP English: Language and Composition at Santa Monica High School.