English 9
The grades were updated 11/16 with all assignments. The grades posted are the 15-week grades. There are many missing assignments; an "NM" in the gradebook means "No Mark." That means I never received the assignment from that student and it is averaging in as a 0.
Calendar of assignments
Th., Aug. 13: Hand out and discuss syllabus; discuss class rules; “Introduce yourself" paper to be done in class;
Fri., Aug. 14: Collect signed syllabus forms; spellcheck; words to know; spelling article with “ghoti” – students create their own new spellings of words.
Mon., Aug. 17: writing rules; MLA format; subject-verb agreement (p -60-); "What is a high school diploma worth?";
Tu., Aug. 18: ; subject-verb agreement (p -61-); timed write rules; timed write on "fitting in."
Wed., Aug. 19; Words to know quiz; subject-verb agreement (p35-36)
Th., Aug. 20: “Go Deep to the Sewer” p. 368-372; Subject/verb packet page 1 together.
Fri., Aug. 21: Journal #1: “Tell a story about something funny that has happened.”; Read “Fly Away” p. 373-377; Subject/verb packet page 2 together.
Mon., Aug. 24: Journal #2:“Describe a conversation you have had that changed your perspective or was otherwise meaningful. Explain why it was important and how it changed you.”; reflective essay requirements; “What are you made of?” assignment.
Tu., Aug. 25: Journal #3: “Describe a situation where your values or beliefs about something were changed. How did you react? How has that affected you?”;.
Wed., Aug. 26: Read sample reflective essay and discuss; Alone or in pairs, read incident portion of “Banana Popsicle” and write reflective paragraphs and discuss; Subject/verb packet page 3 together; discuss essay issues and questions
Th., Aug. 27: Journal #4: “Describe any unusual circumstances or challenges you have faced in life and explain how you responded.”; Read aloud Stellaluna and “A World of Hurt . . .” article and discuss how they are reflective.
Fri., Aug. 28: John video
Mon., Aug. 31: read and discuss "Children in the Woods" p 246-253;
Tu., Sept. 1: reflective essay rough drafts due for peer editing .
Wed., Sept. 2: Library Orientation
Th., Sept. 3: (Minimum Day – staff development) ) reflective essay final drafts due; Subject/Verb agreement 4-5
Fri., Sept. 4: Library Orientation
Mon., Sept. 7: Labor Day
Tu., Sept. 8: Return and discuss papers; discuss foreshadowing/foreboding; journal #5 (“The Most Dangerous Game”); read introduction to “MDG” on pgs. 16-17; begin reading MDG (to middle page 23)
Wed., Sept. 9: Read MDG through bottom of page 32.
Th., Sept. 10: Journal #6: "Predict what you think will happen the rest of the story. Why is that your prediction?"; Finish MDG; In groups of no more than three, answer questions 1-5 on page 37
Fri., Sept. 11: Journal #7: "Think of an important time when you felt like you were not treated or dealt with the way you wanted. Describe how you were treated. How did it feel? How did you want to react? How did you react?"; return papers and discuss; read pages 4-5; read “Cask” pages 6-12.
Mon., Sept. 14: Finish “Cask” and answer questions
Tu., Sept. 15: (Minimum day – Back to School Night) Journal #8; " What are your expectations of yourself? What do others (parents, grandparents, siblings, friends, coaches, advisors, etc.) expect of you?"; read 552-553; Begin “Scarlet Ibis” p. 554
Wed., Sept. 16: Journal #9: "Pretend you are Brother. Now that you have given int o taking Doodle with you, what will you do with him next? Explain why. Consider what Brother has already said."; collect journals; Finish “Scarlet Ibis” (557-564)
Th., Sept. 17: read 568-569; read “Blues Ain’t No Mockin Bird” pgs. 570-576 and discuss; review for test
Fri., Sept. 18: (Grades due ) TEST on first four short stories and terms
Mon., Sept. 21: Finish essay portion of short story test; check out To Kill A Mockingbird;Harper Lee powerpoint and Jim Crow Laws powerpoints; Distribute TKAM study guides and timelines;
Tu., Sept. 22: discuss TKAM characterization essay assignment; To Kill A Mockingbird worksheet/study guide; TKAM project assignment; Begin To Kill A Mockingbird read chapter 1 (pg. 3-15); HW: Finish reading TKAM chapter 1
Wed., Sept. 23: TKM ch. 1 quiz; Journal #10: “Why do people stand up for something even when they don’t think they can “win”? Describe a time when you have heard of someone who has done this.” review TKAM ch. 1; read TKAM chapters 2-3 (pg. 15-32); HW: finish reading TKAM chapters 2-3
Th., Sept. 24: Discuss test, study guide, study skills, and following directions; Quiz ch. 2-3?;Journal #11: “What do you know about the Cunningham and Ewell families? Which family members have you met? How are the families similar? How are the different?” review TKAM ch. 2-3; read TKAM chapters 4-5 (pg. 32-50); HW: finish reading TKAM chapters 4-5
Fri., Sept. 25: review TKAM ch. 4-5; read TKAM chapters 6-7 (pg. 50-63); HW: finish reading TKAM chapters 6-7;
Mon., Sept. 28: FALL BREAK
Tu., Sept. 29: FALL BREAK
Wed., Sept. 30: review TKAM ch. 6-7; read TKAM chapters 8 (pg. 63-74); HW: finish reading TKAM chapter 8
Th., Oct. 1: (Minimum Day – staff development) review TKAM ch. 8; read TKAM chapters 9 (pg. 74-89); HW: finish reading TKAM chapter 9
Fri., Oct. 2 : Journal #12: "When Scout asks Atticus why he is defending Tom Robinson, a black man, Atticus says, 'If I didn’t I couldn’t hold up my head in town, I couldn’t represent this county in the legislature, I couldn’t even tell you or Jem not to do something again.' Why? What does he mean?"; review TKAM ch. 9; read TKAM chapters 10-11 (pg. 89-112) – end of Part I; HW: finish reading TKAM chapters 10-11
Mon., Oct. 5: QUIZ Part I; Journal #13: “We have already discussed that there were many racist white people in the deep south in the 1930’s and that the African Americans were not allowed into the “white” restaurants, etc. How do you think the African Americans felt if the whites tried to go to their stores, churches, etc.? Why”; review TKAM ch. 10-11; read TKAM chapters 12-13 (pg. 115-134); HW: finish reading TKAM chapters 12-13
Tu., Oct. 6: Journal #14: "Much of chapter 13 was about family background. What aspects of the family background do you thinkw ere most important? Why were those important?"; review TKAM ch. 12-13; read TKAM chapters 14-15 (pg. 135-155); HW: finish reading TKAM chapters 14-15
Wed., Oct. 7: Journal #15: “Why did Walter Cunningham and the others come to the jail that night? Why did they leave without accomplishing their goal?"review TKAM ch. 14-15; read TKAM chapters 16 (pg. 155-166); HW: finish reading TKAM chapters 16
Th., Oct. 8: Journal #16: “Describe a time when you tried to ‘stand in someone else’s shoes.’ What was it like? What did you learn? Whose shoes would you think it would be interesting to stand in? Describe what you think that would be like.” review TKAM ch. 16; read TKAM chapters 17-18 (pg. 166-189); HW: finish reading TKAM chapters 17-18
Fri., Oct. 9: Quiz on TKAM (112-189); Journal #17: “What do you think of the first part of the trial? What do you believe or not believe at this point? Explain why; review TKAM ch. 17-18; read TKAM chapters 19-20 (pg. 190-206); HW: finish reading TKAM chapters 19-20
Mon., Oct. 12: Journal #18:“What do you believe or not believe about Tom Robinson’s testimony? What should the verdict be? Why?” review TKAM ch. 19-20; Begin Calpurnia essay example – read and grade; read TKAM chapters 21-23 (pg. 206-227); HW: finish reading TKAM chapters 21-23
Tu., Oct. 13: Schoolwide writing prompt; review TKAM ch. 21-23; finish reading and grading Calpurnia essay and looking at other sample paragraphs; read TKAM chapters 24-25 (pg. 227-241); HW: finish reading TKAM chapters 24-25
Wed., Oct. 14: Journal #19: “What do you think is the theme of the novel?”; turn in journals; review TKAM ch. 24-25; read TKAM chapters 26-27 (pg. 241-254); begin watching TKAM movie; HW: finish reading TKAM chapters 26-27
Th., Oct. 15: Collect journals and make-up work; subject-verb agreement #5; review TKAM ch. 26-27; distribute study guide; watch TKAM movie; HW: read TKAM chapters 28 (pg. 254-266)
Fri., Oct. 16: (Grades due) Subject-verb agreement #6; review TKAM ch. 28; continue TKAM movie; HW: finish reading TKAM chapters 29-31 (pg. 267-281)
Mon., Oct. 19: Finish movie; review for test
Tu., Oct. 20: To Kill A Mockingbird test ; TKAM projects due
Wed., Oct. 21: TKAM character analysis essay rough drafts due for peer evaluations;
Th., Oct. 22: (Minimum Day – staff development) re-do TKAM test essay question.
Fri., Oct. 23: TKAM character analysis essay final drafts due; Subject-verb agreement 7-8; "Spontaneous Human Combustion" article.
Mon., Oct. 26: Finish "Spontaneous Human Combustion" article; Subject-verb agreement 9-10
Tu., Oct. 27: Finish subject-verb agreement packet and review for quiz Wednesday; Mind traps?
Wed., Oct. 28: subject-verb agreement quiz; Journal #20: "What types of jobs require workers to carefully follow directions? Give examples of directions that must be followed and what might happen if those directions are not followed. What types of jobs do not require following directions? Explain why."; Return and discuss "Spontaneous Human Combustion" article; “Baby Jessica” article.
Th., Oct. 29: (Shake out); Finish "Baby Jessica" article; Journal #21: “Describe your best Halloween ever. What made it so great? What was your worst one ever? Why?"
Fri., Oct. 30: Journal #22: “What can be done to improve disaster drills in schools? Explain why.”; Discuss journal. Go over Mockingbird test.
Mon., Nov. 2: Journal #23: “Is it possible for some people to foresee the future? Are fortune tellers real? Explain why you feel this way. Cite specific examples if possible.”; discuss "Baby Jessica" packet; “Can some people see the future?” article and questions
Tues., Nov. 3: finish“Can some people see the future?” article and questions; Using the textbook, write the following terms and definitions: anecdote, description, dialect, fantasy, fiction, foreshadowing, image/imagery, irony (dramatic, verbal, situational), narration, narrative, narrator, nonfiction, plot (exposition, conflict, climax, denouement/resolution), point of view (first-person, third-person omniscient/limited), setting, theme.
Wed., Nov. 4: Finish (re-do) terms; alphabet story
Th., Nov. 5: (Every 15 Minutes) Discuss "Every 15 Minutes"
Fri., Nov. 6: (Every 15 Minutes) Commas and run-ons.
Mon., Nov. 9: Thesis statement handout; sample persuasive essay assignment (Write at least four sentences, with the last being the thesis, for the cat essay – in groups of no more than three).
Tu., Nov. 10: Journal #24: “Describe a time when you tried to persuade someone to do something. What did you say to try to convince that person? What was the result?”; sample persuasive essay in text p. 334-335; in groups, choose a local topic (Valencia High or Santa Clarita) and write one thesis statement – this must clearly state your side of the argument – and write three topic sentences – one for each body paragraph.
Wed., Nov. 11: VETERAN’S DAY
Th., Nov. 12: (Minimum day?) Collect papers; discuss thesis statement assignments from Monday and Tuesday; persuasive essay assignment. HW – return with list of three ideas for possible essay topics. Homework: have at least three essay topic ideas.
Fri., Nov. 13: (Grades due) Discuss essay topic ideas; sample persuasive essay – grade and discuss.
Mon., Nov. 16: Journal #25: “Who are the most important people to talk to regarding your persuasive essay topic? What do you expect those people to say on your topic? Why? ”; finish grading sample essays; group persuasive commercial assignment; brief outline (just thesis statement and three topic sentences) of persuasive essay due on Tuesday.
Tu., Nov. 17: Journal #26: “Describe what you are going to argue in your persuasive essay. What are your main points (topic sentences)?; discuss thesis/topic sentences and essay issues/questions, etc.
Wed., Nov. 18: return and discuss papers; persuasive essay rough drafts due for peer evaluations
Th., Nov. 19: : Journal #1: "What were your favorite children's books when you were a child? What made those your favorites?" Randomly describe at least four of each of the following story elements: characters, setting, plot summaries (story idea), and conflicts (problems). Do not try to connect them - they should be random - and make sure you include details. Bring these to class Friday.
Fri., Nov. 20: Persuasive essay final drafts due; Get into groups of four. Randomly select at least one character from each person (at least four total characters) and then at least one setting, at least one plot summary, and at least one conflict; these should be from different lists, not the same person. Using those, create a story that is at least two hand-written pages long and draw a scene from the story. You have until Monday at the end of class to finish the story and the drawing of the scene. The story must have a positive holiday season message. The "holidays" available for you to use are Halloween, Thanksgiving, Hanukkah, Christmas, Kwanzaa, or New Year's.
Mon., Nov. 23: Finish the story and drawing from Friday.
Tu., Nov. 24: Journal #2: "Write a personal narrative looking back on your own life from some point in the distant future as you hope it will be seen by others."; distribute and discuss "Elements of a short story" handout and the short story requirements; students will tell each other a story from two different points of view.
Wed., Nov. 25: Wish - What do you truly wish for assignment with audio tape and video tape in class.
Th., Nov. 26: THANKSGIVING BREAK
Fri., Nov. 27: THANKSGIVING BREAK
Mon., Nov. 30: Journal #3: "In your own words, define 'irony' and explain an ironic situation that has happened to you or that you have heard or read about."; discuss irony, foreshadowing, opening, point of view, and coherence in stories; read "The Man Who Had No Eyes" and discuss.
Tu., Dec. 1: Journal #4: "Is it ever O.K. for a writer to use stereotypes? Why? When? Where? What stereotypes have you seen in movies or on TV that worked well or didn't work at all?"; stereotyping names in-class activity; homework - stereotyping activity.
Wed., Dec. 2: Journal #5: "What kinds of stories revolve around settings? Describe a setting for such a story."; share and discuss stereotype homework and perception vs. reality;
Th., Dec. 3: (Minimum day – Senior projects) Journal # 6: "Imagine you are a hero or heroine for one day during any time in history. Describe your experience."; Picture write in-class. Develop a complete three-dimensional character based on a poster.
Fri., Dec. 4: Quotes rules; quotes assignment.
Mon., Dec. 7: Journal #7: "What is your favorite fairy tale or holiday story? Describe what makes that story one of your favorites." collect journals; compare politically correct stories/various versions to each other.
Tues., Dec. 8: Journal #8: "Define foreshadowing. Explain a situation in your life or something you have read about and explain what foreshadowing took place."; read "Fragments of Papyrus" in play format.
Wed., Dec. 9: clichés game; time to work on story if needed
Th., Dec. 10: time to work on short stories or have peer evaluations
Fri., Dec. 11: Peer evaluations on short stories; short stories due by midnight through turnitin.com
Mon., Dec. 14: present stories?
Tu., Dec. 15: FINALS - present stories
Wed., Dec. 16: FINALS - present stories
Th., Dec. 17: FINALS - present stories
Fri., Dec. 18: Teacher work day