Per 2 Honors Contemporary Composition Assignments

Class Party

1)  Went to computer lab to look up 2 articles min. on border of U.S. /Mexico

HW = Write a summary of ONE of the articles using at least 3 quotes that you integrate into your summary. Be sure you use FATT!  (author, title, etc.)    Study for Flocab Test (tomorrow) part II

Notes due - Interview (typed)

Quiz:  EJ

SSR

EAP Essay - 30 minute done in class (timed)

HW = Start working on first draft of interview - will be due 3/22 typed next week.

1)  Flocab (test on Wed.)

2) SSR

3) Chp 4 of EJ (handout completed in class)

4)  Go to this website and watch the 12 mini video clips that I couldn't open in class.  The website is:

www.borderfilmproject.com/en/video/    Take notes as Journal #12.  Notes should include:  What's happening on Mexico's southern border vs. northern border?  What are the different view points presented by the migrants and those who are opposed to migration?

HW = Interview + Type up Notes (Monday);  Be done with EJ by Monday (chp. 5); and Map Due on 3/14 (Thursday).  

1)  SSR

2) Examined photos taken by both immigrants and the minutemen - Border Project

HW = Interview, etc.  KEEP READING!!

1)  Flocab Practice / Song / Whiteboards / Crossword....learn the words!  Test next week.

2)  Interview Handout:  Read an interview (handout) and discussed more aspects of what should be included in the interview.

3)  Worked on EJ....you need to:  1)  Trace Lourdes' story from beginning of novel to chp. 5;  and 2)  Trace Maria Isabel's from beginning to chp. 5.  

HW = Finish #3 above and read and prep for interview

1)  SSR

2)  EJ Chps. 2 & 3

3)  Interview Time?

HW = Read chp. 5 by Monday;  Complete interview by Fri.; Map due 3/14 and interview questions due Monday typed.

1)  Quiz Chp. 3 & 4

2)  HW Stamped

3)  Enrique's Journey - Examined chp. 1 + chp 2 (close analysis) and discussed

4)  Interview information  given

HW = Get someone interviewed by Friday.  Type up notes by Monday.  Complete map of person's journey by 3/14.  Of course, read EJ chp. 5 by MONDAY

1)  Flocab

2)  Journal w/ Flocab Words + Grammar pg. 596

3)  SSR - 20 min

4) Close Analysis of EJ

5) Handout:  Independent Reading Journal

6) Handout:  Immigration Project

HW = Keep Reading!  Finish chp. 4 by Monday + Reading Journal handout

1)  ITW

2)  Journal

HW = READ!

1)  Flocab Quiz

2) RST Practice / EAP

3) Watched more of ITW (still have a ways to go)

HW = Read!!!!

1)  Quiz on EJ 

2)  Began discussing EJ (will continue tomorrow)

3)  Continued Into the Wild

HW = Read chp. 4 by Monday of EJ; plus study for Flocab Test #1 part 1 only of words (i.e. up to entomology)

1)  Racial Profiling Essays returned with peer edited grade

2)  In class essay:  Into the Wild - EAP Style Essay

HW = Keep reading EJ, (be done with chp 3 by Monday), keep studying Flocab

**Test tomorrow on ITW (multiple choice unit test)

1) Flocab Practice

2) Finished discussing ITW chps. 16 thru end of novel.

3)  Peer Editing:  Racial Profiling Essay (will finish up tomorrow)

HW = Read end of chp. 2 of Enrique's Journey by Mon.  Listen to your FLOCAB CD!!! (quiz next work on first part of the flocab/sat words)

**ITW in-class essay exam is TOMORROW.  Prob. unit test on novel on Friday

1)  Finished "Walden" and turned in.

2)  Peer Editing - 20 Minute Essay - Prep for EAP exam

3)  ITW Chp. 16 (barely started....)

HW = Keep reading EJ thru Chp. 2 and 3 by 2/25

1)  SSR

2)  Begin "Walden" by Thoreau

HW = Read EJ Chp 1 by Tuesday 2/19

Epigraph Tracker collected and written racial profiling essay turned in to show progress with typed one.

1)  Journal (look in pass back folder for topic)

2)  New book checked out - Enrique's Journey

3)  Essay Practice "20 Min. Essay" completed in class.

4)  Went over dept. test - English - looking at certain questions

HW = Start reading EJ and start with prologue and read to end of chp. 1 by Tuesday.  YOU SHOULD BE TOTALLY DONE WITH ITW!!!

1)  Poem collected (rewrites only)

2)  Groups:  ITW "Save the Last Word for Me" (based on chp. 14 and 15).  Thorough discussion on Krakauer and his purposes for those chapters.  

3)  Began discussion on English Dept. pre-test that will give you an idea of how you might do on the CST's and how to pass the EAP exam.

HW = Study next 10 Flocab words; complete Epigraph tracker (due tomorrow).

Today on 2/12:

1)  Racial Profiling Essay turned in.

2)  Flocab Practice (1st 10 words)

3)  Prep for chp. 14 and 15 "Save the Last Word for Me"  (Taking place in class tomorrow)

HW = Prep for #3 above, rewrite poem if needed and work on Epigraph Tracker (due Thurs)

1)  Mrs. Warman came to discuss PSAT results.

2)  Flocabulary 

3) Homework stamped ITW chps. 12 & 13

4)  ITW Chps. 12/13 Briefly discussed.

HW = Be prepared for a quiz from from chp. 14 to epilogue.  You should be done with the book.  Racial Profiling essay due tomorrow WITH works cited page.  Redo poem by Wed. if it was returned to you.  Epigraph tracker due on Thursday.

1)  Progress Reports collected - You have until Friday

2)  Missing Person Posters - Gallery Walk

3)  Mini RST Practice for EAP exam

4)  ITW - You Tube Clips on "The Magic School Bus" 

HW = None tonight due to parent conferences.  (Paper due Monday...READ ITW & Finish)

1)  HW Collected

2)  PEP RALLY DAY!

HW = Keep reading ITW and complete Missing Person Poster

Progress Reports handed out.  Get parent signature and return by Thursday.

1)  Poem collected.

2)  ITW Groups:  Work on questions chp 10 & 11

HW = Finish questions, work on poster, keep reading.  Type up and rewrite racial profiling essay (given back in class by next Monday.  You will also need a works cited page to go with it.

Progress Reports handed out.  Get parent signature and return by Thursday.

1)  HW Stamped (Chp. 6 & 7 ITW)

2)  Journal based on chp. 7

3)  Class discussion on chps. 6-9

HW = Poem due tomorrow (typed);  Missing Person Poster (due Thursday) and Read ITW chp. 16

1)  SSR

2)  Civil Disobedience  - Thoreau vs. McCandless....(Completed and turned in)

HW = Read ITW chps 14 - 15; complete ITW chp. 6 & 7 handout

1)  SSR

2)  Transcendentalism Info/Notes/Reading of "Civil Disobedience"

HW = Read ITW chp. 14  

1)  Journal:  Crash

2) In Class Essay

HW = ITW chp. 13

1)  Organization of racial profiling articles/work

2)  Almost finished Crash.

HW = Refer to racial profiling packet (student activities and read Act. #16, 17 and 18.  This will help set you up for the essay.  The essay will be tomorrow in class.

1)  Quiz:  ITW

2)  Stamped HW (annotation/summary/PAPA square)

3)  Began "Crash" - movie 

HW = Bring in all articles/pkt/etc. that has to do with racial profiling to get organized tomorrow.

Read ITW chp. 12)

1)  There/Their/They're practice & then a test on these.

2)  SSR

3)  Last article on racial profiling...."Racial Profiling in Arizona...."  (read/annotate...look for thesis, look for + and - info that would support/be against rac. profiling in article.  Fill out PAPA square.  The part that has the "Stylistic Appeals" asks you to look at the "style" of the essay.  How is it organized?  Its tone is what?  What kind of sentences....short/long....what kind of vocab....?  Who's the target for article?

HW = Read ITW Chp. 11 (BE DONE BY MONDAY) and finish reading, etc. of article in class.

1)  ITW Chp. 5 discussed briefly.

2)  Racial Profiling articles discussed in more details....Khan + Chavez + 2 new handouts.

3)  RP Handouts:  "Separate Proms...." and "Attention Shoppers" Both articles should be annotated wtih EPL and mini summary and identify where the thesis is.

HW = Finish questions that go with "Attention Shoppers" and read ITW chp. 11 by Monday.

1)  Turn in constructed response based on Chavez/Khan

2)  Journal:  "Save the Last Word for Me" response and prompt about running away

3)  Groups completed chp. 4 and 5 of ITW with "Save the Last Word for Me"

HW = Read ITW Chp. 8

1)  HW Stamped (Khan Article + Questions + Notecards)

2)  Quiz:  ITW Chps. 1-6

3)  Groups Presented Chp. 4 in small groups of ITW

HW = Read ITW Chp. 8 by Thursday + Short constructed response to Chavez and Khan article.

Constructed response should start with FATT (F = Focus (what the article is about);  A = Author;  T=Text Type (article, editorial, short story, etc.); and T = Title.

A FATT sentence can be used in any order.  Sample first sentence should start like this:   Leslie Smith expresses her feelings that cell phones shouldn't be ringing in the wilderness in the editorial "Cell Phones in the Forest" found in the New York Times.    

So....start with a FATT sentence for the Chavez article and state what her point was, and then use a FATT sentence for the Khan article and state his point.  Now compare/contrast both articles .  Length = 1 solid paragraph.  

1)  HW Stamped (chps. 1-3 ITW)

2)  SSR

3) ITW Discussion on Chps. 1-3

4)  ITW "Save the Last Word for Me" (prepare 4-5 quotes each chapter (chps 4 and 5) for discussion next week based on the handout given in class.  Due Tuesday.

HW = Read chp. 6 ITW by Friday...work on "Save the Last Word" cards.

1)  Pretest for English Department - 11th Grade

2)  ITW Reading or working on notecards for chps. 4 & 5 of ITW...and read "Close Encounters...."   Article is to be read, highlighted and annotated WITH a mini summary at the bottom.  

HW = Khan article - Questions on Meaning only + note cards + read ITW chp. 7 (probable quiz on Tuesday)

1)  Grammar Corrected

2)  Journal Topic #5?

3)  EPL quiz

4) ITW:  Briefly covered chps. 1-3 and then handout to cover the structure, language, ideas, etc. of chapters.   

HW = Chp. 1-3 due tomorrow;  Read chp. 6 of ITW by Friday.  Test on Friday of They're/Their/There!!

1)  EPL Skits presented.

2)  Grammar Handouts #3-5 collected.

3)  Began discussion on ITW Author's note and began (barely chp. 1)

HW = Read chp. 5 of ITW

1)  SSR

2)  HW Checked (Chavez article)

3)  EPL Skits (started script....will present tomorrow)

HW = Read ITW Chp 4 and grammar handout on apostrophe's, etc.

1)  HW checked:  signature sheets due, notebook check due + Act. 13 of Rac. Pro. pkt.

2)  Journal:  Freewrite - 1 page

3)  Discussion:  EPL of Herbert article

4)  Handout: New article to read   "Everything Isn't Racial Profiling" by Linda Chavez

HW= Read, annotate, look for examples of EPL (ethos, pathos and logos) and write them in article margin.  Answer questions on meaning and writing strategy only on another piece of paper or add to last activity sheet given out.    Also, read ITW chp. 3 by Monday and bring book to class from now on.

1)  HW Stamped (Article & Questions)

2)  Class Mixer

3) Discussion of "Hounding the Innocent" and perusal of Act. 6, 8, 9 and 10

4)  Groups:  Act. 12 Ethos/Pathos/Logos (stamped in class)

HW = Activity 13 (just select two examples, not 3) :  Quote/Paraphrase/Response  **Be sure to use, author and title of article in your responses.

Continue reading ITW be done with chp. 3 by Monday

1)  HW Collected (grammar handout), signature sheet and NB check

2)  Journal:  Racial Profiling Packet Act #4 and 5

3)  Notes:  Ethos/Pathos/Logos

4)  H.O.  "Guide to Reading Non-Fiction"

5)  H.O.  "Hounding the Innocent"  (read and annotate based on the instructions given in #4)

HW = Read chp. 2 of ITW,  be sure to complete reading, highlightling, annotations, summary and mini questions in your class notes section

1)  Journal #1 (Response to racial profiling prompt in packet)  (act. #1)

2)  Bubble Map - Racial Profiling

3)  Vocabulary Cubing exercise - Act. #4

HW = Read Author's note and chp 1 of Into the Wild + grammar handout on would've, could've, should've