English 12 (Period 3) Assignments

Class #43: Wednesday, 6/1

1. Sample PPT presentations
2. Review PPT rubric: p. 43
3. Give room assignments
4. PPT whip-around
5. String activity

Homework:

• Final preparations for PPT on Friday, 6/3

Class #37: Friday, 5/13—Class Meeting Schedule

1. Student of the Week
2. Reminder: behavior in the senior meetings on Tues.
3. Share “To This Day” poem; first in pairs, then as a class
4. Review criteria for SRP PPT: pp. 44—45
5. Chromebooks: Start work on PPT

Homework:

• Revise and type one poem for a grade; revised poem due Tues., 5/17

Class #20: Thursday, 3/17

1. 60 seconds
2. Whip-around: lessons/appreciations from Beowulf
3. Administer Beowulf m-c test
4. LCAP survey: https://www.surveymonkey.com/r/C89XYM8
5. Essay composition time
6. PPT: Shakespearean overview (up thru gov’t)

 

Homework:

• Bring Beowulf to class on Monday; we’ll check out Macbeth then
• Rough draft of Part II and III (w/Works Cited) due Thurs., 3/31

Class #19: Tuesday, 3/15—Late Start

1. Question #2 of impromptu Socratic seminar
2. Whip-around: pp. 151—181 of Beowulf
3. Story of English: “Mother Tongue” (13:39--22)
   • https://www.youtube.com/watch?v=p3q95Mg2i7c
4. Excerpt from The Canterbury Tales (“Wife of Bath’s Tale”)
5. Discussion:
   • What similarities did you notice?
   • What differences did you notice?
   • Did you hear/notice any connections between Old, Middle, or modern English?
   • How does this change your impressions of language?

 

Homework:

• Finish reading Beowulf (pp. 181—end)
• Beowulf m-c test on Thurs., 3/17
• Rough draft of Part II and III (w/Works Cited) due Thurs., 3/31

Class #17: Friday, 3/11—GQ Assembly

1. Student of the Week
2. Beowulf quiz: pp. 71—151
3. PPT grammar warm-up—2nd person
4. Debrief Beowulf film viewing guide (w/sticks)
5. Impromptu Socratic seminar—Question #1 only

 

Homework:

• Read pp. 151—181; whip-around on Tues., 3/15
• Beowulf m-c test on Thurs., 3/17
• Rough draft of Part II and III (w/Works Cited) due Thurs., 3/31

Class #16: Wednesday, 3/9

1. Go over focus questions
2. Go over SRP handbook
   • Review due dates (3/9)
   • Review 3 parts of the essay (p. 2)
   • Start skeleton outline (distribute handout)
3. Beowulf: p. 133 (P1) or p. 127 (P3)
4. Continue w/Beowulf film (w/viewing guide)

 

Homework:

• Typed rough drafts of Part I, II, and III (w/Works Cited) due 3/31
• Read to page 151 in Beowulf; quiz on Fri. (pp. 71—151)

Class #15: Monday, 3/7

1. Reading quiz: pp. 101—125
2. PPT warm-up: heroism
3. Finish archetype PPT
4. Archetype cooperative activity (w/handout)
5. P1 only: Continue w/reading: 127—133
6. Introduce focus questions

 

Homework:

• Typed focus questions due Wed., 3/9

Class #14: Thursday, 3/3

1. Warm-up: alliteration
2. Collect note cards and time cards
3. Complete paraphrase activity (in 2s)
4. Continue w/reading: pp. 85—101
5. Start archetype PPT

 

Homework:

• Read pp. 101—125 for Mon.; quiz on Mon.

Class #13: Tuesday, 3/1—Late Start

1. Collect portfolios (w/folder, parent rubric, and reflection questions)
2. Return censorship essays (w/sample)
3. Distribute grade print-outs
4. Fill out blue grade sheets
5. Reading quiz (w/reading guide half sheet)
6. Continue w/note card work

 

Homework:

• 20 notecards/job shadowing due Thurs., 3/3

Class #12: Friday, 2/25

1. Student of the Week
2. Administer quiz
3. Kenning warm-up
4. Chromebook: complete 3 notecards in class
5. Start Beowulf film (w/viewing guide)

 

Homework:

• 20 notecards/job shadowing due Thurs., 3/3
• Read pp. 71—85 by Tues.; quiz on Tues.
• Portfolio (folder, reflection questions, and rubric) are due Tues., 3/1

Class #11: Wednesday, 2/23

1. Administer vocab test
2. Assemble portfolios
3. Continue w/Beowulf: pp. 35—53
4. Chromebooks: continue w/notecards

 

Homework:

• 20 notecards/job shadowing due Thurs., 3/3
• Read to p. 71 by Fri., 2/25; quiz on Fri.
• Portfolio (folder, reflection questions, and rubric) are due Tues., 3/1

Class #10: Monday, 2/22

1. Warm-up: vocab bingo
2. Go over focus questions
3. Collect re-writes, if needed
4. Review SRP note-taking and research
   • How to create a notecard: pp. 30—31
   • List of useful websites: pp. 33
   • Information you need (and outline): p. 2
5. Continue w/Beowulf: pp. 21—33

 

Homework:

• Vocab test on Wed., 2/24
• 20 notecards/job shadowing due Thurs., 3/3

Class #9: Thursday, 2/18

1. Vocab warm-up
2. Continue w/Beowulf PPT
3. Continue w/Beowulf: pp. 7—19
4. Start character chart in notebook (in 2s)
   • Shield Sheafson
   • Hrothgar
   • Beowulf
   • Heorot (place)
   • Cain
   • Abel
   • Grendel
   • Hygelac
   • Geat

Homework:

• Typed focus questions due Mon., 2/22
• Vocab test on Wed., 2/24; review vocabulary
• Rewrites dues Mon., 2/22

Class #8: Tuesday, 2/16

1. Collect essays
2. Address envelopes for job shadowing
3. Sign-ups for benchmark re-take
4. Return survey analysis (w/sample)
5. Start Beowulf background PPT
6. Start reading Beowulf: pp. 3—7

 

Homework:

• Define vocab. #1 for Thurs., 2/18
• Survey analysis re-writes due Mon., 2/22—no exceptions

Class #7: Wednesday, 2/10

1. Library: Return Balzac and check-out Beowulf
2. Collect job shadowing information on 3 x 5 card
3. Administer SPUSD benchmark
4. Peer edit rough draft
5. Review:
   • Rubric
   • Easybib for Works Cited
   • MLA format review

 

Homework:

• Final draft (w/Works Cited page) due Tues., 2/16

Class #5: Thursday, 2/4

1. Handout: Oneonta Club Scholarship announcement
2. Work on synthesis outlines
   • Reminder: Each topic sentence needs to answer the prompt
   • Reminder: Third body paragraph needs to have a counterargument
3. Students receive outline approval
4. Once outlines are approved, start composing on Chromebooks
5. Continue w/Balzac film (and viewing guide)

 

Homework:

• Rough draft of essay due on Wed., 2/10
• Final draft due Tues., 2/16

Class #3: Friday, 1/29

1. Student of the Week
2. Collect survey analysis papers
3. Continue w/censorship articles (“US Librarians Lead Fight…”)
   • Highlight and annotate
   • Meet in fours: share one key quotation, identify the thesis of the article, and connect “US Librarians” with “School Libraries Should Ban Books”
4. Reminders re: contacting people for job shadowing
5. Continue w/Balzac film (w/viewing guide)

 

Homework:

• Start considering job shadowing options; confirm job shadowing contact by 2/10—no extensions given

Homework:
• Survey analysis due Fri., 1/29
• Start considering job shadowing options; confirm job shadowing contact by 2/10—no extensions given

Class #43: Monday, 1/13

1. Mindfulness exercise (Headspace)
2. Review survey analysis guidelines: pp. 22—23
3. Presentation from Ms. Wilkerson (P1: 8:30; P3: 10:30)
4. Begin survey analysis write-ups on Chromebooks
   • Afram checks 10 surveys for bonus points

 

Homework:

• Survey analysis postponed to Fri., 1/29
• Survey analysis due 1/19 for bonus points

Class #43: Monday, 1/11

1. Return journals
2. PPT grammar warm-up: nouns of direct address
3. Counselor presentation: Ms. Garcia
4. Chromebook crunch time!
   • Reminder: Tap the Network!
   • Reminder: Avoid mass e-mails
   • Reminder: Follow-up
   • Reminder: Print a paper survey if needed!
   • Incentive: bonus points if 10 surveys are completed by Wed., 1/13
5. Continue w/Balzac: pp. 135—140

 

Homework:

• Finish novel by final exam
• Complete 10 surveys by Wed., 1/13
• Complete 1 open-ended interview by Wed., 1/13

Class #41: Thursday, 1/7

• Give grade print-outs
• Review SRP due dates
• Chromebook time:
• Send more surveys
• Send “thank you” emails
• Go over final exam
• Give schedule (on white board)
• Multiple-choice test on Balzac (50 questions)
• In-class essay: synthesis essay
• Balzac reading guide (half sheet)
• Collect Part II annotations sheet
• Continue w/Balzac: 119

 

Homework:

• Read pp. 119—134 in Balzac by Mon., 1/11
• Complete 10 surveys by Wed., 1/13
• Complete 1 open-ended interview by Wed., 1/13

Class #40: Tuesday, 1/5—Late Start

1. Welcome and vacation highlights
2. PPT grammar warm-up: comma splice
3. Collect journals (w/self-evaluation form)
4. Correct Part II quiz
5. Finish Part II close reading (in journals)

 

Homework:

• Complete 10 surveys by Wed., 1/13
• Complete 1 open-ended interview by Wed., 1/13
• Read pp. 109—118; written reading check on Th., 1/7

Class #38: Wednesday, 12/16

1. Administer vocab test
2. PPT grammar warm-up: semicolon #2
3. Chromebooks—survey time
4. Continue w/Balzac: p. 56—75
   • Whip-around
   • Exit ticket: Balzac reading guide

 

Homework:

• Read pp. 76-105; quiz on Part II on Fri., 12/18
• Surveys due Wed., 1/13

Class #37: Monday, 12/14

1. Weekend highlights
2. Vocab bingo!
3. Collect open-ended interview questions
4. Peer edit surveys w/handout on p. 21 (elbow partners)
5. 20 minutes: edit surveys and/or start e-mailing surveys
6. Start Part II of Balzac (p. 45)

 

Homework:

• Vocab. test on Wed., 12/16
• Revise and start emailing surveys; surveys and open-ended interview are due 1/13

Class #36: Thursday, 12/10

1. Review pp. 13—14 of SRP handbook (Writing the Survey)
2. Review sample survey on p. 15
3. Brainstorm types of questions the survey should include
4. Wilkerson presents Google Forms (while Mr. A checks 14 contacts)
5. Students create drafts of surveys on Chromebooks
6. Review open-ended interview tips on p. 18

 

Homework:

• Create draft of survey with 10 questions
• Type draft of 10 open-ended discussion questions
• Bring Balzac to class on Monday, 12/14

Class #35: Tuesday, 12/8 (Late Start)

1. PPT grammar warm-up: second person
2. Check 7 job contacts for EC
3. Return summer vacation synthesis essays (w/sample)
4. Feedback PPT
5. Go over SRP due dates
6. EC Balzac quiz

 

Homework:

• Get 14 job contacts by Thursday, 12/10

Class #34: Friday, 12/4

1. 60 seconds activity
2. Student of the Week
3. Administer Balzac quiz: pp. 1—34
4. Warm-up: “Choosing a Topic Questions” on page 9; put answers in your journal
5. Balzac whip-around: 3 rows
6. Go over “Partner Responsibilities” on p. 7
7. Complete “Choosing and Limiting a Topic” on p. 10; check w/Mr. A for confirmation
8. Introduce “Professional Contact List” on p. 11

 

Homework:

• Find 7 job contacts by Tues., 12/8 and receive bonus points
• Complete Part I of Balzac (~10 pages) by Tues. (EC quiz?)

Class #33: Wednesday, 12/2

1. Balzac vocab warm-up #1
2. Collect parent signature sheets
3. Review due dates of SRP handbook
4. Use Chromebooks

• Log into Naviance & review results from Career Interest Profiler
• Start & complete page 5 of the packet individually
• Move into career clusters and complete page 6
• Debrief conversations

Homework:                                                                                                                            

• Read pp. 11—34 in Balzac; quiz on pp. 1—34 on Fri.
• Start reviewing vocab. terms; test coming soon

Class #31: Thursday, 11/19

1. 60 seconds video: https://www.youtube.com/watch?v=z6s-UizX0QE&list=PLTVw6uJuphrUQaMk3jDJtyZOqV6cOh6r7
2. 60 seconds exercise
3. Grammar warm-up: semicolon
4. Collect portfolios
5. Library: check-out BLCS
6. Continue w/annotations of Chapter 1
   • Annotate 5 signposts
   • Annotate and define 5 new vocabulary words
   • Write 3 questions that you have
7. Share annotations in groups of 4
8. Distribute vocab list
   • Start defining the words from Chapter 1
   • Use Chromebooks and visit this site: http://www.merriam-webster.com/

 

Homework:

• Enjoy the Thanksgiving holiday!
• Finish the Naviance profiler, if you didn’t: connection.naviance.com/southpasadena

Class #30: Tuesday, 11/17 (Late Start)

1. Weekend highlights
2. 60 seconds exercise
3. Comma warm-up (in 2s)
4. Collect essays
5. Share article annotations via document camera
6. Discuss three key open-ended questions (w/sticks)
7. Start Ch. 1 of Balzac and the Little Chinese Seamstress (BLCS)
   • Annotate 5 signposts
   • Annotate and define 5 new vocabulary words
   • Write 3 questions that you have

Homework:

• Portfolio (with folder, reflection questions, and parent note) due Thurs., 11/19
• Bring Outliers to class on Thurs.; we’ll check out BLCS on Thurs.
• Finish Naviance’s career interest profiler: connection.naviance.com/southpasadena

Class #26: Tuesday, 11/3 (Late Start)

1. PPT grammar warm-up: second person
2. Collect Cal Grant forms
3. Article whip-around
   • 2 rows: “Summer Vacation is Evil”
   • 4 rows: “The Power of Sleep”
4. Introduce essay prompt and rubric
5. Work on Chromebooks
   • Model EasyBib—students must complete 2 Easybib entries before moving on
   • Start researching fifth source

 

Homework:

• Print hard copy of fifth article for Thursday, 11/5; read, annotate, and be prepared to discuss this article with your classmates
• Short quiz on the article packet on Thursday—be ready!
• Annotation check coming—step it up!

Class #25: Friday, 10/30

1. Student of the Week
2. Collect Cal Grant forms
3. Ch. 9 quiz
4. PPT grammar warm-up: colon
5. Return synthesis paragraphs (w/sample)
6. Continue with culture of influence activity
7. Debrief culture creation:
   • What sets people up for success? Failure?
   • What are the best values to practice in a culture? Worst?
   • What’s the likelihood of your cultural values being embraced?
8. Start “In Defense of Summer Vacation” article

Homework:

• Read and annotate the two remaining articles in the packet (“Summer Vacation is Evil” and “The Power of Sleep”); be ready for a short quiz on Tues.
• Return Cal Grant forms to Mr. A on Tuesday, if needed

Class #23: Monday, 10/26 

1. Weekend highlights
2. PPT grammar warm-up: em dash
3. Annotations of Ch. 5—in 2s, then with doc camera
   • Message?
   • Key points?
   • What evidence supports Gladwell’s key points?
   • Signposts handout
4. Discussion in cooperative groups (w/handout)
5. Debrief with sticks (student-led)
6. Start Ch. 6, if time permits

 

Homework:

• Typed paragraph write-up due Wed, 10/28: What is Gladwell’s main argument in Chapter 5, section 10? What does Gladwell do in order to prove his point?
• Read Chapter 6 by Wed., 10/28
• Quiz on Chapter 5 and 6 on Wed., 10/28

Class #22: Thursday, 10/22

1. Administer quiz on Ch. 3 and 4
2. PPT warm-up: quotation from Ch. 4
3. Diversity step-up
4. Debrief questions:
   • What happened?
   • How did this exercise make you feel?
   • How does this exercise connect to Outliers?
   • Is there anything that can be done about this inequity?
5. Start Ch. 5

Homework:

• Read Ch. 5 for Mon., 10/26
• Read Ch. 6 by Wed., 10/28
• Quiz on Ch. 5 & 6 on Wed., 10/28

Class #21: Tuesday, 10/20 (Late Start)

1. Argumentative scenario PPT re: parent intervention (Ch. 4)
2. Collect rewrites, if applicable
3. Meet in 4 corners (agree/disagree/strongly agree/strongly disagree)
4. Practice debates
   • Opening: 2 minutes
   • Rebuttal: 1 minute
   • Closing: 1 minute
5. Chapter 3 whip-around
6. Start Ch. 4

 

Homework:

• Finish Ch. 4 by Thurs., 10/22; quiz on Ch. 3 and 4 on Thurs.

Class #20: Friday, 10/16

1. Student of the Week
2. Re-writes reminder
3. Start Socratic Seminar!
   • Review symbols
   • Sign-ups
   • 5 students must enter the hot seat!
4. Debrief Socratic
5. College student visit: Leah Z.

 

Homework:

• Finish Ch. 4 by Thurs., 10/22; quiz on Ch. 3 & 4 on Thurs.
• Rewrites due Tues., 10/20

Class #19: Wednesday, 10/14

1. Grammar warm-up: nouns of direct address
2. Reminder re: rewrites—meet with Afram by Friday
3. Collect success papers
4. Discussion: Use of “freshmen suck”
5. Introduce Socratic prep form
6. Start reading and annotating success article w/Notice and Note Signposts
   1. Share signposts with elbow partner
   2. Share signposts via document camera
7. Continue w/Chapter 3, if time permits

 

Homework:

• Finish Socratic form by Fri., 10/16
• Finish Ch. 3 by Fri., 10/16
• Finish Ch. 4 by Thurs., 10/22; quiz on Ch. 3 & 4 on Thurs.
• Rewrites due Tues., 10/20

Class #17: Thursday, 10/8

1. PPT: argumentative scenario
   • Create outline
   • Have 3 sets of debates (and voting)
2. Review research sheet—first w/elbow partners, then with class
   • Share 3 interesting facts that you learned
   • Share 3 similarities with the individuals from Outliers
3. Writing tips whip-around—2 rows only
4. Start write-up on Chromebooks

 

Homework:

• Typed rough draft due Mon., 10/12

Class #16: Tuesday, 10/6

1. P1 only: Student video (2 minutes)
2. Administer Ch. 2 quiz
3. PPT grammar warm-up: comma splices
4. Discussion (w/sticks)
   • What were the lessons of Chapter 2? Do you agree with those lessons?
   • What’s your opinion about successful people who are born during a specific time period?
   • What prevents you from practicing like the individuals mentioned?
5. Success synthesis assignment on Chromebooks (w/handout)
   • Select an individual from Chapter 2: John Lennon, Bill Gates, or Bill Joy
   • Select a successful individual of your choice
   • Complete the research sheet
   • Writing task: Type a three paragraph paper identifying three successful traits/qualities that both individuals or groups demonstrated.

 

Homework:

• Complete research sheet by Thurs., 10/8
• Typed rough draft of write-up due Mon., 4/12

Class #15: Thursday, 10/1

1. Complete and debrief graphic organizer on introduction (in 4s)
2. Quiz: Ch. 1
3. Warm-up: Ch. 1 excerpt of Outliers
4. Start Ch. 2

 

Homework:

• Read Ch. 2 by Tues., 10/6; quiz on Tues.

Class #14: Tuesday, 9/29 (Late Start)

1. Grammar warm-up (em dash)
2. Submit (and debrief) personal statements
   • Are you satisfied with the finished product? Why or why not?
   • How did your essay change/evolve?
   • Will you use this essay? Why or why not?
3. Read and annotate “The Roseto Mystery” in Outliers
   • Identify 5 facts that state/support Gladwell’s main argument/point
4. Library: Check-out Outliers

 

Homework:

• Read Ch. 1 of Outliers; quiz on Thursday, 10/1

Class #13: Friday, 9/25

1. Student of the Week (w/cheer)
2. Grammar warm-up: comma splice
3. Review final essay in packet
4. Introduce personal statement rubric
5. Peer edit personal statement (w/handout)
6. Q and A and show-and-tell
   • Review MLA format
   • Review header

 

Homework:

• Final draft of personal statement due Tues., 9/29; include final draft, rough draft, peer edit, idea sheet, and rubric

Class #12: Wednesday, 9/23

1. Mindfulness exercise (via headspace.com)
2. Return mandala rubrics
3. Personal statement whip-around
4. Personal statement videos
   1. From UCs: https://www.youtube.com/watch?v=iB4O2UXdLo0
   2. Common app: https://www.youtube.com/watch?v=t__jNTOwePU
5. Continue working on personal statements (w/Chromebooks)

 

Homework:

• Typed, printed rough draft of personal statement due Fri., 9/25
• Final draft due Tues., 9/29

Class#11: Monday, 9/21

1. Library time—start working on rough draft of personal statements
2. Debrief writing process:
   1. What’s challenging?
   2. What’s easy?
   3. What’s next?
3. Personal statement mixer activity

Homework:

• Typed, printed rough draft of personal statement due Fri., 9/25

Class #10: Thursday, 9/17

1. Debrief homework assignment (student-led & w/sticks)
2. Distribute essay packet
   1. Annotate 2^nd essay: highlight 5 sentences/phrases or sentences that you like/dislike. Then, write down why you like/dislike that phrase
   2. Share annotations w/elbow partner
3. PPT: Personal Statement Tips
4. Start personal statement idea table
5. Annotate 3^rd essay (same method as with 2^nd essay)

 

Homework:

• Personal statement idea table is due Mon., 9/21
• Rough draft of personal statement due Fri., 9/25

Class #9: Tuesday, 9/15

1. Mandala sharing in 4s (count off by 9s)
   • Instructions: Review the rubric share your mandala with your group
2. Finish sharing annotations of “The F Word” (via the document camera)
3. Discussion (w/EDC)
   • What do colleges want in an essay?
   • What are appropriate topics for an essay?
   • What are some writing tips that you can take from the short stories and essay?
4. Distribute personal statement packet
5. Start personal statement analysis table for pp. 1—2 (in 4s)

Homework:

• Personal statement brainstorm due Thurs., 9/7

Class #8: Friday, 9/11

1. Student of the Week
2. Counselor visit Q & A
3. Administer “In the Field” quiz
4. Distribute grade print-outs
5. Journal entry: Ms. Anderson and the 9/11 committee are pledging to do one good deed today. Will you participate?  If so, why?  What will you do?  If not, why won’t you participate?  (~50 words)
6. Finish character chart
7. Discussion (w/sticks):
   1. If you were in the platoon, how would you have responded?
   2. If you were Kiowa’s family, how would you have responded?
   3. What does the story suggest about life? Death?
   4. What makes O’Brien a great writer?
8. Final work: “The F Word” by Firoozeh Dumas
   1. Annotate 5 sentences/phrases that describe her identity

Homework:

• Finish mandala for Tues., 9/15
• Start thinking about topics for your personal statement

Class #7: Wednesday, 9/9

1. Counselor visits (1 hour) from Ms. Ishimaru (P1) and Ms. Cazares (P3)
2. Recap of “In the Field”—share 3 facts with your elbow partner

 

Homework:

• Finish “In the Field” for Fri., 9/11; quiz on Fri.
• Bonus points if mandala is submitted on Fri., 9/11
• Mandala officially due on Tues., 9/15

Class #6: Thursday, 9/3

1. PPT warm-up: escapism
2. Review mandala rubric and answer questions
3. Start character chart (in 2s)
4. Chapter 1 discussion (w/popsicle sticks):
5. What stood out to you in the story?
6. What are some of the techniques that make O’Brien a great writer?
7. What are the qualities that make the characters unique?
8. What are some of the strategies that you can apply to your own writing?
9. Start “In the Field”
   1. Identify 5 meaningful phrases

Homework:

• Work on mandala project; it’s due Tues., 9/15
• Bonus points if mandala is submitted on Friday, 9/11

Class #5: Tuesday, 9/1 (Late Start)

1. Quiz: Ch. 1 of TTTC
2. Finish and share found poems!
3. Vote for favorite found poems
4. Introduce mandala project
5. Start alliteration name game

 

Homework:

• Start mandala project! Project due Tues., 9/15
• Bonus points if mandala is submitted on Friday, 9/11