AGENDA 12/9

Discuss yesterday's video, "How Prisons Can Help Inmates Live Meaningful Lives" by Dan Pacholke
Review viewing guide and your reactions/responses

Watch TED Talk by Nalini Nadkarni, "Life Science in Prison"

Introduce writing assignment - start by creating one introduction paragraph tonight, handwritten or typed, for one of our semester texts

HW: Finish reading The Scarlet Letter for Friday. Write one introduction paragraph tonight, handwritten or typed, for one of our semester texts.

AGENDA 12/8

View TED Talk, "How Prisons Can Help Inmates Live Meaningful Lives" by Dan Pacholke
Complete viewing guide

HW: Finish reading The Scarlet Letter for Friday.

AGENDA 11/23

Writing effective introductions for argument essays

Understanding whether argument is of fact, value, or policy

HW: For each of the four prompts, turn the prompt into a question (or questions) and write the questions down on the prompt paper. Additionally, note whether the argument called for is an argument of fact, value, and/or policy. Then, on notebook paper, write a FATT claim for each of the four prompts, preferably one per each side of the page (so 2 pieces of paper total).

Sample Critical Annotation in MLA format

Tips for MLA format:

Create a hanging indent in Google Docs

Create a hanging indent in Word

Create a header in Word

MLA Manuscript Format

Directions for Critical Annotation . Submit revision to Turnitin.com by 11/30

AGENDA 11/19

Introduce vocabulary from Thoreau's "Where I Lived and What I Lived For"
Begin reading and annotating "Where I Lived and What I Lived For"

HW: Revise critical annotation. Finish optional Clybourne Park essay if you attended the play. Complete independent reading. Have you earned 3-7 monster points this week?

Sample Critical Annotation in MLA format

Tips for MLA format:

Create a hanging indent in Google Docs

Create a hanging indent in Word

Create a header in Word

MLA Manuscript Format

Directions for Critical Annotation . Submit revision to Turnitin.com by 11/30

AGENDA 11/6

Discuss and introduce Optional Learning Opportunity for Clybourne Park including Cast List

Finish watching A Raisin in the Sun 

HW: Independent Reading

AGENDA 10/8

Make a “circle map” with the word “Models” in the small center circle, and a box near the edge of the paper surrounding the circle, like this:



Then, in the larger ring, (the “donut” as opposed to the “donut hole”), list words or ideas associated with models (and by models, I mean, “supermodels”), words like, “beautiful” or “thin” or “long-legged.” Doesn’t have to be single words, either, can be phrases, like “smiling for a camera” or whatever you happen to know about models.

Watch the short Dove film “Evolution.” After the film, students should first discuss your reactions with a sharing partner: What did this make you think about? How might you add to your maps?

Next, add ideas to your circle map, circling any new information added in green marker or highlighter pens (I have plenty of markers near the red-and-yellow bulletin board, and highlighter pens near the blue vocabulary charts). It has to be green--the color is important. The color green is to designate information gained from sources, not prior knowledge (because green is like spring grass, and the sources help new ideas GROW or are where new thinking SPRINGS from...get it?)

Next, please show the short TED Talk, Cameron Russell’s “Looks Aren’t Everything.” Again, you should add to your maps, discuss with sharing partners, then circle the new information added in green (you can even be snazzy and use a different shade of green than you used originally if you want, to distinguish between the two sources). 

Finally, write in the outside box and reflect as follows. At the top: Summarize this map--what does this circle map explain or show?  At the bottom, discuss the significance of this map and these ideas: So what do you now realize about models/the beauty industry? What did you think about today? Why is it important? How does it build on the pieces we read last week? Lastly, use a red marker (again, the color matters!) to draw boxes around these reflection responses. (Red is for “Stop and Reflect.” Get it, STOP? like a stop sign)

 

HW: Please finish the thinking maps for homework if you do not finish in class. Otherwise, please complete independent reading for homework.

AGENDA 9/21

Sample Critical Annotation in MLA format

Tips for MLA format:

Create a hanging indent in Google Docs

Create a hanging indent in Word

Create a header in Word

MLA Manuscript Format

HW: Please review our list of topics related to The Boys in the Boat and submit your Critical Annotation to Turnitin.com before 9pm tonight. Please complete your 200 pages of reading for this grading period and see pust for a book check ASAP. Late penalties for the book check will start next Wednesday, 9/30. 

AGENDA 9/18

Answer any questions regarding Critical Annotations assignment due Monday to Turnitin.com (bring hard copy on Tuesday).

Small group discussion of Anytown budget cuts: focus on articulating your reasons (what are the benefits/disadvantages), your evidence, and understanding how these relate to the original warrants (e.g., what are the purposes of school in the first place?).

HW: Critical Annotations assignment due by 9pm Monday to Turnitin.com.

AGENDA 9/17

Review list of topics related to The Boys in the Boat that we could use to research and create a Critical Annotation

Introduce the rest of the vocabulary words from The Boys in the Boat and complete the vocabulary chart (or make flash cards, if you prefer)

HW: Critical annotation on a topic related to The Boys in the Boat due on Monday, typed and in MLA format. Continue to work on independent reading (complete 200+ pages by 9/22) and learning vocabulary words from Ready Player One and The Boys in the Boat.

AGENDA 9/16

Getting Started and Wrap-Around Share: Generate list of topics related to The Boys in the Boat that we could use to research and create a Critical Annotation

Introduce first seven vocabulary words from The Boys in the Boat and complete the vocabulary chart (or make flash cards, if you prefer)

HW: Critical annotation on a topic related to The Boys in the Boat due on Monday, typed and in MLA format. Continue to work on independent reading (complete 200+ pages by 9/22) and learning vocabulary words from Ready Player One and The Boys in the Boat.

AGENDA 9/15

Class discussion: Amanda Ripley's "The Case Against High School Sports"

Questions to consider:

• What did you annotate?
• What was your symbolic word, most important sentence, and most important paragraph?
• Which part would be most compelling to someone who disagreed with Ripley's views?
• Where does Ripley make emotional appeals or tug on the reader's heartstrings?
• Which evidence is the strongest or most compelling?
• What is the purpose of the concession paragraph on page 3? To what extent is this paragraph self-contradictory? How does it add to her argument or help persuade the audience?
• What might Ripley oversimplify or overlook in her argument? What could she add to further support her claims?

HW: Continue to work on independent reading (complete 200+ pages by 9/22) and learning vocabulary words from Ready Player One and The Boys in the Boat.

AGENDA 9/11

Read, Annotate, Reread, Funnel "Winning Isn't Everything, But Don't Tell Anyone" by Jack Bowen
Discuss and write two-sentence summary of Bowen's claim.

We talked about: unfamiliar vocabulary, clarifying confusing parts (e.g., what's a pinch-runner?), stylistic purpose of the three anecdotes (Why is each included? Why does Bowen arrange them in this order? What purposes do they serve together? How does each build on the former?) and his overall purpose/argument.

HW: Read, Annotate, Reread, Funnel Amanda Ripley's "The Case Against High School Sports"and write a two-sentence summary of Ripley's claim. Be prepared to discuss overlaps and points-of-difference between Ripley's piece and the other "winning" essays/editorials/letters we've read: Bowen's, Schwartz's, and Roosevelt's.

AGENDA 9/8

Review and discuss the editorial "Our Unhealthy Obsession with Winning" by Tony Schwartz.

Our notes from class today (both periods together in one document)

HW: Reread President Roosevelt's "Proper Place for Sports" and write a two-sentence summary of his major claim/argument. Be prepared to discuss both President Roosevelt's piece and Tony Schwartz's pieces more fully tomorrow. Continue to study vocabulary words, and begin your independent reading book--complete 200 pages before 9/22.

AGENDA 9/4

Warmup: Quickwrite on "winning"

Continue Escalating Questions Group Discussion over pages 39-40 of The Boys in the Boat

HW: Read, annotate, reread, and funnel (RARF!) the editorial "Our Unhealthy Obsession with Winning" by Tony Schwarz. Be sure to be consistent with your annotation system. Then, write a two-paragraph response to Schwarz's piece: to what extent to you agree or disagree with Schwarz's claims? What evidence can you include from the editorial itself or from your own personal experiences, observations, current events, The Boys in the Boat, or other texts to support your claims?

AGENDA 9/3

RPO Vocabulary Practice #3

Homework Review: RARF (Read, Annotate, Re-read, Funnel!) for The Boys in the Boat and President Roosevelt's "Proper Place for Sports"

• What is your partner's annotation system? Can you explain/understand it?
• What parts were confusing? Can you solve them together?
• What parts were important/significant? Did you choose the same parts, or find multiple places in the text that matter? How did you choose?

AGENDA 9/2

Homework Review/Peer Revision, BB Funneling One-Pager: Let's examine our responses and note how we discussed the choices the author made in terms of symbolic words or important sentences. What patterns can we find in the language? Who is the intended audience? How would we describe the tone? How do all of these choices reflect the author's purpose?

Four Main Purposes of Writing

Additional Practice: Rhetorical passage from pages 39-40 of The Boys in the Boat. Apply the annotating and funneling strategies again, this time making sure to select the important sentence/symbolic word from different paragraphs within the passage. What's the author's purpose/meaning in this text? What is the tone? Who is the intended audience? Which word(s)/sentences matter most to express that purpose/meaning? Remember RARF: Read, Annotate, Re-read, Funnel!

HW: Practice the annotating and funneling strategies again, this time using RARF with President Roosevelt's "Proper Place for Sports," a letter he wrote to his son. Be ready to discuss the tone, important sentences/words that achieve purpose, and stylistic choices that Roosevelt makes for his intended audience.

AGENDA 9/1

Introduction to Annotation and Funneling

Some thoughts about annotating texts:

• It's time to have a system! You can use highlighters, symbols, or a combination of underlining/circling. What matters is consistency--adopt this system for reading not only literature/NF in English class, but also history, science, etc.
• What to look for:
• unfamiliar vocabulary
• parts that are confusing or need clarification
• parts that showcase the author's writing style
• important ideas or takeaways from the text: What are we supposed to learn or realize here?

Visual from the board to describe annotating

Funneling practice using Boys in the Boat

Visual from the board to describe funneling

HW: Read and "funnel" Passage #4 from the practice handout. Then select ONE of the four passages to write about--explain your most important sentence and most symbolic word in a one-pager, using the author's name, Brown, as much as possible, to keep the focus on Brown's tone and choices. This may be handwritten neatly in blue or black ink or typed in MLA format and is due tomorrow. If you need an extension, please contact me today. :-) 

AGENDA 8/31

RPO Vocabulary Practice #2

Continue Allusions Workshop and share out from each group: How do allusions add to the meaning of a work?

HW: Be ready to start The Boys in the Boat on Monday!

AGENDA 8/28

Begin Allusions Workshop and share out from each group: How do allusions add to the meaning of a work?

HW: Be ready to start The Boys in the Boat on Monday!

AGENDA 8/27

Quiz over Course Syllabus and Ready Player One

Vocabulary Practice #1 over words from Ready Player One

Discuss questions remaining about #bestbookever Tweet--final draft due tomorrow!

Reminder: Screening of World 1-1 in Barnum Hall tonight, 6pm. Hope to see you there!

HW: Be ready to start The Boys in the Boat on Monday, 8/31! Final draft of #bestbookever Tweet due tomorrow at the start of class. I'll be checking course syllabus signed pages and whether you've registered for Turnitin.com on Friday and Monday.

AGENDA 8/26

Getting Started 8/26 - Practice for quiz over course syllabus and Ready Player One

Discuss themes and significance of Ready Player One

Introduce Mr. Thais and the Volunteer Professors program, which will start next Wednesday

Reminder: Screening of World 1-1 in Barnum Hall tomorrow night, 6pm. Hope to see you there!

HW: Be ready for The Boys in the Boat on 8/31! Study for tomorrow's quiz.

AGENDA 8/24

Getting Started Quickwrite
Share out

HW Check: Collect Values One-Pager or Pink Sheet

Peer check & questions regarding #bestbookever Tweet (final draft due Wednesday; computers available Tues during lunch)

Video & Share: Prince EA's "Can We Auto-Correct Humanity?"
Discuss: What are Prince EA's claims? What rhetoric and stylistic choices does he make to advance his arguments?
Notes from our discussion

HW: #bestbookever Tweet final draft printed and ready for Wednesday - email it to me before 9pm tomorrow at jpust@smmusd.org as a .pdf if you need it printed, please.

AGENDA 8/21

Name tags
Directions and samples for #bestbookever assignment
Values, Morals, and Ethics PPT

HW: Write a one-page reflection (if typed, please double-space; if handwritten, please write neatly in blue or black ink) on your most important core value. Give examples, tell a story, share why this value matters to you and what you think it means. Also, #bestbookever Tweet rough draft due Monday (handwritten hastily in pen or pencil is fine!) We'll start Boys in the Boat on 8/31, so please review or finish reading, or see me if you need help!

AGENDA 8/20

Welcome Back!!!
First Day Parent Letter and Parent (Optional) Homework Assignment
First Day PPT and Introductions
Begin to introduce vocabulary words from Ready Player One and use vocabulary chart to generate examples/illustrations to help remember words

HW: Bring Ready Player One tomorrow!

LETTERS OF RECOMMENDATION 2016

Dear Seniors in the Class of 2016,

Please complete this Letter of Recommendation Request Form and email your answers to me. I will notify you within a week of receiving your request as to whether I will be able to write your letters in time to meet your deadlines. Thanks and good luck!

THIS I BELIEVE RECEPTION SIGN-UP

This I Believe Reception & Potluck



Please sign up on VolunteerSpot as to what you'd like to bring for our This I Believe Essay reception during the final exam! Make sure to pay attention to the signup time--

Period 3 final, 6/2 from 8:15am-10:00am
Period 4 final, 6/2 from 10:15am-12:00pm
Period 5 final, 6/3 from 8:15am-10:00am

Parents are welcome to join us for this special event. If you'd prefer to drop off items, please do so at B200 or the O House Office, H209. Thank you for your help and for a terrific year!

RESOURCES FOR ALL THE PRETTY HORSES

2015 Discussion Calendar and Reading Schedule

Assignments Overview
Sample Discussion Notes Assignment
Sample Rhetorical Analysis Write-up for passage from Page 30
A translation of all of the Spanish in the book

Bonus Materials:

Interview with Cormac McCarthy on Oprah Winfrey's show

Explanations from Wikipedia on horse tack (all of the saddle/bridle/reins parts, etc.)
Lyrics to the lullaby that gives the novel its title
An introduction to Modernism and Postmodernism
A crash course in Postmodernism from Wikipedia

AGENDA 5/12

Good luck tomorrow!

Here's a link to today's Jeopardy review

Please go to bed early tonight, eat a healthy breakfast tomorrow, and show up at the South Gym by 7:15 with your ID card, pens, and pencils. You'll be great!

The answers for the multiple choice I gave for the practice are:

29. C
30. B
31. A
32. B
33. C
34. B
35. D
36. C
37. A
38. B
39. D

(I think I only gave you through #37, but I added in 38 and 39 in case)

GOOD LUCK TOMORROW!!!

AGENDA 4/13

Welcome Back!

Review chapters 4 and 5 of The Great Gatsby, discussing the following items and their significance:

• white card
• cufflinks
• pearls
• clock
• shirts

Watch excerpt from Luhrmann's 2013 The Great Gatsby

HW: Read and be prepared to discuss chapters 6 and 7 for tomorrow.

AGENDA 3/27

PPT to explore overlap between The Story of Stuff, Chapter 3 of The Great Gatsby, and MTV's My Super Sweet 16: "Ariel"

Viewing guide for "Ariel," episode from season 4 of MTV's My Super Sweet 16

Submit at end of class period

HW: Read/annotate Ch 4, 5, 6 of The Great Gatsby over spring break. Submit local issues papers as .PDFs between 3/27 and 4/17 to Turnitin.com. Prepare for full-length AP test dates.

AP FULL LENGTH TESTS:
All tests will be held on the 2nd floor of the TECH building due to painting over spring break.
3/28 9:00am - 1:00pm
4/10 9:00am - 1:00pm
4/13 3:30pm - 7:00pm

Bring approximately 10 sheets of notebook paper, 3+ blue or black ink pens, 2+ #2 pencils, snacks, and a sweater. You may not use any review notes or handouts during the test--review these prior to attending.

RESOURCES FOR LOCAL ISSUES PAPERS

Scoring guide for final drafts of papers (submit final drafts between 3/27 and 4/17 to Turnitin.com)
Overview of project
Checklist PPT of project w/ research questions and description of each step

Annotated bibliography directions and sample

Part II: Research: additional guidance and description
Part III: Solutions: additional guidance and description

AGENDA 3/26

Review scoring guide and answer questions about the scoring guide for local issues papers.
Talking point: Make sure that Part III, the Solutions, is an argument. Use persuasive language, e.g., essential, important, beneficial, pragmatic, convenient, effective in the long-term, will provide immediate gains, etc. Your goal is to present that your proposed solution is the best solution available, for whatever reasons.

Discuss and review Ch 1 close analysis of Tom Buchanan passage from The Great Gatsby
Discuss and review Ch 2 close analysis of "valley of ashes" passage from The Great Gatsby

HW: Read/annotate Ch 3 for class tomorrow. Submit local issues papers as .PDFs between 3/27 and 4/17 to Turnitin.com. Prepare for full-length AP test dates.

AP FULL LENGTH TESTS:
All tests will be held on the 2nd floor of the TECH building due to painting over spring break.
3/28 9:00am - 1:00pm
4/10 9:00am - 1:00pm
4/13 3:30pm - 7:00pm

Bring approximately 10 sheets of notebook paper, 3+ blue or black ink pens, 2+ #2 pencils, snacks, and a sweater. You may not use any review notes or handouts during the test--review these prior to attending.

AGENDA 3/25

Close reading of Ch 1, Tom Buchanan passage, from The Great Gatsby. Examine tone and purpose and note the author's use of rhetorical techniques. Write a working thesis and a body paragraph and turn in.

HW: Read/annotate Ch 2 for class tomorrow. Submit local issues papers as .PDFs between 3/27 and 4/17 to Turnitin.com. Prepare for full-length AP test dates.

AP FULL LENGTH TESTS:
All tests will be held on the 2nd floor of the TECH building due to painting over spring break.
3/28 9:00am - 1:00pm
4/10 9:00am - 1:00pm
4/13 3:30pm - 7:00pm

Bring approximately 10 sheets of notebook paper, 3+ blue or black ink pens, 2+ #2 pencils, snacks, and a sweater. You may not use any review notes or handouts during the test--review these prior to attending.

AGENDA 3/23

Check out The Great Gatsby from the textbook room
Multiple-choice practice

HW: Review the multiple-choice packet. Highlight or circle ALL unfamiliar words in the packet (passages or questions), and write a brief explanation for two of the questions you missed on a separate sheet of paper, explaining why your answer was incorrect and why the correct answer makes more sense. If you miss one or zero, write explanations for two questions you did correctly that you think others missed and explain how you knew the correct answer.

AGENDA 3/20

Practice argument essay FLT skills using a new prompt

In-class challenge: for 10 points, write one body paragraph that meets all of the standards in the FLT sheet for body paragraphs, OR, for 13 points (3 extra credit points), write two body paragraphs that meet all of the standards in the FLT sheet for body paragraphs. Due at the end of the period!

Research Paper Next Steps handout: Continue to draft Part II of your paper. I'll have comments on your solutions portion for you on Monday. Sorry for the delay.

HW: Work on drafting section 2 of your research paper this weekend. Remember that Part II needs to answer ALL of the research questions posed on your handout, and that every group member must demonstrate all of the required skills. Typed draft of Part II due Tuesday in class.

AGENDA 3/12

To provide a common source for the "Buy Nothing Day" prompt, watch Annie Leonard's visual argument The Story of Stuff. We'll revisit this piece in a week or two when we examine logical and emotional fallacies, but today we'll be working with it to understand her argument and analyze her rhetorical choices, and will take notes and make connections between this and other texts we've read/observed.

Tomorrow, we'll draft model body paragraphs for the "Buy Nothing Day" prompt using excerpts from The Story of Stuff as evidence.

HW: FINISH READING the script of American Menu: --reading quiz tomorrow with 5 true-or-false questions and two short answer questions. Be ready to discuss and analyze the play.

AGENDA 3/9

Here's the pdf of the script of American Menu: please read and annotate--keep track of important quotations, character notes, discussion questions, and funneling as you read. Finish reading and prepping the play for discussion on Thursday!

AGENDA 3/3

Brief presentation from Gina Garcia of Sustainable Works Santa Monica, introducing this year's poster contest and an overview of water conservation

Work to complete local issues brainstorming sheet: add to back of paper, "Local Experts," "Questions," and "Possible Solution Ideas"

HW: Finish posts on The Pact discussion boards. Six posts due before 11:59pm on Thursday (two for each topic; all posts must have a direct quotation cited in parentheses with pg. #).

AGENDA 2/25

Guest Speakers: Andrew Basmajian and Joel Cesare, from Office of Sustainability and the Environment.
Andrew Basmajian's powerpoint
The "Doritos" video Mr. Basmajian alluded to in his talk and a piece from Bloomberg Business noting PepsiCo's response, along with a piece from The Union of Concerned Scientists acknowledging PepsiCo's response
Pust's Notes from today's guest speakers

HW: Register for the AP English Language and Composition exam: DEADLINE IS FRIDAY!!!
2015 AP Exam Registration flyer
Quick link to Vikings Web Store to purchase exams via credit card (note that a $7 processing fee applies)

 Please submit your response to the local issues project proposal survey before class on Friday

AGENDA 2/23

Period 3 ONLY: Guest Speaker, Superintendent Sandy Lyon
Pust's Notes from guest speaker, Superintendent Sandy Lyon
If you were absent from Period 3, please print my notes and annotate them with your questions, comments, and responses, then complete the two reflection stems:

1) Today, I learned...
2) Now, I'm wondering...

Worth thinking about: Based on Sandy Lyon's talk, which of our reformers would she most likely side with? Which ideas from our education unit texts would she most disagree with?

Periods 4 & 5:
Introduce foldables for education unit texts (you can use these, or another note-taking system, to track your annotations from The Pact and our other short essays within this education unit

Check out computers and introduce the Turnitin.com discussion board activity:
1) Between now and 3/5, make two posts to each of the three topics
2) ALL of your posts must be written in standard academic English and contain at least one direct quotation from the relevant chapters of The Pact.
3) Some of your posts may introduce new topics, but some should be replies to other student comments. Do not make all six of your comments opening new topics.

Discussion posts are due before 3/5. Make sure your comments and questions are thoughtful and that each contains a relevant quotation, introduced smoothly, to advance or support your ideas.

Note: We'll be selecting topics for our local issues research papers on Friday. Be thinking about potential topics and group members, if desired, for your research papers.

HW: Continue independent reading & annotating of The Pact if needed. Begin posting on Turnitin.com discussion board. Read notes from Sandy Lyon's guest speaker talk if you're interested in researching school issues.

AGENDA 2/20

Guest speaker -- SMMUSD Board Member Ralph Mechur
Pust's Notes from the presentation

If you were absent, please print out these notes, annotate them with your questions, reactions, and comments, then complete the two reflection statements at the bottom:
1) Today, I learned that...
2) Now, I'm wondering...

Something to consider: How did Mr. Mechur's presentation connect to what we've been studying? What reformers have we read that Mr. Mechur might agree with? Which positions/arguments might he take issue with?

HW: Finish reading The Pact, remembering to annotate as you read (insights, comments, questions, connections, funneling, etc.). Annotations will be checked on Tuesday. Please complete book checks today at lunch or after school.

AGENDA 2/19

Synthesis Writing Workshop - return EdTech synthesis essays
Reading Quiz over chapter 10 of Narrative of the Life of Frederick Douglass and chapters 12, 13, 14, and 15 of The Pact

HW: Read chapter 16, "Sam on Perseverance," and chapter 17 of The Pact. Continue to annotate as you read--annotations will be checked next Tuesday.

AGENDA 2/18

Guest speaker -- Aimee Wyatt, Community Relations Officer, Big Blue Bus
Pust's notes from the presentations
Link to seat redesign: today and tomorrow are the last chance to check out the prototypes at Santa Monica & 22nd stop!
If you were absent, please print out these notes, annotate them with your questions, reactions, and comments, then complete the two reflection statements at the bottom:
1) Today, I learned that...
2) Now, I'm wondering...

Tomorrow, we'll turn back the synthesis essays and have a brief synthesis workshop to help you improve, and we'll take a reading quiz

Please register for your AP exams as soon as possible! February 27 marks the end of regular registration and exams then carry a $10 penalty!

If you have not turned in the three practice synthesis paragraphs, please do so before the end of the week:
1) Postman/Robinson
2) Mann/Botstein
3) Pact Ch. 11/Gates

Please remember to register for AP exams!

2015 AP Exam Registration flyer

Quick link to Vikings Web Store to purchase exams via credit card (note that a $7 processing fee applies)

HW: Read/annotate Chapter 10 of Narrative of the Life of Frederick Douglass, and chapters 12, 13, 14, 15 of The Pact in preparation for a brief reading quiz tomorrow.

AGENDA 2/17

Seminar over McGraw-Hill Reader texts:
Susan Jacoby's essay, “When Bright Girls Decide that Math is a Waste of Time,” pages 140-143; Benjamin Barber's essay, "America Skips School," pages 153-162; and William J. Bennett's essay, “What Really Ails America,” pages 443-446, all in The McGraw-Hill Reader.

Reminder: Register for AP Exam and complete your book checks by lunchtime on Thursday for inclusion in this grading period!

HW: Read/annotate Chapter 10 of Narrative of the Life of Frederick Douglass, and chapters 12, 13, 14, 15 of The Pact in preparation for a brief reading quiz on Thursday.

AGENDA 2/13

Period 3: foldables
Answer questions about yesterday's assignment. Need more help? Drop-in Tuesday or Wednesday at lunch and you can submit the synthesis paragraphs on Thursday

Guest speaker, Mr. Wells, periods 4 and 5
PowerPoint from Mr. Wells' presentation
Pust's notes from Mr. Wells' presentation: if you were absent, please print out my notes and annotate them, then complete the two reflection statements: "Today, I learned that..." and "Now, I'm wondering..."


HW: Read Susan Jacoby's essay, “When Bright Girls Decide that Math is a Waste of Time,” pages 140-143; Benjamin Barber's essay, "America Skips School," pages 153-162; and William J. Bennett's essay, “What Really Ails America,” pages 443-446, all in The McGraw-Hill Reader. As you read, annotate, ask thoughtful questions, make connections, and be prepared to discuss on Tuesday.

AGENDA 2/12

Read Ch 11 of The Pact, "Rap," and "Delusions of Grandeur," by Professor Henry Louis Gates, in the McGraw-Hill Reader, and discuss the overlapping ideas. Annotate each, then write a synthesis paragraph exploring the ideas in each text.

HW: Finish the classwork if not finished in class.

AGENDA 2/10

Read Leon Botstein's "Let Teen-Agers Try Adulthood" silently, annotating, “funneling” (mark/highlight the most important paragraph, most important sentence, and most symbolic word), and writing thoughtful questions/comments. Then, on a separate sheet of paper, paraphrase Botstein’s major claim(s) just as we’ve been practicing in our current synthesis unit. For example, you might write a few sentences that begin with “Botstein argues” or “Botstein explains…”

Discussion: When you complete their reading/annotation/claim statements for the Botstein piece, discuss the ideas with your sharing partners. What makes sense? What are you skeptical about or what possible counterclaims might you push back with if you disagree with Botstein?

Then, read the Horace Mann piece, "Report to the Massachusetts Board of Education." The first page is simply introductory, to give context for Mann’s report. Read the entire packet silently, again annotating, funneling, questioning, and writing claim statements.

Finally, craft a synthesis paragraph: find an overlapping idea (could be similar, could be contrasting) between Mann's and Botstein's piece, then write a synthesis paragraph, using at least one direct quotation from each.

HW: Synthesis paragraph--after reading Mann's speech and Botstein's editorial, what argument might you make? Write that claim, then incorporate evidence from each text, and use the texts to support your position.

AGENDA 2/9

TW: Synthesis

HW: Read chapter 8 & 9 of The Pact. Continue to annotate, funnel, and ask thoughtful questions as you read. Notes check will be happening soon!

AGENDA 2/6

Synthesis notes - review of class trends & samples from student essays
Review synthesis FLTs

HW: Read chapter 7 and "George on Peer Pressure" in The Pact. Continue to annotate as you read, noting funneling and thoughtful questions.

AGENDA 2/5

Reminders and announcements: register for AP exams, make sure to turn in any missing work

Synthesis paragraph practice

Reread the transcript of Sir Ken Robinson’s RSA Animate Talk and Neil Postman’s essay “Order in the Classroom.” Then write a well-reasoned, persuasive body paragraph in which you develop a position on how best to improve American public education.

AGENDA 2/3 & 2/4

Special Schedule: CAHSEE
Write Responses to Reading, Chapters 1-3 of The Pact
Quick share out & collect responses

Read Neil Postman's "Order in the Classroom" and respond to questions on PowerPoint

HW: Read Chapters 4, 5, 6 of The Pact for Thursday's class. Continue to annotate as you read--funneling, noting important quotations, posing questions, and be prepared to share out. Revised critical annotations w/ rough draft and peer comments attached to back due in class on Thursday.

Please remember to register for AP exams!
2015 AP Exam Registration flyer

Quick link to Vikings Web Store to purchase exams via credit card (note that a $7 processing fee applies)

Make sure you register for AP English Language and Composition :-) before 2/27 so you can avoid the $10 per exam late fee!

See Pust for help or questions; see Ms. Chew in M House office, H106, as soon as possible to register in person or if you need financial assistance.

REGISTER ASAP FOR AP EXAMS!

2015 AP Exam Registration flyer

Quick link to Vikings Web Store to purchase exams via credit card (note that a $7 processing fee applies)

Make sure you register for AP English Language and Composition :-) before 2/27 so you can avoid the $10 per exam late fee!

See Pust for help or questions; see Ms. Chew in M House office, H106, as soon as possible to register in person or if you need financial assistance.

AGENDA 2/2

AP Exam registration information
Senior electives information

Groups of 4-6: Share out your thoughtful questions and annotations from Malcolm X's "Learning to Read" and then discuss questions from PPT

HW: Read Ch 3 "Ma" from The Pact; annotate and be prepared to discuss.

AGENDA 1/30

Guest Speaker Debrief--compare notes and discuss what we observe in classmates' notes and how to improve our own next time

Peer Revision of critical annotation assignment--make comments on a peer's paper and then return to them for revision. Resubmit new copy with this version stapled to it in class next Wednesday.

Trip to textbook room

HW: Read "Introduction," "Dreaming Big," and "Home" chapters of The Pact and be prepared to discuss alongside excerpt from Malcolm X's "Learning to Read" on Monday. As you read The Pact, you are expected to take notes (post-it, separate reading journal, in a notes app like Evernote on your phone, etc.) regarding significant quotations, questions, responses and comments.

AGENDA 1/29

Guest Speaker: Virginia Hyatt, SMMUSD Purchasing Director and Sustainability Coordinator
vhyatt@smmusd.org 310-450-8338, ext. 70-249

blank guest speaker notes sheet
Pust's notes from Ms. Hyatt's presentations

HW: Review Malcolm X's "Learning to Read" for discussion tomorrow. Bring your 5 thoughtful questions and your annotated reading, and bring your ID card to class tomorrow

AGENDA 1/28

Answer questions about critical annotation of part of City of Santa Monica's website
Share topics ideas
Guest speaker notes - format and expectations
Reading----- "Learning to Read" by Malcolm X; annotate, use funneling technique, generate 5 thoughtful questions:
1. One question about "big ideas " or connections to Frederick Douglass or recent videos (Bales, Robinson)
2. One question about specific language or style review

Take aways
1. Prepare to ask thoughtful questions for the guest speakers--think about constructive, helpful ways to manage yourself in the event the topic isn't perfectly relevant to you and your life (manage your boredom nicely!)
2. Persistence can help one be different and also help to achieve goals. For example, Malcolm X was persistent in educating himself, and in the end he achieved much and inspired others

HW: Critical annotation, typed due Thursday. Bring hard copies to class

AGENDA 1/26

Video - Sir Ken Robinson: "Changing Education Paradigms"

RSA Animate of TED Talk by Sir Ken Robinson on Changing Education Paradigms

Reading - Malcolm X: "Learning to Read"

- funneling (paragraph, sentence, word)

annotation

Then, generate 5 thoughtful questions: (you can add this to the bottom of your notes about the Robinson video)

- 1 about "big ideas" or connections to Frederick Douglass or the Ken Robinson video

- 1 about specific language or style choice (like our "Why Styrofoam?" or "why stratagems?" questions from last week

HW: Generate a list of 15 school or local community issues you would be interested in researching or solving.

Takeaways from the video:

The American education system teaches in an antiquated way. Schools teach laterally or convergently instead of divergently, which is a way of thinking that promotes creativity by accepting innovative answers to old questions. Drugs like Ritalin and Adderall are falsely prescribed, when oftentimes children are simply adapting to all the sensory overload in the 21st century. Building a generation of geniuses to lead the new century has to start with educational reform.

AGENDA 1/16

Agenda:
- One Word Vocabulary quiz
- Writing synthesis body paragraphs
NOTE: I revised my body paragraph claim to make it more narrow and give you all more

HW:
- Write the rest of the synthesis essay:
•Intro:

1. hook (consider a personal anecdote--a great time at a museum or a bad time at a museum)
2. transition/context (link between hook and actual topic/thesis)
3. thesis/claim (which factors matter most)

•Your own body paragraph that contains evidence from 2 sources--Source A is required, then any source EXCEPT Source D. Keep in mind that while it should not contradict anything in Pust's sample paragraph, you can expand the argument or build on it as you see fit.
•Brief conclusion - For example, try answering the question "Why do museums matter in today's society?"

Take-aways of today:
1. We know our vocab words that we had questions about, including ascendancy (position of influence/control) and utilitarian (made for practicality rather than vanity).

2. How to write a Counterargument Thesis and how to use it to make a stronger claim in a synthesis essay:
- establish the counterargument in your thesis even if you can't fully refute it in your body paragraphs. This way you acknowledge the complexity of the issue.

AGENDA 1/14

Announcements:
     1) Blog Updates - Thank you!
     2) AP exam registration - coming in Feb. This year, it's $91 per exam. Traditionally, financial aid has been available; more information on that as I get it. Apparently, you may already register online if you like...
     3) Volunteer spot sign-ups - Please sign up to meet with me about the fall paper and set writing goals for second semester
Click this button to access the calendar:



Examine synthesis source packet for "Museums" prompt--annotate Source A and Source B in class, paying attention to the "gifts" in the information box. Make a brief prediction as to what the source will contain based on introductory information. Then, as you read the source, notice the following:

1) Read the source, paraphrasing the ideas in the margins as you read to make sure you can understand and explain the information
1a) Highlight or mark unfamiliar vocabulary words, then look them up and begin to learn them! (NOTE: THIS step is for PRACTICE only. Do NOT spend time on this during a timed essay!!!!)
2) Underline or circle relevant or appropriate evidence that matches what you already brainstormed as you examined the prompt
3) Mark any surprising information as you read, perhaps with a star or something. Be on the lookout for surprises so that you can demonstrate a new, more informed viewpoint in your analysis.
4) Make notes about any overlap or parallels or contrasts with other sources as you read on.

Take-aways: Utilize information that shocks you or surprises you which will allow you to build and boost your argument. We are not always right when predicting what a source will be about and part of synthesizing is pulling together the different paragraphs to create a new understanding. When pairing sources one could use: differences, similarities, use 1 source that appears in both paragraphs (dream source), or one general overview and one that is more specific.

HW: Rhetorical Passage from Chapter 2 assignment due at 9pm PST to Turnitin.com.

AGENDA 1/13

Announcement: blog updates!
AP exam registration - approximately $90 per exam; traditionally financial aid has been available--more info on this process soon
Volunteer spot sign up, please:


Introduced synthesis!
Define task


HW: ch2 rhetorical analysis assignment due wed. Jan 14th @ 9 pm on turnitin.


Take away: there are many different and valid arguments for why a specific college is the best. The important step that will help you decide on your top 2 college's is deciding which reasons apply most to your individual situation and basing your choice on the frequency by which those reasons are present in each college.

What is synthesis?
A: gathering all the different factors that come in to play when thinking about a certain topic and combining/ ranking them to foam a clear argument.

AGENDA 1/12

 Announcements:
     1) Blog Updates - Thank you!
     2) AP exam registration - coming in Feb. Typically around $90 per exam. Traditionally, financial aid has been available; more information on that as I get it.
     3) Volunteer spot sign-ups - Please sign up to meet with me about the fall paper and set writing goals for second semester
Click this button to access the calendar:



Discuss Rhetorical Passage from Chapter 2 with partners/small groups
Examine Pust's sample writeup discussing the end of Chapter 2 ("songs" part)
Annotated version of Pust's sample writeup to show what we reviewed in class (NOTE: I had to create an artificial "page break" partway through the paragraph because I made so many comments on the document! Please adhere to MLA format like my non-annotated sample)
Introduce Synthesis Essay


2 Take-aways:

1) Today in class we discussed the rhetorical devices being used by Douglass in his writing to help explain to his audience his purpose on how slaves were really treated. We learned and analyzed in an example how referring to people as "souls" makes slavery a more moral issue on how souls are being broken & thus is an offense to God. We reviewed how to analyze a metaphor and write about how rhetorical devices are used.


2) When introducing the Synthesis essay, we used the analogy of thinking about factors we might consider when choosing a college. By doing this, we were able to broaden our factors and prioritize them. This helps use visualize what we will be doing in the Synthesis essay where will learn to rank important considerations given to us in the prompt.

HW:  Chapter 2 Rhetorical Analysis assignment due Wednesday 1/14 by 9pm on turnitin.com

AGENDA 1/9

Blog updates: thank you!

Volunteer spot sign ups for January

Use this button to sign up from your mobile device!

Finish escalating questions of ch2 of the Narrative of the Life of Frederick Douglass, An American Slave

Introduce rhetorical analysis review assignments ( due Wednesday )

HW:

Chapter 2 rhetorical analysis assignment due on Wednesday ( turnitin.com) by 9 pm

Read and annotate the passage this weekend--be ready to discuss

Takeaways:

" the field was the place to witness his cruelty an profanity" ( page 55, Frederick Douglas )

The slaves in this book were dehumanised the entire day.

The site that they lived at was not habitable.

 Invariably means never changing

Sentence:

My  son invariably gives the same response to others about his career plans: he's not sure what he'll do or when he'll do it.

AGENDA 1/8

Review TED Talk, Kevin Bales, "How to Combat Modern Slavery" if needed
Finish responding to Kevin Bales's TED talk questions and turn in assignment if finished.

Introduce vocab ch. 1+2 using the ppt of images and the vocabulary chart handout.

Begin escalating questions for ch 1 of Narrative of the Life of Frederick Douglass, An American Slave.

Take-aways:
-We should learn to become attuned to the analogies and comparisons speakers use to argue their points (e.g., these particular comparisons are chosen for specific reasons: Why "Styrofoam"? Why a "cup"? Why "potato chips and pretzels"? Why "a blood-stained gate"? Or more specifically, why a "gate"?).

-Douglass opens in paragraph 1 showing how slaves are dehumanized from the removal of their birthday/comparison to horses; Bales shows how that dehumanization continues today in modern slavery by asserting that some persons cost as little as $5/day, and by comparing enslaved people to "Styrofoam cups"

HW: review ch 1+2 of Narrative of the Life of Frederick Douglass, An American Slave as needed; finish Bales questions (if needed)

AGENDA 1/7

Watch TED Talk, Kevin Bales, "How to Combat Modern Slavery"

Take notes--what is important? interesting? surprising? informative? central to Bales's argument?

*Mark down notes on some aspects of the TED Talk.

Respond to Ted Talk questions 

Go to Text book room and return books/get the Narrative of the Life of Frederick Douglass, An American Slave 

Two main ideas from class:

1. How to combat modern day slavery/statistics of modern day slavery

2. Practice answering AP test questions: writing these short responses will build fluency and help us marshal evidence for argument essays later this semester.

Vocabulary chart to assist with unfamiliar words as you read

HW: Read chapters 1 and 2 of the Narrative of the Life of Frederick Douglass  and annotate/prepare for discussion.

AGENDA 1/6

Welcome Back and Happy New Year!

Goal Setting and Reflection: Screenshot of Common App Teacher Evaluation & Word cloud of common words used in letters of recommendation. How might this shape your three goals for semester 2?

New Seats + Routines

- Blog

Overview of Semester 2:

Books

Projects

Essay Types

Watch TED Talk, Kevin Bales, "How to Combat Modern Slavery"

Take notes--what is important? interesting? surprising? informative? central to Bales's argument?

*Mark down notes on some aspects of the TED Talk.

Talking points:

Slavery is alive and well! More people are enslaved today than any other period in history, but the smallest fraction of the total population than ever recorded. HOWEVER, this does not make it a trivial nor a self-eradicating issue. 

HW: Bring ID + books to return to textbook room tomorrow -- don't leave in lockers!