English 1/2: homework and class activities
Hello wonderful English students,
I will update this space when I know more about what is going on and how to proceed. In the meantime, you have past assignments that you can share with me via google document (listed below). I also have a link to the online version of The Odyssey in case you forgot yours: https://www.sunnyvaleisd.com/cms/lib3/TX01001155/Centricity/Domain/293/SHS_-_E1_-_Odyssey_(Fitzgerald_trans)_[full_text].pdf
If you haven't already done so, please share the following with me:
1. A photo of your book 5 literary analysis (B day students - I haven't checked yours, A day students, I have)
2. Calypso point of view assignment
3. Books 6-8 summaries
Please take care of yourselves, read a good book and wash your hands.
Ms. Virlouvet
I will update this space when I know more about what is going on and how to proceed. In the meantime, you have past assignments that you can share with me via google document (listed below). I also have a link to the online version of The Odyssey in case you forgot yours: https://www.sunnyvaleisd.com/cms/lib3/TX01001155/Centricity/Domain/293/SHS_-_E1_-_Odyssey_(Fitzgerald_trans)_[full_text].pdf
If you haven't already done so, please share the following with me:
1. A photo of your book 5 literary analysis (B day students - I haven't checked yours, A day students, I have)
2. Calypso point of view assignment
3. Books 6-8 summaries
Please take care of yourselves, read a good book and wash your hands.
Ms. Virlouvet
03/13/20
Hi folks. Here is the link for your class today:
https://docs.google.com/document/d/1Flw5AgcrNkOQ3yjA-pDaPKo3DndzMh_qX5uSwz8YeVc/edit?usp=sharing
Hi folks. Here is the link for your class today:
https://docs.google.com/document/d/1Flw5AgcrNkOQ3yjA-pDaPKo3DndzMh_qX5uSwz8YeVc/edit?usp=sharing
03/12/20 and 03/13/20
Today in class we discussed the characterization of people in The Odyssey, as well as setting and imagery. We then read summaries of books 6-8, and took notes on the different plot points for each summary (attached below). This will be due next class.
Homework:
1. After finishing Book Five, we have finally met Odysseus and the famous Calypso. Now we can deduce more about both of their characters, and their individual points of view. Your task is to look at Book Five from a new point of view: Calypso’s. Look through her eyes and re-tell the scenes in which we see her from her perspective. Use clues from Homer’s writing to characterize her, to explain her motives, and to examine Odysseus and his choices. In at least two pages double spaced and neatly handwritten, or one page double spaced and typed, explore her POV. This could look like a letter, a diary entry, a memoir, a song/poem, etc.
Whatever form you choose, make sure you:
--Reference the plot and events that Homer brings up--be creative, but don’t re-write events that are “true” to the story. Show me that you’ve read Book Five closely.
--Make your understanding of Calypso’s character, actions and motivations clear through your presentation of her
--Demonstrate your ability to examine Odysseus through Calypso’s lens--show me you understand how Point-of-view changes a story
--Write descriptively, but treat this as formal writing--take care to proofread before you turn this in
Today in class we discussed the characterization of people in The Odyssey, as well as setting and imagery. We then read summaries of books 6-8, and took notes on the different plot points for each summary (attached below). This will be due next class.
Homework:
1. After finishing Book Five, we have finally met Odysseus and the famous Calypso. Now we can deduce more about both of their characters, and their individual points of view. Your task is to look at Book Five from a new point of view: Calypso’s. Look through her eyes and re-tell the scenes in which we see her from her perspective. Use clues from Homer’s writing to characterize her, to explain her motives, and to examine Odysseus and his choices. In at least two pages double spaced and neatly handwritten, or one page double spaced and typed, explore her POV. This could look like a letter, a diary entry, a memoir, a song/poem, etc.
Whatever form you choose, make sure you:
--Reference the plot and events that Homer brings up--be creative, but don’t re-write events that are “true” to the story. Show me that you’ve read Book Five closely.
--Make your understanding of Calypso’s character, actions and motivations clear through your presentation of her
--Demonstrate your ability to examine Odysseus through Calypso’s lens--show me you understand how Point-of-view changes a story
--Write descriptively, but treat this as formal writing--take care to proofread before you turn this in
copy_of_the_odyssey_book_6-8_summary_assignment.pdf |
03/10/20 and 03/11/20
Today in class we shared our invocation poems. We then watched a youtube summary of books 2-4. We read book 5 of The Odyssey.
Homework:
1. Complete both sides of the book 5 analysis sheet (attached below):
Today in class we shared our invocation poems. We then watched a youtube summary of books 2-4. We read book 5 of The Odyssey.
Homework:
1. Complete both sides of the book 5 analysis sheet (attached below):
eng_1_2_the_odyssey_book_5-3.pdf |
03/06/20 and 03/09/20
Today in class we had our quiz on the gods, goddesses and other figures in The Odyssey. We then wrote our own personal invocation about our hero's journey.
Homework:
1. Finish your invocation (attached below)
2. Finish the Setting the Stage for The Odyssey guide (attached below)
Today in class we had our quiz on the gods, goddesses and other figures in The Odyssey. We then wrote our own personal invocation about our hero's journey.
Homework:
1. Finish your invocation (attached below)
2. Finish the Setting the Stage for The Odyssey guide (attached below)
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03/03/20 and 03/05/20
Today in class we talked about the structure of The Odyssey. We then read book one of The Odyssey.
Homework:
1. Study for the gods and goddess quiz
Today in class we talked about the structure of The Odyssey. We then read book one of The Odyssey.
Homework:
1. Study for the gods and goddess quiz
- A day: Friday, March 6
- B day: Monday, March 9
- You need to know:
- Greek and roman names, symbols and major facts
02/28/20 and 03/02/20
Today in class we went over the hero's journey, taking notes and talking about films and books that follow it.
Homework:
1. You are responsible for choosing a film, novel, T.V. show, etc. in which the protagonist follows the hero’s journey.
Today in class we went over the hero's journey, taking notes and talking about films and books that follow it.
Homework:
1. You are responsible for choosing a film, novel, T.V. show, etc. in which the protagonist follows the hero’s journey.
- Choose a film, novel, TV show, etc.
- Create a presentation based on Joseph Campbell’s 12 step structure
- Use bullet points to summarize the information
- Draw some sort of cycle to represent the various steps
- Use bullet points to summarize the information
eng_1_2_wk_24_day_3_.pdf |
02/26/20 and 02/27/20
Today in classes we took notes on our Greek mythological figure presentations.
Homework:
1. Study for the test on the Greek mythological figures
Today in classes we took notes on our Greek mythological figure presentations.
Homework:
1. Study for the test on the Greek mythological figures
- A day: March 6
- B day: March 7
02/24/20 and 02/25/20
Today in class we continued working on our Greek mythological figure presentation, finalizing our speech component.
Homework:
1. Finish all presentations for next class. We will begin presenting immediately.
Today in class we continued working on our Greek mythological figure presentation, finalizing our speech component.
Homework:
1. Finish all presentations for next class. We will begin presenting immediately.
02/20/20 and 02/21/20
Today in class we started our unit on The Odyssey, focusing in on a partner presentation covering the major Greek mythological figures. We will finish this project in our next class. Presentations will be on Wednesday, Feb. 26 (A day) and Thursday, Feb. 27 (B day).
Homework:
1. No homework, unless you did not get far enough on your project
Today in class we started our unit on The Odyssey, focusing in on a partner presentation covering the major Greek mythological figures. We will finish this project in our next class. Presentations will be on Wednesday, Feb. 26 (A day) and Thursday, Feb. 27 (B day).
Homework:
1. No homework, unless you did not get far enough on your project
02/18/20 and 02/19/20
Today in class we worked on peer editing our essays, working with partners to finalize our persuasive essays.
Homework:
1. Submit your final essay to turnitin.com before the start of class on Thursday, March 20 (A day classes) and Friday, March 21 (B day classes)
Today in class we worked on peer editing our essays, working with partners to finalize our persuasive essays.
Homework:
1. Submit your final essay to turnitin.com before the start of class on Thursday, March 20 (A day classes) and Friday, March 21 (B day classes)
02/13/20 and 02/14/20
Today in class we talked about our rebuttal paragraph structure and how to properly show the opposing side, while arguing against it.
Homework:
1. You need to have a typed and PRINTED rough draft in class for peer editing
Today in class we talked about our rebuttal paragraph structure and how to properly show the opposing side, while arguing against it.
Homework:
1. You need to have a typed and PRINTED rough draft in class for peer editing
02/11/20 and 02/12/20
Today in class we talked about how to structure introduction and body paragraphs #1 and #2. We then had work period time to craft our essays.
Homework:
1. Complete a typed version of your introduction and two body paragraphs
2. Reminder: the final essay must be submitted to turnitin.com by:
Today in class we talked about how to structure introduction and body paragraphs #1 and #2. We then had work period time to craft our essays.
Homework:
1. Complete a typed version of your introduction and two body paragraphs
2. Reminder: the final essay must be submitted to turnitin.com by:
- A day: Thursday, Feb. 20
- B day: Friday, Feb. 21
eng_wk_22_day_1.pdf |
02/07/20 and 02/10/20
Today in class we talked about how to craft a thesis statement, topic sentences and the creation of proper citations. We looked at examples of all of these (powerpoint attached below).
Homework:
1. On a google document, create your thesis statement and topic sentences. You also need to include at least five different sources.
Today in class we talked about how to craft a thesis statement, topic sentences and the creation of proper citations. We looked at examples of all of these (powerpoint attached below).
Homework:
1. On a google document, create your thesis statement and topic sentences. You also need to include at least five different sources.
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02/05/20 and 02/06/20
Today in class we talked more in depth about our Essay with an Attitude (persuasive essay). We looked at persuasive techniques, such as the use of egos, logos and pathos. Here is the link to the student sample:
docs.google.com/document/d/1yV5mxW8vLqJW6V7v3_U4Ebky4fNL2u0WUd-KDTXWZBs/edit?usp=sharing
Homework:
1. Complete the essay outline guide (attached below)
Today in class we talked more in depth about our Essay with an Attitude (persuasive essay). We looked at persuasive techniques, such as the use of egos, logos and pathos. Here is the link to the student sample:
docs.google.com/document/d/1yV5mxW8vLqJW6V7v3_U4Ebky4fNL2u0WUd-KDTXWZBs/edit?usp=sharing
Homework:
1. Complete the essay outline guide (attached below)
copy_of_persuasive_essay_outline_.pdf |
02/03/20 and 02/04/20
Today in class we had our poetry share/party. We then discussed our upcoming essay (powerpoint attached below). Here is the link to the various topics:
https://docs.google.com/document/d/1R9PPhq_nsgmUF04d1Pk0X57w76A3Zm6itkCFBdafveA/edit?usp=sharing
Homework:
1. Pick a topic to explore and come to class having researched and created notecard research for at least three sources. Each card should contain: subject, source, summary (2-3 key ideas), a quote
Today in class we had our poetry share/party. We then discussed our upcoming essay (powerpoint attached below). Here is the link to the various topics:
https://docs.google.com/document/d/1R9PPhq_nsgmUF04d1Pk0X57w76A3Zm6itkCFBdafveA/edit?usp=sharing
Homework:
1. Pick a topic to explore and come to class having researched and created notecard research for at least three sources. Each card should contain: subject, source, summary (2-3 key ideas), a quote
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01/30/20 and 01/31/20
Today in class we finished our poem "To Live in the Borderlands Means You."
Homework:
1. Remember to bring a PRINTED copy of your poem for the poetry share
2. Remember to bring any food or utensils you signed up to bring for our poetry share
Today in class we finished our poem "To Live in the Borderlands Means You."
Homework:
1. Remember to bring a PRINTED copy of your poem for the poetry share
2. Remember to bring any food or utensils you signed up to bring for our poetry share
01/28/20 and 01/29/20 (Semester 2)
Today in class we talked about our plan for the rest of the second semester, and then we read Gloria Anzaldua's poem "To Live in the Borderlands Means You." We then worked on annotating this poem.
Homework:
1. Finish your poetry annotation
2. Reminder: Poetry share on Mon. February 3 and Tue. February 4. Remember to bring a copy of your poem and any food or beverages that you signed up to bring
Today in class we talked about our plan for the rest of the second semester, and then we read Gloria Anzaldua's poem "To Live in the Borderlands Means You." We then worked on annotating this poem.
Homework:
1. Finish your poetry annotation
2. Reminder: Poetry share on Mon. February 3 and Tue. February 4. Remember to bring a copy of your poem and any food or beverages that you signed up to bring
01/16/20 and 01/17/20
Today in class we continued analyzing Frida Kahlo's painting "Self-Portrait on the Borderline Between Mexico and the United States." We discussed the painting in a variety of ways, exploring the various ways she compares and contrasts the two countries.
Homework:
1. Study for your final exams in other classes!
2. Do not forget to bring your annotated texts from this semester and a device (if possible) to class for your final exam.
Today in class we continued analyzing Frida Kahlo's painting "Self-Portrait on the Borderline Between Mexico and the United States." We discussed the painting in a variety of ways, exploring the various ways she compares and contrasts the two countries.
Homework:
1. Study for your final exams in other classes!
2. Do not forget to bring your annotated texts from this semester and a device (if possible) to class for your final exam.
01/14/20 and 01/15/20
In class work:
https://docs.google.com/presentation/d/158dtKoeumJWV7-2ptfIMKtTJfRtmFD7okcOsYlSZR_s/edit?usp=sharing
Homework:
1. No homework so you can study for other finals
In class work:
https://docs.google.com/presentation/d/158dtKoeumJWV7-2ptfIMKtTJfRtmFD7okcOsYlSZR_s/edit?usp=sharing
Homework:
1. No homework so you can study for other finals
01/10/20 and 01/13/20
Today in class we finished talking about "Ritchie Valens." We then moved on to "Legal Alien" by Pat Mora, and focused on annotating the text.
Homework:
1. Complete your annotations of "Legal Alien" (attached below)
Today in class we finished talking about "Ritchie Valens." We then moved on to "Legal Alien" by Pat Mora, and focused on annotating the text.
Homework:
1. Complete your annotations of "Legal Alien" (attached below)
legal_alien-4.pdf |
01/08/20 and 01/09/20
Today in class we continued talking about "Ritchie Valens" by Myrlin Hepworth. We presented the various allusions in the text and worked on adding annotations.
Homework:
1. Add 8 new annotations to your poem, excluding the allusions you already annotated (attached below)
Today in class we continued talking about "Ritchie Valens" by Myrlin Hepworth. We presented the various allusions in the text and worked on adding annotations.
Homework:
1. Add 8 new annotations to your poem, excluding the allusions you already annotated (attached below)
_22ritchie_valens_22_-_poem.pdf |
01/06/20 and 01/07/20
Today in class we learned about the Chicanx Movement of the 1960's and read "Ritchie Valens" by Myrlin Hepworth. We then started researching our literary allusions, which will be presented next class.
Homework:
1. If your group did not finish researching literary allusions, you need to finish before next class
Today in class we learned about the Chicanx Movement of the 1960's and read "Ritchie Valens" by Myrlin Hepworth. We then started researching our literary allusions, which will be presented next class.
Homework:
1. If your group did not finish researching literary allusions, you need to finish before next class
12/19/19 and 12/20/19
Today in class we had peer editing with multiple partners and making final edits.
Homework:
1. Your final essay is due by the start of class after break. Remember that you have the option to turn your essay in at any point during break, including on Friday, Dec. 19.
Today in class we had peer editing with multiple partners and making final edits.
Homework:
1. Your final essay is due by the start of class after break. Remember that you have the option to turn your essay in at any point during break, including on Friday, Dec. 19.
- A day: January 6
- B day: January 7
12/17/19 and 12/18/19
Today in class we had a writing workshop and a work period.
Homework:
1. Complete a typed and PRINTED rough draft of your essay for peer editing
Today in class we had a writing workshop and a work period.
Homework:
1. Complete a typed and PRINTED rough draft of your essay for peer editing
12/13/19 and 12/16/19
Today in class we had our writing workshop, focusing on the introduction, body paragraphs and conclusion. We looked closely at student writing samples and analyzed the positives, as well as the areas for improvement. We then had a work period, conferencing individually with Ms. Virlouvet about our brainstorm guide.
Homework:
1. Complete a typed rough draft of your INTRODUCTION and ONE BODY PARAGRAPH
Today in class we had our writing workshop, focusing on the introduction, body paragraphs and conclusion. We looked closely at student writing samples and analyzed the positives, as well as the areas for improvement. We then had a work period, conferencing individually with Ms. Virlouvet about our brainstorm guide.
Homework:
1. Complete a typed rough draft of your INTRODUCTION and ONE BODY PARAGRAPH
12/11/19 and 12/12/19
Today in class we discussed our essays in depth. Please see all of the attached links below for additional resources.
Homework:
1. Complete the essay brainstorm guide
Today in class we discussed our essays in depth. Please see all of the attached links below for additional resources.
Homework:
1. Complete the essay brainstorm guide
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12/09/19 and 12/10/19
Today in class we had our Socratic Seminar, discussing the texts that we have read so far this year.
Homework:
1. No homework!
Today in class we had our Socratic Seminar, discussing the texts that we have read so far this year.
Homework:
1. No homework!
12/05/19 and 12/06/19
Today in class we talked about our norms for the Socratic Seminar (attached below) and prepared our questions and evidence.
Homework:
1. Finish your Socratic Seminar preparation notes for the graded Socratic Seminar on:
Today in class we talked about our norms for the Socratic Seminar (attached below) and prepared our questions and evidence.
Homework:
1. Finish your Socratic Seminar preparation notes for the graded Socratic Seminar on:
- A day: Monday, December 9
- B day: Tuesday, December 10
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12/03/19 and 12/04/19
Today in class we continued working on Susan Power's short story, "Museum Indians." We worked on looking at tone shifts throughout the story, and how diction impacts that, using a device web (attached below). We also talked about our upcoming Socratic Seminar.
Homework:
1. The graded Socratic Seminar will take place for the A day: Monday, Dec. 9 and B day: Tuesday, Dec. 10. We will work on preparing this next class.
Today in class we continued working on Susan Power's short story, "Museum Indians." We worked on looking at tone shifts throughout the story, and how diction impacts that, using a device web (attached below). We also talked about our upcoming Socratic Seminar.
Homework:
1. The graded Socratic Seminar will take place for the A day: Monday, Dec. 9 and B day: Tuesday, Dec. 10. We will work on preparing this next class.
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11/22/19 and 12/02/19
Today in class we read Susan Power's short story, "Museum Indians" (attached below). We annotated this text for the following:
Today in class we read Susan Power's short story, "Museum Indians" (attached below). We annotated this text for the following:
- Color 1: words with a positive connotation (write connotation next to your highlight)
- Color 2: words with a negative connotation (write connotation next to your highlight)
- Color 3: figurative language (simile, metaphor, personification, symbolism); make sure that your annotation states what type of figurative language it is (ex: this simile demonstrates…)
- Color 4: assimilation or other race, culture, identity vocabulary words
Homework:
1. Enjoy your break!
1. Enjoy your break!
museum_indians_text.pdf |
11/20/19 and 11/21/19
Today in class we finished discussing "Halfbreed Girl in the City School" by Jo Whitehorse Cochran.
Homework:
1. No homework!
Today in class we finished discussing "Halfbreed Girl in the City School" by Jo Whitehorse Cochran.
Homework:
1. No homework!
11/18/19 and 11/19/19
Today in class we began our unit on Native American literature. We read the poem "Halfbreed Girl in the City School" by Jo Whitehorse Cochran (attached below). We then annotated this poem in small groups, focusing on the things listed on the poem.
Homework:
1. Finish your annotations
Today in class we began our unit on Native American literature. We read the poem "Halfbreed Girl in the City School" by Jo Whitehorse Cochran (attached below). We then annotated this poem in small groups, focusing on the things listed on the poem.
Homework:
1. Finish your annotations
halfbreed_girl_poem.pdf |
11/14/19 and 11/15/19
Today in class we peer edited our TISAS rough drafts and made final edits.
Homework:
1. Submit your final draft of your TISAS paragraph to turnitin.com before the next class
2. Turnitin.com reminder:
Today in class we peer edited our TISAS rough drafts and made final edits.
Homework:
1. Submit your final draft of your TISAS paragraph to turnitin.com before the next class
2. Turnitin.com reminder:
- Find your correct class and assignment
- Select submit
- Choose “single file upload”
- Click “Choose from Google Drive”
- Log into google drive if necessary
- Select the correct document
- Hit submit
- Reminder, once you submit, you cannot re-submit
11/12/19 and 11/13/19
Today in class we worked on our TISAS paragraphs, typing our rough drafts. We also had individual conferences with Ms. Virlouvet about our writing.
Homework:
1. Your PRINTED rough draft is due next class
2. Your final draft is due for A day on Monday, November 18, B day on Tuesday, November 19. They must be submitted to turnitin.com
Today in class we worked on our TISAS paragraphs, typing our rough drafts. We also had individual conferences with Ms. Virlouvet about our writing.
Homework:
1. Your PRINTED rough draft is due next class
2. Your final draft is due for A day on Monday, November 18, B day on Tuesday, November 19. They must be submitted to turnitin.com
11/07/19 and 11/08/19
Today in class we discussed "Recitatif" by Toni Morrison. We then talked about our new TISAS paragraph about African American literature (all documents attached below). Here is the theme list: https://docs.google.com/document/d/1qAL3cfOssmTSSKZkjkIMxYZahgR4KJI5LAHgBeGdZcY/edit?usp=sharing
Homework:
1. Complete the TISAS brainstorm guide below
Today in class we discussed "Recitatif" by Toni Morrison. We then talked about our new TISAS paragraph about African American literature (all documents attached below). Here is the theme list: https://docs.google.com/document/d/1qAL3cfOssmTSSKZkjkIMxYZahgR4KJI5LAHgBeGdZcY/edit?usp=sharing
Homework:
1. Complete the TISAS brainstorm guide below
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11/05/19 and 11/06/19
Today in class we read the fourth and fifth encounters, finishing "Recitatif" by Toni Morrison. We discussed these encounters.
Homework:
1. Complete the discussion questions attached below:
Today in class we read the fourth and fifth encounters, finishing "Recitatif" by Toni Morrison. We discussed these encounters.
Homework:
1. Complete the discussion questions attached below:
4th___5th_encounter_discussion_questions.pdf |
10/31/19 and 11/04/19
Today in class we discussed the first encounter of "Recitatif" by Toni Morrison. We then read the second and third encounters.
Homework:
1. Response questions (3 sentences min. per question):
Today in class we discussed the first encounter of "Recitatif" by Toni Morrison. We then read the second and third encounters.
Homework:
1. Response questions (3 sentences min. per question):
- How might their ages and environments have shaped their ideas about race since the last time they met?
- What patterns are you starting to notice in the story?
- What questions did the 3rd encounter raise for you?
10/29/19 and 10/30/19
Today in class we finished discussing "Black Men and Public Spaces," focusing on the tone and mood of the essay. We then started Toni Morrison's short story "Recitatif" (attached below). We read the first encounter of "Recitatif."
Homework:
1. Complete the first encounter worksheet, attached below:
Today in class we finished discussing "Black Men and Public Spaces," focusing on the tone and mood of the essay. We then started Toni Morrison's short story "Recitatif" (attached below). We read the first encounter of "Recitatif."
Homework:
1. Complete the first encounter worksheet, attached below:
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10/23/19 and 10/24/19
Today in class we discussed "Black Men and Public Spaces" in small discussion groups, and shared annotations.
Homework:
1. No homework
Today in class we discussed "Black Men and Public Spaces" in small discussion groups, and shared annotations.
Homework:
1. No homework
10/21/19 and 10/22/19
Today in class we talked about our vocabulary for race. We then began reading Brent Staples' essay "Black Men And Public Spaces" (attached below).
Homework:
1. Finish your annotations for "Black Men and Public Spaces" if you did not finish them in class. Please make at least 10 annotations, 2 sentences per annotation minimum, looking for the following:
Today in class we talked about our vocabulary for race. We then began reading Brent Staples' essay "Black Men And Public Spaces" (attached below).
Homework:
1. Finish your annotations for "Black Men and Public Spaces" if you did not finish them in class. Please make at least 10 annotations, 2 sentences per annotation minimum, looking for the following:
- Diction (strong word choice)
- Race vocabulary (where do you see examples of racism, internalized oppression, etc.?)
- Any other literary devices you notice (simile, metaphor, etc.)
copy_of_copy_of_black_men_and_public_space.pdf |
10/17/19 and 10/18/19
Today in class we finalized our TISAS paragraphs, peer editing each other's work and self-editing. We also created our turnitin.com accounts (directions below).
Homework:
1. Submit your final TISAS paragraph to turnitin.com before the start of class
Today in class we finalized our TISAS paragraphs, peer editing each other's work and self-editing. We also created our turnitin.com accounts (directions below).
Homework:
1. Submit your final TISAS paragraph to turnitin.com before the start of class
turn_it_in_instructions-2.pdf |
10/14/19 and 10/15/19
Today in class we had a writing workshop, peer editing and then a work period to finish typing our TISAS paragraphs. We talked about what "good" analysis looks like (example attached below) and how to choose the best quotes.
Homework:
1. Complete a PRINTED, typed rough draft of your TISAS paragraph for the peer editing next class
Today in class we had a writing workshop, peer editing and then a work period to finish typing our TISAS paragraphs. We talked about what "good" analysis looks like (example attached below) and how to choose the best quotes.
Homework:
1. Complete a PRINTED, typed rough draft of your TISAS paragraph for the peer editing next class
screen_shot_2019-10-14_at_11.00.46_am.png |
10/09/19 and 10/10/19
Today in class we talked about the TISAS paragraph, how to properly format it and our main ideas (powerpoint attached below). We then worked on our graphic organizer, which structures the TISAS paragraph as a whole.
Homework:
1. Complete the graphic organizer
Today in class we talked about the TISAS paragraph, how to properly format it and our main ideas (powerpoint attached below). We then worked on our graphic organizer, which structures the TISAS paragraph as a whole.
Homework:
1. Complete the graphic organizer
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10/07/19 and 10/08/19
Today in class we continued discussing theme, focusing on how best to choose evidence (quotations from the text) in order to support our chosen themes.
Homework:
1. Complete the thesis statement brainstorm guide (attached below)
2. The complete theme list for each class is here:
https://docs.google.com/document/d/12-Np9Oh2pzk58mG4MmB9rvH-AUJxTQQQaULTrQS1qvo/edit?usp=sharing
Today in class we continued discussing theme, focusing on how best to choose evidence (quotations from the text) in order to support our chosen themes.
Homework:
1. Complete the thesis statement brainstorm guide (attached below)
2. The complete theme list for each class is here:
https://docs.google.com/document/d/12-Np9Oh2pzk58mG4MmB9rvH-AUJxTQQQaULTrQS1qvo/edit?usp=sharing
copy_thesis_brainstorm-3.pdf |
10/03/19 and 10/04/19
Today in class we finished discussing "Dark They Were, and Golden-Eyed" by Ray Bradbury. We then talked about theme and brainstormed the various themes in the short story.
Homework:
1. No homework!
Today in class we finished discussing "Dark They Were, and Golden-Eyed" by Ray Bradbury. We then talked about theme and brainstormed the various themes in the short story.
Homework:
1. No homework!
10/01/19 and 10/02/19
Today in class we discussed our annotations and then finished reading our short story "Dark They Were, And Golden-Eyed" by Ray Bradbury. We discussed the text at length, focusing on assimilation and the major plot points.
Homework:
1. Make at least 10 annotations from pages 6 to the end. The majority of your annotations should be literary devices, but you can also have questions, predictions, connections, etc. Your paper should be covered in annotations. Please note: homework points will be assigned based on quality and quantity of your annotations
Today in class we discussed our annotations and then finished reading our short story "Dark They Were, And Golden-Eyed" by Ray Bradbury. We discussed the text at length, focusing on assimilation and the major plot points.
Homework:
1. Make at least 10 annotations from pages 6 to the end. The majority of your annotations should be literary devices, but you can also have questions, predictions, connections, etc. Your paper should be covered in annotations. Please note: homework points will be assigned based on quality and quantity of your annotations
09/27/19 and 09/30/19
Today in class we went over our annotations. We then continued reading our short story "Dark They Were, And Golden-Eyed" by Ray Bradbury, pages 3-6. We discussed the text at length.
Homework:
1. Make at least 10 annotations from pages 3-6. The majority of your annotations should be literary devices, but you can also have questions, predictions, connections, etc. Your paper should be covered in annotations. Please note: homework points will be assigned based on quality and quantity of your annotations
Today in class we went over our annotations. We then continued reading our short story "Dark They Were, And Golden-Eyed" by Ray Bradbury, pages 3-6. We discussed the text at length.
Homework:
1. Make at least 10 annotations from pages 3-6. The majority of your annotations should be literary devices, but you can also have questions, predictions, connections, etc. Your paper should be covered in annotations. Please note: homework points will be assigned based on quality and quantity of your annotations
09/25/19 and 09/26/19
Today in class we finalized our literary device projects. We then began reading the short story "Dark They Were, And Golden-Eyed" by Ray Bradbury. We read pages one through halfway on page three. A PDF of the story is attached below. After, we made a key for literary devices and discussed exactly what adequate annotations look like.
Homework:
1. Annotate pages one, two and half way through page three. Reminder: Annotate at least 10 literary devices. Your paper should be covered in annotations. Example of an adequate annotation: Simile - Mr. Bittering feels like Mars is trying to suffocate him. It seems like the atmosphere on Mars isn't very hospitable, and that danger and death are imminent.
Today in class we finalized our literary device projects. We then began reading the short story "Dark They Were, And Golden-Eyed" by Ray Bradbury. We read pages one through halfway on page three. A PDF of the story is attached below. After, we made a key for literary devices and discussed exactly what adequate annotations look like.
Homework:
1. Annotate pages one, two and half way through page three. Reminder: Annotate at least 10 literary devices. Your paper should be covered in annotations. Example of an adequate annotation: Simile - Mr. Bittering feels like Mars is trying to suffocate him. It seems like the atmosphere on Mars isn't very hospitable, and that danger and death are imminent.
dark_they_were_and_golden_eyed_text-2.pdf |
09/23/19 and 09/24/19
Today in class we presented our Single Story presentations. We then took notes on our literary devices in preparation for our upcoming short story.
Homework:
1. No homework!
Today in class we presented our Single Story presentations. We then took notes on our literary devices in preparation for our upcoming short story.
Homework:
1. No homework!
09/19/19 and 09/20/19
In honor of the walk out on Friday, we spent the class focusing on the climate crisis. We researched a climate-related topic of our choice, collected evidence and found ways that humans can combat the selected issue, and then presented it to others.
Homework:
1. If you have not completed your "Danger of A Single Story" presentation, all presentations will be given next class.
In honor of the walk out on Friday, we spent the class focusing on the climate crisis. We researched a climate-related topic of our choice, collected evidence and found ways that humans can combat the selected issue, and then presented it to others.
Homework:
1. If you have not completed your "Danger of A Single Story" presentation, all presentations will be given next class.
09/17/19 and 09/18/19
Today in class we continued discussing "The Danger of A Single Story," working in small groups to discuss various discussion questions.
Homework:
1. No homework!
Today in class we continued discussing "The Danger of A Single Story," working in small groups to discuss various discussion questions.
Homework:
1. No homework!
09/13/19 and 09/16/19
Today in class we watched Chimamanda Adichie's TedTalk, "The Danger of A Single Story." We then discussed the TedTalk at length, analyzing the impacts of the stories we tell.
Homework:
1. Complete the discussion sheet, attached below
2. The transcript of the TedTalk is also attached below
Today in class we watched Chimamanda Adichie's TedTalk, "The Danger of A Single Story." We then discussed the TedTalk at length, analyzing the impacts of the stories we tell.
Homework:
1. Complete the discussion sheet, attached below
2. The transcript of the TedTalk is also attached below
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09/11/19 and 09/12/19
Today in class we worked on peer editing our personal narratives. We peer edited with partners, using a peer edit guide to inform our feedback, as well as a self-edit checklist.
Homework:
1. Final, printed version of your personal narrative is due next class, with your rough draft, peer edit sheet and your rubric stapled underneath. Your final version should be on top, and your rubric should be the last page of the pile.
Today in class we worked on peer editing our personal narratives. We peer edited with partners, using a peer edit guide to inform our feedback, as well as a self-edit checklist.
Homework:
1. Final, printed version of your personal narrative is due next class, with your rough draft, peer edit sheet and your rubric stapled underneath. Your final version should be on top, and your rubric should be the last page of the pile.
09/09/19 and 09/10/19
Today in class we went over the personal narrative requirements and the grading rubric. We then had a work period, focusing on typing out our narratives and peer editing.
Homework:
1. Come to class with a printed rough draft of your personal narrative so that we can peer edit next class
2. Attached below are the requirements and the rubric:
Today in class we went over the personal narrative requirements and the grading rubric. We then had a work period, focusing on typing out our narratives and peer editing.
Homework:
1. Come to class with a printed rough draft of your personal narrative so that we can peer edit next class
2. Attached below are the requirements and the rubric:
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09/05/19 and 09/06/19
Today in class we continued talking about the idea of "home." We read a second text, "Athletes of God" by Uriah Boyd (attached below). We then began brainstorming our "homes," creating lists and sharing ideas. We went over assignment details and worked on our brainstorm guide.
Homework:
1. Complete the brainstorm guide, attached below
Today in class we continued talking about the idea of "home." We read a second text, "Athletes of God" by Uriah Boyd (attached below). We then began brainstorming our "homes," creating lists and sharing ideas. We went over assignment details and worked on our brainstorm guide.
Homework:
1. Complete the brainstorm guide, attached below
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09/03/19 and 09/04/19
Today in class we talked about the idea of "home," not as a place, but more as a feeling that we associate with certain things. We read the text "Querencia" by Georgia Heard (attached below) and analyzed the author's craft in preparation for our own personal narratives.
Homework:
1. No homework!
Today in class we talked about the idea of "home," not as a place, but more as a feeling that we associate with certain things. We read the text "Querencia" by Georgia Heard (attached below) and analyzed the author's craft in preparation for our own personal narratives.
Homework:
1. No homework!
“querencia”_by_georgia_heard.pdf |
08/29/19 and 08/30/19:
Today in class we went over the nuts and bolts for this school year. We focused on building community and learning more about our peers.
Homework:
1. Please fill out the student survey attached below:
https://docs.google.com/forms/d/e/1FAIpQLSdmpEBuBfr3Dr41GYNUNjDRx3t1dSPPOP2xibOojszuogoNqg/viewform?usp=sf_link
08/28/19
Welcome to English 1/2!
Today in class we went over the nuts and bolts for this school year. We focused on building community and learning more about our peers.
Homework:
1. Please fill out the student survey attached below:
https://docs.google.com/forms/d/e/1FAIpQLSdmpEBuBfr3Dr41GYNUNjDRx3t1dSPPOP2xibOojszuogoNqg/viewform?usp=sf_link
08/28/19
Welcome to English 1/2!