English 12 (Period 3) Assignments

1. Reminder: thank you notes for scholarships/awards
2. Finish SRP presentations
3. Administer Macbeth test
4. Administer survey: https://docs.google.com/a/spusd.net/forms/d/e/1FAIpQLSecZn6PAqo6cR8ZtQVc1p2TFmyQRVZJQuUQWP_1pBiZbKdUWw/viewform#start=openform

 Homework:

• Celebrate the good times at South Pas and enjoy an even brighter future!

1. Announcements:
   • News on Mr. Asher
   • Final exams: P3 on Tues., 6/6; P5 on Thurs., 6/8
   • Macbeth test & senior survey on final exam
2. 7 SRP presentations

 Homework:

• Last presentations on Tues. and Thurs.
• Prepare for Macbeth test!

Class #83: Monday, 5/22

1. 60 seconds
2. Assemble Q3 portfolio for Open House
   • Organize:
     • Major writing assignments
     • Homework
     • Quizzes
     • Tests 
     • Miscellaneous (including participation activities)

3. Finish Act V: pp. 204—240
4. Continue w/film and viewing guide

 Homework:

• 5 DJs due Wed., 5/24; submit to Turnitin.com
• Act III and IV quiz on Wed., 5/24
• First PPT presentation on Fri., 5/26!

Class #67: Thursday, 3/30

1. 60 seconds
2. Whip-around: pp. 181—end of Beowulf
3. Administer IAB (Revision ?s)
4. Watch Story of English: “Mother Tongue” 
   • Video: https://www.youtube.com/watch?v=p3q95Mg2i7c (13:39—21:37)
   • Debrief:
     • What’s similar? What’s different?
     • What stood out to you?
     • Connections to Beowulf?
5. Excerpt from The Canterbury Tales (“Wife of Bath’s Tale”)
   • Discussion:
     • What’s the message?
     • What is the woman saying?
     • How does this relate to Beowulf?

Homework:

• No HW over Spring Break!
• Beowulf m-c test on Wed., 4/12
• Rough draft of Part II and III (w/Works Cited) due Wed., 4/12

Class #54: Tuesday, 2/21—Late Start

1. 60 seconds & weekend highlights
2. Administer Part III quiz
3. Continue w/Balzac film (and viewing guide)
4. Debrief film and viewing guide

 Homework:

• Job shadowing due Wed., 3/8; 20 note cards due Wed., 3/8
• Bring Balzac books to class on Thurs.

Class #53: Wednesday, 2/15

1. Grammar warm-up: commas #2
2. Collect essay
3. Read pp. 131—146 in Balzac
4. Play Balzac baseball—students generate 2 questions (w/answers) of their own choosing

 Homework:

• Finish Balzac; quiz on Part III on Tues., 2/21
• Job shadowing due Wed., 3/8; 20 note cards due Wed., 3/8

Class #52: Monday, 2/13

1. Collect portfolio
2. Peer edit censorship synthesis essay
3. Job shadowing students: edit final draft
4. Research paper students:
   • Review note-taking guidelines (pp. 31 & 32)
   • Review Works Cited page (p. 33)
   • Useful websites list (p. 34)
   • Introduce note-taking cards (pp. 35—41)
   • Review outline (p. 2)
5. Continue w/Balzac film (w/viewing guide)

 Homework:

• Final draft of research paper (w/rough draft, outline, peer edit, and graphic organizer) due Wed., 2/15
• Submit final draft to Turnitin.com by 10 AM on Wed., 2/15
• Job shadowing due Wed., 3/8; 20 note cards due Wed., 3/8

Class #51: Thursday, 2/9

1. Handout: Oneonta Club Scholarship announcement
2. Administer reading quiz: pp. 109—130 (on half sheet)
3. Review sample censorship essay
   • Debrief
   • Score sample w/rubric in 2s and justify scores
   • Tally scores on whiteboard
4. Start composing essays on Chromebooks

 Homework:

• Portfolio (folder, reflection questions, and parent rubric) due Mon., 2/13
• Rough draft of essay due Mon., 2/13; final draft due Wed., 2/15

Class #50: Tuesday, 2/7—Late Start

1. Journal entry: “According to the excerpt from Part II, what are the effects of censorship?”
2. Note card: Write down job shadowing information, if interested
   • Include: Name, company, contact info (phone number or email)
3. Distribute envelopes and stamps, if needed
4. Assemble second semester portfolio
5. Start reading Part III of Balzac

 Homework:

• Read pp. 109—130 of Balzac; paragraph quiz on Thurs., 2/9
• Portfolio (folder, reflection questions, and parent rubric) due Mon., 2/13
• Rough draft due Mon., 2/13; final draft due Wed., 2/15

Class #49: Friday, 2/3

1. Student of the Week
2. Correct Part 2 quiz
3. Peer edit outlines
   • Match quotations to topic sentences—are the points related/connected?
   • In each paragraph, are the quotations from different sources?
4. Read and annotate Part II excerpt
   • Share with elbow partner
   • Post on document camera
   • Paragraph will go in journal next week
5. Continue w/film (and viewing guide)—Afram grades outlines during film

 Homework:

• Confirm job shadowing contact by 2/7—no extensions given
• Rough draft of essay due Mon., 2/13; final draft due Wed., 2/15

Class #48: Wednesday, 2/1

1. Administer Part II quiz
2. Warm-up: Read and annotate “Banned Books, Chapter 2”
3. Complete graphic organizer with partner
4. Review job shadowing guidelines: pp. 26—29 (rubric, letter, and time card)
   • Note: Mr. A will provide envelopes and stamps soon!
5. Introduce synthesis essay prompt and rubric
6. Explain outline
7. Start outline—in random groups of 4
8. Exit ticket: 1 paragraph completely outlined

 Homework:

• Outline due Fri., 2/3
• Rough draft of essay due Mon., 2/13; final draft due Wed., 2/15
• Start considering job shadowing options; confirm job shadowing contact by 2/7—no extensions given

Class #47: Monday, 1/30

1. Distribute survey analysis essays (w/samples)
2. Debrief discussion (in 2s)
   • What did you do well?
   • How could you improve?
   • What’s the next step for you with the project?
3. Distribute semester grade print-outs
4. Grade discussion (in 4s) 
5. Fill out second semester grade goals (on colored paper)
6. Read and annotate third censorship article

 Homework:

• Read pp. 90—105; Part 2 quiz of Balzac on Wed.
• Start considering job shadowing options; confirm job shadowing contact by Feb. 7—no extensions given

Class #46: Friday, 1/20

1. Student of the Week
2. Complete graphic organizer for “Americans: School Librarians Should Ban Books”
3. Read and annotate “US Librarians Lead Fight Against Banned Books”
4. Discussion (in 2s and w/sticks)
   • Reaction?
   • Thesis?
   • Evidence?
5. Last-minute final exam questions
6. Review instructions for survey analysis: pp. 22—23
   • Project student example via LCD projector
   • Advice: At this point, graph what you have!
7. Watch portion of inauguration, if time permits: http://www.vulture.com/2017/01/how-to-watch-stream-inauguration-online.html
   
   • What did you appreciate?
   • What did you learn?
   • What part of the speech stood out to you? Why?

 Homework:

• Survey and interview analysis due on the day of the final exam

Class #45: Wednesday, 1/18

1. 60 seconds
2. Return journals
3. PPT grammar warm-up: nouns of direct address
4. Finish scene re-enactments (P3 only) and award prizes
5. Read pp. 76—89 in Balzac and complete reading guide (half sheet)
6. Read and annotate “Americans: School Libraries Should Ban Books”
7. Discussion (in 2s and w/sticks):
   • Reaction?
   • Thesis?
   • Evidence?

 Homework:

• Survey and interview analysis due on the day of the final exam

Class #44: Friday, 1/13

1. Announcements:
   • SPHS Internship program (Ms. Fox)
   • Final exams
     • Dates: P1: 1/24; P3: 1/26
     • Format: In-class synthesis essay typed on Chromebooks and uploaded to Turnitin.com
   • Student of the Week
2. Finish scene re-enactments (prepare and present)
3. Demonstrate survey analysis: pp. 22 & 23 of SRP handbook
4. Start work on Chromebooks

 Homework:

• Survey and interview analysis due on the day of the final exam

Class #43: Wednesday, 1/11—Late Start

1. 60 seconds
2. Read pp. 61—75 in Balzac
3. Scene re-enactments
   • Review definition of “topic” and review rubric
   • Select scenes (5 minutes)
   • Meet in cooperative groups for 25 minutes
     • Prepare scene
     • Prepare topic presentation (w/quotation)
     • Next time: Present in competition!

 Homework:

• 10 surveys and 1 interview due Fri., 1/13; we’ll prepare for the write-up on Fri.

Class #41: Tuesday, 12/20

1. 60 seconds
2. Administer vocab test
3. PPT grammar warm-up: nouns of direct address
4. Chromebooks—work on surveys
5. Reminder re: job shadowing (pp. 26—29)

 Homework:

• Enjoy the break!
• Bring your journals to class on Mon., 1/9
• 10 surveys and 1 interview due Fri., 1/13

Class #39: Friday, 12/16

1. Student of the Week
2. Reminder:
   • Talk to Afram? Name on the board!
   • Kind words and support of others
3. Vocab bingo
4. Distribute grade print-outs
5. Survey update:
   • Responses?
   • Double-check your link
   • Beware the SPUSD email account
6. Finish close reading (pp. 29—30); write paragraph response in journal
7. Finish Part I (pp. 35—41)
8. Start film (w/viewing guide); watch first 15 minutes
   • Film: https://www.youtube.com/watch?v=KUySDK5cpy4&t=718s 

 Homework:

• Be diligent with surveys; get 5—7 responses by Tuesday and receive EC!
• Vocab test (spelling, definitions, and sentence completion) on Tues., 12/20

Class #39: Wednesday, 12/14

1. 60 seconds
2. Last day to collect Cal Grant forms
3. Vocab warm-up #1—first solo, then in 2s
4. Return open-ended interview questions and review interview guidelines (pp. 17—20)
5. Survey check-in; double-check that the pasted link works
6. Balzac closing reading exercise—mood on pp. 29—30
   • Solo annotations
   • Share w/partner
   • Introduce write alike entry (mood) in journal

 Homework:

• Work on surveys; re-send or reach out to new people, if needed
• Review vocab list; test on Tues., 12/20

Class #38: Monday, 12/12

1. 60 seconds and weekend highlights
2. Collect open-ended interview questions and Cal Grant forms; return 14 professional contacts
3. Peer edit surveys w/handout on p. 21 (w/elbow partners)
4. Double-check career information on this site: https://collegegrad.com/careers/all
5. 20 minutes: edit surveys and/or draft intro message
6. Correct (and discuss) Balzac quiz
7. Read pp. 35—37 of Balzac

 Homework:

• Define vocab for Wed., 12/14; test next week
• Revise and start emailing surveys; surveys and open-ended interview are due Fri., 1/13
• Last call for Cal Grant forms on Wed., 12/14

Class #37: Thursday, 12/10

1. 60 seconds
2. Collect list of 14 professionals
3. Review pp. 13—14 of SRP handbook (Writing the Survey)
4. Review sample survey on p. 15
5. Brainstorm types of questions the survey should include (in 2s)
6. Model Google Forms
   • Create sample survey: https://docs.google.com/forms/d/1YpCkWazgVpvHS-SCE5tKbNc-O7mrdlGEpnlNKxCrcPk/viewform?edit_requested=true
   • Reminder: Final question should include a request for additional email addresses
   • Settings feature:
     • General: Collect email address
     • Presentation: Show progress bar and confirmation message
7. Students create drafts of surveys on Chromebooks
8. Review open-ended interview tips on p. 18

 Homework:

• Finish draft of survey with 10 questions for Mon., 12/12
• Type draft of 10 open-ended discussion questions for Mon., 12/12
• Bring Balzac to class on Mon., 12/12
• Vocab. due Wed., 12/15
• Cal Grant forms due Monday/Wednesday next week

Class #36: Tuesday, 12/6—Late Start

1. 60 seconds exercise
2. Reminders:
   • In seats at bell!
   • Write your names on the board to see Afram
   • Cal Grant forms due Thurs., 12/8
   • Yosemite Info Meeting coming!
3. Administer Balzac quiz: pp. 3—34
4. PPT grammar warm-up: semicolon
5. Chromebooks: Work on finding contacts
6. Distribute vocab list
   • Start defining the words from Chapter 1
   • Use Chromebooks and visit this site: http://www.merriam-webster.com/

 Homework:

• Finish finding 14 contacts (or more) by Thurs., 12/8
• Work on defining vocab terms by Mon., 12/13
• Cal Grant forms due Thurs., 12/8

Class #33: Monday, 11/28

1. Return summer vacation synthesis essays (w/sample)
2. PPT: summer vacation synthesis essay debrief
3. Collect portfolios
4. Correct summer vacation article quiz
5. Finish “Unresolved Social Issues” brainstorm in 4s (pp. 3-4)
6. Introduce “Naviance Career Interest Profiler” (p. 6), if time permits

 Homework:

• Complete p. 6 of Naviance Questions for Wed., 11/30
• Review (skim) “Choosing and Limiting a Topic” handout (p. 10); we will complete this in class on Wed., 11/30

Class #32: Thursday, 11/17

1. Announcements:
   • Safety pin protest meeting at lunch on Fri.
   • Better sub report—use time wisely
   • Behind in grading due to neck pain
2. 60 seconds
3. Collect summer vacation essay
4. Assemble portfolios
5. Go over SRP handbook
   • Review p. 2: Overview of 3 parts
   • Q and A
   • Start Unresolved Social Issues Brainstorm (pp. 3 & 4)

 Homework:

• Portfolio (with folder, reflection questions, and parent note) due Mon., 11/28

Class #29: Monday, 11/7

1. Progressive muscle relaxation (w/handout)
2. Administer article quiz
3. PPT grammar warm-up: second person
4. Review how to use Easybib
   • Students must have 2 entries created before they continue
5. Start drafting essay on Chromebooks
6. Set typing goal: Complete 2 body paragraphs today

 Homework:

• Rough draft of essay due Tues., 11/15
• Final draft (w/Works Cited page) due Thurs., 11/17

Class #28: Friday, 11/4—Homecoming Schedule (All)

1. Student of the Week
2. Summer vacation quiz: postponed to Monday
3. Correct quizzes:
   • Outliers: Ch. 5 & 6
   • Outliers: Ch. 9
4. Distribute essay prompt and rubric
5. Introduce outline

 Homework:

• Complete essay outline for Mon., 11/7
• Article quiz on Mon.

Class #27: Wednesday, 11/2—Late Start

1. Administer SPUSD benchmark (Common Core interim assessment)
2. Return Ch. 2 synthesis essays (w/sample essay)
3. PPT: Synthesis essay feedback

 Homework:

• Finish reading and annotating remaining 2 articles; quiz on Friday, 11/4

Class #26: Friday, 10/28—Active Minds Assembly

1. Student of the Week
2. 60 seconds
3. Administer Ch. 9 quiz
4. Complete culture of influence activity
5. Debrief culture creation:
   1. What sets people up for success? Failure?
   2. What are the best values to practice in a culture? Worst?
   3. How can you help improve your culture at home? At school?
   4. What’s the culture of success?
6. Start “Summer Vacation is Evil” article

 Homework:

• Read and annotate “Summer Vacation is Evil” for Wednesday, 10/2

Class #25: Wednesday, 10/26

1. 60 seconds and review Developmental Assets tickler
2. Quiz: Ch. 5 & 6
3. Warm-up: “What is Gladwell’s main argument in Chapter 5, section 10? What does Gladwell do in order to prove his point?”  (1 paragraph)
4. Finish debriefing Ch. 5 discussion
5. Online culture quiz: http://honorshame.com/theculturetest/
6. Debrief questions—in 2s, then as a class
   • What’s your opinion of the guilt/fear/shame categories?
   • What’s the culture of your home?
   • What’s the culture of this class?
   • What’s the culture of SPHS?
7. Distribute culture creation handout—start next time!

 Homework:

• Read Ch. 9 for Friday, 10/28; quiz on Fri.

Class #24: Monday, 10/24

1. 60 seconds
2. Correct quiz (Ch. 3 & 4)
3. PPT grammar warm-up: em dash #2
4. Annotations of Ch. 5—in 2s, then with doc camera (2 per page)
   • Message?
   • Key points?
   • What evidence supports Gladwell’s key points?
5. Discuss this quotation: “Hard work is a prison sentence only if it does not have meaning.”
   • Do SPHS kids feel this way? Why?
   • How would you rate the meaningfulness of the work?
   • Are you satisfied with high school?
6. Discussion in cooperative groups (w/handout)
7. Debrief with sticks (student-led)

 Homework:

• Read Chapter 6 by Wed., 10/26
• Quiz on Chapter 5 and 6 on Wed., 10/26

Class #21: Tuesday, 10/18 (Late Start)

1. PPT warm-up: Ch. 4—parenting style
2. Song analysis: “Ten Thousand Hours” by Macklemore
3. Discussion:
   • What’s the message of the song?
   • What does the chorus mean?
   • According to the song, what has helped Macklemore gain success? What hasn’t?
4. Start Ch. 4

 Homework:

• Finish Ch. 4 by Thurs., 10/20; quiz on Ch. 3 and 4 on Thurs.

Class #21: Friday, 10/14

1. Student of the Week
2. Announcement: bathroom reminder
3. Grammar warm-up: commas
4. Collect news article
5. Start Socratic Seminar!
   • Review symbols
   • Sign-ups
   • 3 students must enter the hot seat!
6. Debrief Socratic
   • What went well?
   • Where could the class improve?
   • Who rocked the Socratic? Why?

 Homework:

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

Class #20: Wednesday, 10/12

1. Announcement: peer mediator referrals
2. 60 seconds
3. PPT grammar warm-up: nouns of direct address
4. Collect success papers
5. Introduce Socratic prep form—Ch. 3: Success and IQs
6. Read “Are People with High IQs More Successful?”
   • Share annotations with elbow partner
7. Discussion (w/sticks):
   • What did you think of Terman’s study?
   • What do you think about the discrepancy in incomes?
   • What do you think about the connection between IQ and success in school?
8. Start Chapter 3

 Homework:

• Finish Socratic form by Fri., 10/14
• Finish Ch. 3 by Fri., 10/14
• Finish Ch. 4 by Thurs., 10/20; quiz on Ch. 3 & 4 on Thurs.

Class #19: Monday, 10/10

1. 60 seconds
2. Go over synthesis essay rubric and evaluate sample essay (from Class of ’16)
3. Peer edit rough draft of success paper
4. Demonstrate easybib.com 
5. Take IQ test: http://www.test-iq.org/free-iq-test/
6. Discussion (w/sticks):
   • Impression of the test?
   • Do you think that high IQs lead to success? Why or why not?
   • Does SPHS value high IQs? If so, how?  If not, why not?
7. Start reading Ch. 3

 Homework:

• Final draft due Wed., 10/12; include final draft, Works Cited page, rough draft, peer edit sheet, and prep sheet
• Submit final draft (without Works Cited page) to Turnitin.com

Class #18: Thursday, 10/6

1. 60 seconds
2. Sarah Kay’s “Mrs. Ribeiro” on YouTube: https://www.youtube.com/watch?v=ANRZ8z6t7aM
3. PPT: Argumentative scenarios in Ch. 1 & 2 of Outliers
   • Step 1: People meet in their appropriate corner and share information (whip-around)
   • Step 2: Debate teams are formed
   • Step 3: Prepare for debate
   • Step 4: Debate format:
     • Opening statements (2 minutes)
     • Rebuttal (1 minute)
     • Closing (1 minute)
4. Chromebooks: Work on rough draft of synthesis writing assignment

Homework:

• 3 paragraph rough draft of synthesis paper due Mon., 10/10

Class #17: Tuesday, 10/3—Late Start

1. 60 seconds
2. Return graded personal statements (w/2 samples)
3. Grade Ch. 2 quiz
4. 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
5. Writing tips whip-around—3 rows only
6. Review essay format on white board (& students take notes)
7. Start write-up on Chromebooks

 Homework:

• Typed rough draft due Mon., 10/10
• Thursday: in-class debates on Ch. 1 and 2 of Outliers!

Class #16: Friday, 9/30

1. Student of the Week
2. 60 seconds
3. Administer Ch. 2 quiz
4. PPT grammar warm-up: comma splices
5. Correct Ch. 1 quiz
6. 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?
   • Does anything prevent you from being successful like the individuals mentioned?
7. 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 the individuals or groups demonstrated.

 Homework:

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

Class #15: Wednesday, 9/28

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 Fri., 9/30; quiz on Fri.

Class #14: Monday, 9/26

1. PPT grammar warm-up (em dash in Outliers)
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 for Wed., 9/28; quiz on Wed., 9/28

Class #13: Thursday, 9/22

1. 60 seconds
2. Grammar warm-up: comma splice (TTTC)
3. Return mandala rubrics
4. Review last personal statement (pp. 7—8)
5. Finish peer edit personal statement (w/handout)
6. Go over personal statement rubric
   • Review MLA format
   • Review header
7. Chromebooks: finish work on personal statement

 Homework:

• Final draft of personal statement due Tues., 9/26; include final draft, rough draft, peer edit, idea sheet, and rubric
• Submit final draft to Turnitin.com

Class #12: Tuesday, 9/20—Late Start

1. Read second essay (pp. 4—6) w/personal statement organizer
2. Personal statement video: https://www.youtube.com/watch?v=tRC0HZyNCW4
3. Debrief video
   • What did you learn?
   • After listening to the video, I want to…
   • Did you disagree with anything? Why?
4. Peer edit personal statement (start)

 Homework:

• Typed, printed final draft of personal statement due Monday, 9/26; remember to upload essay to Turnitin.com

Class #10: Wednesday, 9/14

1. Debrief personal statement brainstorm (w/elbow partners, then with popsicle sticks)
2. Introduce personal statement prompts
3. Start personal statement idea table (share in 2s)
4. Chromebooks: Start composing personal statement

 Homework:

• Typed rough draft of personal statement due Tues., 9/20

Class #9: Monday, 9/12

1. Mandala warm-up: share mandala with 2 classmates
   • Explain mandala to classmate
   • Classmate response: One thing you liked and one clarifying question
2. Correct “The Lives of the Dead” quiz
3. Read another sample essay
   • Annotate first essay (pp. 1—3): highlight 5 sentences/phrases or sentences that you like/dislike. Then, write down why you like/dislike that phrase
   • Share annotations w/elbow partner
4. PPT: Personal Statement Tips
5. Start personal statement brainstorm

 Homework:

• Personal statement brainstorm is due Wed., 9/14
• Rough draft of personal statement due Fri., 9/20

Class #6: Thursday, 9/1

1. Finish alliteration name game
2. Administer Ch. 1 quiz
3. Finish, present, and vote on list poems
4. Review mandala rubric and answer questions
5. Chapter 1 discussion (w/popsicle sticks):
   • Share annotations, if desired.
   • How did the story make you feel? Why?
   • What were the most memorable aspects of the story?
   • What are some of the strategies that you can apply to your own writing?
   • Return in-class essays (w/2 samples)
6. Start “The Lives of the Dead”
   • Annotate: 5 meaningful phrases, clever writing strategies

 Homework:

• Mandala due Monday, 9/12; due Thursday, 9/8 if you want extra credit

Class #5: Tuesday, 8/30

1. 60 seconds
2. SPHS admin visit
3. Peer evaluate journal entry
4. Start creating list poem (w/samples)
5. Continue w/Chapter 1 annotations
   • Annotate: repetition, definitions, poetic sentences, uniqueness of characters
6. Introduce mandala project (w/handout and construction paper)

 Homework:

• Finish Ch. 1; quiz on Thursday, 9/1
• Mandala due Monday, 9/12; due Thursday, 9/8 if you want extra credit

Class #3: Wednesday, 8/24

1. Administer summer reading in-class essay (1 hour)
2. Submit essay on com
3. Register for com:
   • Period 3: 13213567; PW: black
   • Period 5: 13213580; PW: Afram
4. PPT: Jeopardy!

 Homework:

• Read and annotate two articles—7 comments total—for Fri., 8/26; whip-around on Fri.

Class #1: Thursday, 8/18

1. Go over class syllabus and procedures
2. PowerPoint presentation: “All About Afram”
3. “All About Me” Matrix
• Over my vacation I…
• My hobby is…
• I wish that people knew I…
• After I graduate, I hope to…
4. Present matrix to classmates (in 2s, 4s, then the favorite w/the class)
5. Comparison of Melania Trump and Michelle Obama: https://www.youtube.com/watch?v=o9_KGQPGNoQ
6. Distribute two Melania Trump articles
• Annotate/highlight: definitions, flow of ideas, questions, key points, personal reactions, topics related to plagiarism

Homework:

• Return syllabus signature for Mon., 8/22
• Bring summer reading form for Mon., 8/22
• Bring single subject spiral notebook and highlighter for Mon., 8/22
• In-class essay (on summer reading) on Wed., 8/24