AGENDA 12/16

Sample Introductions for Researched Argument Paper: anecdote, statistic, or shocking statements and guidelines for thesis statements

Thesis statements should acknowledge complexity by including the following:
a "contrasting" transition to help raise the counterargument (while, although, etc.)
a "flipping" transition to signal a change to your position (ultimately, however, but, rather, despite the fact that, etc.)
an "affirming" transition (optional) to highlight your thesis (therefore, consequently, as a result, etc.)

HW: Finish reading Frankenstein. We'll discuss it, group-quiz style, beginning tomorrow and finishing on Thursday. Write EITHER a body paragraph or an introduction for your research paper that I can examine tomorrow.

AGENDA 12/15

Lesson: Writing Body Paragraphs for Research Papers

Handout: Practicing Claims & Integrating Quotations

Remember, all body paragraphs must begin with claims (opinion statements or reasons). Then transition to evidence, by introducing all quotations and paraphrase with meaningful half-sentences and argument verbs. After the quoted material, cite your source, then spend a few sentences explaining and interpreting what your source means, and how it connects to your overall argument.

HW: Finish reading Frankenstein for Wednesday. We'll discuss it, group-quiz style, beginning Wednesday and finishing on Thursday. Write EITHER a body paragraph or an introduction for your research paper that I can examine on Wednesday.

AGENDA 12/5

Computer Lab--work to amass sources & enter bibliography information.

Handout: Guidelines for Experience Source (interview, podcast, film or TV or radio program)

HW: Bring 12 sources (or however many you have) on Monday for a "work day" as we annotate the packets. Packet of 12 sources due Tuesday. Read chapters 11-15 of Frankenstein for Tuesday--but know that we probably won't discuss them until Wednesday because we need to finish our Chapter 10 scenes in class on Tuesday. Working Bibliography of 12 sources due Friday.

AGENDA 12/4

Library trip - try to find your tangible PRINT source today (one source photocopied from a book, magazine, or newspaper...or actually clipped out of a newspaper or magazine...). This source MAY NOT be printed from an electronic database or anywhere on the web. :)

HW: Keep amassing your 12 sources & entering your bibliography info. Computer lab tomorrow!

AGENDA 12/3

Since a number of you were a little "grumbly-boots" regarding discussing Frankenstein today, I decided to spice things up a bit--that'll teach you to complain! :)

Act out scenes from Chapter 10 of Frankenstein--the confrontation between Victor Frankenstein and his Creature:
Choose either the Short Scene or Long Scene to perform for us with a partner. Make it melodramatic--Gothic novels include plenty of "Life or Death" moments, so do your best to make it exaggerated and over-the-top with emotion!

HW: Read chapters 11-15 of Frankenstein for NEXT TUESDAY.

AGENDA 12/1

Introduce Science, Medicine, or Technology Issues Researched Argument Paper Topics.

Computer Lab - begin amassing 12 sources for your Science, Medicine, or Technology Issues Researched Argument Paper. See Guidelines for the paper here.

Handout: Source Packet Grading Cover Sheet
12 sources must include six "special" sources:
2 published in 2008
1 from a non-commercial website (.org, .gov, .edu, etc.)
1 "experience" (a personal interview you conduct, a podcast or radio program you listen to, or a film or video or TV program you watch--see Guidelines for Experience Sources here)
1 "print" source (a photocopy or clipping from a newspaper, magazine, or book--NOT from the web, but from an actual musty book, magazine, or newspaper!)
1 chart, map, graph, table, editorial cartoon, photograph, painting, or other image related to your topic

All 12 sources will need to be annotated 5 or more times - you can write comments, questions, opinions, reactions, connections, reflections, relations between/among sources, identify possible quotations to use in your paper, and more. For the graph/chart/map, make sure your annotations help explain and interpret the information--what does it mean, suggest, or imply? For a photograph, cartoon, painting, or other "image," use some of your OPTIC techniques to comment on it. The experience source will not be annotated--follow the Guidelines to write your notes and/or reflection.

AGENDA 11/24

Prepare for Frankenstein seminar tomorrow. Submit your potential research paper topic.

HW: Finish Frankenstein seminar preparation if not finished in class and read chapter 9 and be prepared to discuss.

AGENDA 11/21

Introduce researched argument paper & topics

Discuss chapter 6 of Frankenstein in small groups:
Who is Justine? What problems has she faced?
Who is William? How is he described?
Why is Victor tormented by the praise lavished on him by Professors Krempe & Waldman?
How does Henry Clerval differ from Victor?
How is Victor’s reaction to the “birth” of his creature similar to/different from the usual relationships between parents & children?

AGENDA 11/17

Quickwrite: What is Victor's family like? Describe his attitude toward his parents and their parenting style: what responsibilities do Victor's parents think they have toward their children? Is it better for parents to be strict and authoritative, or more friendly and permissive, to their children? What kind of parent would you want to be: strict, easygoing, protective, involved, etc.? Explain and discuss the advantages/disadvantages

Discuss Letter 4 and Chapters 1 & 2 in small groups and report out

As a whole class, begin discussing Elizabeth Lavenza as "the ideal woman": what traits does the "ideal woman" have in this time period? What is she like?

Introduce concept of character foils

HW: Read chapters 3 & 4. Pay particular attention to the two professors, Krempe and Waldman: what is each character like? How do these two professors differ in personality and in Victor's regard? How are the characters of Henry Clerval and Elizabeth similar to/different from Victor, and what might these differences suggest or imply?

AGENDA 11/14

Vocabulary bingo

HW: Study for vocabulary quiz: next Wednesday over Frankenstein words (yes, all 27 of them!). Read Letter 4 and Chapters 1 & 2 of Frankenstein to discuss Monday.

AGENDA 11/13

Independent reading groups--complete Part I individually, then meet with your book group to complete Part II and submit reflections

If finished, begin reading Letters 1-3 of Frankenstein.

HW: Read Letters 1-3 of Frankenstein and be prepared to discuss.

AGENDA 11/12

Film clip: opening scene of Mary Shelley's Frankenstein starring Kenneth Branagh and Robert DeNiro

AGENDA 11/11

HOLIDAY - NO SCHOOL

Thank you to our veterans and troops for securing and protecting the freedoms we all too often take for granted.

AGENDA 11/10

Understanding allusions in Frankenstein: Genesis

AGENDA 11/7

Invisible Children assembly

AGENDA 11/6

Rime of the Ancient Mariner, continued

HW: Finish independent reading book and study vocabulary. Invisible Children assembly tomorrow.

AGENDA 11/5

Vocabulary warmup: Frankenstein
Introduce elements of Romanticism
Begin reading aloud The Rime of the Ancient Mariner

HW: Finish indie reading book by next Thursday, 11/13. Make flashcards and study vocabulary. Be a big nerd and call out "There was a ship!" in the middle of something important, just like the Mariner did to interrupt the Wedding-Guest. :-)

AGENDA 11/4

HAPPY ELECTION DAY!
Introduce vocabulary: Frankenstein
Read "The Myth of Prometheus"

AGENDA 10/30

Read and discuss "Morty Scenario"
Read and discuss "Screening for Abnormal Embryos"

AGENDA 10/29

Vocabulary Quiz

AGENDA 10/28

Style Revision:

Sentence length- count the number of words in each sentence in one of your body paragraphs. Ensure that you have at least ONE short (7 to 11 words) or telegraphic sentence (1-6 words), several medium sentences (12 to 23 words) and ONE long sentence in that body paragraph. Revise as needed.

Punctuation- somewhere in your essay, use a colon (:), semicolon (;) or em dash (--). You're encouraged to try them all, but only one special punctuation mark is required.

Formatting: Remember to put headers in the upper right corner (Lastname 1) and your first page should have the following information on the upper left-hand corner:
First Lastname
Mrs. Jennifer Pust
English 10HP
30 October 2008
...like we discussed in class.

Also, come up with a Creative Title: Literal and Descriptive Subtitle in Richard Wright's Black Boy

...and make sure you have 1" margins and that the ENTIRE paper is double-spaced. Email me if you have questions.

HW: Study for vocabulary quiz tomorrow! Final draft of theme paper due Thursday.

A TRIBUTE TO EZRA

The Orange County Register has done a followup story, including a tribute to Ezra written by his father, Micah. Check it out here:

http://gaming.freedomblogging.com/2008/10/24/a-fathers-tribute-to-ezra-the-world-of-warcraft-fan-with-brain-cancer/856/

Again, thanks so much to all of you for your support, love, patience, and kindness during these difficult times. I am honored to be your teacher, and I appreciate the many ways that you are consoling me this week--working with you all is a joy and a comfort.

Love,
pust

AGENDA 10/24

Vocabulary warmup: Black Boy vocabulary unit 2
Tips and samples for Black Boy theme essays. Bring a complete rough draft to class on Monday for revision activities.

HW: Study for vocabulary quiz, which will be next Wednesday. Complete your draft of the essay--introduction, body paragraphs, and conclusion. Continue reading independent reading book (you should be at or beyond page 150 by today!).

Vocabulary List: Black Boy, Unit 2
Vocabulary List: Black Boy, Unit 1

AGENDA 10/23

Seminar - "Cheating"
Collect intro & body paragraphs to review

HW: Read indie reading book - be at page 150 or beyond by Friday. Study vocabulary from Unit 2 of Black Boy.

AGENDA 10/22

Read articles on "Cheating" in preparation for seminar tomorrow - analyze causes, effects, solutions, and implications.

HW: Read indie reading book - be at page 150 or beyond by Friday. Finish reading Chapters 12-14 of Black Boy if you haven't already. Begin drafting an introduction and one body paragraph of your theme essay--you may use one of the themes your group came up with, or any other group's theme, or another theme not mentioned by any group.

AGENDA 10/21

Present group theme posters

HW: Read indie reading book - be at page 150 or beyond by Friday. Finish reading Chapters 12-14 of Black Boy if you haven't already. Begin drafting an introduction and one body paragraph of your theme essay--you may use one of the themes your group came up with, or any other group's theme, or another theme not mentioned by any group.

AGENDA 10/20

Book page found poems due

Continue group work on theme posters--chart out two theme statements and evidence/quotations to support your thinking.

HW: Finish reading Black Boy, chapters 12-14

AGENDA 10/17

Whole class: brainstorm possible themes/topics/issues explored in Richard Wright's Black Boy
In groups, create theme posters: select one or more theme topics, write a statement of theme (Wright suggests that...), and identify evidence - either scenes or direct quotations to back up your statement of theme.

HW: Read Chapters 12-14 of Black Boy. Continue reading independent reading book to page 150 or beyond by next Friday, 10/24. Study vocabulary.

AGENDA 10/16

VISION & HEARING SCREENING TODAY!

Work silently on your book page found poems which will be due on Monday
Read Black Boy or independent reading book

HW: Read independent reading book--be at page 150 or beyond by 10/24!

AGENDA 10/15

Grammar Practice: Zoo paragraph to review Active/Passive Voice

Explain & show models of book page found poems

HW: Read independent reading book--be at page 150 or beyond by 10/24! Be sure to bring indie reading book, Black Boy, and found poem instructions to class tomorrow. Remember, tomorrow is vision/hearing testing, so be prepared to work silently throughout the class period and bring your glasses/contact lenses if you wear them.

AGENDA 10/14

Grammar Practice: Active/Passive Voice

Judgment poems due tomorrow (written neatly in ink or typed)
Meet in groups to finish OPTIC writeup of Jim Crow Era photograph
Discuss chapters 7-10 with a partner--what's significant?

HW: Read Chapter 11 of Black Boy--annotate and be prepared to discuss. Continue reading independent book--be at page 150 by 10/24!

AGENDA 10/13

OPTIC analysis: "Dr. Pepper Staircase" photograph from the Jim Crow Era

Small groups: analyze "Help Wanted" and "Drinking Fountain." Complete O, P, and T. We'll finish the rest tomorrow.

HW: Read chapter 10 of Black Boy. Continue reading indie reading book--be at page 150 by 10/24.

AGENDA 10/10

Independent reading groups: meet and discuss; complete handout
Divide class in half for group discussion over significant events/ideas from chapters 1-6

HW: Read chapters 7, 8, and 9 of Black Boy. Continue to read indie reading book.

AGENDA 10/9

HOLIDAY - NO SCHOOL

AGENDA 10/8

Analyze and discuss the poem "Incident" by Countee Cullen

HW: Read the first 50 pages of your independent reading book and be prepared to discuss on Friday--bring your book to class! We're going to have a super-monster-discussion on Friday as well, and talk about chapters 4, 5, and 6 of Black Boy, the listening guide, "Incident" and more!

AGENDA 10/7

Vocabulary quiz!

HW: Prepare for a discussion tomorrow over chapters 1-6 and continue to read your independent reading book (first 50 pages) for Friday.

AGENDA 10/6

Vocabulary review game: "Numbered Heads"

Finish Listening Guide: "Remembering Jim Crow"

HW: Read, annotate, and be prepared to discuss Ch. 5 of Black Boy. Get independent reading book, read, and be prepared to discuss the first 50 pages on Friday. Study for your vocabulary quiz tomorrow!!! The vocabulary quiz will cover all of your words from Black Boy and some of the words from Enrique's Journey, so you don't get to forget your old words! If you are behind in your reading of Black Boy, get caught up--we'll have a reading quiz over chapters 1-6 on Wednesday!

AGENDA 10/3

Discuss chapter 3

Begin Listening Guide: "Remembering Jim Crow"

HW: Read, annotate, and be prepared to discuss Ch. 4 of Black Boy. Get independent reading book, read, and be prepared to discuss the first 50 pages on Friday. Study for your vocabulary quiz which will be on Tuesday!!! The vocabulary quiz will cover all of your words from Black Boy and some of the words from Enrique's Journey, so you don't get to forget your old words!

AGENDA 10/2

Holt Diagnostic Test

HW: Read, annotate, and be prepared to discuss Chapter 3 of Black Boy. Study for vocabulary quiz next Tuesday, October 7. Get indie reading book and read first 50 pages by next Friday.

AGENDA 10/1

Introduce independent reading book list - get book and read first 50 pages by next Friday, October 10
Get into small groups - discuss reactions, comments, questions on Chapter 2.
Discuss as a whole class--what's significant in Chapter 2?

HW: Finish reading Chapter 2 tonight. Study for vocabulary quiz next Tuesday, October 7.
Get indie reading book and read first 50 pages by next Friday--the books are readily available in our school library, textbook room, or local libraries and bookstores. Talk to friends for recommendations!

AGENDA 9/30

HOLIDAY - No School

AGENDA 9/29

Vocabulary warm-up: Black Boy vocabulary, unit I
Small group discussions about Chapter 1 of Black Boy
Have one person record the group's thinking, and address the following questions:

• Which "episode" of Wright's life so far has shocked you most? Explain.
• What do we learn about Richard's character in Ch. 1?
• How is Richard similar to/different from his family and others in his community?
• Is Richard's mother a good parent? Explain.
• What seems to be Wright's attitude toward religion?
• Why does Wright begin his life story with the recounting of the broom and the fire?
  

Writing: (8 minutes)
Write about a time when you got in big trouble and deserved it OR write about a time when you realized life was unfair.

HW: For Wednesday, read up to Chapter 2, page 68, to the break in the text, where it says, ".." Study for your vocabulary quiz, which will be next Tuesday, October 7. Remember to review your Enrique's Journey words in addition to learning your new words from Black Boy.

AGENDA 9/26

Writing: (10 minutes)
Write about a time when you genuinely were curious and wanted to learn something OR write about a time when you were truly terrified.
Share out, then put these in the writing section of your binder.

Begin reading Chapter 1 of Black Boy aloud


HW: Finish reading Ch. 1 and annotate at least 6 times. Be prepared to discuss your thoughts, questions, and reactions.

AGENDA 9/25

Finish introducing new vocabulary from Richard Wright's Black Boy
Review and discuss "Jim Crow Laws" in small groups
Whole class: Brainstorm connotations/possible meanings of the titles Black Boy, American Hunger, and "Southern Night"

HW: It is imperative that you bring your copy of Black Boy with you tomorrow! We'll begin reading in class!

AGENDA 9/24

Introduce new vocabulary from Richard Wright's Black Boy
Presentation by Ms. Wax-Gellis: School policies regarding suspensions and expulsions

AGENDA 9/23

Prepare for Back-to-School Night by writing "Back-to-School Night Letters" to your folks...see you tonight at 7 pm!

HW: none :-)

AGENDA 9/22

Baseline essay: SAT-style prompt

AGENDA 9/19

Prepare for baseline essay: Examine New SAT prompts, sample essays, and rubric

HW: Complete any preparation you wish for Monday's essay--you may make outlines or cluster map prewriting, take notes, mark quotations in either book (EJ or The Chosen), and more. Anything you do you can use on Monday's baseline essay.

AGENDA 9/18

Assembly: Sonia Nazario

REMINDER: Supplies check Friday!
3-ring binder with 5 sections: Current Unit, Vocabulary, Grammar, Writing, and Independent Reading
notebook paper
blue/black ink pens
pencils
current books: Enrique's Journey and The Chosen
Optional: 3x5 index cards for vocabulary, post-its, highlighters

AGENDA 9/17

Continue Seminar on Enrique's Journey and The Chosen:
What makes someone a parent?
Are parents ever justified in leaving their children, physically or emotionally?

Turn in seminar preparation (the 2 quotations and the paragraph) and seminar forms (the half-sheet you received in class to self-evaluate and take notes during the seminar).

HW: Supplies check Friday:
3-ring binder with 5 sections: Current Unit, Vocabulary, Grammar, Writing, and Independent Reading
notebook paper
blue/black ink pens
pencils
current books: Enrique's Journey and The Chosen
Optional: 3x5 index cards for vocabulary, post-its, highlighters

Review Scoring Guidelines for Speaking & Presenting that we came up with as a class last week
Review seminar norms
Discuss forms for seminar: notes and self-evaluation
Begin seminar on The Chosen and Enrique's Journey--continue seminar tomorrow.

HW: Supplies check on Friday--make sure you have everything:
3-ring binder or folder with 5 sections: Current Unit, Vocabulary, Grammar, Writing, and Independent Reading
notebook paper
blue/black ink pens
pencils
The Chosen and Enrique's Journey (will need Richard Wright's Black Boy beginning Tues 9/23)
Optional: post-its, highlighters, 3x5 index cards for vocabulary

AGENDA 9/15

Share out OPTIC photos and observations from Friday
Begin Seminar Preparation for tomorrow

HW: Select ONE quotation from Enrique's Journey and ONE quotation from The Chosen--both should be significant, or worth discussing. Consider the seminar preparation questions that link the two books. Then write a paragraph: you might attempt to answer one or more of the questions, explore the meaning of one or both of your quotations, or share your thoughts about either text. Tomorrow we will have a full-class seminar about these two works and the two central ideas: What makes someone a good parent? and What sacrifices should people be willing to make for each other?

AGENDA 9/12

Vocabulary Quiz - Enrique's Journey list
Finish discussing photograph from yesterday using OPTIC strategy
Flip yesterday's handout over for a blank OPTIC sheet

Begin analyzing another one of the color photos from Enrique's Journey using OPTIC:
Complete O, P, T, and I on the sheet--bulleted notes or fragments are OK (no need to write complete sentences until the Conclusion paragraph. Conclusion paragraph can be on a separate sheet if needed and should be approximately 5-8 sentences long, essentially answering the question, "What idea or argument does the artist/photographer convey through this image?" Be sure to include specific details from the image in your analysis.

HW: Complete OPTIC analysis if not finished in class--due Monday. Complete & submit Enrique's Journey Summer Assignment by next Thursday.

AGENDA 9/11

Vocabulary Practice - EJ Voc Warmup #2
Reflect on yesterday's Immigration Field Hearing Activity
Introduce OPTIC strategy to analyze cover photo for Enrique's Journey
Blank OPTIC handout
Directions for analyzing images from Enrique's Journey and sample OPTIC sheet
HW: Study for tomorrow's vocabulary quiz! Download the Enrique's Journey vocabulary list.

CAREER UNIT HANDOUTS

Resume template

FINAL ANNOUNCEMENTS

Dear 10th grade students,

First, thanks for a rewarding, fun, and fabulous year. I have really enjoyed sharing what I know about good writing, and have loved discussing great books and challenging issues with you. Thank you so much for the poem and poster--I have had a wonderful year getting to know you all. I hope you have a terrific rest of the year and I will come visit as soon as I am recovered and able.

I entered some grades into Pinnacle on Saturday; I will finish entering the rest on Tuesday prior to Open House. It's really important that you check Pinnacle on Tuesday night or sometime Wednesday--please double-check that I've entered grades correctly (you'll receive the scored work back in class). I'd appreciate it if you could email any questions or corrections to me at jennifer.pust@smmusd.org by Thursday evening--if I need to make corrections I'll come back in sometime before next weekend. Since pustlet is due to arrive on Monday, 4/21, I really need to make sure I take care of everything at Samo as early this week as possible.

I promise to send pictures along as soon as we have some of our new little bundle of joy. Don't forget to vote for your favorite name this week!

Lots of love and best wishes for the rest of the year and beyond,
pust

AGENDA 4/3

The Odyssey - Unit Test
Part I: Vocabulary
Part II: Multiple-Choice
Part III: Short & Extended Answer

AGENDA 4/2

The Odyssey: Test Review -- TEST TOMORROW!!!
Practice multiple-choice questions
Vocabulary Review: Crossword & word search part I (vocabulary from Books IX and X)
Crossword & word search part II (vocabulary from Books X and XII)

AGENDA 4/1

The Odyssey test review: in groups of 3, find quotations from Books IX, X, XII, and XXI to illustrate different aspects of the hero's journey:

1) The hero has a special weapon that only he can wield.
2) The hero suffers many tests and trials.
3) The hero has a mentor, spiritual guide, or advisor.
4) The hero experiences loneliness and temptation.

HW: Study all of your vocabulary words from The Odyssey and review the passages your group (and other groups) found today. Select your passages/quotations for the extended answer portion.

AGENDA 3/31

Welcome back from Spring Break!

Begin reviewing Book XXI: "The Test of the Bow"
Finish watching film

HW: Finish reading Book XXI: "The Test of the Bow" if you didn't read it over break. Also, don't forget to study vocabulary and prepare your passages--unit test on The Odyssey at the end of the week!

AGENDA 3/5

Advisory: Planning the Four-Year Experience
Examine sample "Brag Sheets" and review what will be expected in the "Brag Sheet" senior year. Complete the "Four-Year Plan: Academic," listing the courses you have taken in 9th and 10th grades and plan to take in 11th and 12th grades. Complete the "Four-Year Plan: Extracurricular," listing three extracurricular activities that you currently participate in OR plan to participate in, and write a few sentences explaining what you hope to get out of each. Turn these in to your advisor.

AGENDA 3/4

In-class essay on "leaders":
Use at least ONE piece of specific evidence from The Odyssey or any of the three leader articles from the seminar packet to support your thinking. In addition, you may use evidence from personal experience or other readings.

Advisory tomorrow!

HW: Print out a copy of your Pinnacle grade report and highlight any missing assignments, zeroes, or Z's. If you have no Z's, missing assignments, or zeroes, draw a smiley face on your grade report. :) Bring the highlighted Pinnacle report tomorrow for 5 points.

AGENDA 3/3

Homework Check: Intro & 2 body paragraphs over "A Moment in History"

Lesson: Persuasive Essay Conclusions
Some ways to end a persuasive essay:

1) Call to action: What should we DO about this problem?
2) Give a sense of urgency: Why does this issue matter RIGHT NOW?
3) Address and refute a counterargument: What does the other side think, and what are some specific reasons that the other side is wrong? What does the other side fail to realize?
4) Explain how this relates to today's society: What does this issue say about America or about human nature in general?

Continue seminar on leaders

HW: Prepare for tomorrow's in class essay on leaders. You'll need to bring your article packets, seminar prep handout, and any notes or other handouts you wish to use. You will be expected to use the strategies I've taught in class (3-step intro, body paragraphs, conclusion types listed above) AND must use one piece of evidence from a text we have studied in class (either from The Odyssey or from one of the three articles) to support your thinking in addition to any other sources of evidence from your own experience or other readings that you choose to use.

AGENDA 2/29

Writing Review: Persuasive Essay Introductions and Body Paragraphs
Handout: Persuasive Essay Review
Note: We'll be having an in-class persuasive essay on Tuesday, after we cover counterarguments and conclusions.

Begin seminar on "Leaders"--bring discussion handouts and seminar text packets back for Monday.

HW: Write a 3-step introduction and 2 body paragraphs on "A Moment in History," arguing which moment in history is the most important and explaining its affect on today's world.

AGENDA 2/28

HW Check: Seminar prep handout and highlighted articles on "Leaders"

Vocabulary Quiz over Books IX and X of The Odyssey

AGENDA 2/27

Seminar preparation handout and three articles on leaders:
"Barry Tested Positive for Cocaine Use In the Fall"
"Schwarzenegger sorry for behaving 'badly' toward women"
"Villaraigosa affair may not be one to remember"



HW: Study for vocabulary quiz over Books IX and X of The Odyssey and complete seminar preparation handout and highlight articles.

AGENDA 2/26

Lesson Link #3: Subtext
Given monologues from The Odyssey, identify emotions and subtexts, practice the monologues, and perform them for the class. As we watch each performance, write down the subtexts or character emotions that you see, and decide which interpretation is ultimately more convincing based on what you know of the characters.

AGENDA 2/25

Vocabulary warm-up #2: words from Book IX and X of The Odyssey
Lesson: Subtext
Subtext is the underlying meaning of a text--the character's motivations, emotions, or role. It's what the character is really thinking beneath what he or she actually says.
Scenarios for practicing subtext: pairs leave the room to practice their lines and develop appropriate emotions, gestures, and/or props for their performances. Then the partners return to the room and each performs their scene. After each pair performs, audience discusses: What were their roles? Motivations? Emotions? How do you know?

HW: Study for vocabulary quiz on Thursday over words from Book IX and Book X of The Odyssey. See me for extra help if you still don't understand how to write a 3-step introduction or a body paragraph for persuasive essays--we'll have an in-class timed essay on Friday!

AGENDA 2/22

Vocabulary Warm-up #1: words from Book IX and X of The Odyssey

Complete and turn in handout, using your book as a resource: The Odyssey Book X: Kirke

HW: Study vocabulary for quiz next Thursday.

AGENDA 2/21

Presentation: Ms. Hinojosa
College options
Understanding transcripts
Weighted & unweighted GPA worksheet
Sophomore college standing worksheet

AGENDA 2/20

Review and discuss Book IX (Cyclops) and compare with Book X "The Grace of the Witch" (Kirke)

Pass out handout: Book X of The Odyssey: Kirke
Complete top portion comparing Books IX and X: What kind of leader is Odysseus? What kinds of challenges (physical, mental, emotional) does he face in this book? What weapon(s) does he use? What strengths and/or flaws does he exhibit in these two chapters?

NOTE: Tomorrow you'll have a presentation by Ms. Hinojosa that will last the entire period. Friday you'll need your books as you'll be completing this handout in class.

HW: Read the rest of Book X: "The Grace of the Witch" from The Odyssey for Friday.

AGENDA 2/19

Homework check & collect: 3-step introduction and 2 body paragraphs for "Success & Failure" (lightbulb) prompt

Introduce Book X Vocabulary words

Review Book IX of The Odyssey: "New Coasts and Poseidon's Son"
What does Book IX reveal about Odysseus as a leader? What challenges does he face? What weapon(s) does he use? What strengths and/or flaws as a leader does he display?

Begin viewing next segment of The Odyssey: Aeolus and Kirke
Begin reading Book X of The Odyssey: "The Grace of the Witch"

HW: Begin studying vocabulary. Begin reading Book X of The Odyssey.

AGENDA 2/15

Turn in Book IX posters and Book IX vocabulary sheets if you haven't already

CAHSEE warm-up: multiple-choice "A Day Away"
REMINDER: EXIT EXAM IS MARCH 11th!

CAHSEE practice: Review 3-step introduction and 4-step body paragraphs for persuasive essays
Model and review process with "What is Right is Not Always Popular" prompt; pass out new prompt for work over weekend.

HW: Due Tuesday--Write a 3-step introduction paragraph and 2 body paragraphs for the new prompt "Success and Failure" (lightbulb prompt)

AGENDA 2/14

HAPPY VALENTINE'S DAY!

Essay practice: Review the 3-step introduction for persuasive essays; practice writing an introduction for "Punishments or Rewards?" prompt

PERSUASIVE ESSAYS: 3-step Introduction Review

Audience: People who disagree with you or are undecided

So...start by making it seem like you're on their side!

1. Hook: write an anecdote (brief story to describe situation), statistic, or startling statement that makes it seem like you agree with the opposite position.
Ex.: Since the tardy policy was established, the number of tardies has decreased.
Ex.: Every day at 1:16, the bell rings and students return to class after lunch. Then it begins. Dozens of seagulls swarm the campus, scavenging over chip bag wrappers, half-eaten chili-cheese fries, spilled soda cans. It may seem like there's nothing

2. Word that signals change: Write a sentence that points out the flaw in the other side's position.
Ex.: however, while, yet, although, even though, but

3. Transition to your thesis: use an affirming transition and explain what you think should be done
Ex.: consequently, therefore, as a result, ultimately

HW: Write an introduction paragraph for the "What is right is not always popular" prompt.

AGENDA 2/13

Advisory guest speaker: Jessica Romero from UCLA.
Turn in vocabulary sheet, Book IX Paraphrase & Respond sheet, and Book IX poster.

AGENDA 2/12

Vocabulary Warm-up: words from Book IX of The Odyssey
Book IX posters: select a quotation from lines 113-600 of Book IX that reveals something about Odysseus as a leader. Then illustrate the quotation, either symbolically or literally--make sure your drawing is neat and in color. Finally, write a body paragraph that includes a claim (describing what kind of a leader Odysseus is), evidence (a shorter quotation from the longer quotation at the top), and analysis (what the evidence reveals about Odysseus' leadership ability).

AGENDA 2/11

HW Check: Vocabulary sheet
Continue reading Book IX of The Odyssey
Watch segment of the film: Cyclops
Pass out Paraphrase and Respond handout for Book IX

HW: Read Book IX, lines 200-400; complete first half of Paraphrase and Respond handout for Book IX (side 1)

AGENDA 2/8

Begin viewing The Odyssey - watch Trojan War segment (covered in The Iliad) and introduce major characters

Begin reading Book IX: New Coasts and Poseidon's Son

Pass out Vocabulary for Book IX and Vocabulary Sheet - due Monday

HW: Complete Vocabulary Sheet for Book IX vocab; bring Odyssey books on Monday

AGENDA 2/7

Debrief yesterday's Advisory Presentation: What other questions do you have about AP classes?

Quickwrite & discussion: What makes a good leader?

Begin watching The Odyssey

HW: Bring The Odyssey books tomorrow!

AGENDA 2/6

Advisory: Presentation by AP Teachers and AP students

HW: Complete reflection slip for AP presentation (3 things you learned from the presentation and 2 questions you still have about AP) and bring Odyssey books tomorrow.

AGENDA 2/5

Lesson: Stressing words to convey emotion
Present Group Scenarios from scripts written yesterday--emphasize particular words in order to convey meaning

HW: Write 2 questions you have about AP classes for our Advisory session tomorrow--we'll be having guest speakers! AP teachers will be visiting our class to tell you more about what AP is like and help you make some decisions about your coursework for next year.

AGENDA 2/4

Present Sample Scenario and script write-up
Handout: Sample Scenario and Script

In groups of approximately four people, write your own dialogue based on one of the four scenarios: A, B, C, or D
Handout: Scenarios for Groups

Due at end of period! We'll be practicing and performing these in class tomorrow.

AGENDA 2/1

Grammar warm-up: Active/Passive voice

Visit textbook room to pick up Fitzgerald translation of The Odyssey

Finish OPTIC group presentations of Thomas Cole's The Voyage of Life paintings.

AGENDA 1/31

OPTIC group analysis: four paintings by Thomas Cole

Complete an OPTIC handout for one of the four paintings:

The Voyage of Life: Childhood
The Voyage of Life: Youth
The Voyage of Life: Manhood
The Voyage of Life: Old Age

Present OPTIC analysis with your group to the class.

HW: Bring IDs and any books to return tomorrow--trip to textbook room to pick up The Odyssey.

AGENDA 1/30

CAHSEE Writing Preparation: Elements of Persuasive Essays and the Three-Step Introduction
Handout: Persuasive Essays Include...
Lesson: The Three-Step Introduction
Hook - grab the reader's attention with an anecdote--describe the scene in story form
Signal word - use a word that signals the need for change after the hook (examples: although, however, but, even though, unless, etc.)
Thesis - give your main opinion, reason, or idea: what should we think or do about this issue?

HW: Craft a Three-Step Introduction for one of these two topics--(1) The tardy policy or (2) Showing your ID card at the gate

AGENDA 1/29

New semester: Welcome Back!
Complete first semester reflection form
Interactive PowerPoint: The Archetypal Hero
Complete Hero's Journey Characteristics

HW: Finish hero's journey characteristics and reflection form if not finished in class.

FINAL EXAM REVIEW MATERIALS

Final Exam Review Handout
Grammar Review and Answer Key Handout
Fast Food Nation Vocabulary
Persuasive Unit Vocabulary
Black Boy Vocabulary #1
Black Boy Vocabulary #2
OPTIC handout for visual analysis