Happy almost Winter Break, everyone! This is the first week of the new marking period. All classes have a major project due on Friday, December 23rd, at 10:00 PM, shared with msatwill@gmail.com via Google Drive. Check your specific period's section for handouts and instructions!
Monday
Periods 1, 5 and 7:
Classwork: Use your outline for your final TKAM project to help write body paragraphs. Use the Model Body Paragraph to make sure that you have everything you need. By tomorrow, your outline and two body paragraphs need to be completed. The final draft is due Friday, December 23rd at 10:00 PM, as a Google Doc shared with msatwill@gmail.com.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
Periods 2 and 6:
Classwork: Review guidelines for Malcolm X Essay Revisions. On the back of the guidelines are model body paragraphs. Revise at least two of your body paragraphs using the guidelines, checking for claim, evidence and analysis in each one. The final draft is due Friday, December 23rd at 10:00 PM, as a Google Doc shared with msatwill@gmail.com.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
Tuesday
Periods 1, 5 and 7:
Classwork: Review the rubric that your essay will be graded on. Complete a peer review of your body paragraphs.
Homework: Finish revising your body paragraphs based on your peer feedback, and write your final body paragraph(s).
Periods 2 and 6:
Classwork: Complete a peer review of your body paragraphs, and revise them based on your peer feedback.
Homework: Write your final body paragraphs. Remember, you need at least ten pieces of evidence!
Wednesday
Periods 1, 5 and 7:
Classwork: Evaluate a model introduction and conclusion. Draft your own introduction and conclusion.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Meet in the Computer Lab tomorrow! You will need a Gmail account for class tomorrow, so create one if you don’t have one already, and double check your password!
Periods 2 and 6:
Classwork: Evaluate model introductions. Revise your own introduction and conclusion.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Meet in the Computer Lab tomorrow!
Thursday
All Periods:
Meet in the Computer Lab
Classwork: Type up your essay and revise it using the revision checklist.
Homework: Complete your revision of your essays. Tomorrow’s writer’s workshop is our final one, so come to the Computer Lab prepared to edit and polish your final draft.
Friday
All periods:
Meet in the Computer Lab
Classwork: Edit your essay using the editing checklist. Make sure you read your work out loud to catch your mistakes!
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Final drafts of your essays are due at 10:00 PM tonight!
Have a wonderful Winter Break! Stay warm and safe, and I'll see you in 2017!
Monday, December 19, 2016
Sunday, December 11, 2016
Week of December 12th-16th
Hello everyone,
This is the last week of the marking period! Make sure you turn in any late work by Friday the 16th.
Monday
1st, 5th and 7th Periods:
Classwork: Final Exam
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
2nd and 6th Periods:
Classwork: Read p. 309-311 (From “My head felt like it was bleeding inside” to “And I felt that I perceived the anatomy of the plotting”) and answer the following question: What is Malcolm’s state of mind in Miami?
Read Malcolm X, p. 312-215. Double Entry Notes: Turning Points.
Quickwrite: How is does this section reveal a “turning point” in Malcolm X’s life?
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
Tuesday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar Instructions
Homework: Answer questions 1-6 in your Socratic Seminar packet. Use your copy of To Kill a Mockingbird to help find evidence!
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 345-348. Double Entry Notes: Character Development
Quickwrite: What events cause Malcolm X to “re-arrange” his beliefs?
Homework: Write ½ p: What “insights” (p. 348) has Malcolm X gained from his time in the Holy Land?
Wednesday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar: Day One
Homework: Answer Day Two questions in your Socratic Seminar packet, and come up with at least three new questions!
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 367-370. Double Entry Notes: Central Ideas.
Quickwrite: Determine two central ideas present in pages 367–370 and analyze how they interact and build on one another.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
Thursday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar, Day Two
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
2nd and 6th Periods:
Classwork: Read p. 385 (Start at “Anything I do today…”) and answer the following question: Why does Malcolm X consider everything he does as “urgent”?
Read Malcolm X, p. 386-289. Double Entry Notes: Point of View.
Socratic Seminar Intro.
Homework: Prepare notes for at least five of the discussion questions on Malcolm X to use in tomorrow’s Socratic Seminar.
Friday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar reflection, begin essays for To Kill a Mockingbird.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Reading Logs are due on Monday!
2nd and 6th Periods:
Classwork: Socratic Seminar.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Reading Logs are due on Monday!
This is the last week of the marking period! Make sure you turn in any late work by Friday the 16th.
Monday
1st, 5th and 7th Periods:
Classwork: Final Exam
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
2nd and 6th Periods:
Classwork: Read p. 309-311 (From “My head felt like it was bleeding inside” to “And I felt that I perceived the anatomy of the plotting”) and answer the following question: What is Malcolm’s state of mind in Miami?
Read Malcolm X, p. 312-215. Double Entry Notes: Turning Points.
Quickwrite: How is does this section reveal a “turning point” in Malcolm X’s life?
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
Tuesday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar Instructions
Homework: Answer questions 1-6 in your Socratic Seminar packet. Use your copy of To Kill a Mockingbird to help find evidence!
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 345-348. Double Entry Notes: Character Development
Quickwrite: What events cause Malcolm X to “re-arrange” his beliefs?
Homework: Write ½ p: What “insights” (p. 348) has Malcolm X gained from his time in the Holy Land?
1st, 5th and 7th Periods:
Classwork: Socratic Seminar: Day One
Homework: Answer Day Two questions in your Socratic Seminar packet, and come up with at least three new questions!
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 367-370. Double Entry Notes: Central Ideas.
Quickwrite: Determine two central ideas present in pages 367–370 and analyze how they interact and build on one another.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
1st, 5th and 7th Periods:
Classwork: Socratic Seminar, Day Two
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book.
2nd and 6th Periods:
Classwork: Read p. 385 (Start at “Anything I do today…”) and answer the following question: Why does Malcolm X consider everything he does as “urgent”?
Read Malcolm X, p. 386-289. Double Entry Notes: Point of View.
Socratic Seminar Intro.
Homework: Prepare notes for at least five of the discussion questions on Malcolm X to use in tomorrow’s Socratic Seminar.
Friday
1st, 5th and 7th Periods:
Classwork: Socratic Seminar reflection, begin essays for To Kill a Mockingbird.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Reading Logs are due on Monday!
2nd and 6th Periods:
Classwork: Socratic Seminar.
Homework: 10 pages of Independent Reading, and write a response on one Writing Strategy in your book. Reading Logs are due on Monday!
Monday, December 5, 2016
Week of December 5th to December 9th
Hello everybody!
A major change taking place this week is in terms of the Do Now and Reading Logs. From now on, instead of doing independent reading as the Do Now, you will be given a question to answer in writing. Independent Reading will happen at home, three times a week. You need to read 30 pages per week instead of 50, and your responses need to be more structured--you need to choose a writing strategy and write about how that strategy is used in your book.
See me if you have questions!
Monday
1st, 5th and 7th Periods:
Classwork: Read p. 67-73. and add to identity charts for Tom Robinson and Atticus. Read an excerpt from the book about Tom's death, and compare the differences between the screenplay/movie and the novel.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read p. 215-217 and 237-239 in Malcolm X. Take Double Entry Notes on Character Development. Do a QuickWrite: How does Malcolm's character develop over the course of Ch. 13?
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
Tuesday
1st, 5th and 7th Periods:
Classwork: Watch the movie of To Kill a Mockingbird.
Homework: Write ½ page: What is justice? What factors limit the legal system’s ability to deliver justice for Tom Robinson?
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 242-251. Double Entry Notes: Central Ideas
Homework: Write ½ page: Analyze how two central ideas interact and build off one another in Ch. 14.
Wednesday
1st, 5th and 7th Periods:
Classwork: Read p. 73-82 in To Kill a Mockingbird. Identity Charts: Boo Radley, Mr. Ewell, Scout.
Quickwrite: Why is it “Like shooting a mockingbird?” Who else is a “mockingbird” in this story?
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 268-270 and 284-287. Double Entry Notes: Structure and effectiveness of claims. Quickwrite: Analyze the effectiveness of the structure of pages 268–270.
Homework: Write ½ page: Analyze the effectiveness of Malcolm’s claims on p. 284-287.
Thursday
1st, 5th and 7th Periods:
Classwork: Author's Toolbox:
Protagonist and Antagonist
Definition: A protagonist is the hero of a story, and an antagonist is the villain or enemy. The antagonist isn’t always a person!
Example: Batman vs. The Joker, Cinderella vs. the evil stepsisters, Calpurnia vs. Lula at church
Watch movie of To Kill a Mockingbird. QuickWrite: Who is the protagonist of TKAM? Why?
Homework: Write ½ p: Who or what is the antagonist in To Kill a Mockingbird? How do you think Atticus would answer that question? Who or what does he see as his opponent in the Tom Robinson trial?
2nd and 6th Periods:
Classwork: None (Field Trip)
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
Friday
1st, 5th and 7th Periods:
Classwork: Complete a Text Analysis Response essay, breaking down the specific requirements.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 305-309. Double Entry Notes: Style and Content
Quickwrite: Analyze how style and content contribute to the power or beauty in chapter 16.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
A major change taking place this week is in terms of the Do Now and Reading Logs. From now on, instead of doing independent reading as the Do Now, you will be given a question to answer in writing. Independent Reading will happen at home, three times a week. You need to read 30 pages per week instead of 50, and your responses need to be more structured--you need to choose a writing strategy and write about how that strategy is used in your book.
See me if you have questions!
Monday
1st, 5th and 7th Periods:
Classwork: Read p. 67-73. and add to identity charts for Tom Robinson and Atticus. Read an excerpt from the book about Tom's death, and compare the differences between the screenplay/movie and the novel.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read p. 215-217 and 237-239 in Malcolm X. Take Double Entry Notes on Character Development. Do a QuickWrite: How does Malcolm's character develop over the course of Ch. 13?
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
Tuesday
1st, 5th and 7th Periods:
Classwork: Watch the movie of To Kill a Mockingbird.
Homework: Write ½ page: What is justice? What factors limit the legal system’s ability to deliver justice for Tom Robinson?
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 242-251. Double Entry Notes: Central Ideas
Homework: Write ½ page: Analyze how two central ideas interact and build off one another in Ch. 14.
Wednesday
1st, 5th and 7th Periods:
Classwork: Read p. 73-82 in To Kill a Mockingbird. Identity Charts: Boo Radley, Mr. Ewell, Scout.
Quickwrite: Why is it “Like shooting a mockingbird?” Who else is a “mockingbird” in this story?
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 268-270 and 284-287. Double Entry Notes: Structure and effectiveness of claims. Quickwrite: Analyze the effectiveness of the structure of pages 268–270.
Homework: Write ½ page: Analyze the effectiveness of Malcolm’s claims on p. 284-287.
Thursday
1st, 5th and 7th Periods:
Classwork: Author's Toolbox:
Protagonist and Antagonist
Definition: A protagonist is the hero of a story, and an antagonist is the villain or enemy. The antagonist isn’t always a person!
Example: Batman vs. The Joker, Cinderella vs. the evil stepsisters, Calpurnia vs. Lula at church
Watch movie of To Kill a Mockingbird. QuickWrite: Who is the protagonist of TKAM? Why?
Homework: Write ½ p: Who or what is the antagonist in To Kill a Mockingbird? How do you think Atticus would answer that question? Who or what does he see as his opponent in the Tom Robinson trial?
2nd and 6th Periods:
Classwork: None (Field Trip)
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
1st, 5th and 7th Periods:
Classwork: Complete a Text Analysis Response essay, breaking down the specific requirements.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
2nd and 6th Periods:
Classwork: Read Malcolm X, p. 305-309. Double Entry Notes: Style and Content
Quickwrite: Analyze how style and content contribute to the power or beauty in chapter 16.
Homework: 10 pages of Independent Reading, and write a response about one writing strategy that you found in your book.
Sunday, November 27, 2016
Week of November 28 to December 2
Hello everyone,
I hope you have all had a wonderful Thanksgiving break! 12th graders, don't forget that your final draft of your essay is due on Friday at 8:00 AM, shared as a Google Doc with msatwill@gmail.com
Monday
Periods 1, 5 and 7
Reading Logs from last week due
Classwork: Read p. 43-53 in To Kill a Mockingbird. Add to Identity Charts for Boo Radley, Scout, Jem, Atticus and Tom Robinson.
Homework: Re-write the scene in front of the jail from the perspective of Atticus, Tom Robinson, or Walter Cunningham. What is this character feeling? How do they react to the children's arrival?
Periods 2 and 6:
Reading Logs from last week due
Classwork: Work on drafting body paragraphs. Use the Integrating Quotations handout to incorporate quotes, and use the Essay Checklist to make sure you include everything you need to get a perfect score.
Homework: Complete your body paragraphs using all six pieces of evidence.
Tuesday
Periods 1, 5 and 7
Classwork: Read p. 53-59 in To Kill a Mockingbird. Add to Identity Chart for Mr. Ewell.
Homework: Write 1/2 page: Why do you think Mr. Ewell didn't take Mayella to the doctor if she had just been raped? What does this show about him as a character? How does this connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Work on writing introductions and outlines.
Homework: Complete your introductions and outline. We will be meeting in the computer lab tomorrow and using Google Drive, so if you don't have a gmail account, please create one tonight so you are prepared for tomorrow!
Wednesday
Periods 1, 5 and 7
Classwork: Review the Interim Exam Prompt to prepare for tomorrow's exam. Watch To Kill a Mockingbird from 51:30 (Scene where Scout fights Cecil Jacobs) to 1:07:49 (the end of the scene at the jailhouse).
Homework: Write 1/2 page on one central idea from today’s scenes, and how one writing strategy (Characterization, point of view, setting, etc) develops this central idea to prepare for tomorrow’s exam!
Periods 2 and 6:
Classwork: Meet in the computer lab. Create a Google doc, and share with msatwill@gmail.com so that I can comment, but not edit. Use the Revision Checklist to revise your essay.
Homework: Independent reading, and complete your revision of your essays. Tomorrow’s writer’s workshop is our final one, so come to the computer lab prepared to edit and polish your final draft.
Thursday
Periods 1, 5 and 7
Classwork: Text Analysis Exam on To Kill a Mockingbird.
Homework: Independent Reading, reading logs due tomorrow!
Periods 2 and 6:
Classwork: Meet in computer lab for our final writer's workshop! Use the editing checklist to edit your work and make sure everything is perfect.
Homework: Independent Reading, (Reading Logs due tomorrow) and make any final revisions or edits to your essay. The final draft is due by tomorrow at 8:00 AM, so make sure you make any final changes tonight! Make sure it is a Google Doc shared with msatwill@gmail.com!
Friday
Periods 1, 5 and 7
Reading Logs Due
Classwork: Read p. 59-66 in To Kill a Mockinbird. Identity Charts: Tom Robinson.
Homework: Write ½ page on the central idea of dehumanization in today’s reading. How did it affect the actions and reactions of the characters?
Periods 2 and 6:
Reading Logs Due
Classwork: Read p. 198-199 and p. 202-206 in Malcolm X, and identify shifts in style and tone. What does this reveal about Malcolm' character development?
Homework: Write ½ page: Analyze how style and content contribute to the power or beauty in chapter 12.
I hope you have all had a wonderful Thanksgiving break! 12th graders, don't forget that your final draft of your essay is due on Friday at 8:00 AM, shared as a Google Doc with msatwill@gmail.com
Monday
Periods 1, 5 and 7
Reading Logs from last week due
Classwork: Read p. 43-53 in To Kill a Mockingbird. Add to Identity Charts for Boo Radley, Scout, Jem, Atticus and Tom Robinson.
Homework: Re-write the scene in front of the jail from the perspective of Atticus, Tom Robinson, or Walter Cunningham. What is this character feeling? How do they react to the children's arrival?
Periods 2 and 6:
Reading Logs from last week due
Classwork: Work on drafting body paragraphs. Use the Integrating Quotations handout to incorporate quotes, and use the Essay Checklist to make sure you include everything you need to get a perfect score.
Homework: Complete your body paragraphs using all six pieces of evidence.
Tuesday
Periods 1, 5 and 7
Classwork: Read p. 53-59 in To Kill a Mockingbird. Add to Identity Chart for Mr. Ewell.
Homework: Write 1/2 page: Why do you think Mr. Ewell didn't take Mayella to the doctor if she had just been raped? What does this show about him as a character? How does this connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Work on writing introductions and outlines.
Homework: Complete your introductions and outline. We will be meeting in the computer lab tomorrow and using Google Drive, so if you don't have a gmail account, please create one tonight so you are prepared for tomorrow!
Wednesday
Periods 1, 5 and 7
Classwork: Review the Interim Exam Prompt to prepare for tomorrow's exam. Watch To Kill a Mockingbird from 51:30 (Scene where Scout fights Cecil Jacobs) to 1:07:49 (the end of the scene at the jailhouse).
Homework: Write 1/2 page on one central idea from today’s scenes, and how one writing strategy (Characterization, point of view, setting, etc) develops this central idea to prepare for tomorrow’s exam!
Periods 2 and 6:
Classwork: Meet in the computer lab. Create a Google doc, and share with msatwill@gmail.com so that I can comment, but not edit. Use the Revision Checklist to revise your essay.
Homework: Independent reading, and complete your revision of your essays. Tomorrow’s writer’s workshop is our final one, so come to the computer lab prepared to edit and polish your final draft.
Thursday
Periods 1, 5 and 7
Classwork: Text Analysis Exam on To Kill a Mockingbird.
Homework: Independent Reading, reading logs due tomorrow!
Periods 2 and 6:
Classwork: Meet in computer lab for our final writer's workshop! Use the editing checklist to edit your work and make sure everything is perfect.
Homework: Independent Reading, (Reading Logs due tomorrow) and make any final revisions or edits to your essay. The final draft is due by tomorrow at 8:00 AM, so make sure you make any final changes tonight! Make sure it is a Google Doc shared with msatwill@gmail.com!
Friday
Periods 1, 5 and 7
Reading Logs Due
Classwork: Read p. 59-66 in To Kill a Mockinbird. Identity Charts: Tom Robinson.
Homework: Write ½ page on the central idea of dehumanization in today’s reading. How did it affect the actions and reactions of the characters?
Periods 2 and 6:
Reading Logs Due
Classwork: Read p. 198-199 and p. 202-206 in Malcolm X, and identify shifts in style and tone. What does this reveal about Malcolm' character development?
Homework: Write ½ page: Analyze how style and content contribute to the power or beauty in chapter 12.
Sunday, November 20, 2016
Week of November 21-25
Happy Thanksgiving, everyone!
We have a short week, don't forget that you are still responsible for Independent Reading! Reading Logs for this week will be collected on Monday, November 28th.
Monday
Periods 1, 5 and 7:
Classwork: Read p. 30-35 of To Kill a Mockingbird. Add to identity charts for Scout, Jem and Atticus.
Homework: Write ½ page: How does today’s reading connect to the central idea of Social Inequality?
Periods 2 and 6:
Classwork: Exam on Chapters 1-11 of Malcolm X
Homework: Independent Reading
Tuesday
Periods 1, 5 and 7:
Classwork: Read p. 35-43 of To Kill a Mockingbird. Add to identity charts for Atticus, Scout, Mr. Ewell and Tom Robinson.
Homework: Write ½ page on the characterization of Atticus in today’s reading. How does his handling of the rabid dog affect your perception of him? How does he handle Mr. Ewell? Is this the right choice?
Periods 2 and 6:
Classwork: Read and discuss essay instructions for your essay on chapters 1-11 of Malcolm X.
Homework: Complete your rough draft of your thesis statements. Bring all of your previous homework and notes from Malcolm X to class tomorrow, you will need it for your essay!
Wednesday
Periods 1, 5 and 7:
Classwork: Watch the movie from 23:40-51:00 (from the end of the scene with Atticus and Mr. Ewell at the courthouse where Mr. Ewell says, “What kind of man are you? You’ve got children of your own!” until the end of the scene where Atticus and Jem and Scout go out to see Tom Robinson’s family and are confronted by Mr. Ewell.)
Homework: Choose one central idea (We've studied Social Inequality, Dehumanization, and Identify vs. fitting in, but you could come up with your own) to write about from today’s video, or from the story as a whole. Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Periods 2 and 6:
Classwork: Identify evidence from your homework and notes on Malcolm X for your essays. Work on analyzing your evidence. Don't just explain what it means, make sure to answer the question: "So what?" in your analysis.
Homework: Complete your outlines. Remember, this is still a rough draft, you can always change it later, so don’t stress! Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
We have a short week, don't forget that you are still responsible for Independent Reading! Reading Logs for this week will be collected on Monday, November 28th.
Monday
Periods 1, 5 and 7:
Classwork: Read p. 30-35 of To Kill a Mockingbird. Add to identity charts for Scout, Jem and Atticus.
Homework: Write ½ page: How does today’s reading connect to the central idea of Social Inequality?
Periods 2 and 6:
Classwork: Exam on Chapters 1-11 of Malcolm X
Homework: Independent Reading
Tuesday
Periods 1, 5 and 7:
Classwork: Read p. 35-43 of To Kill a Mockingbird. Add to identity charts for Atticus, Scout, Mr. Ewell and Tom Robinson.
Homework: Write ½ page on the characterization of Atticus in today’s reading. How does his handling of the rabid dog affect your perception of him? How does he handle Mr. Ewell? Is this the right choice?
Periods 2 and 6:
Classwork: Read and discuss essay instructions for your essay on chapters 1-11 of Malcolm X.
Homework: Complete your rough draft of your thesis statements. Bring all of your previous homework and notes from Malcolm X to class tomorrow, you will need it for your essay!
Periods 1, 5 and 7:
Classwork: Watch the movie from 23:40-51:00 (from the end of the scene with Atticus and Mr. Ewell at the courthouse where Mr. Ewell says, “What kind of man are you? You’ve got children of your own!” until the end of the scene where Atticus and Jem and Scout go out to see Tom Robinson’s family and are confronted by Mr. Ewell.)
Homework: Choose one central idea (We've studied Social Inequality, Dehumanization, and Identify vs. fitting in, but you could come up with your own) to write about from today’s video, or from the story as a whole. Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Periods 2 and 6:
Classwork: Identify evidence from your homework and notes on Malcolm X for your essays. Work on analyzing your evidence. Don't just explain what it means, make sure to answer the question: "So what?" in your analysis.
Homework: Complete your outlines. Remember, this is still a rough draft, you can always change it later, so don’t stress! Don’t forget to do two day’s worth of Independent Reading! Reading Logs due Monday! Happy Thanksgiving!
Sunday, November 13, 2016
Week of November 14 to 18
Hello everyone!
Here are the assignments and classwork for the week. I hope to see you and your parents at parent/teacher conferences on Thursday night and Friday afternoon!
Monday
Periods 1, 5 and 7:
Classwork: Create identity charts for Tom Robinson and Mr. Ewell. Read p. 14-22 in To Kill a Mockingbird. Add to identity charts for Scout, Jem, Atticus, Tom Robinson, and Mr. Ewell.
Homework: Write 1/2 p. on the characterization of Atticus. What does it say about him that he is willing to take on Tom Robinson’s case?
Periods 2 and 6:
Classwork: Read an excerpt and attempt to determine where the text came from using critical thinking skills. Read p. 167-171 of Malcolm X, taking double entry notes on foreshadowing at the end of p. 171.
Homework: Write 1/2 page: Why do you think Malcolm believed Dr. Elijah Muhammad’s “tales?”
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea: Social Inequality
Definition: Separation among people based on race, class status (money), education, or other factors.
Example: In To Kill a Mockingbird, characters are separated by race, class, and education.
Do a gallery walk of images from the Great Depression, and analyze how the images reflect the central idea of social inequality. Read an excerpt about the Great Depression and analyze where different characters would be ranked on a scale of social inequality.
Homework: Write 1/2 page on how the images and reading from today connect to the central idea of Social Inequality in To Kill a Mockingbird
Periods 2 and 6:
Classwork: Get into groups for Jigsaw Analysis of Chapter 11. Work to determine how events in Chapter 11 demonstrate Malcolm X's development.
Homework: Complete your group's assigned Jigsaw Analysis questions.
Wednesday:
Periods 1, 5 and 7:
Classwork: Watch the movie version of To Kill a Mockingbird, from 2:56 (right after the opening credits) until 23:40 (right after Mr. Ewell says, “What kind of man are you? You got chillun of your own!”
Homework: Write 1/2 page: How does seeing and hearing the movie influence your understanding of the text?
Periods 2 and 6:
Classwork: Share Jigsaw Analysis with members of other groups. Each person is responsible for answering or finding answers to each question in the packet, not just the ones in your group.
Homework: Write 1/2 page: How did events in Chapter 11 demonstrate Malcolm X's development?
Thursday:
Periods 1, 5 and 7:
Classwork: Read p. 22-30 in To Kill a Mockingbird. Add to identity charts.
Homework: Write 1/2 page: How does the setting affect people's actions and reactions to the events?
Periods 2 and 6:
Classwork: Read p. 185-188 in Malcolm X, and answer the assigned questions.
Homework: Study for your exam on Monday! The essay question will be: How does Malcolm X develop from the end of chapter 10 to the end of chapter 11?
Friday:
Periods 1 and 2:
Reading Logs Due
Classwork: Read an excerpt and complete a SOAPSTone analysis. In your group, answer questions 15-19. Independently, answer questions 20-24.
Homework: Identify any questions that are still challenging for you and bring them in on Monday.(2nd period: study for your exam!)
Periods 5, 6 and 7:
No classes due to Parent/Teacher conferences. Reading Logs for this week due on Monday. (6th period, study for your exam!)
Here are the assignments and classwork for the week. I hope to see you and your parents at parent/teacher conferences on Thursday night and Friday afternoon!
Monday
Periods 1, 5 and 7:
Classwork: Create identity charts for Tom Robinson and Mr. Ewell. Read p. 14-22 in To Kill a Mockingbird. Add to identity charts for Scout, Jem, Atticus, Tom Robinson, and Mr. Ewell.
Homework: Write 1/2 p. on the characterization of Atticus. What does it say about him that he is willing to take on Tom Robinson’s case?
Periods 2 and 6:
Classwork: Read an excerpt and attempt to determine where the text came from using critical thinking skills. Read p. 167-171 of Malcolm X, taking double entry notes on foreshadowing at the end of p. 171.
Homework: Write 1/2 page: Why do you think Malcolm believed Dr. Elijah Muhammad’s “tales?”
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea: Social Inequality
Definition: Separation among people based on race, class status (money), education, or other factors.
Example: In To Kill a Mockingbird, characters are separated by race, class, and education.
Do a gallery walk of images from the Great Depression, and analyze how the images reflect the central idea of social inequality. Read an excerpt about the Great Depression and analyze where different characters would be ranked on a scale of social inequality.
Homework: Write 1/2 page on how the images and reading from today connect to the central idea of Social Inequality in To Kill a Mockingbird
Periods 2 and 6:
Classwork: Get into groups for Jigsaw Analysis of Chapter 11. Work to determine how events in Chapter 11 demonstrate Malcolm X's development.
Homework: Complete your group's assigned Jigsaw Analysis questions.
Wednesday:
Periods 1, 5 and 7:
Classwork: Watch the movie version of To Kill a Mockingbird, from 2:56 (right after the opening credits) until 23:40 (right after Mr. Ewell says, “What kind of man are you? You got chillun of your own!”
Homework: Write 1/2 page: How does seeing and hearing the movie influence your understanding of the text?
Periods 2 and 6:
Classwork: Share Jigsaw Analysis with members of other groups. Each person is responsible for answering or finding answers to each question in the packet, not just the ones in your group.
Homework: Write 1/2 page: How did events in Chapter 11 demonstrate Malcolm X's development?
Thursday:
Periods 1, 5 and 7:
Classwork: Read p. 22-30 in To Kill a Mockingbird. Add to identity charts.
Homework: Write 1/2 page: How does the setting affect people's actions and reactions to the events?
Periods 2 and 6:
Classwork: Read p. 185-188 in Malcolm X, and answer the assigned questions.
Homework: Study for your exam on Monday! The essay question will be: How does Malcolm X develop from the end of chapter 10 to the end of chapter 11?
Friday:
Periods 1 and 2:
Reading Logs Due
Classwork: Read an excerpt and complete a SOAPSTone analysis. In your group, answer questions 15-19. Independently, answer questions 20-24.
Homework: Identify any questions that are still challenging for you and bring them in on Monday.(2nd period: study for your exam!)
Periods 5, 6 and 7:
No classes due to Parent/Teacher conferences. Reading Logs for this week due on Monday. (6th period, study for your exam!)
Sunday, November 6, 2016
Week of November 7-10th
Hello everyone!
We have a short week this week, so please remember to do Independent Reading for any days that we are not in class. Reading logs for this week will be collected on Monday, November 14th.
Monday
All periods:
Classwork: Revise your PXP Responses using the Writing Conference guidelines and the editing checklist. Take a look at the PXP Rubric to make sure that you are at 100% in each category!
Homework: Type up your final draft of your PXP Response, and email it to msatwill@gmail.com by Wednesday at 8:00 AM.
Tuesday
No classes--don't forget to read!
Wednesday
Periods 1, 5 and 7:
Classwork: Begin reading To Kill a Mockingbird. Read pages 3-7, and create Identity Charts for Scout, Jem, and Atticus, as well as a setting chart for Maycomb, Alabama.
Homework: Write ½ page on the setting of TKAM. How might this setting affect the characters?
Periods 2 and 6:
Classwork: Read Malcolm X p. 161-164. Identify and evaluate how the author persuades the reader to believe the concept of "The White Devil." Double Entry Notes: characterization of white people.
Homework: Write ½ page on how Malcolm begins to see all white people as “devils.” How does the author persuade the reader to believe this? How effective is it?
Thursday
Periods 1, 5 and 7:
Classwork: Read To Kill a Mockingbird, pages 7-16. Add to existing Identity Charts, and create one for Boo Radley.
Homework: Write 1/2 page on the characterization of Boo Radley. How do you know what he is like? Is this a reliable source?
Periods 2 and 6:
No class--have fun taking your senior pictures!
Friday
No classes--don't forget to read! Reading logs are due on Monday, with 50 pages and 5 responses.
We have a short week this week, so please remember to do Independent Reading for any days that we are not in class. Reading logs for this week will be collected on Monday, November 14th.
Monday
All periods:
Classwork: Revise your PXP Responses using the Writing Conference guidelines and the editing checklist. Take a look at the PXP Rubric to make sure that you are at 100% in each category!
Homework: Type up your final draft of your PXP Response, and email it to msatwill@gmail.com by Wednesday at 8:00 AM.
Tuesday
No classes--don't forget to read!
Wednesday
Periods 1, 5 and 7:
Classwork: Begin reading To Kill a Mockingbird. Read pages 3-7, and create Identity Charts for Scout, Jem, and Atticus, as well as a setting chart for Maycomb, Alabama.
Homework: Write ½ page on the setting of TKAM. How might this setting affect the characters?
Periods 2 and 6:
Classwork: Read Malcolm X p. 161-164. Identify and evaluate how the author persuades the reader to believe the concept of "The White Devil." Double Entry Notes: characterization of white people.
Homework: Write ½ page on how Malcolm begins to see all white people as “devils.” How does the author persuade the reader to believe this? How effective is it?
Thursday
Periods 1, 5 and 7:
Classwork: Read To Kill a Mockingbird, pages 7-16. Add to existing Identity Charts, and create one for Boo Radley.
Homework: Write 1/2 page on the characterization of Boo Radley. How do you know what he is like? Is this a reliable source?
Periods 2 and 6:
No class--have fun taking your senior pictures!
Friday
No classes--don't forget to read! Reading logs are due on Monday, with 50 pages and 5 responses.
Monday, October 31, 2016
Week of October 31-November 4th
Hello everyone!
Don't forget that our field trip to see Wicked is this Wednesday! Please make sure to come to school on time on Wednesday morning, and come to Ms. Atwill's room as soon as you finish your lunch at 11:11!
Monday
All periods:
Classwork: Work on revising your duets
Homework: Finish your duets, they are due on Thursday! Performances will be on Friday, and they are totally optional. You can speak your song, or sing or rap. If you want to bring in a beat on your phone, go for it!
Tuesday
All periods:
Classwork: Read the PXP article (second page in the link) and complete a SOAPSTone analysis.
Homework: Read the Cellphone article (first page in the link above) and complete another SOAPSTone analysis.
Wednesday
Periods 1 and 2:
Classwork: Read poem "Give Us Our Peace." Use TPCASTT Template to analyze poem, then complete the Regents Exam questions on the back of the poem.
Homework:
If you are seeing Wicked, none! If you aren’t, watch a movie you’ve never seen before. (This is required for a writing project.)*Don’t forget, your duets are due tomorrow!*
Periods 5, 6 and 7:
(Only applies to students who are not seeing Wicked)
Classwork: Complete this Regents Exam essay. This will count as a project grade.
Homework: Watch a movie that you have never seen before--you will need to use this experience to do a writing project on Thursday.
Thursday
All periods:
Duets are due today!
Classwork: Review the PXP Instructions, and then complete your outline.
Homework: Write the rough draft of your PXP Response to Wicked (if you saw the show) or the movie (if you didn't.)
Friday
Stage Doors Program: Last day!
Duet Performances
Don't forget that our field trip to see Wicked is this Wednesday! Please make sure to come to school on time on Wednesday morning, and come to Ms. Atwill's room as soon as you finish your lunch at 11:11!
Monday
All periods:
Classwork: Work on revising your duets
Homework: Finish your duets, they are due on Thursday! Performances will be on Friday, and they are totally optional. You can speak your song, or sing or rap. If you want to bring in a beat on your phone, go for it!
Tuesday
All periods:
Classwork: Read the PXP article (second page in the link) and complete a SOAPSTone analysis.
Homework: Read the Cellphone article (first page in the link above) and complete another SOAPSTone analysis.
Wednesday
Periods 1 and 2:
Classwork: Read poem "Give Us Our Peace." Use TPCASTT Template to analyze poem, then complete the Regents Exam questions on the back of the poem.
Homework:
If you are seeing Wicked, none! If you aren’t, watch a movie you’ve never seen before. (This is required for a writing project.)*Don’t forget, your duets are due tomorrow!*
Periods 5, 6 and 7:
(Only applies to students who are not seeing Wicked)
Classwork: Complete this Regents Exam essay. This will count as a project grade.
Homework: Watch a movie that you have never seen before--you will need to use this experience to do a writing project on Thursday.
Thursday
All periods:
Duets are due today!
Classwork: Review the PXP Instructions, and then complete your outline.
Homework: Write the rough draft of your PXP Response to Wicked (if you saw the show) or the movie (if you didn't.)
Friday
Stage Doors Program: Last day!
Duet Performances
Sunday, October 23, 2016
Week of October 24-28
Hello everyone,
Here are the assignments and classwork for the week. A quick reminder: your permission slips for the Wicked field trip are due on Thursday! See Ms. Atwill if you need another one or have any questions.
Monday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Identity vs. Fitting In
Definition: Tension between being true to oneself and one’s community.
Example: Julius Lester almost puts back a book of poetry that he wants to read because he feels that, as a black teenager in Tennessee in 1950, poetry isn’t for him.
Learn the SOAPSTone method for analyzing non-fiction. Read "A Rainbow Creation" and use the SOAPSTone template to analyze. Read "Finding One's Voice."
Homework: Use the SOAPSTone template to analyze "Finding One's Voice"
Periods 2 and 6:
Classwork: Read Chapter 8 in Malcolm X, pages 129-136.
Homework: Write 1/2 page on how Malcolm's drug use in Ch 8 connects to the central idea of dehumanization.
Tuesday
Periods 1, 5, and 7:
Classwork: Use the TPCASTT Method to analyze "Two Names, Two Worlds."
Homework: Create an identity chart for the narrator.
Periods 2 and 6:
Classwork: Read p. 144-153 in Malcolm X. Take double entry notes on central ideas of racial identity, systemic oppression, integration vs. segregation, and dehumanization.
Homework: Knowing that Malcolm becomes a Muslim minister, why does he spend so much time writing about his time on the streets?
Wednesday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Dehumanization
Definition: Taking away the humanity of a person or group.
Example: Segregation in America dehumanized black people by making them separate and different from white people.
Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Periods 2 and 6:
Classwork: Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Thursday
Permission slips for the Wicked field trip are due!
Periods 1 and 5:
Classwork: Watch a video on Jim Crow laws and segregation in the American south. Read an excerpt from To Kill a Mockingbird.
Homework: How do both segregation and Atticus's description of the Ewell family show the central idea of dehumanization?
Period 7:
Classwork: Watch a video on Jim Crow laws and segregation in the American south.
Homework: How does segregation connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Review Author’s Voice: Raising the Stakes (Engaging the reader by increasing the intensity of a situation)
Read Malcolm X, p. 154-158. Double Entry Journal: Raising the stakes
Here are the assignments and classwork for the week. A quick reminder: your permission slips for the Wicked field trip are due on Thursday! See Ms. Atwill if you need another one or have any questions.
Monday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Identity vs. Fitting In
Definition: Tension between being true to oneself and one’s community.
Example: Julius Lester almost puts back a book of poetry that he wants to read because he feels that, as a black teenager in Tennessee in 1950, poetry isn’t for him.
Learn the SOAPSTone method for analyzing non-fiction. Read "A Rainbow Creation" and use the SOAPSTone template to analyze. Read "Finding One's Voice."
Homework: Use the SOAPSTone template to analyze "Finding One's Voice"
Periods 2 and 6:
Classwork: Read Chapter 8 in Malcolm X, pages 129-136.
Homework: Write 1/2 page on how Malcolm's drug use in Ch 8 connects to the central idea of dehumanization.
Tuesday
Periods 1, 5, and 7:
Classwork: Use the TPCASTT Method to analyze "Two Names, Two Worlds."
Homework: Create an identity chart for the narrator.
Periods 2 and 6:
Classwork: Read p. 144-153 in Malcolm X. Take double entry notes on central ideas of racial identity, systemic oppression, integration vs. segregation, and dehumanization.
Homework: Knowing that Malcolm becomes a Muslim minister, why does he spend so much time writing about his time on the streets?
Wednesday
Periods 1, 5, and 7:
Classwork: Author's Toolbox: Central Idea: Dehumanization
Definition: Taking away the humanity of a person or group.
Example: Segregation in America dehumanized black people by making them separate and different from white people.
Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Periods 2 and 6:
Classwork: Revise your songs with a partner or independently.
Homework: Write a new draft of your song, incorporating revisions and edits from today's class.
Thursday
Permission slips for the Wicked field trip are due!
Periods 1 and 5:
Classwork: Watch a video on Jim Crow laws and segregation in the American south. Read an excerpt from To Kill a Mockingbird.
Homework: How do both segregation and Atticus's description of the Ewell family show the central idea of dehumanization?
Period 7:
Classwork: Watch a video on Jim Crow laws and segregation in the American south.
Homework: How does segregation connect to the central idea of dehumanization?
Periods 2 and 6:
Classwork: Review Author’s Voice: Raising the Stakes (Engaging the reader by increasing the intensity of a situation)
Read Malcolm X, p. 154-158. Double Entry Journal: Raising the stakes
Homework: Write ½ page: How does Malcolm raise the stakes in his description of prison life?
Friday
All periods:
Classwork: Stage Door Program with Taryn!
Homework: Begin writing your duet song lyrics.
Friday
All periods:
Classwork: Stage Door Program with Taryn!
Homework: Begin writing your duet song lyrics.
Wednesday, October 19, 2016
Extra Credit Opportunities!
As we reach the end of the marking period, many of you have asked for opportunities for extra credit. You can give a book talk, do extra independent reading, make up missing work, or help create a poster based off of one of the items in your Author's Toolbox. Here are the directions for the posters. Stop by at lunch or after school for chart paper and supplies!
Sunday, October 16, 2016
Week of October 17-21
Hello everyone!
Periods 5, 6 and 7: For the next few weeks, we will be working with our incredible Teaching Artist, Taryn Matusik, every Friday. Because we want to make the most of our time with her, we will not be doing Independent Reading in class on Fridays. You still need to bring your reading log to class to get your stamp, and then over the weekend you will need to read to make up for Friday. Therefore, reading logs will be due on Monday for the next three weeks. You are still responsible for fifty pages, five responses, and five stamps each week.
Periods 1 and 2 will still complete the program, but because Taryn isn't available in the mornings, they should come to Drama Club after school on Friday to get to work with her!
Monday
Period 1:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Periods 5, 6 and 7: For the next few weeks, we will be working with our incredible Teaching Artist, Taryn Matusik, every Friday. Because we want to make the most of our time with her, we will not be doing Independent Reading in class on Fridays. You still need to bring your reading log to class to get your stamp, and then over the weekend you will need to read to make up for Friday. Therefore, reading logs will be due on Monday for the next three weeks. You are still responsible for fifty pages, five responses, and five stamps each week.
Periods 1 and 2 will still complete the program, but because Taryn isn't available in the mornings, they should come to Drama Club after school on Friday to get to work with her!
Monday
Period 1:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue by Thursday.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Identify shared central ideas in "The Passionate Shepherd to his Love" and "The Nymph's Reply to the Shepherd." Some examples are the relationship between humans and nature, and the true nature of love. Take double entry notes on these central ideas in both poems.
Prepare for tomorrow's final exam for the marking period: it will be on these two poems, and doing the homework will REALLY help prepare you for the exam. You will have copies of the poems to refer to, and you will be writing one formal, multi-paragraph essay.
Homework: Write 1/2 page: How do the authors develop a shared central idea in the two poems? What is each poem’s point of view about the central idea? How is this point of view revealed in the text? (This will be on your exam tomorrow!)
Periods 2 and 6:
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Wednesday
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Thursday
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue.
Friday
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
Tuesday, October 11, 2016
Week of October 10-14
Hi everyone!
We have another short week this week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Tuesday:
Periods 1, 5 and 7:
Classwork: Work with your group to create an illustration for your assigned stanza of "The Passionate Shepherd to His Love."
Homework: Write 1/2 page: Does this poem show a realistic view of love? Why/why not? Why do you think the author wrote it this way?
Periods 2 and 6:
Classwork: Review the articles read in Ms. Lee's class about the killings of black men in America. Then, read poems written by other high school students about the incidents.
Homework: Type up your final draft of your poem and print or email it to msatwill@gmail.com. The best poems will be displayed on the bulletin board in the hallway!
Thursday
Periods 1, 5 and 7:
Classwork: Work with your group to complete your illustration of your assigned stanza of "The Passionate Shepherd to His Love." Groups will present their illustrations.
Homework: Write 1/2 page: Which groups were most effective in their illustrations? Why?
Periods 2 and 6:
Your Black Lives Matter Poems are due!
Classwork: Review setting (time and location of a story). Read p. 87-93 in Malcolm X, and take Double Entry Notes on how the setting affects the actions of the characters.
Homework: Write 1/2 page: Describe how the setting of Chapter 6 affects the actions of the characters.
Friday
Period 1:
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Period 2:
(We didn't have class due to the House Meetings, so we will do this on Monday)
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression and Racial Identity.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6?
Periods 5, 6 and 7:
Our teaching artist, Taryn Matusik, will be coming to class to begin our Stage Doors program! We will work together on a variety of dramatic projects over the next month. Periods 1 and 2 will also complete the program, but they will work on Mondays instead of Fridays.
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you.
Homework: Finish writing your monologue if you didn't in class AND do Independent Reading--I will be collecting your reading logs on Monday!
We have another short week this week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Tuesday:
Periods 1, 5 and 7:
Classwork: Work with your group to create an illustration for your assigned stanza of "The Passionate Shepherd to His Love."
Homework: Write 1/2 page: Does this poem show a realistic view of love? Why/why not? Why do you think the author wrote it this way?
Periods 2 and 6:
Classwork: Review the articles read in Ms. Lee's class about the killings of black men in America. Then, read poems written by other high school students about the incidents.
Homework: Type up your final draft of your poem and print or email it to msatwill@gmail.com. The best poems will be displayed on the bulletin board in the hallway!
Thursday
Periods 1, 5 and 7:
Classwork: Work with your group to complete your illustration of your assigned stanza of "The Passionate Shepherd to His Love." Groups will present their illustrations.
Homework: Write 1/2 page: Which groups were most effective in their illustrations? Why?
Periods 2 and 6:
Your Black Lives Matter Poems are due!
Classwork: Review setting (time and location of a story). Read p. 87-93 in Malcolm X, and take Double Entry Notes on how the setting affects the actions of the characters.
Homework: Write 1/2 page: Describe how the setting of Chapter 6 affects the actions of the characters.
Friday
Period 1:
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Period 2:
(We didn't have class due to the House Meetings, so we will do this on Monday)
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression and Racial Identity.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6?
Periods 5, 6 and 7:
Our teaching artist, Taryn Matusik, will be coming to class to begin our Stage Doors program! We will work together on a variety of dramatic projects over the next month. Periods 1 and 2 will also complete the program, but they will work on Mondays instead of Fridays.
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you.
Homework: Finish writing your monologue if you didn't in class AND do Independent Reading--I will be collecting your reading logs on Monday!
Tuesday, October 4, 2016
Week of October 5th-7th
Hi everyone!
We have a short week this week and next week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Wednesday
Periods 1, 5 and 7:
Final Drafts of "Speaking Out" Creative Writing Pieces are due! Must be typed and printed out or emailed to msatwill@gmail.com, and you need to follow the requirements on this handout.
Classwork: Complete the "Speaking Out" piece reflection. Discuss how to give an effective Book Talk for extra credit.
Homework: Prepare for your performance of your "Speaking Out" piece tomorrow!
Periods 2 and 6:
Classwork: Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example:The characterization of Malcolm’s father as a strong man and “not frightened” (p. 3) reveals how terrifying the Ku Klux Klan’s attack must have been, because even Malcolm’s father decided to move away instead of fighting back.
Read pages 62-64 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Thursday
Periods 1, 5 and 7:
Classwork: "Speaking Out" performances! Students will present their work to their classmates.
Homework: Write 1/2 page: What were some of your favorite presentations? Why?
Periods 2 and 6:
Classwork: Read pages 64-66 and p. 70 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Friday
Periods 1, 5 and 7:
Classwork:
Author's Toolbox: Tone.
Definition: The attitude of the writer toward the subject or audience.
Example: Tone can be formal or informal, serious or sarcastic, romantic or bitter, peaceful or violent, optimistic or pessimistic, etc. Tone often shifts during a text, so it can be more than one: romantic yet delusional.
Read the poem "The Passionate Shepherd to His Love," by Christopher Marlowe. Take Double Entry notes on tone. Each group will be assigned one stanza to illustrate.
Homework: Create a rough draft of how your group will illustrate your stanza, and write 1/2 page explaining your illustration.
Periods 2 and 6:
Classwork: Author's Toolbox: Point of View.
Definition: An author's opinion or attitude towards a subject.
Example: Malcolm describes being "mesmerized" by the "technicolor bazaar" of Harlem, but later describes how the experience "narcotized" him (p. 78), showing a shift in his point of view from one of wonder and appreciation to disenchantment with the street culture.
Read Malcolm X, p. 77-83 and take Double Entry Notes on Point of View.
Homework: How do style and content advance Malcolm's point of view in pages 77-83? (2nd period, don't forget to also write 1/2 page about Malcolm's characterization in chapter 4!)
We have a short week this week and next week, so please make sure to stay on top of your reading logs. You are responsible for 50 pages and 5 reading logs per week, whether we have class or not.
If you need extra credit, write a thank you note to the people who donated books to our Independent Reading library, or give a Book Talk if you've read a book you loved and want to share it with the class! Fill out the Book Talk planning page and return it to Ms. Atwill.
Wednesday
Periods 1, 5 and 7:
Final Drafts of "Speaking Out" Creative Writing Pieces are due! Must be typed and printed out or emailed to msatwill@gmail.com, and you need to follow the requirements on this handout.
Classwork: Complete the "Speaking Out" piece reflection. Discuss how to give an effective Book Talk for extra credit.
Homework: Prepare for your performance of your "Speaking Out" piece tomorrow!
Periods 2 and 6:
Classwork: Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example:The characterization of Malcolm’s father as a strong man and “not frightened” (p. 3) reveals how terrifying the Ku Klux Klan’s attack must have been, because even Malcolm’s father decided to move away instead of fighting back.
Read pages 62-64 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Thursday
Periods 1, 5 and 7:
Classwork: "Speaking Out" performances! Students will present their work to their classmates.
Homework: Write 1/2 page: What were some of your favorite presentations? Why?
Periods 2 and 6:
Classwork: Read pages 64-66 and p. 70 and take Double Entry Notes on the characterization of Malcolm.
Homework: (Due Friday) Write 1/2 page on the characterization of Malcolm in Chapter 4.
Friday
Periods 1, 5 and 7:
Classwork:
Author's Toolbox: Tone.
Definition: The attitude of the writer toward the subject or audience.
Example: Tone can be formal or informal, serious or sarcastic, romantic or bitter, peaceful or violent, optimistic or pessimistic, etc. Tone often shifts during a text, so it can be more than one: romantic yet delusional.
Read the poem "The Passionate Shepherd to His Love," by Christopher Marlowe. Take Double Entry notes on tone. Each group will be assigned one stanza to illustrate.
Homework: Create a rough draft of how your group will illustrate your stanza, and write 1/2 page explaining your illustration.
Periods 2 and 6:
Classwork: Author's Toolbox: Point of View.
Definition: An author's opinion or attitude towards a subject.
Example: Malcolm describes being "mesmerized" by the "technicolor bazaar" of Harlem, but later describes how the experience "narcotized" him (p. 78), showing a shift in his point of view from one of wonder and appreciation to disenchantment with the street culture.
Read Malcolm X, p. 77-83 and take Double Entry Notes on Point of View.
Homework: How do style and content advance Malcolm's point of view in pages 77-83? (2nd period, don't forget to also write 1/2 page about Malcolm's characterization in chapter 4!)
Sunday, September 25, 2016
Week of September 26-30
Hi everyone,
Here are the assignments for the week. If you haven't already, I highly recommend that you join Remind. It’s a messaging system that allows me to send you texts without having your phone number. I’ll send you reminders about important assignments, and you can text me with any questions you have.
To sign up, text your Class Code to the phone number 81010.
Class Codes:
First Period: @msatwil
Second Period: @d23gh
Fifth Period: @khhb8k7
Sixth Period: @k29bb
Seventh Period: @k3ckgk
If you have trouble with 81010, try texting your Class Code to (718) 514-2864.If you don’t want to use texts, you can download the free Remind app. If you have the app already, enter your class code to join this class.
Monday
Periods 1, 5 and 7:
Classwork: Discuss rubric for Satirical "How To" Guides and how to improve grades on the next piece. Review requirements and rubric for "Speaking Out" piece.
-Writer's Workshop: Self Evaluations. Using the writer's conference guidelines, read and revise your "Speaking Out" rough draft.
-Prompt for "Speaking Out" piece: Write a creative piece “Speaking Out” about a topic that you feel passionate about. You can write a story like “Cora, Unashamed,” a speech like “Ain’t I a Woman,” a poem like “I, Too,” or any other format you’d like. Your piece can be fiction or nonfiction, as long as the theme of “Speaking Out” is present.
HW: Revise your "Speaking Out" piece, incorporating ideas from today's workshop. Type and print or email to msatwill@gmail.com. Due Thursday.
Classwork: MOSL Testing, Day 1.
Classwork: MOSL Testing, Day 2.
Periods 2 and 6:
Classwork: Writer's Workshop: Self Evaluations. Using the writer's conference guidelines, read and revise your latest Common App essay draft.
HW: Revise your Common App essay, incorporating ideas from today's workshop. Type and print or email to msatwill@gmail.com. Due Thursday.
Tuesday
Periods 1, 5 and 7:
Classwork: MOSL Testing, Day 1.
HW: Independent Reading, at least 10 pages and one Reading Log.
Periods 2 and 6:
Classwork: MOSL Testing, Day 1.
HW: Independent Reading, at least 10 pages and one Reading Log.
Wednesday
Periods 1, 5 and 7:
Classwork: MOSL Testing, Day 2.
HW: Independent Reading, at least 10 pages and one Reading Log. Your second draft of your "Speaking Out" piece is due tomorrow, typed and printed or emailed to msatwill@gmail.com
Periods 2 and 6:
Classwork: MOSL Testing, Day 2.
HW: Independent Reading, at least 10 pages and one Reading Log. Your second draft of your Common App Essay is due tomorrow, typed and printed or emailed to msatwill@gmail.com
Thursday
Periods 1, 5 and 7:
Second drafts of Speaking Out pieces due today, printed or emailed to msatwill@gmail.com
Classwork: "Speaking Out" Writer's Workshop: Peer revisions.
HW: Revise your "Speaking Out" piece based on the feedback you received today.
Periods 2 and 6:
Next drafts of your Common App essays are due today, printed or emailed to msatwill@gmail.com
Classwork: Writer's Workshop: Introductions. Using the Introduction Guidelines for college essays, revise your own and peers' introductions.
HW: Revise your Common App Essay introduction based on your feedback in today's Writer's Workshop.
Friday
Periods 1, 5 and 7:
Reading logs due at the end of Independent Reading!
Classwork: Writer's Workshop: Editing. Using the Editing Guidelines, review your piece and mark any necessary edits.
HW: Complete your final draft of your "Speaking Out" pieces. Type and print out or email to msatwill@gmail.com by Wednesday, October 5th.
Periods 2 and 6:
Reading logs due at the end of Independent Reading!
Classwork: Writer's Workshop: Editing. Using the Editing Guidelines, review your piece and mark any necessary edits.
HW: Complete your final draft of your Common App essays. Type and print out or email to msatwill@gmail.com by Wednesday, October 5th.
Sunday, September 18, 2016
Week of September 19-23
Hi everyone,
This week is our first week of Independent Reading! Don't forget, you need to read fifty pages and write five reading logs per week, even if you miss class. They will be collected at the end of Independent Reading on Friday, so make sure you are caught up.
Monday:
Periods 1, 5 and 7:
Author's Toolbox: Setting
Definition: The time period and location where a story takes place.
Example: "Melton was one of those sad American places with sidewalks, but no paved streets; electric lights, but no sewage; a station, but no trains stopped."
Read Part I of "Cora, Unashamed," and take Double Entry Notes on how the setting affects your understanding of the story.
Homework: Write 1/2 p: How would "Cora" be different if it were set in 2016 Brooklyn?
Periods 2 and 6:
Author's Toolbox: Voice: Connecting Past and Present
Read p. 35-40 of Malcolm X and take Double Entry Notes on how Malcolm begins to change.
Homework: Write 1/2 p: How does Malcolm's character develop over the course of Chapter 2?
Tuesday:
Periods 1, 5 and 7:
Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example: "Cora was like a tree--once rooted, she stood, in spite of storms and strife, in the earth."
Read Part II of "Cora, Unashamed" and take Double Entry Notes on the Characterization of Cora.
HW: Write 1/2 p: How does Langston Hughes use Characterization to describe Jessie?
Don't forget: Satirical "How To" Guides are due tomorrow, either printed out or emailed to msatwill@gmail.com.
Periods 2 and 6:
Read p. 42-46 of Malcolm X and take Double Entry Notes on Central Ideas of systemic oppression and racial identity.
HW: Write 1/2 p: How do the Central Ideas of systemic oppression and racial identity interact and build off of one another in p. 42-46?
Wednesday:
Periods 1, 5 and 7:
Satirical "How To" Guides are due, either printed out or emailed to msatwill@gmail.com
Read Part III of "Cora, Unashamed" and take Double Entry Notes on the theme of speaking out.
HW: Write 1/2 p: Sometimes, no matter what the consequences, people have to speak their minds. Write about a time when someone spoke out when they were not supposed to. Describe the situation. What happened? Who was involved? What was the outcome?
Periods 2 and 6:
Author's Toolbox Entry:
This week is our first week of Independent Reading! Don't forget, you need to read fifty pages and write five reading logs per week, even if you miss class. They will be collected at the end of Independent Reading on Friday, so make sure you are caught up.
Monday:
Periods 1, 5 and 7:
Author's Toolbox: Setting
Definition: The time period and location where a story takes place.
Example: "Melton was one of those sad American places with sidewalks, but no paved streets; electric lights, but no sewage; a station, but no trains stopped."
Read Part I of "Cora, Unashamed," and take Double Entry Notes on how the setting affects your understanding of the story.
Homework: Write 1/2 p: How would "Cora" be different if it were set in 2016 Brooklyn?
Periods 2 and 6:
Author's Toolbox: Voice: Connecting Past and Present
Definition: Taking the reader on a journey by connecting the past and the present.
Example: In Malcolm X, the author connects past and present by using phrases such as “My image of Africa, at that time” (p. 7) and “I know now” (p. 14) to indicate that these early views of the world would change as he grew older.Homework: Write 1/2 p: How does Malcolm's character develop over the course of Chapter 2?
Tuesday:
Periods 1, 5 and 7:
Author's Toolbox: Characterization
Definition: Describing someone's looks, actions, speech, thoughts, or what other people say about them to reveal their character.
Example: "Cora was like a tree--once rooted, she stood, in spite of storms and strife, in the earth."
Read Part II of "Cora, Unashamed" and take Double Entry Notes on the Characterization of Cora.
HW: Write 1/2 p: How does Langston Hughes use Characterization to describe Jessie?
Don't forget: Satirical "How To" Guides are due tomorrow, either printed out or emailed to msatwill@gmail.com.
Periods 2 and 6:
Read p. 42-46 of Malcolm X and take Double Entry Notes on Central Ideas of systemic oppression and racial identity.
HW: Write 1/2 p: How do the Central Ideas of systemic oppression and racial identity interact and build off of one another in p. 42-46?
Wednesday:
Periods 1, 5 and 7:
Satirical "How To" Guides are due, either printed out or emailed to msatwill@gmail.com
Read Part III of "Cora, Unashamed" and take Double Entry Notes on the theme of speaking out.
HW: Write 1/2 p: Sometimes, no matter what the consequences, people have to speak their minds. Write about a time when someone spoke out when they were not supposed to. Describe the situation. What happened? Who was involved? What was the outcome?
Periods 2 and 6:
Author's Toolbox Entry:
Author’s Voice: Style
Definition: Deliberately choosing words to create a sense of a specific time/place.
Example: In Malcolm X, the author says, “I met chicks who were fine as May wine, and cats who were hip to all happenings” to take the reader back to 1940s Harlem.
Read p. 59-62 in Malcolm X. Take Double Entry Notes on Style.
HW: Write 1/2 p: Analyze how both style and content (plot) contribute to the power or beauty of the text in Chapter 4.
Thursday:
Periods 1, 5 and 7: Read "Ain't I a Woman?" by Sojourner Truth. Take Double Entry Notes on text to text connections with "Cora, Unashamed."
Homework: Write 1/2 page comparing and contrasting "Cora, Unashamed" and "Ain't I a Woman?"
Periods 2 and 6:
Read a model college essay, "Just Keep Folding" and discuss in groups what makes the essay successful.
HW: Revise your rough draft Common Application Essay, incorporating elements from today's discussion and the tips at the end of the model essay to make your essay successful.
Friday:
Reading Logs Due at the end of Independent Reading! Make sure you have read 50 pages and written 5 responses this week.
Periods 1, 5 and 7: Read "I, Too" by Langston Hughes. Take Double Entry Notes on text to text connections with "Cora, Unashamed" and "Ain't I a Woman?"
HW: Write a rough draft of your "speaking out" piece on a topic of your choice that you feel passionate about. You can write a story like "Cora," a speech like Sojouner, or a poem like "I, Too."
Periods 2 and 6:
Writer's Workshop: Peer Review. Working in small groups, share your essay with your group members. They will give compliments and suggestions based on how well your essay follows the Johns Hopkins tips.
HW: Revise your Common Application Essay once more, incorporating the suggestions you received from your Peer Review.
Definition: Deliberately choosing words to create a sense of a specific time/place.
Example: In Malcolm X, the author says, “I met chicks who were fine as May wine, and cats who were hip to all happenings” to take the reader back to 1940s Harlem.
Read p. 59-62 in Malcolm X. Take Double Entry Notes on Style.
HW: Write 1/2 p: Analyze how both style and content (plot) contribute to the power or beauty of the text in Chapter 4.
Thursday:
Periods 1, 5 and 7: Read "Ain't I a Woman?" by Sojourner Truth. Take Double Entry Notes on text to text connections with "Cora, Unashamed."
Homework: Write 1/2 page comparing and contrasting "Cora, Unashamed" and "Ain't I a Woman?"
Periods 2 and 6:
Read a model college essay, "Just Keep Folding" and discuss in groups what makes the essay successful.
HW: Revise your rough draft Common Application Essay, incorporating elements from today's discussion and the tips at the end of the model essay to make your essay successful.
Friday:
Reading Logs Due at the end of Independent Reading! Make sure you have read 50 pages and written 5 responses this week.
Periods 1, 5 and 7: Read "I, Too" by Langston Hughes. Take Double Entry Notes on text to text connections with "Cora, Unashamed" and "Ain't I a Woman?"
HW: Write a rough draft of your "speaking out" piece on a topic of your choice that you feel passionate about. You can write a story like "Cora," a speech like Sojouner, or a poem like "I, Too."
Periods 2 and 6:
Writer's Workshop: Peer Review. Working in small groups, share your essay with your group members. They will give compliments and suggestions based on how well your essay follows the Johns Hopkins tips.
HW: Revise your Common Application Essay once more, incorporating the suggestions you received from your Peer Review.
Monday, September 12, 2016
Week of September 13-16
Hi everyone,
Here are the assignments for this week. Tuesday and Wednesday are the last two days where all classes have the same assignments. Starting on Thursday, please check to make sure you are completing the assignments for the correct class.
Reading Logs will begin next week! Make sure you come to class on time and prepared with your notebook, binder, Reading Log, IR Book and a pen/pencil to get your stamp!
As always, email me at msatwill@gmail.com with any questions.
Monday: No school
Tuesday: Classwork: We will look through books from the Independent Reading Library, and "interview" them to find out what books we want to read. Once we find a book we like, add it to our Book Wish List.
Homework: Write 1/2 page: How does reading make you feel?
Wednesday:
Classwork: We will take the diagnostic reading assessment. This test measures your reading level, and it does NOT count for your grade, so don't worry. It is just to help you and your teachers find out what you need to work on this year.
Homework: Bring in a book for independent reading, OR circle your top three choices on your Book Wish List to check out from the class library!
Thursday:
9th and 10th grades (Periods 1, 5 and 7)
Classwork:
-Begin Independent Reading. Students will check out books from the class library if they don't have books from home or another library.
-Read "How to date a brown girl (black girl, white girl, or halfie)" by Junot Diaz.
-Double Entry Notes: Your reactions to the text.
Homework: Write a 1/2 page "How To" guide on a topic of your choice, pretending you are as much an "expert" as Junot Diaz is.
12th grade: (Periods 2 and 6)
Classwork:
-Begin Independent Reading. Students will check out books from the class library if they don't have books from home or another library.
-Sign out copies of The Autobiography of Malcolm X.
-Read and discuss pages 1-4 of The Autobiography of Malcolm X.
Homework: Write 1/2 page: How does the author make his points clear, convincing, and engaging in the beginning of the text?
Friday:
9th and 10th grades (Periods 1, 5 and 7)
Classwork:
-Continue Independent Reading. Next week, we start reading logs, so be on time to get your stamps!
-Author's Toolbox: Satire.
Def: Using humor, exaggeration or sarcasm to make a point.
Ex: In "How to Date..." the narrator claims to be an expert at dating girls of different backgrounds, but his stereotyping reveals how little he knows about actual relationships.
-Writer's Workshop: Satirical "How To" guides. Students will share their homework with their table groups, and then discuss how to improve them.
Homework: Type and email to Ms. Atwill (msatwill@gmail.com) your final draft of your Satirical "How To" guide, or print it out and bring to class. Due WEDNESDAY, 9/21.
12th grade: (Periods 2 and 6)
Classwork:
-Continue Independent Reading. Next week, we start reading logs, so be on time to get your stamps!
-Read and discuss the rest of Chapter 1 from The Autobiography of Malcolm X (Pages 4-23).
Homework: Choose one of the following prompts from the Common Application and free write 1/2 page based on the prompt. (Link to handout is here)
-Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
-Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
-Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
-Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
-Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
-Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
-Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
-Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
-Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you?
-Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
Wednesday, September 7, 2016
Welcome to English Class!
Hello everyone,
Welcome to English with Ms. Atwill! I am so excited for the year ahead. This website will be a resource for you throughout the year. I will always post the homework assignments on the website, along with class notes or anything else that may be useful.
If you have any questions, please send me an email at msatwill@gmail.com and I will get back to you right away.
Here is the homework for the week:
Thursday:
Classwork: Complete survey and review syllabus. (English 9 is here, and English 10 and 12 are here.)
Homework:
Create a gmail address (if you don't have one already) and send an email to msatwill@gmail.com with the following information:
-Your full name
-Your class period
This email is due on Tuesday, September 13th at 11:00 PM.
Also, if you haven't already, make sure you get a three ring binder (or three sections of a larger binder), a notebook, and plenty of pens or pencils.
Friday:
Classwork: Read "You Can Grow Your Intelligence" article
Homework: Write 1/2 page in your notebook: How does this article apply to your life?
Let me know if you have any questions!
-Ms. Atwill
Welcome to English with Ms. Atwill! I am so excited for the year ahead. This website will be a resource for you throughout the year. I will always post the homework assignments on the website, along with class notes or anything else that may be useful.
If you have any questions, please send me an email at msatwill@gmail.com and I will get back to you right away.
Here is the homework for the week:
Thursday:
Classwork: Complete survey and review syllabus. (English 9 is here, and English 10 and 12 are here.)
Homework:
Create a gmail address (if you don't have one already) and send an email to msatwill@gmail.com with the following information:
-Your full name
-Your class period
This email is due on Tuesday, September 13th at 11:00 PM.
Also, if you haven't already, make sure you get a three ring binder (or three sections of a larger binder), a notebook, and plenty of pens or pencils.
Friday:
Classwork: Read "You Can Grow Your Intelligence" article
Homework: Write 1/2 page in your notebook: How does this article apply to your life?
Let me know if you have any questions!
-Ms. Atwill
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