EXTENSION: 11:59PM MARCH 1, 2010
Sunday, February 28, 2010
Thursday, February 25, 2010
Video's used in class today.
http://www.pbs.org/wnet/lookingforlincoln/lessons/looking-for-lincolns-views-on-slavery/video-segments/169/
Tuesday, February 23, 2010
Greetings What To Expect This Week.
Paper submissions were due Monday February 22, 2010.At 5:00pm, late submissions recieved 10% off of their grade. 10% will be deducted each day the assessment is late.
Vocabulary words for the Week.
Unit 12
Comprise
deft
destitute
inopportune
ironic
musty
premeditated
rampant
venal
Overview of the Week
This week we will discuss and explore the various roads to freedom for slaves in America. Students will also participate in various discussions pertaining to what took place during this critical time. Students will be required to complete some research on their own time. Internet access will be needed.
Assignments
Unit 12 Vocabulary Sheet- Friday 2/26
Unit 12 Vocabulary Test- Friday 2/26
Students MUST go to the following website: http://www.spartacus.schoolnet.co.uk/USASrunaways.htm
Choose ONE of the following people to write about:
Walter Hawkins
Henry Bill
Moses Grandy
Francis Fredric
Moses Rope
After you have chosen whom to write about, write three journal entries in first person perspectives--as if you are the journal writer--as follows:
Date the first entry before the Emancipation Proclamation and briefly include the person's history and some insight into their experiences at that time.
Have the second entry be during the time of the Emancipation Proclamation. The writer could be hearing of it from another slave, from a newspaper account, or from Lincoln himself.
Date the third entry after the Emancipation Proclamation and be sure to include some of the effects of the new policy, as well as how the writer's life has changed because of it.
You will have to build on the person they have read about and add other historical facts they have learned, as it would have happened. Some of it will have to be fictional, but the historical information should be based on documented facts.
Emancipation Proclamation: http://www.nps.gov/ncro/anti/emancipation.html
Willie Lynch Letter: http://www.finalcall.com/artman/publish/Perspectives_1/Willie_Lynch_letter_The_Making_of_a_Slave.shtml
Vocabulary words for the Week.
Unit 12
Comprise
deft
destitute
inopportune
ironic
musty
premeditated
rampant
venal
Overview of the Week
This week we will discuss and explore the various roads to freedom for slaves in America. Students will also participate in various discussions pertaining to what took place during this critical time. Students will be required to complete some research on their own time. Internet access will be needed.
Assignments
Unit 12 Vocabulary Sheet- Friday 2/26
Unit 12 Vocabulary Test- Friday 2/26
Narrative Journal Project Assessment: Must be completed through your blogger account for this class. Due Monday March 1, 2010
Students MUST go to the following website: http://www.spartacus.schoolnet.co.uk/USASrunaways.htm
Choose ONE of the following people to write about:
Walter Hawkins
Henry Bill
Moses Grandy
Francis Fredric
Moses Rope
After you have chosen whom to write about, write three journal entries in first person perspectives--as if you are the journal writer--as follows:
Date the first entry before the Emancipation Proclamation and briefly include the person's history and some insight into their experiences at that time.
Have the second entry be during the time of the Emancipation Proclamation. The writer could be hearing of it from another slave, from a newspaper account, or from Lincoln himself.
Date the third entry after the Emancipation Proclamation and be sure to include some of the effects of the new policy, as well as how the writer's life has changed because of it.
You will have to build on the person they have read about and add other historical facts they have learned, as it would have happened. Some of it will have to be fictional, but the historical information should be based on documented facts.
Emancipation Proclamation: http://www.nps.gov/ncro/anti/emancipation.html
Willie Lynch Letter: http://www.finalcall.com/artman/publish/Perspectives_1/Willie_Lynch_letter_The_Making_of_a_Slave.shtml
Sunday, February 7, 2010
Hello Students, Here is a helpful resource.
http://www.lausd.k12.ca.us/Belmont_HS/mice/index.html
Check it ou!
Check it ou!
Tuesday, February 2, 2010
Of Mice And Men- What to Expect
John Steinbeck
Born in Salinas, CA
Born in 1902
Attended Stanford University
Took literature and writing
Became laborer and journalist
Wrote novels, and play- novelettes
Married three times
Won Nobel Prize in 1962
Died in 1968
Wrote best-selling novels
Wrote stories for movies
Wrote government propaganda during WWII
Famous for Grapes of Wrath, Of Mice and Men, The Pearl, The Red Pony, Cannery Row
Objectives for this Unit
Specific Unit Objectives:
Students will know the definitions of the following literary terms: character, plot, setting, theme, symbol, doubling, foreshadowing, literal and figurative meanings, and metaphor. Students will be able to provide examples of each of these in the novel. Students will use this terminology to speak and write about the text.
Students will use reading strategies such as predicting outcomes, character mapping, and journaling to gain fluency with this text. Students will be able to apply these strategies to other texts.
Students will use summarizing as a technique to construct meaning from the text.
Students will apply their understanding of context clues as a means of constructing meaning.
Students will develop their ability to write clearly and to effectively organize a longer essay by means of drafting and revision. Students will use appropriate formatting when documenting citations in their essays. Students will learn about transitions and apply this knowledge in their essays.
Students will engage in meaningful and purposeful dialogue in the classroom, developing their abilities to articulate their ideas and listen to others.
Students will analyze how race and gender groups are represented and how they interact with one another in this text. Students will evaluate these representations and analyze how these representations relate to today’s society.
Themes Associated With This Unit
Racism
Sexism
Dreams
Power and Powerlessness
Unity (Friendship)
Isolation
Essential Questions
• What are the benefits of having relationships?
• Are all relationships equal? • How do relationships support our lives?
• What are the trade-offs in relationships?
• What determines the relationships we have?
• How does class, religion, race, and culture determine our relationships?
• What place does a dream/ vision have in one's life/ relationships?
Reading Assignments
Monday 2/8- Pages 1-37- Focus Question 1: Why is George worrying about having trouble with Curley?
Tuesday 2/9- Pages 38-65- Focus Question 2: The author details events and exchanges between characters that seem to foreshadow what will happen later in the novel. Summarize the important events of this section.
Wednesday 2/10- Pages 66-83-Focus for Listening: What is Crook's attitude toward life? Focus Question 3: What is Crooks' attitude toward life?
Thursday2/11- Pages 84-107
Notes
Expository Text –writing that mostly explains or conveys information.
Realistic Fiction –Realistic fiction is an attempt to portray characters and events as they really could be. Realistic fiction includes stories that could happen in the real world, in a time and setting that are possible, with characters that are true to life.
Foreshadowing – Foreshadowing is little hints about what's going to happen.
Writing Requirement Dues Feb. 22, 2010
In a 900 word personal essay, answer both of the following questions: How will you use your prior and current knowledge to help you decide what relationships you will pursue? and/or How will knowing about kinds of relationships help you make good decisions about the relationships in your life?
Include and response to a relevant Essential question of your choice.
ACT Vocabulary Requirement
Unit 11
accede
brandish
explicit
extirpate
officious
ominous
solace
stately
supple
suppress
DAILY VOCAB ASSIGNMENTS
Monday: Preview words, definition(s), part (s) of speech, syllabication
Tuesday: Synonyms and Antonyms
Wednesday: Meaningful sentence(s)
Thursday: Review
Friday: Weekly Vocabulary Test (subject to change)
Vocabulary Resources: www.m-w.com, Merriman-Webster dictionary, The American Heritage dictionary (fourth edition), Merriman-Webster thesaurus, www.vocabularyworkshop.com
Born in Salinas, CA
Born in 1902
Attended Stanford University
Took literature and writing
Became laborer and journalist
Wrote novels, and play- novelettes
Married three times
Won Nobel Prize in 1962
Died in 1968
Wrote best-selling novels
Wrote stories for movies
Wrote government propaganda during WWII
Famous for Grapes of Wrath, Of Mice and Men, The Pearl, The Red Pony, Cannery Row
Objectives for this Unit
Specific Unit Objectives:
Students will know the definitions of the following literary terms: character, plot, setting, theme, symbol, doubling, foreshadowing, literal and figurative meanings, and metaphor. Students will be able to provide examples of each of these in the novel. Students will use this terminology to speak and write about the text.
Students will use reading strategies such as predicting outcomes, character mapping, and journaling to gain fluency with this text. Students will be able to apply these strategies to other texts.
Students will use summarizing as a technique to construct meaning from the text.
Students will apply their understanding of context clues as a means of constructing meaning.
Students will develop their ability to write clearly and to effectively organize a longer essay by means of drafting and revision. Students will use appropriate formatting when documenting citations in their essays. Students will learn about transitions and apply this knowledge in their essays.
Students will engage in meaningful and purposeful dialogue in the classroom, developing their abilities to articulate their ideas and listen to others.
Students will analyze how race and gender groups are represented and how they interact with one another in this text. Students will evaluate these representations and analyze how these representations relate to today’s society.
Themes Associated With This Unit
Racism
Sexism
Dreams
Power and Powerlessness
Unity (Friendship)
Isolation
Essential Questions
• What are the benefits of having relationships?
• Are all relationships equal? • How do relationships support our lives?
• What are the trade-offs in relationships?
• What determines the relationships we have?
• How does class, religion, race, and culture determine our relationships?
• What place does a dream/ vision have in one's life/ relationships?
Reading Assignments
Monday 2/8- Pages 1-37- Focus Question 1: Why is George worrying about having trouble with Curley?
Tuesday 2/9- Pages 38-65- Focus Question 2: The author details events and exchanges between characters that seem to foreshadow what will happen later in the novel. Summarize the important events of this section.
Wednesday 2/10- Pages 66-83-Focus for Listening: What is Crook's attitude toward life? Focus Question 3: What is Crooks' attitude toward life?
Thursday2/11- Pages 84-107
Notes
Expository Text –writing that mostly explains or conveys information.
Realistic Fiction –Realistic fiction is an attempt to portray characters and events as they really could be. Realistic fiction includes stories that could happen in the real world, in a time and setting that are possible, with characters that are true to life.
Foreshadowing – Foreshadowing is little hints about what's going to happen.
Writing Requirement Dues Feb. 22, 2010
In a 900 word personal essay, answer both of the following questions: How will you use your prior and current knowledge to help you decide what relationships you will pursue? and/or How will knowing about kinds of relationships help you make good decisions about the relationships in your life?
Include and response to a relevant Essential question of your choice.
ACT Vocabulary Requirement
Unit 11
accede
brandish
explicit
extirpate
officious
ominous
solace
stately
supple
suppress
DAILY VOCAB ASSIGNMENTS
Monday: Preview words, definition(s), part (s) of speech, syllabication
Tuesday: Synonyms and Antonyms
Wednesday: Meaningful sentence(s)
Thursday: Review
Friday: Weekly Vocabulary Test (subject to change)
Vocabulary Resources: www.m-w.com, Merriman-Webster dictionary, The American Heritage dictionary (fourth edition), Merriman-Webster thesaurus, www.vocabularyworkshop.com
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