Weeks 29 and 30
Thursday,
Discussion "Dr Heidegger's Experiment"
Response and analysis
At Home:
Due in two weeks
Complete the response questions to "Dr Heidegger's Experiment"
and e-mail them to me.
Read and annotate "How to Live a 100 Years"
Fill note-taking chart thoroughly
Read and annotate "Google Calico and the Immortality Business"
Fill note-taking chart thoroughly
Tuesday
In Class:
"How to Live a 100 Years" vocabulary study
Introduction to "Dr. Heidegger's Experiment"
At Home:
Due Thursday in two wweks
Read and annotate "Dr. Heidegger's Experiment"
Be prepared to discuss story on Thursday
Complete the vocabulary section on the response assignment
You will complete the response questions in class
Due Thursday in two weeks
Read and annotate "How to Live a 100 Years"
Fill note-taking chart thoroughly
Read and annotate "Google Calico and the Immortality Business"
Fill note-taking chart thoroughly
Thursday
"Rising Seniors" special presentation by Ms. Samantha Peterson
At Home:
Reading and response to non-fiction articles related to "There Will Come Soft Rains"
Read and annotate (with brief summaries on the margins)
Complete the response exercise
Materials;
Boosting Your Home's IQ
Simplifying Our Lives
AT & T Simplifying Security
Notes and extended response
Extended response must be a minimum of three paragraphs, typed in MLA format
Tuesday
In Class:
Introduce Bradbury's "There Will Come Soft Rains"
Discussion/historical context
Theme analysis
At Home:
Due Thursday
Complete all response exercises for "There Will Come Soft Rains"
Weeks 28
Thursday
In Class:
Discussion and response to "The Raven"
At Home:
Due Tuesday in two weeks
Write a five paragraph response to "The Raven" following the Poetry Analysis Guide
Complete the figurative language organizer included in the packet
Tuesday
In Class:
Read "The Raven" audio version
Circle or highlight unfamiliar words, terms and allusions
Deconstruct the vocabulary
At Home:
Finish looking up unfamiliar words and terms
Write the meaning of the circled or highlighted words on the margin of the poem
Summarize each stanza in your own words on the margins
Be prepared to discuss what the poem means on Thursday
Materials:
"The Raven" text
Tuesday
Thank you for attending our SBAC test preparation session!
To start or finish the test prep, please click on the following link:
Student Interface Practice and Training Tests
Log in as a guest
Add your grade level (high school) when prompted
Do not change or add any information
Click next, until you get to the practice test
Please read carefully:
Instructions for students who attended the on-site test prep session
Instructions for students who did NOT attend the on-site test prep session
This is a graded assignment for LP6
Week 27
Thursday
In Class:
Group work: LFBJ questions
Continue discussion on "Letter from Birmingham Jail"
At Home:
Due Tuesday
Type answers to LFBJ questions
Support with examples from the texts
Complete response to literature assignment for "The Jilting of Granny Weatherall"
Biography of Katherine Ann Porter
"The Jilting of Granny Weatherall" text
Complete self-guided vocabulary study
Tuesday
In Class:
Rhetorical appeals and devices in "Letter from Birmingham Jail"
LFBJ Socratic Seminar
At Home:
Finish LFBJ vocabulary
Finish LFBJ rhetorical devices
Week 26
Thursday
In Class:
Group work: identifying fallacies in arguments
Introduction to MLK's "Letter From Birmingham Jail"
At Home:
Read "Letter from Birmingham Jail" in its entirety
Identify and label rhetorical appeals and devices as you read
Be prepared to discuss the letter on Tuesday.
Tuesday
In Class:
Discuss "The Minister's Black Veil"
Fallacies small group presentations
At Home:
Due Thursday
Complete self-guided vocabulary study for "The Minister's Black Veil"
Week 25
Thursday
In Class:
Of Mice and Men final exam
At Home:
Due Tuesday
Complete literary analysis assignment on "The Minister's Black Veil"
Follow annotation instructions carefully
Complete parts I and II only
Response to literature assignment
Nathaniel Hawthorne's biography
"The Minister's Black Veil" text
Tuesday
In Class:
Jeopardy review:
OMAM characters, themes and quotes
At Home:
Review for final OMAM test on Thursday
Week 24
Thursday
In Class:
Fallacies small group assignment
Discuss and clarify your assigned fallacies
Create a visual aid for the fallacies you have been assigned.
At Home:
Due Tuesday
Write a final response to literature essay to Of Mice and Men
Follow prompt
This will be graded as a final draft
Revise and edit before you submit
Tuesday
In Class:
Writer's workshop:
Response to feedback
Formal tone
Academic word choice
Punctuation
In-text citations
Works cited
Using credible sources
Avoiding fallacies
Divide fallacies handout by groups
At Home:
Due Thursday
Submit final draft of argumentative essay
Read the section in fallacies handout assigned to your small group
Be prepared to work in your small group. You will create a visual aid for the fallacies you have been assigned, and present them to the rest of the class.
Week 23
Thursday
In Class:
Socratic seminar on Of Mice and Men
Finish "To a Mouse" assignment
Correlate the poem to the themes of Steinbeck's novella
At Home:
Due Tuesday
Answer OMAM's final discussion questions in typed form, following MLA formatting and response to literature guidelines:
Include the question as a statement within the answer
Incorporate textual evidence and support
Answer all questions thoroughly and with detail.
Tuesday
In Class:
Quiz, OMAM chapter 4
Discussion on chapter 4. Focus: theme
To a Mouse: reading and analysis
At Home:
Due Thursday
Read OMAM chapters 5 and 5
Be prepared to discuss the novella in a Socratic seminar
Week 22
At Home:
Due Tuesday, March 7
Read chapter 4 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Thursday
In Class:
OMAM chapter 3 quiz
Discussion on chapter three. Focus: characters
Go over argumentative essay
At Home:
Due Tuesday
I. Develop and write an argumentative essay
Follow all steps:
"Looking for Logos" source organizer
Refer to the organizational structure of an argument
Outline/organizer
How to write a rhetorical precis
First draft in MLA format
Refer to grading rubric
Resources for MLA formatting:
Citing sources PPT
MLA works cited cheat sheet
MLA handout
Purdue OWL online lab
Easy Bib
MLA formatting sample
Possible topics:
1. Tablets VS textbooks-should schools replace all textbooks with tablets?
Sources that support tablets:
Paper and Pencil Curriculum: How Much Do You Rely on It?
Digital text playbook
Sources against replacing textbooks with tablets:
"Apple's ipads cost 5x more than print
"Digital Information Overload Overwhelms and Distracts Students"
2. Should the legal drinking age be lowered to eighteen?
Sources that support:
Amethyst Initiative "Statement"
"Choose responsibility"
Sources that oppose:
"Dangers of Teen Drinking"
"Policy Statement--Alcohol Use by Youth and Adolescents: A Pediatric Concern"
3. Should euthanasia or assisted suicide be legal?
Sources that support:
ACLU Amicus brief
Patients Right Council: FAQ
Sources that oppose:
US Conference of Catholic Bishops Euthanasia Statement
Neither for love nor money: why doctors must not kill
Should animals be used for scientific or commercial testing?
Sources that support:
Animal research: "Diseases and Research"
"Why We Should Accept Animal Testing"
Sources that oppose:
Humane Society International, "About Animal Testing"
"Life Science Technologies: Animal-Free Toxicology: Sometimes, in Vitro is Better"
Do violent video games make more people violent on real life?
Sources that support:
"‘Broad Consensus’ That Violent Media Increase Child Aggression"
Training Simulation: Mass killers often share obsession with violent video games
Sources that oppose:
"Being Bad in a Video Game Can Make Us More Morally Sensitive"
The Role of Violent Video Game Content in Adolescent Development: Boys' Perspectives
Social networking: Good or bad?
Sources that support:
"Theater Shooting Unfolds in Real Time on Social Media"
"The case for social media in school"
Sources that oppose:
"Social Media: The New News Source"
"Digital Information Overwhelms and Distracts Students"
Is obesity a disease?
Sources that support:
"A.M.A Recognizes Obesity as a Disease"
"Here's the strongest evidence yet that belly fat is really bad for you"
Sources that oppose:
Causes of obesity: Mayo Clinic
"High BMI Might Mean a Longer Life. Eat Up?"
In Class:
Grammar: adjective or adverb?
Read "To a Mouse"
Week 21
Thursday
Whole class review of Rhetorical devices in JFK's inaugural address
Analysis of the evolution of JFK's speech from the initial version to final draft
Be as specific as possible. Follow instructions
At Home
Due Thursday
Read chapter 3 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Tuesday
In Class:
OMAM quiz chapter 2
Discussion on chapter 2
Read Lederer's "Unlocking the power within JFK's stylish address"
Classwork: Rhetorical devices in JFK's inaugural address
At Home:
Finish Rhetorical devices in JFK's inaugural address
Self-guided vocabulary study for OMAM chapter 2
Look at note-taking chart for the vocabulary words
Week 20
Thursday
Opposing arguments discussion
Historical background to Kennedy's inaugural speech
Read Kennedy's inaugural speech
At Home:
Complete part III "Opposing Arguments" assignment
Follow directions carefully
Articles:
"Order will make nation safer"
"Egregious mistake to haunt U.S."
Read OMAM chapter 2
Complete note-taking chart and responses
Note: you do not need the vocabulary study yet.
Tuesday
In Class:
Quiz OMAM chapter 1
Discussion, chapter 1
The American Dream: classwork
At Home:
Due Thursday
Complete "Opposing Arguments" assignment
Follow directions carefully
Complete only parts I and II
Articles:
"Order will make nation safer"
"Egregious mistake to haunt U.S."
Weeks 18 and 19
Thursday
In Class:
Discuss "The Me Me Generation"
Review rhetorical devices in article
Introduce Of Mice and Men
About the author
Review of setting: The Great Depression
At Home:
Due Tuesday in two weeks
Read chapter 1 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Tuesday
In Class:
"Speak American" analysis of arguments
Small group/whole group "Speak American" article
Discuss and examine the responses to the article
Focus on claim, arguments, anticipation of objections and counterarguments
At Home:
Finish reading and annotating article "The Me Me Me Generation"
Follow instructions in Argumentative Assignment cover page
Week 17
Thursday
In Class:
Group discussion: "The Mask of the Red Death"
Focus: symbolism
Introduction to Rhetoric
Ethos, pathos, logos
Organizational structure of an argument
Read and annotate "Speak American" article
Complete "Analyzing Arguments" assignment
At Home:
Due Tuesday
Finish "Speak American" assignment entirely, including the note-taking chart
Read and annotate "The Me Me Me Generation" summarizing as you read
Tuesday
In Class:
Review of semester expectations and final grades
Vocabulary lesson for "Cutting Away the Verbal fat adds Muscle to your Writing"
Vocabulary note-taking
Vocabulary definitions and examples
Read and discuss article:
Cutting Away the Verbal Fat adds Muscle to your Writing
Collect To Kill a Mockingbird novels
If you have not turned in your book, please bring it on Thursday
At Home:
Due Thursday
Finish vocabulary exercise
Annotate "Cutting Away..." article by highlighting/circling and labeling the following elements:
Figurative language:
personification
hyperbole
metaphor
simile
Poetic devices:
alliteration
rhyme
Week 16
Thursday, January 12
In Class:
To Kill a Mockingbird final semester test
At Home:
Due Next Tuesday
I
Complete one-pager response to TKAM
Follow directions carefully. Your project should:
Demonstrate effort
Be colorful and creative
Include all the elements listed including words, quotes and a one-paragraph written response
All writing should be typed or printed legibly and neatly with a black pen or sharpie
Please proof-read it! This assignment will be posted on the wall.
II
Complete "The Mask of the Red Death" reading and response unit
Annotate the author's biography by writing brief summaries on the margin
Annotate the story by writing notes, questions, comments or symbols
Complete the self-guided vocabulary study
Tuesday
In Class:
Writer's workshop: feedback on first drafts of response essays
TKAM Literary Devices game review
At Home:
Revise and edit the first draft of your final essay
Final draft due Thursday
Review as needed for Thursdays 1984 final
Week 15
Thursday, January 5
In Class:
Work on first draft of TKAM. Finalize pending work
At Home:
Finish first draft of essay. Due no later than noon tomorrow Friday, January 6
Tuesday
In Class:
Writer's workshop: Response to Literature
Overview of TKAM themes to be addressed within final essay:
Prejudice (racial, social, against women, and people who are different)
Education VS schooling
Loss of Innocence
Injustice
Please refer to the following power point that guides you through the whole essay and provides you with concrete examples of how to compose each paragraph:
Character analysis/Development of a character lesson
At Home:
Work on To Kill a Mockingbird final response essay
Please include a "Works Cited" page
Resources for MLA formatting:
Citing sources PPT
MLA works cited cheat sheet
MLA handout
Purdue OWL online lab
Easy Bib
MLA formatting sample
Week 14
Thursday
In Class:
Wrapping up To Kill a Mockingbird and discussion of ending.
At Home;
Due Tuesday
Complete the prewriting organizer for your final character analysis essay
Choose and note down the quotes you will use to support your body paragraphs
Note the page numbers
Materials:
Character analysis prompt
Essay structure
Prewrite/organizer
Academic descriptors for characters
Transitional words and phrases
Tuesday
In Class:
TKAM quiz chapters 22-25
Class discussion on chapters 22/25
Work on analyzing rhetorical devices in Atticus's closing argument
At Home:
Due Thursday
Read TKAM final chapters 26-31
Complete the note taking chart
Questions will be discussed and answered in class
Week 13
Thursday
In Class:
Discuss article "Girl Repeats Story in Scottsboro Case"
Introduce concept of rhetoric and rethorical devices
Identify and label the following rhetorical devices in Atticus's closing argument:
At Home
Due Tuesday
Read To Kill a Mockingbird chapters 22-25
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz, chapters 18-21
Small group and whole class discussion
The poetry of Langston Hughes
At Home:
Due Thursday, December 8
Read and annotate article "Girl Repeats Story in Scottsboro Case"
Annotate by writing briefs summaries on the margin as you read
Answer response questions 1-5 thoroughly, providing textual support and evidence from the text
Do not answer question number 6
Due Tuesday, December 16
Read To Kill a Mockingbird chapters 22-25
Complete note taking chart and responses
Complete self-guided vocabulary study
Week 12
Thursday
In Class:
Socratic Circle: The Scottsboro Boys Trial and Emmett Till
Answer questions from articles
Due Tuesday
Read To Kill a Mockingbird chapters 18-21
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz chapters 12-17
Discussion on Harper Lee's article and TKAM chapters
Overview of end of semester expectations
Courtroom terminology and the Judicial system
At Home:
Due Thursday
"Based on true Stories: The Scottsboro Trials"
Read whole article. Annotate by adding notes, words and symbols that reflect your thought process as you read.
Be prepared to discuss the questions at the end in class
Due Tuesday, December 6
Read To Kill a Mockingbird chapters 18-21
Complete note taking chart and responses
Complete self-guided vocabulary study
Week 11
Thursday
In Class:
LP2 student self-assessment of progress in American Literature
End of LP announcements
At Home:
Due Tuesday
Read To Kill a Mockingbird chapters 12-14
Complete note taking chart and responses
Read To Kill a Mockingbird chapters 15-17
Complete note taking chart and responses
Complete self-guided vocabulary study
Read and annotate "About the Author"
Read and annotate "Harper Lee's Novel Achievement"
Annotate by writing brief summaries as you read
Complete character analysis note-taking chart
Reference materials:
Academic vocabulary adjectives to describe a character
Week 10
Tuesday
TKAM quiz, chapters 9-11
End of LP announcements
Review of literature response requirements
Discussion, chapters 9-11
Foreshadowing in chapters 9-11
At Home:
Final, illustrated, draft of "I Am From" poem
Period 3:
Finish Foreshadowing in chapters 9-11
Thursday
In Class:
Complete "I Am From" packet, including:
Annotating the poems
Filling the note-taking chart thoroughly
Share "I Am From" poems with your small group
Poetry reading
Week 9
At Home:
Due Tuesday
Read To Kill a Mockingbird chapters 9-11
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz, chapters 6-8
Discussion, chapters 6-8
Poetry classwork:
Discussion about cultural identity
Read and analyze "Where I'm From"
Read and analyze "I Am From"
At Home:
Due Thursday
Write the first draft of your own "I Am From" poem.
Bring your first draft to class to share.
Follow these guidelines:
Use the two poems we read in class as models
Focus on descriptive fragments (imagery) rather than complete thoughts or sentences.
Think about what comprises your identity, including your background, where you were raised, family, upbringing, values, traditions, etc.
Week 8
Thursday
In Class:
Lesson on characterization
Complete character tracking chart for chapters 1-5
Keep character tracking chart and add page numbers as you read the novel
At Home:
Due on Tuesday
Read To Kill a Mockingbird chapters 6-8
Complete note taking chart and responses
Complete self-guided vocabulary study
Quiz on Tuesday, including vocabulary
Tuesday
In Class:
TKAM quiz chapters 3-5
Discussion on chapters 3-5
The Great Depression video and discussion
At Home:
Due Thursday
Reading and response assignment: A History of the Great Depression
Week 7
Thursday
Review of response to literature expectations
Please apply these requirements to your TKAM responses
Don't forget to type your responses or write in pen
More TKAM literary devices
Classwork: complete literary devices chart and work on TKAM vocabulary
At Home:
Read To Kill a Mockingbird chapters 3-5
Complete note taking chart and responses
Complete self-guided vocabulary study
Quiz on Tuesday, including vocabulary
Tuesday
In Class:
TKAM quiz, chapters 1-2
Discussion, chapters 1-2
Review of expectations for responses to literature
Literary Devices in TKAM
Focus: historical, literary and cultural allusions in TKAM
At Home:
Due Thursday
Plessy VS Ferguson non fiction response and analysis
Week 6
Thursday
In Class:
Vocabulary study: prefixes and suffixes
Literary devices group review
Introduction to TKAM
Historical setting and background of the novel.
At Home:
Due Tuesday, October 17
Read To Kill a Mockingbird chapters 1-2
Complete note taking chart and responses
Quiz on Tuesday!
Tuessday
In Class:
Socratic seminar: discussing the theme in DTWAGE
Writers workshop: formatting and dialogue
Anticipation/reaction activity for To Kill a Mockingbird
Individual writing conferences
At Home:
Due Thurs, Oct 13
Final draft of autobiographical narrative
Week 5
Thursday
In Class:
Revising and editing the Preci
Introduction to "Dark they Were and Golden Eyed"
At Home:
Due Tuesday, October 11/ Wednesday October 12
"Dark They Were and Golden Eyed" reading and response assignment
DTWAGE text and questions
Figurative language organizer
Figurative language illustration project
Tuesday
In Class:
Introduction to theme analysis unit
Vocabulary chart
Unit vocabulary study
Read annotate "The Fear of Losing a Culture"
At Home:
Due Thursday
Finish fiction analysis and response "The Fear of Losing a Culture"
Note-taking chart
Write a Preci on the article "The Fear of Losing a Culture"
Please refer to Precis sample
Format correctly
Use Easy Bib to cite source correctly
Week 4
Thursday
In Class:
Reading and analysis of non fiction: "Our Bountiful Tongue Runneth Over with Synonyms."
Nuances and shades of meaning
Vocabulary study
Review of sentence structure: compound/complex:
How to correctly write and punctuate complex sentences
Classwork: sentence structure practice
At Home:
Due Tue Sept 27/ Wed Sept 28
First typed and formatted draft of your autobiographical narrative
Your first submitted draft should be edited and revise for grammar, spelling and word choice
Turn in your completed writing organizer with your first draft.
Refer to personal narrative student sample
Tuesday
In Class:
Descriptive small group writing assignment
Rules of dialogue
Revision of paragraph using dialogue
Sample revised paragraph
At Home:
Due Thur
Writing organizer-complete thoroughly
Refer to your autobiographical narrative prompt
Handout:
Personal narrative student sample
Week 3
Thur
In Class:
Discuss theme in "Breakfast"
Introduce autobiographical narrative prompt
Elements of a narrative
Revision practice group work
Handouts:
Elements of a narrative
Transitional words and phrases
No excuse words
Narrative rubric
At Home:
Due Tues
Finish "Breakfast" response to literature assignment in its entirety
Tuesday
In Class:
Grade check up
Parts of speech review
Self-guided vocabulary study expectations
Writing a Preci
Precis sample
At Home
Thurs Sept 15/ Fri Sept 16
Read and annotate John Steinbeck's biography
Read and annotate "Breakfast" by John Steinbeck
Note: annotation instructions included in cover page of assignment
Complete parts I and II in response to literature assignment including self guided vocabulary study
Week 2
Thurssday
In Class:
Overview of student portal and grading
Annotation handout/expectations
The Dust Bowl Migrations: Historical background for Steinbeck's "Breakfast"
Classwork: Annotation practice
At Home:
Due Tues
Complete non-fiction response and analysis assignment for "The Dust Bowl Migration" Parts 1 and 2 only
The annotation for this assignment is to write a one-sentence summary for each paragraph read.
Complete parts 1 and 2 only. We will work on the Precis in class.
Tuesday
In Class:
"To Build a Fire" discussion
Naturalism vs Romanticism
Expectations and grading
How to write a quality response to literature
Student sample response
Literary devices
At Home
Tues
Complete literary devices organizer
Use examples from "To Build a Fire," using quotation marks
Draw a simple illustration/symbol that will help you remember each literary device
Turn in "To Build a Fire" packet and literary devices organizer on Thur/Fri
Welcome to American Literature 2016-2017!
High School orientation will be held on Friday, august 26 at the La Mesa site, and Monday, August 29 at the Chula Vista site. Please contact your resource center or EP for more information.
Week 1
Initial Assignment:
Literature unit: "To Build a Fire"
Read and review course description (syllabus)
Date due:
Tuesday, September 6 (Chula Vista)
Wednesday, September 7 (La Mesa)
Please read instructions carefully.
Thursday,
Discussion "Dr Heidegger's Experiment"
Response and analysis
At Home:
Due in two weeks
Complete the response questions to "Dr Heidegger's Experiment"
and e-mail them to me.
Read and annotate "How to Live a 100 Years"
Fill note-taking chart thoroughly
Read and annotate "Google Calico and the Immortality Business"
Fill note-taking chart thoroughly
Tuesday
In Class:
"How to Live a 100 Years" vocabulary study
Introduction to "Dr. Heidegger's Experiment"
At Home:
Due Thursday in two wweks
Read and annotate "Dr. Heidegger's Experiment"
Be prepared to discuss story on Thursday
Complete the vocabulary section on the response assignment
You will complete the response questions in class
Due Thursday in two weeks
Read and annotate "How to Live a 100 Years"
Fill note-taking chart thoroughly
Read and annotate "Google Calico and the Immortality Business"
Fill note-taking chart thoroughly
Thursday
"Rising Seniors" special presentation by Ms. Samantha Peterson
At Home:
Reading and response to non-fiction articles related to "There Will Come Soft Rains"
Read and annotate (with brief summaries on the margins)
Complete the response exercise
Materials;
Boosting Your Home's IQ
Simplifying Our Lives
AT & T Simplifying Security
Notes and extended response
Extended response must be a minimum of three paragraphs, typed in MLA format
Tuesday
In Class:
Introduce Bradbury's "There Will Come Soft Rains"
Discussion/historical context
Theme analysis
At Home:
Due Thursday
Complete all response exercises for "There Will Come Soft Rains"
Weeks 28
Thursday
In Class:
Discussion and response to "The Raven"
At Home:
Due Tuesday in two weeks
Write a five paragraph response to "The Raven" following the Poetry Analysis Guide
Complete the figurative language organizer included in the packet
Tuesday
In Class:
Read "The Raven" audio version
Circle or highlight unfamiliar words, terms and allusions
Deconstruct the vocabulary
At Home:
Finish looking up unfamiliar words and terms
Write the meaning of the circled or highlighted words on the margin of the poem
Summarize each stanza in your own words on the margins
Be prepared to discuss what the poem means on Thursday
Materials:
"The Raven" text
Tuesday
Thank you for attending our SBAC test preparation session!
To start or finish the test prep, please click on the following link:
Student Interface Practice and Training Tests
Log in as a guest
Add your grade level (high school) when prompted
Do not change or add any information
Click next, until you get to the practice test
Please read carefully:
Instructions for students who attended the on-site test prep session
Instructions for students who did NOT attend the on-site test prep session
This is a graded assignment for LP6
Week 27
Thursday
In Class:
Group work: LFBJ questions
Continue discussion on "Letter from Birmingham Jail"
At Home:
Due Tuesday
Type answers to LFBJ questions
Support with examples from the texts
Complete response to literature assignment for "The Jilting of Granny Weatherall"
Biography of Katherine Ann Porter
"The Jilting of Granny Weatherall" text
Complete self-guided vocabulary study
Tuesday
In Class:
Rhetorical appeals and devices in "Letter from Birmingham Jail"
LFBJ Socratic Seminar
At Home:
Finish LFBJ vocabulary
Finish LFBJ rhetorical devices
Week 26
Thursday
In Class:
Group work: identifying fallacies in arguments
Introduction to MLK's "Letter From Birmingham Jail"
At Home:
Read "Letter from Birmingham Jail" in its entirety
Identify and label rhetorical appeals and devices as you read
Be prepared to discuss the letter on Tuesday.
Tuesday
In Class:
Discuss "The Minister's Black Veil"
Fallacies small group presentations
At Home:
Due Thursday
Complete self-guided vocabulary study for "The Minister's Black Veil"
Week 25
Thursday
In Class:
Of Mice and Men final exam
At Home:
Due Tuesday
Complete literary analysis assignment on "The Minister's Black Veil"
Follow annotation instructions carefully
Complete parts I and II only
Response to literature assignment
Nathaniel Hawthorne's biography
"The Minister's Black Veil" text
Tuesday
In Class:
Jeopardy review:
OMAM characters, themes and quotes
At Home:
Review for final OMAM test on Thursday
Week 24
Thursday
In Class:
Fallacies small group assignment
Discuss and clarify your assigned fallacies
Create a visual aid for the fallacies you have been assigned.
At Home:
Due Tuesday
Write a final response to literature essay to Of Mice and Men
Follow prompt
This will be graded as a final draft
Revise and edit before you submit
Tuesday
In Class:
Writer's workshop:
Response to feedback
Formal tone
Academic word choice
Punctuation
In-text citations
Works cited
Using credible sources
Avoiding fallacies
Divide fallacies handout by groups
At Home:
Due Thursday
Submit final draft of argumentative essay
Read the section in fallacies handout assigned to your small group
Be prepared to work in your small group. You will create a visual aid for the fallacies you have been assigned, and present them to the rest of the class.
Week 23
Thursday
In Class:
Socratic seminar on Of Mice and Men
Finish "To a Mouse" assignment
Correlate the poem to the themes of Steinbeck's novella
At Home:
Due Tuesday
Answer OMAM's final discussion questions in typed form, following MLA formatting and response to literature guidelines:
Include the question as a statement within the answer
Incorporate textual evidence and support
Answer all questions thoroughly and with detail.
Tuesday
In Class:
Quiz, OMAM chapter 4
Discussion on chapter 4. Focus: theme
To a Mouse: reading and analysis
At Home:
Due Thursday
Read OMAM chapters 5 and 5
Be prepared to discuss the novella in a Socratic seminar
Week 22
At Home:
Due Tuesday, March 7
Read chapter 4 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Thursday
In Class:
OMAM chapter 3 quiz
Discussion on chapter three. Focus: characters
Go over argumentative essay
At Home:
Due Tuesday
I. Develop and write an argumentative essay
Follow all steps:
"Looking for Logos" source organizer
Refer to the organizational structure of an argument
Outline/organizer
How to write a rhetorical precis
First draft in MLA format
Refer to grading rubric
Resources for MLA formatting:
Citing sources PPT
MLA works cited cheat sheet
MLA handout
Purdue OWL online lab
Easy Bib
MLA formatting sample
Possible topics:
1. Tablets VS textbooks-should schools replace all textbooks with tablets?
Sources that support tablets:
Paper and Pencil Curriculum: How Much Do You Rely on It?
Digital text playbook
Sources against replacing textbooks with tablets:
"Apple's ipads cost 5x more than print
"Digital Information Overload Overwhelms and Distracts Students"
2. Should the legal drinking age be lowered to eighteen?
Sources that support:
Amethyst Initiative "Statement"
"Choose responsibility"
Sources that oppose:
"Dangers of Teen Drinking"
"Policy Statement--Alcohol Use by Youth and Adolescents: A Pediatric Concern"
3. Should euthanasia or assisted suicide be legal?
Sources that support:
ACLU Amicus brief
Patients Right Council: FAQ
Sources that oppose:
US Conference of Catholic Bishops Euthanasia Statement
Neither for love nor money: why doctors must not kill
Should animals be used for scientific or commercial testing?
Sources that support:
Animal research: "Diseases and Research"
"Why We Should Accept Animal Testing"
Sources that oppose:
Humane Society International, "About Animal Testing"
"Life Science Technologies: Animal-Free Toxicology: Sometimes, in Vitro is Better"
Do violent video games make more people violent on real life?
Sources that support:
"‘Broad Consensus’ That Violent Media Increase Child Aggression"
Training Simulation: Mass killers often share obsession with violent video games
Sources that oppose:
"Being Bad in a Video Game Can Make Us More Morally Sensitive"
The Role of Violent Video Game Content in Adolescent Development: Boys' Perspectives
Social networking: Good or bad?
Sources that support:
"Theater Shooting Unfolds in Real Time on Social Media"
"The case for social media in school"
Sources that oppose:
"Social Media: The New News Source"
"Digital Information Overwhelms and Distracts Students"
Is obesity a disease?
Sources that support:
"A.M.A Recognizes Obesity as a Disease"
"Here's the strongest evidence yet that belly fat is really bad for you"
Sources that oppose:
Causes of obesity: Mayo Clinic
"High BMI Might Mean a Longer Life. Eat Up?"
In Class:
Grammar: adjective or adverb?
Read "To a Mouse"
Week 21
Thursday
Whole class review of Rhetorical devices in JFK's inaugural address
Analysis of the evolution of JFK's speech from the initial version to final draft
Be as specific as possible. Follow instructions
At Home
Due Thursday
Read chapter 3 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Tuesday
In Class:
OMAM quiz chapter 2
Discussion on chapter 2
Read Lederer's "Unlocking the power within JFK's stylish address"
Classwork: Rhetorical devices in JFK's inaugural address
At Home:
Finish Rhetorical devices in JFK's inaugural address
Self-guided vocabulary study for OMAM chapter 2
Look at note-taking chart for the vocabulary words
Week 20
Thursday
Opposing arguments discussion
Historical background to Kennedy's inaugural speech
Read Kennedy's inaugural speech
At Home:
Complete part III "Opposing Arguments" assignment
Follow directions carefully
Articles:
"Order will make nation safer"
"Egregious mistake to haunt U.S."
Read OMAM chapter 2
Complete note-taking chart and responses
Note: you do not need the vocabulary study yet.
Tuesday
In Class:
Quiz OMAM chapter 1
Discussion, chapter 1
The American Dream: classwork
At Home:
Due Thursday
Complete "Opposing Arguments" assignment
Follow directions carefully
Complete only parts I and II
Articles:
"Order will make nation safer"
"Egregious mistake to haunt U.S."
Weeks 18 and 19
Thursday
In Class:
Discuss "The Me Me Generation"
Review rhetorical devices in article
Introduce Of Mice and Men
About the author
Review of setting: The Great Depression
At Home:
Due Tuesday in two weeks
Read chapter 1 in Of Mice and Men
Complete note-taking chart and responses thoroughly
Complete self-guided vocabulary study
Tuesday
In Class:
"Speak American" analysis of arguments
Small group/whole group "Speak American" article
Discuss and examine the responses to the article
Focus on claim, arguments, anticipation of objections and counterarguments
At Home:
Finish reading and annotating article "The Me Me Me Generation"
Follow instructions in Argumentative Assignment cover page
Week 17
Thursday
In Class:
Group discussion: "The Mask of the Red Death"
Focus: symbolism
Introduction to Rhetoric
Ethos, pathos, logos
Organizational structure of an argument
Read and annotate "Speak American" article
Complete "Analyzing Arguments" assignment
At Home:
Due Tuesday
Finish "Speak American" assignment entirely, including the note-taking chart
Read and annotate "The Me Me Me Generation" summarizing as you read
Tuesday
In Class:
Review of semester expectations and final grades
Vocabulary lesson for "Cutting Away the Verbal fat adds Muscle to your Writing"
Vocabulary note-taking
Vocabulary definitions and examples
Read and discuss article:
Cutting Away the Verbal Fat adds Muscle to your Writing
Collect To Kill a Mockingbird novels
If you have not turned in your book, please bring it on Thursday
At Home:
Due Thursday
Finish vocabulary exercise
Annotate "Cutting Away..." article by highlighting/circling and labeling the following elements:
Figurative language:
personification
hyperbole
metaphor
simile
Poetic devices:
alliteration
rhyme
Week 16
Thursday, January 12
In Class:
To Kill a Mockingbird final semester test
At Home:
Due Next Tuesday
I
Complete one-pager response to TKAM
Follow directions carefully. Your project should:
Demonstrate effort
Be colorful and creative
Include all the elements listed including words, quotes and a one-paragraph written response
All writing should be typed or printed legibly and neatly with a black pen or sharpie
Please proof-read it! This assignment will be posted on the wall.
II
Complete "The Mask of the Red Death" reading and response unit
Annotate the author's biography by writing brief summaries on the margin
Annotate the story by writing notes, questions, comments or symbols
Complete the self-guided vocabulary study
Tuesday
In Class:
Writer's workshop: feedback on first drafts of response essays
TKAM Literary Devices game review
At Home:
Revise and edit the first draft of your final essay
Final draft due Thursday
Review as needed for Thursdays 1984 final
Week 15
Thursday, January 5
In Class:
Work on first draft of TKAM. Finalize pending work
At Home:
Finish first draft of essay. Due no later than noon tomorrow Friday, January 6
Tuesday
In Class:
Writer's workshop: Response to Literature
Overview of TKAM themes to be addressed within final essay:
Prejudice (racial, social, against women, and people who are different)
Education VS schooling
Loss of Innocence
Injustice
Please refer to the following power point that guides you through the whole essay and provides you with concrete examples of how to compose each paragraph:
Character analysis/Development of a character lesson
At Home:
Work on To Kill a Mockingbird final response essay
Please include a "Works Cited" page
Resources for MLA formatting:
Citing sources PPT
MLA works cited cheat sheet
MLA handout
Purdue OWL online lab
Easy Bib
MLA formatting sample
Week 14
Thursday
In Class:
Wrapping up To Kill a Mockingbird and discussion of ending.
At Home;
Due Tuesday
Complete the prewriting organizer for your final character analysis essay
Choose and note down the quotes you will use to support your body paragraphs
Note the page numbers
Materials:
Character analysis prompt
Essay structure
Prewrite/organizer
Academic descriptors for characters
Transitional words and phrases
Tuesday
In Class:
TKAM quiz chapters 22-25
Class discussion on chapters 22/25
Work on analyzing rhetorical devices in Atticus's closing argument
At Home:
Due Thursday
Read TKAM final chapters 26-31
Complete the note taking chart
Questions will be discussed and answered in class
Week 13
Thursday
In Class:
Discuss article "Girl Repeats Story in Scottsboro Case"
Introduce concept of rhetoric and rethorical devices
Identify and label the following rhetorical devices in Atticus's closing argument:
- ethos-appeal from a moral authority
- pathos-emotional appeal
- logos- logical appeal
At Home
Due Tuesday
Read To Kill a Mockingbird chapters 22-25
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz, chapters 18-21
Small group and whole class discussion
The poetry of Langston Hughes
At Home:
Due Thursday, December 8
Read and annotate article "Girl Repeats Story in Scottsboro Case"
Annotate by writing briefs summaries on the margin as you read
Answer response questions 1-5 thoroughly, providing textual support and evidence from the text
Do not answer question number 6
Due Tuesday, December 16
Read To Kill a Mockingbird chapters 22-25
Complete note taking chart and responses
Complete self-guided vocabulary study
Week 12
Thursday
In Class:
Socratic Circle: The Scottsboro Boys Trial and Emmett Till
Answer questions from articles
Due Tuesday
Read To Kill a Mockingbird chapters 18-21
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz chapters 12-17
Discussion on Harper Lee's article and TKAM chapters
Overview of end of semester expectations
Courtroom terminology and the Judicial system
At Home:
Due Thursday
"Based on true Stories: The Scottsboro Trials"
Read whole article. Annotate by adding notes, words and symbols that reflect your thought process as you read.
Be prepared to discuss the questions at the end in class
Due Tuesday, December 6
Read To Kill a Mockingbird chapters 18-21
Complete note taking chart and responses
Complete self-guided vocabulary study
Week 11
Thursday
In Class:
LP2 student self-assessment of progress in American Literature
End of LP announcements
At Home:
Due Tuesday
Read To Kill a Mockingbird chapters 12-14
Complete note taking chart and responses
Read To Kill a Mockingbird chapters 15-17
Complete note taking chart and responses
Complete self-guided vocabulary study
Read and annotate "About the Author"
Read and annotate "Harper Lee's Novel Achievement"
Annotate by writing brief summaries as you read
Complete character analysis note-taking chart
Reference materials:
Academic vocabulary adjectives to describe a character
Week 10
Tuesday
TKAM quiz, chapters 9-11
End of LP announcements
Review of literature response requirements
Discussion, chapters 9-11
Foreshadowing in chapters 9-11
At Home:
Final, illustrated, draft of "I Am From" poem
Period 3:
Finish Foreshadowing in chapters 9-11
Thursday
In Class:
Complete "I Am From" packet, including:
Annotating the poems
Filling the note-taking chart thoroughly
Share "I Am From" poems with your small group
Poetry reading
Week 9
At Home:
Due Tuesday
Read To Kill a Mockingbird chapters 9-11
Complete note taking chart and responses
Complete self-guided vocabulary study
Tuesday
In Class:
TKAM quiz, chapters 6-8
Discussion, chapters 6-8
Poetry classwork:
Discussion about cultural identity
Read and analyze "Where I'm From"
Read and analyze "I Am From"
At Home:
Due Thursday
Write the first draft of your own "I Am From" poem.
Bring your first draft to class to share.
Follow these guidelines:
Use the two poems we read in class as models
Focus on descriptive fragments (imagery) rather than complete thoughts or sentences.
Think about what comprises your identity, including your background, where you were raised, family, upbringing, values, traditions, etc.
Week 8
Thursday
In Class:
Lesson on characterization
Complete character tracking chart for chapters 1-5
Keep character tracking chart and add page numbers as you read the novel
At Home:
Due on Tuesday
Read To Kill a Mockingbird chapters 6-8
Complete note taking chart and responses
Complete self-guided vocabulary study
Quiz on Tuesday, including vocabulary
Tuesday
In Class:
TKAM quiz chapters 3-5
Discussion on chapters 3-5
The Great Depression video and discussion
At Home:
Due Thursday
Reading and response assignment: A History of the Great Depression
Week 7
Thursday
Review of response to literature expectations
Please apply these requirements to your TKAM responses
Don't forget to type your responses or write in pen
More TKAM literary devices
Classwork: complete literary devices chart and work on TKAM vocabulary
At Home:
Read To Kill a Mockingbird chapters 3-5
Complete note taking chart and responses
Complete self-guided vocabulary study
Quiz on Tuesday, including vocabulary
Tuesday
In Class:
TKAM quiz, chapters 1-2
Discussion, chapters 1-2
Review of expectations for responses to literature
Literary Devices in TKAM
Focus: historical, literary and cultural allusions in TKAM
At Home:
Due Thursday
Plessy VS Ferguson non fiction response and analysis
Week 6
Thursday
In Class:
Vocabulary study: prefixes and suffixes
Literary devices group review
Introduction to TKAM
Historical setting and background of the novel.
At Home:
Due Tuesday, October 17
Read To Kill a Mockingbird chapters 1-2
Complete note taking chart and responses
Quiz on Tuesday!
Tuessday
In Class:
Socratic seminar: discussing the theme in DTWAGE
Writers workshop: formatting and dialogue
Anticipation/reaction activity for To Kill a Mockingbird
Individual writing conferences
At Home:
Due Thurs, Oct 13
Final draft of autobiographical narrative
Week 5
Thursday
In Class:
Revising and editing the Preci
Introduction to "Dark they Were and Golden Eyed"
At Home:
Due Tuesday, October 11/ Wednesday October 12
"Dark They Were and Golden Eyed" reading and response assignment
DTWAGE text and questions
Figurative language organizer
Figurative language illustration project
Tuesday
In Class:
Introduction to theme analysis unit
Vocabulary chart
Unit vocabulary study
Read annotate "The Fear of Losing a Culture"
At Home:
Due Thursday
Finish fiction analysis and response "The Fear of Losing a Culture"
Note-taking chart
Write a Preci on the article "The Fear of Losing a Culture"
Please refer to Precis sample
Format correctly
Use Easy Bib to cite source correctly
Week 4
Thursday
In Class:
Reading and analysis of non fiction: "Our Bountiful Tongue Runneth Over with Synonyms."
Nuances and shades of meaning
Vocabulary study
Review of sentence structure: compound/complex:
How to correctly write and punctuate complex sentences
Classwork: sentence structure practice
At Home:
Due Tue Sept 27/ Wed Sept 28
First typed and formatted draft of your autobiographical narrative
Your first submitted draft should be edited and revise for grammar, spelling and word choice
Turn in your completed writing organizer with your first draft.
Refer to personal narrative student sample
Tuesday
In Class:
Descriptive small group writing assignment
Rules of dialogue
Revision of paragraph using dialogue
Sample revised paragraph
At Home:
Due Thur
Writing organizer-complete thoroughly
Refer to your autobiographical narrative prompt
Handout:
Personal narrative student sample
Week 3
Thur
In Class:
Discuss theme in "Breakfast"
Introduce autobiographical narrative prompt
Elements of a narrative
Revision practice group work
Handouts:
Elements of a narrative
Transitional words and phrases
No excuse words
Narrative rubric
At Home:
Due Tues
Finish "Breakfast" response to literature assignment in its entirety
Tuesday
In Class:
Grade check up
Parts of speech review
Self-guided vocabulary study expectations
Writing a Preci
Precis sample
At Home
Thurs Sept 15/ Fri Sept 16
Read and annotate John Steinbeck's biography
Read and annotate "Breakfast" by John Steinbeck
Note: annotation instructions included in cover page of assignment
Complete parts I and II in response to literature assignment including self guided vocabulary study
Week 2
Thurssday
In Class:
Overview of student portal and grading
Annotation handout/expectations
The Dust Bowl Migrations: Historical background for Steinbeck's "Breakfast"
Classwork: Annotation practice
At Home:
Due Tues
Complete non-fiction response and analysis assignment for "The Dust Bowl Migration" Parts 1 and 2 only
The annotation for this assignment is to write a one-sentence summary for each paragraph read.
Complete parts 1 and 2 only. We will work on the Precis in class.
Tuesday
In Class:
"To Build a Fire" discussion
Naturalism vs Romanticism
Expectations and grading
How to write a quality response to literature
Student sample response
Literary devices
At Home
Tues
Complete literary devices organizer
Use examples from "To Build a Fire," using quotation marks
Draw a simple illustration/symbol that will help you remember each literary device
Turn in "To Build a Fire" packet and literary devices organizer on Thur/Fri
Welcome to American Literature 2016-2017!
High School orientation will be held on Friday, august 26 at the La Mesa site, and Monday, August 29 at the Chula Vista site. Please contact your resource center or EP for more information.
Week 1
Initial Assignment:
Literature unit: "To Build a Fire"
Read and review course description (syllabus)
Date due:
Tuesday, September 6 (Chula Vista)
Wednesday, September 7 (La Mesa)
Please read instructions carefully.