Day

Nathan Day nday@latinpcs.org 608 217-8534 (cell) //Unless otherwise noted, homework assignments are typically worth 10 points.//

//My very own youtube channel, with the video instructions necessary for many of the sentence diagramming exercises: []// //(Note: if the exercise you are working on is review or practice of skills that have already been introduced, there is no video)//


 * I RESERVE THE RIGHT TO STOP WORKING WITH STUDENTS SHORTLY AFTER 4 PM IF I FEEL THE NEED TO DO SO.**


 * TUTORIAL #3 SCORES WILL BE SET TO ZERO ON MAY 23**


 * HERE IS AN AUDIO FILE OF TONI MORRISON HERSELF!!!!! READING SONG OF SOLOMON: [] (please let me know if this is not the full text)**

__Due 5/25__ English 11 Epsilon: Please submit your Q4 warm-up writing. Prepare for the exam, following the directions you received in your study guide

English 11 Gamma: come to class tomorrow with 5 //Kindred// quotations and 10 //Gatsby// quotations; complete the homework side of sentence diagramming exercise #24 (10 HW points); bring your warm-up writing to hand in

HEX: we will go over //Hamlet// quotes and the sonnets for the Love and Poetry essay in class tomorrow; complete the HW side of sentence diagramming exercise #24 (10 HW points); comparative literary analysis outline due tomorrow or Tuesday; bring your warm-up writing to hand in

AP: final project due on or before June 4; optional: read through p. 211 of //The Handmaid's Tale//; bring your warm-up writing to hand in

WR1: final exam due on or before June 4; bring your warm-up writing to hand in

__Due 5/24__ English 11 Gamma and Epsilon: review //Kindred//. On a separate sheet of paper, write out 5 quotations -- with page numbers -- that you think might appear on the Quote ID section of the exam (10 HW points). Complete //both sides// of Sentence Diagramming Exercise #23 -- __read the directions carefully__ and use the video on your teacher's youtube channel to help you.

AP: read and annotate through p. 188 of //The Handmaid's Tale//; work on your final project (due no later than June 4)

HEX: Complete the HW side of Sentence Diagramming Exercise #23; review //Hamlet//, and on a separate sheet of paper, write out 10 quotations -- with page/act-scene-line numbers -- that you think might appear on the Quote ID section of the exam (20 HW points).

WR1: final exam due no later than June 4

__Due 5/23__ English 11 Gamma and Epsilon: review //The Great Gatsby//. On a separate sheet of paper, write out 10 quotations -- with page numbers -- that you think might appear on the Quote ID section of the exam. (20 HW points) EPSILON PERIOD: COMPLETE THE CLASS WORK SIDE OF SENTENCE DIAGRAMMING EXERCISE #22 (USE THE VIDEO ON YOUR TEACHER'S YOUTUBE CHANNEL ABOVE TO HELP YOU)

AP: read and annotate pp. 109-147 of //The Handmaid's Tale//

WR1: begin work on your final assessment (see document shared with you today -- remember to respond to any two prompts) -- due no later than June 4; you can earn additional credit by going over your work in progress with your teacher in tutorial

HEX: Review the //Odyssey//; write out 10 quotations -- with page numbers -- that you think might appear on the Quote ID section of the exam (20 HW points); continue work on your comparative literary analysis outline

__Due 5/22__

English 11 Gamma and Epsilon: Review //Song of Solomon//. On a separate sheet of paper, write out 10 quotations -- with page numbers -- that you think might appear on the Quote ID section of the exam. (20 HW points) GAMMA PERIOD: WE ARE GOING TO COMPLETE THE HOMEWORK SIDE OF SENTENCE DIAGRAMMING EXERCISE #21 TOMORROW. WATCH THE VIDEO AND DO THE CLASS WORK SIDE.

HEX: review the books of Genesis and Exodus. On a separate sheet of paper, write out 10 quotations -- with page numbers -- that you think might appear on the Quote ID section of the exam. What pieces of text have been most important to us in our conversations about these books? (20 HW points)

AP: read and annotate through p. 106 of //The Handmaid's Tale//

WR1: no new homework

__Due 5/21__

English 11 Epsilon: read the rest of Ch. 14 of //Song of Solomon// and ALL OF CH. 15 (it's not very long); watch the video for Sentence Diagramming Exercise #21 and complete the warm-up and class work portions of the lesson

English 11 Gamma: read Ch. 14 and Ch. 15 of //Song of Solomon//; watch the video for Sentence Diagramming Exercise #21 and complete the warm-up and class work portions of the lesson; complete the next exercise in the comma packet you received today

HEX: finish reading and annotating //Penelopiad//; complete one last Literature Circles assignment (remember to hand in SDE 21 if you did not do so today)

WR1: prepare for Monday's assessment on Islam (check your email)

AP: read (and annotate) through p. 66 of //Th////e Handmaid's Tale//

__Due 5/18__ AP: read through page 29 of //The Handmaid's Tale//

WR1: Come to class with four written questions that you would put on a test on Islam if you were the teacher (10 HW points); read the section on Islamic Architecture in our textbook

__Due 5/17__ AP: no HW

WR1: finish watching //Fordson// ([])

English 11 Gamma: bring your IR book; finish reading Ch. 12 of //Song of Solomon//, and complete Ch. 13 if you want to (optional reading)

__Due 5/16__ English 11 Gamma: read the rest of Ch. 11 of //Song of Solomon//

English 11 Epsilon: complete the warm-up and class work portions of Sentence Diagramming Exercise #21 (use the video on your teacher's youtube channel, linked to above); read the rest of Ch. 12 of //Song of Solomon//; bring your IR book

HEX: complete the warm-up and class work AND HOMEWORK portions of Sentence Diagramming Exercise #21 (use the video on your teacher's youtube channel, linked to above) saving one HW sentence for tomorrow's warm-up

AP: read your letter; go to sleep; be in the front hallway by 7:15 am

__Due 5/15__ English 11 Epsilon: read the rest of Ch. 11 of //Song of Solomon//

HEX: read and annotate through p. 161 of //Penelopiad//; complete your next Literature Circles assignment

AP: get enough sleep tonight

WR1: re-read Suras 87, 88, 92, and 96, and this time //do// read and annotate the commentaries by Michael Sells

Due __5/14__ AP: come to class with 4 "modest proposals" of your own -- satiric solutions to real-world problems (please put them on paper)

English 11 Gamma and Epsilon: read and annotate Ch. 10 of //Song of Solomon//

HEX: read and annotate through p. 133 of //Penelopiad//; complete your next Literature Circles assignment (10 HW points)

WR1: re-read pp. 443-445 in our textbook ("Essentials of Islam"); read pp. 451-454 ("Additional Islamic Religious Practices" and "Women in Islam"), pp. 475-476 ("Islamic Law and Philosophy" and "Islamic Law and Legal Institutions")

__Due 5/11__ AP: complete the question sheet on Swift's "Modest Proposal" -- how are the answers different if you are thinking about the ostensible meaning of the speech versus the actual meaning?

WR1: compose a 1-paragraph reflection on our field trip on Tuesday, focusing on whatever you found most interesting or striking (10 HW points); on Friday, we will debrief our field trip and start drawing connections between the 5 Pillars, the suras we've read from the Qur'an, and our experience at Dar Al-Hijrah

English 11: Sentence Diagramming Assessment on Friday (Epsilon Period: complete Sentence Diagramming Exercise 18, complete comma exercise 24-6); read and annotate Ch. 10 of //Song of Solomon// for Monday

HEX: Sentence Diagramming Assessment on Friday; read and annotate through p. 133 for Monday; complete your next Literature Circles assignment for Monday (10 HW points)

__Due 5/9__ English 11 Gamma: read AND ANNOTATE (3 notes per page) through p. 238 of //Song of Solomon// (final draft of Milkman analytic paragraph due Wednesday); revised, typed, edited, proofread, double-spaced, MLA format final draft of Milkman Analytic Paragraph due ON PAPER at the start of class (up to 30 major assignment points)

English 11 Epsilon: revised, typed, edited, proofread, double-spaced, MLA format final draft of Milkman Analytic Paragraph due ON PAPER at the start of class (up to 30 major assignment points); bring your IR book

HEX: read and annotate pp. 39-69 of //Penelopiad//; complete Literature Circles assignment #2 (10 HW points) (if you were absent: complete this reading, write out four quotes you found significant for any reason, and explain in writing why you think each is significant)

__Due 5/8__ WR1: review the suras from the Qur'an we have read -- where do we see the values espoused in the 5 Pillars of Islam reflected in the text of the Qur'an? Also, what questions can you think of to ask Imam Naeem Baig of the Dar Al-Hijrah mosque when we meet with him tomorrow? (Field trip is //on//)

HEX: read (and annotate thoughtfully) pp. 1-38 of //The Penelopiad//; you do //not// need to complete SDE 18 for tomorrow; be ready to present your sonnet with your small group in class tomorrow

English 11 Epsilon: read AND ANNOTATE (3 notes per page) through p. 238 of //Song of Solomon// (final draft of Milkman analytic paragraph due Wednesday)

AP: read and annotate Swift's "A Modest Proposal"

__Due 5/7__ WR1: read (and maybe take some notes on?) pp. 443-450 of our textbook

AP: Images of Bodies in Media final project due Monday (revised, typed, edited, proofread, MLA format), with 6 rhetorical devices labeled and underlined

HEX: review your group's sonnets so as to be able to complete your group's conversation about them in class on Monday

English 11 Epsilon: revised, typed, double-spaced, MLA format 2nd draft of Milkman Analytic paragraph due ON PAPER at the start of class on Monday (you will edit and proofread in class, and then hand it in for grading as a major assignment worth up to 30 points)

English 11 Gamma: rough draft of Milkman analytic paragraph due Monday (20 HW points)

__Due 5/4__ English 11 Epsilon: finish SDE #17, if you did not complete it in class today; compose a rough draft of your analytic paragraph on Milkman -- include a strong and insightful main idea sentence and textual evidence to completely support and develop your main idea (20 HW points)

HEX: complete your TextAlive! reflection (all three paragraphs due Friday); closely read and annotate your group's 2 sonnets... Sara, Chrislyn, Dakota, Zoe, Justin: 126, 146 Aya, Shelby, Nona, Bea, Simon: 29, 138 Ryan, Dante, Nora, Will: 97, 148 Emma, Eva, Sofia, Gabby: 116, 147 Oliver, Perrin, Ava, Felicity: 30, 98

English 11 Gamma: finish SDE #17, if you did not complete it in class today; review //Song of Solomon --// in your notes, make a list of at least 5 events or moments in the text (hopefully with page numbers) that can help us see who Milkman is as a person (10 HW points, to be checked in class)

WR1: review our translated Qur'an packet; come to class ready to talk about and point to particular passages related to the following questions: Based on what we've read of the Qur'an... Antoine and Neida: What do people who do good believe? (What do people who do bad not believe?) Grace and Kyle: What do people do to be good? (What do people do to be bad?) Nick and Benny: How do we describe the relationship between God (on the one hand) and humans and the world (on the other)?

AP: re-read and annotate p. 41 of //The Heart of Understanding//; read and annotate pp. 43-45. Remember that your final project for Images of Bodies in Media is due Monday (remember to include six labeled and underlined rhetorical devices); you are strongly encouraged to check your answers to today's multiple choice questions and review any you found especially challenging in tutorial with your teacher.

__Due 5/3__

WR1: in the translated Qur'an packet you received today, read and annotate the suras (but not the commentaries)

AP: FINAL DRAFT OF IMAGES OF BODIES IN MEDIA PROJECT DUE MONDAY, 5/7; prep the fill-in-the-blank argumentative prompt for //The Heart of Understanding// that you received today (if you want to, you can read ahead as well as look back through the text to pick your quotation, since you have to read it all for Friday anyway and we would have read the next chapter -- it's 1 page long -- in class if we'd had time); bring //5 Steps to a 5// on Thursday, along with your prompt.

English 11 Gamma: bring your IR book; review //Song of Solomon --// in your notes, make a list of at least 5 events or moments in the text (hopefully with page numbers) that can help us see who Milkman is as a person (10 HW points, to be checked in class)

__Due 5/2__ English 11 Gamma: finish reading Ch. 9 of //Song of Solomon// (Socratic discussion on Wednesday)

HEX: compose the second paragraph of your Text Alive! reflection; read through the Shakespeare sonnets packet (which ones do you like? which are you most interested in? which do you think are easiest to comprehend? which are hardest?)

English 11 Epsilon: bring your IR book; review //Song of Solomon --// in your notes, make a list of at least 5 events or moments in the text (hopefully with page numbers) that can help us see who Milkman is as a person (10 HW points, to be checked in class)

__Due 5/1__ WR1: bring your textbook tomorrow (we may read from it together)

English 11 Epsilon: finish reading Ch. 9 of //Song of Solomon// (Socratic discussion on Tuesday)

AP: if you did not have a complete rough draft with you today, please check in with your teacher as soon as you do (HW points at stake); read and annotate pp. 34-40 of //The Heart of Understanding//

HEX: complete the first paragraph of your TextAlive! reflection

__Due 4/30__ AP: complete rough draft of Images of Bodies in Media final project (40? HW points)

//Late additions -- with apologies:// //WR1: prepare for Christianity test (select questions to answer, prep note cards)//

//English 11: read through p. 202 of// Song of Solomon

__Due 4/27__ AP: read and annotate "Roses and Garbage" in //The Heart of Understanding//

English 11 Gamma: read Ch. 8 of //Song of Solomon//, complete SDE #16 (have SDE #16 and punctuation packet to turn in, if you have not done so already)

English 11 Epsilon: read Ch. 8 of //Song of Solomon//, complete Choice Writing #10 (bring SDE #16 and punctuation packet to class to turn in as well)

HEX: complete the sentence diagramming exercise you received in class on Tuesday (didn't get it? need another copy? please see your teacher ASAP)

WR1: make a list of all the examples of elements of Protestantism and Catholicism you saw in the selections from //Come Sunday// and //Spotlight// that we watched in class today (20 HW points)

__Due 4/26__ AP: nothing due today; come to class ready to analyze rhetoric

WR1: make a list of all the examples of elements of Protestantism and Catholicism you saw in the episode of the //Simpsons// we watched in class today (10 HW points)

English 11 Gamma: Bring your IR book (and be sure to have your notebook with you -- there will be punctuation and grammar work tomorrow)

__Due 4/25__ English 11 Gamma: read Ch. 7 of //Song of Solomon//

English 11 Epsilon: Bring your IR book (and be sure to have your notebook with you -- there will be punctuation and grammar work tomorrow)

HEX: bring your costume!

__Due 4/24__ English 11 Epsilon: read Ch. 7 of //Song of Solomon//

HEX: practice lines (speaking actors) -- do you have your cue lines memorized yet, as well as your own?; practice gestures and responses -- both to speaking actors and to non-speaking actors, make everything big and bad -- exaggerate! (non-speaking actors); can you find any of the costumes/props that we still need? (designers)

AP: re-read pp. 17-26 of //The Heart of Understanding//

//WR1: re-read// p. 402 ("Emphases of Catholic Christianity"); p. 410-415 ("Sacraments and Other Rituals," "The Christian Year")

__Due 4/23__ WR1: Re-read p. 372 ("The Christian Worldview"), 394-397 ("The Protestant Reformation," "Martin Luther," "Emphases of Protestant Christianity," and "//Lutheranism//"); please also read p. 402 ("Emphases of Catholic Christianity"); p. 410-415 ("Sacraments and Other Rituals," "The Christian Year")

HEX: practice your parts! practice being louder and more dramatic than you think you need to be -- commit to your part, as Perrin said! Obtain costume parts; obtain and bring props (and costume articles you're not sure about or need to practice walking in)

AP: read and annotate pp. 9-26 of //The Heart of Understanding//

English 11 (both periods): read (and annotate, if you want to be most prepared for Monday's Socratic discussion) Ch. 6 of //Song of Solomon//

__Due 4/20__ English 11 Epsilon: read pp. 113-151 of //Song of Solomon//; complete the field trip assignment (check your email)

WR1: read pages 362-365 ("Paul and Pauline Christianity"), 378-379 ("Augustine"), and 394-397 ("The Protestant Reformation," "Martin Luther," "Emphases of Protestant Christianity," and "//Lutheranism//")

HEX: --Actors -- whether speaking or not -- PRACTICE! Be big and be bad -- that's how you'll be ready to fill the space of Sidney Harmon Hall! Know your lines and cues stone cold. (Brent will work with select actors on Friday) --Initial items on the prop and costume lists that you have in your possession already --Designers -- meet with your teacher during break on Thursday to select a background image!

English 11 Gamma: read through p. 151 of //Song of Solomon//

AP: read and annotate pp. 5-8 of //The Heart of Understanding//; complete the multiple choice packet we began today in class -- grade it, review items you answered incorrectly (make notes to yourself in the packet about your thought process for items you answered incorrectly), and decide which questions you'd like to review in class tomorrow (answer key below)
 * Multiple-Choice Questions ||
 * Question # || Key ||
 * 1 || D ||
 * 2 || C ||
 * 3 || D ||
 * 4 || A ||
 * 5 || B ||
 * 6 || D ||
 * 7 || C ||
 * 8 || D ||
 * 9 || E ||
 * 10 || C ||
 * 11 || A ||
 * 12 || E ||
 * 13 || B ||
 * 14 || A ||
 * 15 || B ||
 * 16 || D ||
 * 17 || D ||
 * 18 || B ||
 * 19 || A ||
 * 20 || E ||
 * 21 || A ||
 * 22 || A ||
 * 23 || C ||
 * 24 || B ||
 * 25 || C ||
 * 26 || A ||
 * 27 || A ||

C ||
 * 28 || D ||
 * 29 || A ||
 * 30 || B ||
 * 31 || B ||
 * 32 || A ||
 * 33 || D ||
 * 34 || D ||
 * 35 || C ||
 * 36 || E ||
 * 37 || E ||
 * 38 || B ||
 * 39 || C ||
 * 40 || C ||
 * 41 || A ||
 * 42 || D ||
 * 43 || E ||
 * 44 || E ||
 * 45 || D ||
 * 46 || C ||
 * 47 || D ||
 * 48 || B ||
 * 49 || A ||
 * 50 || A ||
 * 51 || D ||
 * 52 || B ||
 * 53 || B ||
 * 54 || E ||
 * 55 || [[image:blob:http://wlpcsupperschool.wikispaces.com/4cd59104-1cba-4533-9ef0-759c065f5363 width="0.480010" height="13.320000" caption="page68image2191855440"]]

__Due 4/19__ HEX: Designers -- we meet during break on Thursday to select a background image!

English 11 Gamma: read pp. 113-middle of p. 130 of //Song of Solomon//; bring your independent reading book

AP: email your teacher with your choice of final project for our current unit; if you with to construct a topic of your choice, now is the time to detail it (again, by writing to your teacher); bring your copy of //5 Steps to a 5// -- we will //not // be writing an essay; we //will // be doing some multiple choice; you //may // need this book.

WR1: Compose a paragraph for each of the three film selections we viewed today. Address the following question: What does this film seem to emphasize about the gospel story, the life of Jesus, and Christian religious belief? (Think in terms of different //aspects// of the gospel, not plot points: Jesus' teachings about how to act, Jesus' teachings about what to believe, Jesus' suffering as a human being,, Jesus' resurrection, Jesus' divinity, the political climate, how other people thought of Jesus...) Moreover, //how// does each film appear to do this? (10 HW points per paragraph)

__Due 4/18__ HEX: check the costume list document -- note what you already have and what you need (think about what you have that others might need); design team -- check your email for another task

__Due 4/17__ AP: no new HW (do your best on the practice exam)

HEX: actors -- memorize your lines and/or blocking; if there are items you have that you can use as rehearsal props, please bring them on Tuesday; designers -- we need to have a full prop list, set list, and costume list in a Googledoc and shared with the entire class -- please make it happen

WR1: Please write a paragraph about each of the following (20 HW points): 1. Summarize our questions and concerns about Jesus' statements about repentance and forgiveness in Luke. Think both about what they say about human beings (what is important for humans to do), and what they say about God (what we can infer God's values and priorities are).

2. How do you think the figure of Jesus, as depicted in Luke, would respond to the questions and concerns* we have raised about the value of repentance and forgiveness? Use the text to support your thinking. (*: for example: what are our responsibilities to other people? does repentance offer an "easy way out" after doing bad things? isn't it too easy to demand that forgiveness be used to excuse bad behavior? how can we be expected to do something as "not naturally human" as forgive others for tremendous wrongdoing and harm to others?) // Please have both paragraphs done and ready to hand in at the start of class on Tuesday. //

__Due 4/13__ AP: get sleep; complete the Wollstonecraft section of //5 Steps to a 5//; review your exam vocabulary if any of the words are troubling you

WR1: Today, we started a conversation about what it seems to mean in the Gospel of Luke for Jesus to be the Messiah. Here are some of the thoughts we had, with the follow-up questions we must now consider. Please pick three or so questions that are of greatest importance to you in your thinking, and review your annotated text for insight and reference so that you can contribute to tomorrow's discussion: __To be the Messiah is to...__ --teach the word of God --> //What is the word of God that Jesus is teaching here?// //--//help the poor and cure the sick --> //What does it say about who a Messiah is that he does this? What does that say about God's priorities and values?// --not get rid of the Romans --> //Why not? What does this say about God's priorities and values?// --relay a message --> //What is the nature of the message (similar to first question)// --to follow the Messiah is to follow God --> //What does it mean to follow God, in this sense? What is the relationship between following God by following the Messiah and following Jewish beliefs and practices?// --be killed --> //Why? (We started thinking about this in class today)//

HEX: actors: memorize thoughts and actions! designers: costume sketches need to be turned into costume lists

English 11 Gamma and Epsilon: read the rest of Ch. 4 (pp. 99-112)

__Due 4/12__ WR1: read and annotate the rest of the Gospel of Luke; read p. 351-361 in our textbook (will largely review and reinforce what we've been talking about in class)

AP: STUDY YOUR EXAM VOCAB so nothing catches you by surprise on the practice exam on Saturday; complete the Gilman, Santayana, and Schreiner sections of //5 Steps to a 5// (bring your book to class on Thursday so we can go over a couple of questions)

English 11 Gamma: bring your IR book; review pp. 90-99 of //Song of Solomon//; compose a choice writing piece (#9 for the year)

__Due 4/11__ English 11 Gamma: read through the end of Ch. 3 of //Song of Solomon//

HEX: complete the class work side of the sentence diagramming worksheet you received in class today (Gabby and Dante and Oliver, please note that you only need to complete one side of your worksheet)

English 11 Epsilon: bring your IR book; review pp. 90-99 of //Song of Solomon//; compose a choice writing piece (#9 for the year)

__Due 4/10__ English 11 Epsilon: read through the end of Ch. 3 of //Song of Solomon//

HEX: complete your //Hamlet// character worksheet, envisioning your character in the world of our production

AP: read and annotate the packet you received in class today; poke around on the internet and find another ESPN: Bodies image you'd like to talk about; read this article from the Washington Post: []

WR1: read and annotate the rest of the Gospel of Luke (3 written notes per page)

__Due 4/9__ English 11 Gamma and Epsilon: read through the first paragraph of page 69 of //Song of Solomon// (the first 13 pages of Ch. 3, plus one more short paragraph); will you be able to answer questions about these pages for a warm-up when you come to class on Monday?

HEX: complete the character worksheet for Tuesday (10 HW points) --if you are an actor with a major speaking part: think about your character in depth --if you are an actor with a minor speaking or non-speaking part: invent a character for yourself whose identity, personality, desires, and appearance fit into the world of our scene --if you are a designer: think about one of the major characters in our scene

AP: Show and tell -- come to class with one image that either 1) goes along with the male gaze, 2) resists the male gaze, 3) subverts or messes with the male gaze (10 HW points)

WR1: read and annotate -- 3 written notes per page -- the first 10 chapters of the Gospel of Luke

__Due 4/6__ HEX: Actors, work to get your lines memorized

English 11 Epsilon: read the rest of Ch. 2 of //Song of Solomon// (advice: read 10 pp. Wednesday night, and 10 pp. Thursday night); see above for audio link

English 11 Gamma: read Ch. 2 of //Song of Solomon// through p. 44; see above for audio link

WR1: come to class tomorrow prepared to finish your Judaism exam in 20-25 minutes

AP: read and annotate pp. 1-8 and 13-19 of "Looking and the Gaze"

__Due 4/5__ English 11 Gamma: Bring your IR book; do you know where your copy of the Most Important Piece of Paper in the World is?

AP: finish reading "This Is Not Sex"; if you do not have or did not pick up your copy, it's here: []

WR1: Prep for Thursday's 1-question exam -- "What can you tell someone about Judaism?" Your response needs to be at a minimum two paragraphs in length, with at least one paragraph about history (both historical and Biblical) and at least one paragraph about post-diaspora Jewish belief and practice. You will have all of class on Thursday to work, but should prepare both sides of an 8.5x11" sheet of paper with notes.

__Due 4/4__ HEX: finish paraphrase of your lines/page of text; submit design project narrative assignments and Q3 Warm-ups if you have not already

English 11 Epsilon: Bring IR book; attempt to locate Most Important Piece of Paper in the World

__Due 3/23__ English 11 Gamma and Delta: complete the class work side of SDE 15 (use the video on your teacher's youtube channel to help you); bring your Q3 warm-ups to hand in; bring your copy of //Song of Solomon//

AP: Compose a precis (a summary of the logic) of Berger's argument in Ch. 2 and 3 of //Ways of Seeing//; try to do it in 2/3 of a single-spaced, handwritten page or less (20 HW points for thoughtful completion); bring your Q3 warm-up writing to hand in

WR1: read and take notes on p. 327 and pp. 342-346 in our textbook; bring your Q3 warm-up writing to hand in

HEX: see previous assignment about thinking back on presentations; bring your Q3 warm-ups to hand in

__Due 3/21__ English 11 Gamma: bring your copy of //Song of Solomon// to our next class

HEX: think back on the presentations you saw today -- Which make the most sense in terms of the status of the characters in the play? (Status = power and hierarchy in characters' relationships and interactions) Which designs are we most able to translate into actual costumes and set pieces?

English 11 Epsilon: bring your IR book tomorrow; complete the front (class work) side of SDE 15, using the video on your teacher's youtube channel (see above)

WR1: re-read the parts of the seder ritual that we completed today with Ms. Shapiro and company (you've got a copy now). Expect a warm-up on Thursday that asks you to reflect on it in writing.

AP: Below, you are assigned a particular page from Ch. 2 of //Ways of Seeing.// In a paragraph or two (if needed), unpack the images on your page and do your best to explain how their juxtaposition helps advance an argument (20 HW points). I will email you an example for p. 39 as soon as I can. Joanna -- p. 36 Jania -- p. 37 Theo -- p. 38 (use the list of images starting on p. 157 to help you) Steven -- p. 40 Thea -- p. 41 (continue the work that we started today, working our way around the images -- how do the still life, underwear ad, deodorant ad, and photograph of meat fit in with each other and the other images we discussed in class today?) Adrien -- p. 42 Radmir -- p. 43 (use the list of images starting on p. 157 to help you) James -- p. 42 Kelly -- p. 43 MK -- p. 38 (use the list of images starting on p. 157 to help you) Kyle -- p. 37

__Due 3/20__ AP: Compose a 1-paragraph summary of today's conversation; can you organize your notes into a coherent paragraph? (10 HW points); "read" and annotate Ch. 2 of //Ways of Seeing// (pp. 36-43)

HEX: prep for presentation (up to 32 major assignment points); also, the front (1 from each group) and back (1 from each student) of the design project narrative will be worth 20 class work and 20 homework points, respectively

English 11 Epsilon: bring your copy of //Song of Solomon// to our next class

WR1: reflect on our interview with Rabbi Herzfeld. What connections can you make to what we've been learning and thinking about? What did you learn? What new questions do you have? (20 HW points for 1/2 page of thoughtful writing, single-spaced if handwritten)

__Due 3/19__ AP: Reflect on today's discussion -- compose one paragraph of summary, and one paragraph thoughtfully exploring an idea connected to today's discussion (but not the distinction between nakedness and nudity in //Ways of Seeing//) (20 HW points); read and annotate pp. 57-64 of //Ways of Seeing//

English 11 Gamma and Epsilon: Revised, typed, double-spaced, edited and proofread MLA format final draft of //Gatsby// Creative Writing Project assignment due ON PAPER AT THE START OF CLASS (IF YOU ARE LATE, IT IS LATE; IF YOU NEED TO LEAVE CLASS TO PRINT, IT IS LATE)

HEX: What work do you need to do over the weekend for your group to be ready to present your Design Project on Tuesday?

WR1: Spend quality time reading and taking notes on our textbook. pp. 319-320 -- quick review; take notes on and know the following terms: Messiah, diaspora, Talmud pp. 324-327 -- quick review; take notes on and know the following terms: ghetto, Zionism, Holocaust pp. 329-337 -- more thoughtful review; take notes on and know the following: Maimonides' list of Jewish beliefs, Jewish conceptions of immortality, significant religious practices and holidays in Jewish life
 * pp. 337-342 -- new reading -- divisions and denominations (names of different groups) in contemporary Judaism -- //what does each group focus on? what do the different groups have in common? in what ways do they differ from each other?//**

__Due 3/16__ English 11 Epsilon: Revised, typed, double-spaced, edited and proofread MLA format final draft of Write Like Fitzgerald assignment due ON PAPER AT THE START OF CLASS (IF YOU ARE LATE, IT IS LATE; IF YOU NEED TO LEAVE CLASS TO PRINT, IT IS LATE)

HEX: Complete the question that pertains to your design role in the Design Project Narrative (in new handout); read and start thinking about the Guiding Questions for your particular part of the Design Project (and maybe start working on it -- Friday will be a work day, and we will have a laptop cart; feel free to bring any resources or tools you think will help you with your design work on Friday... colored pencils, paper that isn't printer paper, headphones or earbuds...)

WR1: read from our textbook... optional reading: pp. 319-325 reading to read "lightly": pp. 325-330 reading to read carefully and take notes on: pp. 330-337 (What ideas, concepts, facts, and vocabulary seem most important?)

__Due 3/15__ AP: read and annotate pp. 45-57 (stop at the section break of 57) of //Ways of Seeing//; we will use Socratic discussion on Thursday as a tool to unpack this text -- annotate heavily, come prepared to point to particular parts of the text for questions, evidence, paraphrasing, main ideas, etc.

WR1: skim pp. 295-314 of our textbook (you can read closely if you want to, but this is ground we've covered already); more closely read pp. 315-319 -- this is material we will unpack and take notes on in class on Thursday (you might want to take some notes on your own)

English 11 Gamma: second draft of Write Like Fitzgerald assignment (30 HW points) -- revised, typed, double-spaced, MLA format, ON PAPER WITH YOU AT THE START OF CLASS; bring your IR book

__Due 3/14__ English 11 Epsilon: second draft of Write Like Fitzgerald assignment (30 HW points) -- revised, typed, double-spaced, MLA format, ON PAPER WITH YOU AT THE START OF CLASS

English 11 Gamma: second draft of Write Like Fitzgerald assignment due //Thursday// (30 HW points) -- revised, typed, double-spaced, MLA format, ON PAPER WITH YOU AT THE START OF CLASS

HEX: explanation and justification of theme statement (up to 15 major assignment points)

__Due 3/13__ English 11 Epsilon: second draft of Write Like Fitzgerald assignment due //Wednesday// (30 HW points) -- revised, typed, double-spaced, MLA format, ON PAPER WITH YOU AT THE START OF CLASS

WR1: Tomorrow we will have a "test" that will ask you to thoroughly and thoughtfully answer questions pertaining to our discussion of the book of Exodus. It will be open book (bring your copy of Exodus) and open note, and you will have some influence over its content: //email your teacher 2 questions that you think will help us think about the issues we have been discussing with this text (10 HW points). The earlier in the evening you do this, the more helpful it will be.//

AP: bring your copy of //Ways of Seeing// to class tomorrow

HEX: complete the front side of your current Sentence Diagramming Exercise; justification and explanation of Theme Statement due Wednesday (you will have time to work in class tomorrow)

__Due 3/12__ English 11 Gamma and Epsilon: --Find and write down 1 work by each of the three people you wrote down for #3 on today's film notes sheet --finish the rough draft of your Gatsby Creative Writing Project; bring a paper copy (typed or hand-written) to class on Monday (30 HW points)

AP: Final draft of Natural Rights essay due Monday (up to 36 major assignment points); include six labeled and underlined (or otherwise identified) rhetorical devices; bring your copy of //Ways of Seeing// on Monday

WR1: Exodus annotations due Monday (14 HW points)

HEX: think, consciously or unconsciously, about your group's theme statement draft, and how to make it more specific and insightful... //Death can have a domino// //effect//. --how/why? //Seemingly inconsequential insanity// (what is this?) //cascades into greater and greater insanity.//

//Madness causes inevitable death.// -- how/why? //Insanity is prevalent throughout the play in many forms and is often a result of death//. OK: insanity --> death. Why/how?

//In// Hamlet//, insanity is developed in character as a result of traumatic/life-changing encounters.// How/why? Tell us something we didn't know.

//Corruption is like a disease; it spreads indiscriminately, [shown through the corruption of Ophelia's innocence,// -- you don't need this part] //it's not easily cured, and it comes from many feelings, like guilt and loss// (how does that work?)

//In// Hamlet//, the theme of madness is portrayed through the evolutionary track of the character; this is offset by a death and an abrupt marriage.// -- Tell us something we didn't know; focus on the theme, not the play

__Due 3/8__ WR1: see previous assignment (review Ex. 20, 33, 34)

HEX: completed and signed student release form

AP: Natural Rights essay final draft due 3/12

English 11: rough draft of //Gatsby// Creative Writing Project due Monday, 3/12

__Due 3/7__ All: rest, eat well, and grow strong

__Due 3/6__ WR1: Review Exodus 20, 33, and 34

AP: rest for the PSAT/SAT, come to class with a hard copy (on paper) draft of your Natural Rights essay (if you can compose three questions to solicit feedback in advance, that is helpful)

English 11: consider which option you would like to undertake for the //Gatsby// Creative Writing Project; rest up for the SAT

HEX: review 4.4 and 4.5, read and annotate 4.7 of //Hamlet// __Due 3/2__ HEX: read and annotate 4.4 and 4.5 of //Hamlet//

English 11 Gamma and Epsilon: practice SAT essay due Friday; bring your copy of //Gatsby// on Friday if you have yet to turn it in

AP: Rough draft of natural rights essay due tomorrow (email me if you need an extension); finish today's multiple choice questions if you did not have time in class today; bring your copy of //5 Steps to a 5//)

WR1: read and annotate Ex. 15-20, 24, 32-34 (we may not get to all of these tomorrow, fyi); bring your essay to hand in if you did not hand it in today; finish watching //Prince of Egypt// on your own (clips are available on youtube), and complete the Viewing Assignment if you were not present in class today

__Due 3/1__ AP: rough draft of natural rights essay due Friday (40 HW points); hey -- we might well do //both// some multiple choice //and// a practice essay on Thursday (please bring your copies of //5 Steps to a 5// on Thursday)

WR1: How much of the //Prince of Egypt// assignment can you do so far? The Genesis essay -- our first major assignment! -- is due Thursday (typed, revised, edited, proofread, MLA format -- and already on paper, please)

English 11 Gamma: finish today's in-class work, if you did not complete it in class; bring your IR book to class tomorrow, and please come to class tomorrow expecting to write a full SAT practice essay; SUBMIT YOUR GATSBY BOOK FOR AN ANNOTATIONS CHECK BY THE END OF THE WEEK

__Due 2/28__ English 11 Gamma: Write sample body paragraph for Casares SAT prompt (finish the front side of the sheet you received in class today first, if you did not in class); SUBMIT YOUR GATSBY BOOK FOR AN ANNOTATIONS CHECK BY THE END OF THE WEEK!

English 11 Epsilon: finish today's in-class work, if you did not complete it in class; bring your IR book to class tomorrow, and please come to class tomorrow expecting to write a full SAT practice essay; SUBMIT YOUR GATSBY BOOK FOR AN ANNOTATIONS CHECK BY THE END OF THE WEEK

HEX: complete the class work side of the Sentence Diagramming Exercise you received on Monday, using the video on your teacher's youtube channel (see link above); read //and annotate// Hamlet's 2nd soliloquy (in Act 2, Scene 2, p. 117). Surely you can muster at least three annotations per page as you paraphrase, jot definitions of words you don't know, and identify operative words and the tactic(s) of the speech (remember that those are what the speaker is //doing// by speaking). And surely your teacher can give you homework credit for doing so.

__Due 2/27__ WR1: Genesis essay due Thursday, 3/1

English 11 Epsilon: Write sample body paragraph for Casares SAT prompt (finish the front side of the sheet you received in class today first, if you did not in class); SUBMIT YOUR GATSBY BOOK FOR AN ANNOTATIONS CHECK BY THE END OF THE WEEK!

HEX: submit //Odyssey// tomorrow for annotations check; complete the sentence diagramming exercise you received in class today for Wednesday

AP: Rough draft of essay on the existence of natural rights due Friday (bring King's "Letter", Thoreau's "Civil Disobedience", and X's "Ballot or the Bullet" tomorrow -- it will be a work day

__Due 2/26__ WR1: Review Ex. 1-15; prep for Socratic discussion -- come with questions and a ready ability to refer to specific moments in the text

HEX: read Act V of //Hamlet// (annotating at your own discretion); catch up on your //Odyssey// annotations -- books due Tuesday

English 11 Gamma and Epsilon: catch up on any missing annotations for //Gatsby//; bring your book on Monday

AP: review excerpt from the Cleveland version of "The Ballot or the Bullet"; bring your copies of "Letter from Birmingham Jail" and "Civil Disobedience" to class on Monday

__Due 2/23__ English 11 Epsilon and Gamma: Choice Writing #8, both sides of SDE 14 due Friday

HEX: no new HW (though you can start reading Act 5); process the performance you saw today

AP: Compose a 2-paragraph reflection on today's discussion: 1) summarize the conversation (include an explanation of how to define black nationalism); 2) explore further an issue or question related to X's text that you find interesting (it's fine if this is about the civil rights versus human rights issue, by the way, which will set us up for tomorrow's conversation)

WR1: read and annotate Exodus 11-15

__Due 2/22__

English 11 Gamma: Complete both sides of Sentence Diagramming Exercise 13, if you did not in class today; bring your IR book to class tomorrow; Complete the class work side of Sentence Diagramming Exercise #14 with the accompanying video (see link above)

WR1: read and annotate Ex. 3-10; bring your copies of Genesis to submit for annotation credit

AP: read and annotate the excerpt from the early version of "Ballot or the Bullet" that you received in class on Tuesday; review the full text of "Ballot or the Bullet"; come to class on Thursday ready to pose questions that will help us discuss and explore the text tomorrow

__Due 2/21__ English 11 Gamma: Bring your copy of //The Great Gatsby// and Sentence Diagramming Exercise #13 to class on Tuesday. FYI, I will not be in class tomorrow.

English 11 Epsilon: Complete the class work side of Sentence Diagramming Exercise #14 with the accompanying video (see link above). Remember that I will not be in class tomorrow. Class tasks will include: Independent reading, finishing SDE 13 and 14, and composing a choice writing piece (make it awesome!)

AP: read over AP exam vocab list, star items you think you'll find hard to remember; read and annotate the excerpt from the other version of "The Ballot or the Bullet"; come to class Thursday with Q's to spark discussion and exploration of Malcolm X's speech

HEX: read and annotate at your discretion Act IV of //Hamlet//

__Due 2/20__ AP: read and annotate X's "The Ballot or the Bullet"

HEX: read (and annotate at your discretion) as much of Act 3 as you can (we have another workshop with Brent on Tuesday)

English 11 Epsilon: Bring your copy of //The Great Gatsby// and Sentence Diagramming Exercise #13 to class on Tuesday

WR1: bring a rough draft of your essay to class on Tuesday (30 HW points)

__Due 2/16__ HEX: come to class ready to recite your poem; read and annotate your discretion Act 2 of //Hamlet//

English 11 Epsilon: Think of questions to ask Ms. El-Mohtar on Friday (Ms. Ali will not attend; she is ill -- bummer)

English 11 Gamma: Congratulations to those who completed your Poetry Out Loud recitations today! Please bring your copies of //The Great Gatsby// and Sentence Diagramming Exercise #13 to class tomorrow.

AP: read and annotate pp. 207-218 of //Words Like Loaded Pistols//; bring both that text and King's "Letter from Birmingham Jail" to class tomorrow -- and also your reading questions for "Letter from Birmingham Jail", so you can turn them in

WR1: complete for your own essay topic the brainstorming and thinking work we did in class today; move on to the next parts of the prompt and/or start drafting if you are ready to

__Due 2/15__ AP: finish the assignment you received in class on Tuesday (see your email); yes, we will likely write an essay in class tomorrow

English 11 Gamma: come to class tomorrow ready to recite your Poetry Out Loud poem! (30 major assignment points) And having finished the class work portion of Sentence Diagramming Exercise #13 using the appropriate video at the link above! (Sorry for the late addition)

WR1: rough draft of essay due at the start of class (please bring a paper copy) (20 HW points)

__Due 2/12__ English 11 Gamma and Epsilon: you will earn 20 HW points if you can demonstrate on Monday that you have your POL poem memorized (this is in addition to any HW credit you earned for having your poem memorized on Friday)

AP: revised, typed, double-spaced, edited and proofread MLA format final draflt of precis on King's "Letter from Birmingham Jail" (up to 30 major assignment points)

WR1: read and annotate Genesis 34-35 (if you have not been annotating, please come to tutorial next week so we can figure out how you can earn your HW credit)

HEX: finish your field trip sheet (remember: front side = stories told by others that are preserved and presented as artifacts or exhibits in the museum; back side = stories told by the museum itself)

__Due 2/9__ WR1: finish questions from in class today

AP: Precis final draft due Monday

English 11 Gamma: Memorize your poem (up to 30 HW points)

__Due 2/8__ WR1: read and annotate Gen. 25-34

AP: rough draft of precis assignment (20 HW points)

__Due 2/7__ English 11 Epsilon: bring your IR book to class tomorrow; complete the front side of Sentence Diagramming Exercise #12 using the video on Mr. Day's youtube channel (link above); recite your poem at least 10 times, preferably in front of a mirror -- have it memorized by Friday for 30 HW points, or for tomorrow for 30+5 XC

HEX: memorize your poem (tomorrow will be a busy day, and I don't think I'll be able to check for everyone's memorization; however, you need to get your poem memorized promptly in order to do the other work you need to do in order to perform well; eventually you will receive 30 HW points for having your poem memorized)

English 11 Gamma: read and annotate pp. 167-175 of //Gatsby//. You will have big problems if you do not have your poem with you at the start of class. Here are the things you are supposed to do with your poem printout (10 HW points): 1. circle words you don't know, look up their definitions, jot the definitions in the margins 2. Mark up the text in the following way: a. where you would take a big pause b. / where you would take a little pause, including for punctuation and at the end of a line c. wavy line under every word you plan to pronounce very slowly d. mark out the rhyme scheme (ABAB, e.g.) if there is one e. pick one word to describe the tone or feeling of each stanza; write it near the stanza (use your vocab words!) f. Beneath your poem, in one sentence, write what you think is the true message or underlying meaning of the poem

__Due 2/6__ HEX: Memorize your poem for Wednesday; practice your poem ten times tonight; complete the front (class work) side of this week's Sentence Diagramming Exercise using the appropriate video on you teacher's youtube channel (see above)

English 11 Epsilon: read and annotate pp. 167-175 of //Gatsby//; you will have problems if you do not have a paper copy of your poem at the start of class tomorrow

WR1: read and annotate Gen. 21-24

AP: Complete the precis pre-writing sheet you received in class today (10 HW points)

__Due 2/3__ HEX, English 11(both sections): Complete both sections I and II of the introductory Poetry Out Loud assignment (I: print and mark up your poem; II: answer questions on the assignment sheet, preferably in complete sentences) (10 HW points each). Remember that your poem must be at least 12 lines long, and must be on the Poetry Out Loud website.

HEX: here are the poets you can choose from for 10 homework extra credit points: Aphra Behn, William Blake, Charlotte Bronte, Emily Bronte, Elizabeth Barrett Browning, Robert Burns, Lord Byron (George Gordon), Lewis Carroll, Samuel Taylor Coleridge, Emily Dickinson, John Donne, George Eliot, Queen Elizabeth I, Ralph Waldo Emerson, Margaret Fuller, Nathaniel Hawthorne, Robert Herrick, Gerard Manley Hopkins, Julia Ward Howe, John Keats, Frances Anne Kemble, Mary Lamb, Leticia Elizabeth Landon, Emma Lazarus, Henry Wadsworth Longfellow, Christopher Marlowe, Andrew Marvell, Herman Melville, Thomas Love Peacock, Edgar Allen Poe, Sir Walter Raleigh, Christina Rossetti, Dante Gabriel Rossetti, William Shakespeare, Percy Bysshe Shelley, Sir Philip Sidney, Ann Taylor, Alfred Lord Tennyson, Henry David Thoreau, Walt Whitman, John Greenleaf Whittier, Dorothy Wordsworth, William Wordsworth, Sir Thomas Wyatt

WR1: Review Genesis 12-20

AP: Complete your reading and annotation of, and answering of reading questions for, King's "Letter from Birmingham Jail." Review the text in its entirety.

__Due 2/2__ HEX: no homework (catch up on your annotations; enjoy a rare night off)

WR1: Read and annotate Genesis 12-20 (and make sure you have 3 written annotations per page of Biblical text)

English 11 (both sections): read and annotate the rest of Ch. 8 of //Gatsby//; be prepared to demonstrate your understanding of what happens in class tomorrow. COMPLETE SENTENCE DIAGRAMMING EXERCISE #11 AND HAND IT IN TOMORROW IF YOU DID NOT COMPLETE IT DURING CLASS (I WILL NOT REMEMBER TO ASK YOU FOR IT; YOU ARE RESPONSIBLE FOR HANDING IT IN)

AP: read and annotate pp. 4-8 of King's "Letter from Birmingham Jail", and respond to the appropriate reading questions (#13-26)

__Due 2/1__

WR1: Read and annotate Genesis 11 (and make sure you have 3 written annotations per page of Biblical text)

English 11 Gamma: Complete the front (class work) side of the sentence diagramming exercise you received in class, //__**using the video on my youtube channel**__ **above**//; bring your IR book to class tomorrow

AP: read and annotate the first four pages of "Letter from Birmingham Jail," and respond to the appropriate reading questions to the best of your ability

__Due 1/31__

English 11 Gamma: no new homework; make sure you have updated your //Gatsby// annotations

English 11 Epsilon: Complete the front (class work) side of the sentence diagramming exercise you received in class, //__**using the video on my youtube channel**__ **above**//; bring your IR book to class tomorrow

HEX: read and annotate Book 24, lines 1-309

AP: read and annotate the first four pages of "Letter from Birmingham Jail," and respond to the appropriate reading questions to the best of your ability

__Due 1/30__ English 11 Epsilon: no new homework; make sure you have updated your //Gatsby// annotations

HEX: read and annotate Book 23 of the//Odyssey//: complete the front side of the Sentence Diagramming Exercise using the appropriate video (see link to my youtube channel above)

AP: Tomorrow will be our last day with Thoreau, FYI; no new HW

WR1: Read and annotate Genesis 6-9

__Due 1/29__ HEX: read and annotate Book 23 of the //Odyssey// for Tuesday, 1/30

AP: Complete the Douglass (p. 5), Jacobs (p. 14), and Locke (p. 146) sections of //5->5//. Once you are done, check your answers (starting on p. 193). I would strongly advise you to reflect briefly in writing in the margins of your book on the items you answered incorrectly: what thought process led you to select a different answer? Please bring your 5->5 book to class, along with your copy of "Civil Disobedience" and the accompanying reading questions.

English 11 Epsilon and Gamma: no homewrok

WR1: no homework

__Due 1/26__ //**EVERYONE: PLEASE COME TO CLASS TOMORROW PREPARED TO SUBMIT YOUR WARM-UPS FOR Q2!!!!!**//

English 11 Epsilon and Gamma: Choice Writing #7

HEX: Read and annotate the rest of Book 22 of the //Odyssey//. Come to class ready to share your favorite action movie moments from Book 22.

WR1: Read and annotate Genesis 3-4

AP: Complete the Franklin (p. 9) and Niccolo Machiavelli (remember him? p. 119) sections in //5->5//. Allow yourself no more than 20 minutes (30 if you will receive a time accommodation on the exam). Once you are done, check your answers (starting on p. 193). I would strongly advise you to reflect briefly in writing in the margins of your book on the items you answered incorrectly: what thought process led you to select a different answer?

__Due 1/25__ WR1: read and annotate Gen. 1:28-2.14

AP: complete the Thomas de Quincey (p. 1) and Henry David Thoreau (p. 167) multiple choice sections in //Five Steps to a Five// (hereafter 5->5 or something like that. Allow yourself no more than 25 minutes. Once you are done, check your answers (starting on p. 193). I would strongly advise you to reflect briefly in writing in the margins of your book on the items you answered incorrectly: what thought process led you to select a different answer? //Also, tomorrow's forecast: partly sunny with a high probability of a synthesis essay during tomorrow's double period.//

English 11 Gamma: complete the front (class work) side of Sentence Diagramming Exercise #10, and for the love of all that is good in the world use the youtube video for this lesson to help you (link to Mr. Day's youtube channel above); also, //bring your IR book to class tomorrow//

__Due 1/24__ English 11 Gamma: read and annotate pp. 79-103 of //Gatsby//; I will collect your books after class tomorrow to check annotations for homework credit, so please make sure you bring your book to tomorrow's class

English 11 Epsilon: complete the front (class work) side of Sentence Diagramming Exercise #10, and for the love of all that is good in the world use the youtube video for this lesson to help you (link to Mr. Day's youtube channel above); also, //bring your IR book to class tomorrow//

HEX: read and annotate the rest of Book 21 of the //Odyssey//.

__Due 1/23__ English 11 Epsilon: read and annotate pp. 79-103 of //Gatsby//; I will collect your books after class tomorrow to check annotations for homework credit, so please make sure you bring your book to tomorrow's class

AP: if you have read and annotated all of "Civil Disobedience," and answered the reading questions to the best of your ability, you have no additional homework

HEX: complete the front (class work) side of the sentence diagramming exercise you received today in class, using the accompanying video (link to Mr. Day's youtube channel above) to help you

WR1: no homework

__Due 1/22__ HEX: read and annotate pp. 390-401 of the //Odyssey// (significant probability of annotations check on Monday night)

AP: read and annotate the rest of "Civil Disobedience"; complete all remaining reading questions to the best of your ability (we will discuss challenging questions before handing in the work)

English 11 Gamma and Epsilon: read and annotate the rest of Ch. 5 of //Gatsby//

__Due 1/19__ English 11 Epsilon and Gamma: Finish Sentence Diagramming Exercise #9 if you did not finish it in class today; read and annotate pp. 81-83 of //Gatsby//

AP: read and annotate pp. 3-5 of "Civil Disobedience," and respond in writing to the reading questions for those pages; read and annotate the Synthesis sources you received in class today (spend absolutely no more than 25 minutes on this; remember that you will need to do it in no more than 20, and hopefully 15, on the AP exam itself)

HEX: Read and annotate the //Odyssey//: Book 17 lines 211-534, and Book 18 lines 1-115 (use your bookmark to fill in the rest of Book 16, the beginning and end of Book 17, and the rest of Book 18)

__Due 1/18__ AP: revised, typed, double-spaced, MLA format, edited and proofread final draft of Brutus Versus Antony essay due Thursday at the start of class //with at least 6 labeled and underlined rhetorical devices// (Theo, we should talk about these) (value: up to the equivalent of 72 major assignment points)

English 11 Gamma: STUDY FOR TOMORROW'S VOCABULARY QUIZ! Read and annotate pp. 81-83 of //Gatsby//; bring //Gatsby// (for an annotations check) and your IR book to class tomorrow

__Due 1/17__ English 11 Gamma: read and annotate pp. 69-74 of //Gatsby// (open-book "quiz" on Wednesday); practice SAT essay due either on paper at the start of class on Wednesday or submitted via Googledoc by 10:06 am on Wednesday

HEX: read and annotate through line 355 of the //Odyssey//; complete the front (class work) side of the grammar and diagramming sheet you received today (use the accompanying youtube video -- see above for link to channel)

English 11 Epsilon: read and annotate the rest of Ch. 4 (pp. 73-80) of //Gatsby//; bring your IR book to class; complete the front (class work) side of the grammar and diagramming sheet you received today (use the accompanying youtube video -- see above for link to channel)

__Due 1/16__ English 11 Epsilon: study for vocab quiz 6 (Tuesday); bring your //Gatsby// book to class (annotations check during the vocab quiz on Tuesday; also we will do some reading after the quiz)

AP: revised, typed second draft of Brutus v. Antony essay

HEX: Revised, typed, edited and proofread, MLA format double-spaced second draft of //Odyssey// figurative language analysis paragraph due Tuesday (up to 30 major assignment points; we will edit and proof in class and submit this draft with editing and proofreading marks)

__Due 1/12__ HEX: rough draft of //Odyssey// figurative language analysis paragraph (20 HW points)

English 11 Gamma: bring vocab flashcards to class tomorrow; read and annotate pp. 63-69 of //Gatsby//; complete //both// worksheets you received in class today (10 HW points each for thoughtful completion) -- "Gatsby: Truth and Fiction" is about the reading//,// and the one without the title has you comparing and contrasting the parties in the first 3 chapters (the "atmosphere" of a party is its overall tone or vibe).

English 11 Epsilon: read and annotate pp. 63-69 of //Gatsby//; finish your essay -- bring a paper copy to class or submit via Googledoc before 2:31 pm on Friday; bring your vocab flashcards

AP: bring your Thoreau essay ("Civil Disobedience") and reading question packet to class tomorrow

__Due 1/11__ AP: rough draft of Brutus vs. Antony essay due Thursday (40 HW points)

English 11 Gamma: bring your IR book to class tomorrow; study for vocab quiz; read and annotate the Oprah Winfrey speech in the SAT prompt you received today -- find examples that she uses as evidence, find where she uses reasoning to connect her examples to her thesis or purpose, find moments where she appeals to the audience's emotions

__Due 1/10__ English 11 Gamma: 1. make flashcards for vocab list 6 (10 HW points); study them for 10 minutes 2. Send Mr. Day an email (3 sentence minimum length) about your performance in today's discussion (10 HW points). Address each of the following: a. What did you do well in today's discussion? b. What could you have done better? In future discussions, what can you do to make sure that you do those things better? c. What's one idea from the discussion you found interesting, and why?

English 11 Epsilon: bring your IR book to class tomorrow; study for Friday's vocab quiz; read and annotate the Oprah Winfrey speech in the SAT prompt you received today -- find examples that she uses as evidence, find where she uses reasoning to connect her examples to her thesis or purpose, find moments where she appeals to the audience's emotions

HEX: rough draft of //Odyssey// figurative language analysis paragraph due Friday (not tomorrow/Wednesday)

__Due 1/9__ English 11 Epsilon: 1. make flashcards for vocab list 6 (10 HW points); study them for 10 minutes 2. Send Mr. Day an email (3 sentence minimum length) about your performance in today's discussion (10 HW points). Address each of the following: a. What did you do well in today's discussion? b. What could you have done better? In future discussions, what can you do to make sure that you do those things better? c. What's one idea from the discussion you found interesting, and why?

HEX: Read //Odyssey// 13: 1-213 (those are one numbers, not page numbers; you only need to annotate if you want to); select a passage of 25-100 lines in length for your figurative language analysis

AP: rough draft of Brutus v. Antony essay due Thursday, 1/11 (40 HW points)

__Due 1/8__ HEX: Read and annotate Book 12 of the //Odyssey// (1 HW point will be awarded for every page of text with 3 written annotations)

English 11 Gamma and Epsilon: Read and annotate Ch. 3 of //Gatsby// (1 HW point for every page of text with 3 written annotations) -- Socratic discussion Monday

AP: Compose a 2-paragraph reflection (20 HW points) on today's discussion... 1st paragraph: summarize the discussion (draw on your notes) 2nd paragraph: using the thinking we did together in class today, respond to one of the discussion questions that we might not have addressed directly in conversation today. Here is the full list of questions: //--Is Antony just a better public speaker no matter what, or do the specific strategies that Brutus and Antony use matter to the outcome?// //--How important is it that Antony spoke after Brutus? If the order were reversed, would the outcome have been different?// //--How does Antony begin to deconstruct (pick apart and reveal contradictions within) the argument Brutus makes about honor?// //--How do Antony's and Brutus' speeches and intentions show similarities between them?// //--How does Brutus use ideas of patriotism and duty in his speech? Why is this appeal to love of country ultimately less successful than Antony's appeal to fraternal love of Caesar as a friend?// //--Do the people of Rome care more about Rome, or about having a caring and charismatic leader?// //--Why does Antony's argument against rhetoric (i.e., saying that he isn't using rhetoric at all but that Brutus is really good at it) work so well as a rhetorical strategy?// //--If Brutus spent so much time trying to prove himself trustworthy, why doesn't his argument hold up against Antony's?// //--Why does Brutus leave when Antony is about to speak? (Does this show overconfidence, and/or something else?)// __Were you absent today? A great thing to do would be to pick two of the above questions and respond to each in a thoughtful paragraph (draw on the text in your responses).__

__Due 1/5__ HEX: Read and annotate Book 11 of the //Odyssey//

English 11 Gamma and Epsilon: Finish Choice Writing #6 if you have not already, finish Sentence Diagramming Exercise 7b if you have not already, read and annotate the rest of Ch. 3 of //Gatsby//

__Due 1/4__ AP: review Antony and Brutus speeches from //Julius Caesar//; come to class prepared to pose questions about the text for discussion

English 11 Gamma: Bring IR book and //Gatsby// to class tomorrow (in-class annotations check of Ch. 1 and 2 tomorrow, with 1 HW point per page of text with three annotations; please contact me ASAP (and before the start of class) if you will be unable to bring your book); read and annotate Ch. 3 for Friday

__Due 1/3__ English 11 Epsilon: Bring IR book and //Gatsby// to class tomorrow (in-class annotations check of Ch. 1 and 2 tomorrow, with 1 HW point per page of text with three annotations; please contact me ASAP (and before the start of class) if you will be unable to bring your book); read and annotate Ch. 3 for Friday

HEX: read and annotate the rest of Book 10 of the //Odyssey//

__Due 12/20__ HEX: review the second half of Book 9 of the //Odyssey//

AP: find a way to watch //A Few Good Men//, if you have the time over the break

English 11: read and annotate pp. 39-41 of //Gatsby//

__Due 12/19__ AP: No new HW

HEX: read and annotate the rest of Book 9 of the //Odyssey//

English 11: read and annotate the rest of Ch. 2 of //Gatsby//

__Due 12/18__ AP: Read and annotate the excerpt from Shakespeare's //Julius Caesar//

HEX: read and annotate pages 206-217 of the //Odyssey// (from where we left off in class today through line 196 of Book 8); please remember Ms. Latham and/or Ms. Richardson will be talking with us about the college application process on Monday (I didn't remind folks in class today)

English 11: no new HW; please come to class on Monday ready to work (Warm-up notebook, class notebook, //Gatsby//, writing tool all with you); if you did not submit your DBQ essay today, and do not have an extension due to absence or arrangement with Mr. Day, you may turn your essay in one day late up through the start of class on Monday

__Due 12/15__ AP: Read and annotate the excerpt from Shakespeare's //Julius Caesar// for Monday (but please bring it to class tomorrow)

English 11 Gamma and Epsilon: study for vocabulary quiz; bring a revised, typed, double-spaced, edited and proofread MLA format final draft of your DBQ essay ON PAPER to class on Friday (be on time; include in-text citations -- value: up to 60 major assignment points). 1 XC point available if you enter the room with your rubric already stapled to your final draft and only need to take the essay out and hand it over to your teacher.

HEX: Hebrew Bible Essay final draft due 12/15 or 12/18 (up to 60 major assignment points); +1 XC for an essay that's all stapled together (including rubric) //before// it enters the classroom to be turned in.

__Due 12/14__

AP: Revise an essay (if you'd like more time, let me know); finish your //Lincoln// assignments (revisions and assignments will be accepted for full credit at least through the end of the week); bring //WLLP// to class

English 11 Gamma: prepare for tomorrow's sentence diagramming assessment; study your vocabulary words (quiz Friday); make final edits to your DBQ essay (due Friday); bring your IR book

__Due 12/13__ English 11 Gamma: Bring a revised, typed, double-spaced 2nd draft of DBQ Essay ON PAPER to class (30 HW points); study the definitions of our vocabulary words; read and annotate the last pages of Ch. 1 of //Gatsby// (don't miss Gatsby's first appearance in the book!) -- make 3 written annotations per page

English 11 Epsilon: prepare for tomorrow's sentence diagramming assessment; study your vocabulary words (quiz Friday); make final edits to your DBQ essay (due Friday); THERE WILL BE NO INDEPENDENT READING TOMORROW -- PLEASE COME READY TO START THE SENTENCE DIAGRAMMING ASSESSMENT RIGHT AWAY

HEX: read and annotate (to your heart's content; no minimum requirement of notes per page) Books 6 and 7 of the //Odyssey//; pay attention to Nausicaa (naw-SIH-kay-uh)

__Due 12/12__ English 11 Epsilon: Bring a revised, typed, double-spaced 2nd draft of DBQ Essay ON PAPER to class (30 HW points); study the definitions of our vocabulary words; read and annotate the last pages of Ch. 1 of //Gatsby// (don't miss Gatsby's first appearance in the book!) -- make 3 written annotations per page

AP: spend a little more time on the //Lincoln// assignments (come to class ready to discuss the questions you struggled with the most with classmates); review pp. 107-146 of //WLLP//; try to have an essay revised by Thursday (when you will write another essay)

HEX: Prepare for tomorrow's sentence diagramming assessment (you may use notes, The Most Important Piece of Paper in the World, old worksheets... //while// working on the assessment tomorrow); second draft of essay due ON PAPER tomorrow (30 HW points)

__Due 12/11__ AP: Finish watching //Lincoln// (we stopped at 1:14 in, with 1:16 to go); do your best with the two viewing assignments but don't spend any more than 30 additional minutes working (review pp. 107-146 of //WLLP// for Tuesday, and please revise a rhetorical analysis essay for Thursday)

English 11 Gamma and Epsilon: Complete Sentence Diagramming Exercise #7a and the Vocab List 5 practice exercise (if you have not finished it already); revised, typed, double-spaced PAPER copies of the second draft of the DBQ essay due Tuesday (Epsilon) / Wednesday (Gamma) (40 HW points)

HEX: Complete 2 figurative language posters (10 HW points each) -- each should include: the term (in big highly visible letters), its definition (hopefully in big and clear enough text that it can be seen at a distance), two examples (one from Book 5 of the //Odyssey// and one from Shakespeare), and small images to illustrate the examples (second draft of Hebrew Bible Essay due Tuesday, 12/12) __Poster Assignments__ alliteration (Felicity, Aya, Zoe) assonance (JC, Sara, Sofia) consonance (Simon, Justin, Eva) sibilance (Oliver, Nora, Dakota) simile (Dante, Nona, Gabby) metaphor (Shelby, Bea, Emma) metonymy -- line 170 (Ryan, Chrislyn, Will) Homeric simile (Felicity, Ava, Perrin) personification (Aya, Zoe, JC) hyperbole -- lines 77, 206, 212, 264, 298, 432 (Sara, Justin, Sofia) understatement -- see litotes for examples (Simon, Dakota, Eva) litotes -- lines 211, 232-233, 234-236 (Emma, Will, Shelby) synesthesia -- lines 78, 517 (Nona, Oliver, Nora) synecdoche -- lines 83, 255 symbol -- lines 526-530 (probably some more examples in Book 5 also, but here the special olive tree is pretty definitely one) (Ryan, Ava, Chrislyn) epithet (Perrin

__Due 12/8__ HEX: Read and annotate //Odyssey// Book 5 (3 written notes per page). Please bring your copy of Exodus for an annotations check on Friday, too (1 HW point per page of text with 3 written annotations).Also, if you have ready access to markers, crayons, or colored pencils, please bring some to class on Friday

AP: Read and annotate pp. 126-146 of //WLLP//; also, I'm sorry that we didn't talk about this today, but I would like you to revise a previous essay in lieu of ("in place of") us writing a new practice essay this week, and I would like everyone to do that before next Thursday.

English 11 Epsilon and Gamma: Complete the front side of SDE #7a (Warm-up plus #1-3), //and// the Vocabulary List 5 practice exercise if you did not complete it today in class (typed, double-spaced 2nd draft of DBQ essay due Monday for 40 HW points)

__Due 12/7__ AP: Read and annotate the New York Times and Washington Post articles you received in class today; if you have yet to come to tutorial to review an essay, now would be a good time to do that (I am going to ask you to revise a rhetorical analysis essay)

English 11 Gamma: If you have yet to finish the rough draft of your Voices of the Enslaved DBQ, //please// finish it and bring a paper copy to class.

__Due 12/6__ English 11 Gamma: If you have yet to finish the rough draft of your Voices of the Enslaved DBQ, //please// finish it and bring a paper copy to class.

HEX: Finish rough draft of Section 3 of Hebrew Bible Essay

English 11 Epsilon: Bring your IR book to tomorrow's class; read and annotate the rest of p. 3 and all of p. 4 of //The Great Gatsby// (make at least 3 written annotations); you might want to start studying your vocabulary words... also, if you __still__ haven't completed a draft of your DBQ essay, and would like to be able to conduct a peer conference in tomorrow's class, please bring a draft with you.

__Due 12/5__ English 11 Epsilon: If you have yet to finish the rough draft of your Voices of the Enslaved DBQ, //please// finish it and bring a paper copy to class.

HEX: Complete the warm-up and #1-3 of Sentence Diagramming Exercise 7a (Gabby and Dante, do the same for #9; see above for the video link); rough draft of Section 3 of Hebrew Bible Essay due Wednesday; read and annotate //Odyssey// 1: 267-373

AP: Read and annotate pp. 107-126 of //Words Like Loaded Pistols// and bring your text to class; please also bring your copy of the "Pathos" chapter of //Everything's An Argument// to class (I'm not going to assign pp. 73-105, but now is a good time to read them, especially pp. 103-105)

__Due 12/4__ HEX: Rough draft of Section II of Hebrew Bible essay (if you did not yet receive credit for Section I, I will check that on Monday as well); read and annotate Book 1 of the Odyssey, //lines// 132-266

English 11 Gamma and Epsilon: Rough draft of Voices of the Enslaved DBQ (up to 40 HW points, assuming an essay with an intro and 3 body paragraphs)

AP: In writing, complete the "Not Just Words" exercise on p. 43 of //EAA//, and #1 on p. 51 (10 HW points)

__Due 12/1__ HEX: Rough draft of Section I of Hebrew Bible essay (may be typed or handwritten)

English 11 Epsilon and Gamma: Finish Sentence Diagramming Exercise #7; watch this video (maybe watch it twice) and take notes on the following aspects of American life in the 1920s: [] women's rights, women's freedom -- what is new fashion and dancing -- what is popular the economy -- how people are getting rich, the Great Depression technology -- what technological tools and vehicles are becoming popular Prohibition -- what it was the Harlem Renaissance -- what it was

AP: finish the practice Rhetorical Analysis essay, if you have not already; read and annotate the "Pathos" chapter from //Everything's An Argument//

__Due 11/30__ AP: Bring to class or submit via email two arguments driven by pathos (arguments that appeal to the emotions of the audience). For each, be sure to know the source of the argument (who is making it? where does it appear?), and have some done some thinking about who the target audience is (10 HW points). Two notes: 1. The "Republicans for Voldemort" bumper sticker actually dates back at least to 2010; 2. please do not submit an ASPCA or BCSPCA anti-animal cruelty ad with Sarah Maclachlan's "Angel" as the soundtrack for your homework -- that's shooting fish in a barrel for you guys at this point.

English 11 Gamma: Study for tomorrow's (Thursday's) vocabulary quiz. USE YOUR FLASHCARDS! (And remember to use them in reverse -- looking at the definition and saying the word -- to help you make sure you have the words themselves memorized); bring your IR book to class.

__Due 11/29__ English 11 Gamma: Complete five lines each on at least four of the graphic organizers for the Voices of the Enslaved DBQ (10 class work points each). You may complete additional graphic organizers for extra credit. Study for Thursday's vocabulary quiz (word list 4). If you would like your annotated copy of Ch. 10 of Harriet Jacobs' memoir back before Wednesday, please see Mr. Day.

HEX: Finish SDE #7 if you did not complete it in class today (please remember to turn it in; I may not remember to ask)

English 11 Epsilon: Study for tomorrow's (Wednesday's) vocabulary quiz. USE YOUR FLASHCARDS! (And remember to use them in reverse -- looking at the definition and saying the word -- to help you make sure you have the words themselves memorized); bring your IR book to class tomorrow

__Due 11/28__ English 11 Epsilon: Complete five lines each on at least four of the graphic organizers for the Voices of the Enslaved DBQ (10 class work points each). You may complete additional graphic organizers for extra credit. Study for Wednesday's vocabulary quiz (word list 4).

AP: Read and annotate pp. 65-71 in //Words Like Loaded Pistols//. Read and annotate the Slate and Newsweek articles you received in class today.

HEX: Complete the "Working the Prompt" exercises on the back side of the first page of the essay prompt you received today in class. Bring your copies of Genesis AND Exodus to class tomorrow.

__Due 11/27__ English 11 Gamma: Complete five lines each on at least four of the graphic organizers for the Voices of the Enslaved DBQ (10 class work points each). You may complete additional graphic organizers for extra credit. I will check your graphic organizers on TUESDAY, NOVEMBER 28. There will be class time on Monday, 11/27 to work.

__Due 11/26__ English 11 Gamma and Epsilon: Bring your source texts for the Voices of the Enslaved DBQ (you will have work time in class).

__Due 11/21__ English 11 Epsilon: Begin work on the graphic organizers for our Voices of the Enslaved DBQ. Please email me (Mr. Day) if you need additional copies of any of the source texts. Remember that you need to complete five lines each on at least four graphic organizers (10 class work points each), but you may complete additional graphic organizers for extra credit. I will check your graphic organizers on TUESDAY, NOVEMBER 28.

HEX: Read and annotate Exodus 31:12 through Exodus 34 (skim chapter 35 through the end of the book if you wish). Here are some video clips to improve your cultural literacy and help you visualize... __The Ten Commandments__ --from deMille's //10 Commandments//: [] (note the 1956 special effects!) --actually, that was just a setup for 00:45-01:55 of this one, Mel Brooks' classic //History of the World, Part I:// [] (a fine example of what is known as the Jewish sense of humor) __The Ark of the Covenant (if you looked at Chapters 35ff at all)__ --more Indiana Jones (from //Raiders of the Lost Ark//, this time): [] --more from //Raiders// -- note that ritual purification and consecration (from today's small group conversations) that doesn't include spiritual purification doesn't work -- you wind up the way the Nazi villains do here (in //Raiders of the Lost Ark//, Nazis are trying to obtain and use the Ark for their own nefarious purposes): []. Check out the early 80s practical special effects! Also, what's the connection of this scene to Exodus 33:17-23?

AP: Complete #3 from p. 94 of //EAA// (the graph/chart/table need not come from //USA Today //, but it can. Come with three different claims the data could support (try to get two of them opposed to each other!) for show and tell tomorrow. (10 HW points)

__Due 11/20__ English 11 Epsilon and Gamma: Revised, typed, double-spaced, edited and proofread MLA format Harriet Jacobs practice essay due, ON PAPER, AT THE START OF CLASS (value: up to 30 major assignment points)

AP: Read and annotate the "Logos" chapter from //Everything's An Argument//. (Please check your email for an image of pp. 78-79... sorry)

HEX: Read and annotate Ex. 16-20; skim 21-31

__Due 11/17__ HEX: Read and annotate Ex. 11-15; check your email for video clip enrichment of your thinking and reading

English 11 Gamma and Epsilon: work on your essay (due Monday)

AP: no new HW

__Due 11/16__ AP: Read and annotate pp. 56-65 of //WLLP//

English 11 Gamma: you do not need your IR book tomorrow

__Due 11/15__ English 11 Gamma: Sentence Diagramming Exercise #6

English 11 Epsilon: if you have yet to submit your Harriet Jacobs SAT essay rough draft, you should submit it ASAP; you do //not// need your IR book tomorrow

HEX: Read and annotate Exodus 7-10 (assumes you have done through Ex. 6 already)

__Due 11/14__ English 11 Epsilon: Sentence Diagramming Exercise #6

HEX: Read and annotate Exodus 1-6; have your Genesis readings -- with annotations and your name on the packet -- ready to hand in for credit; Sentence Diagramming Exercise #6 numbers 1-3

AP: Come to class tomorrow ready to show and tell examples of any three of the following means of making an ethos appeal. ...making an ethos appeal by: --establishing authority by explicitly calling attention to one's professional experience or credentials --establishing authority by explicitly calling attention to one's personal experience or credentials --establishing authority through implicit means (sounding knowledgeable or demonstrating knowledgeability of the complexity of a topic) --establishing credibility via humor --establishing credibility by using evidence and documentation to establish authority --establishing credibility via appearance (of one's text, of one's self-presentation) --establishing credibility by connecting your own beliefs to shared core principles of the audience --establishing credibility by showing respect for the audience --establishing credibility by presenting ideas clearly and fairly --establishing credibility by admitting one's own limitations --openly acknowledging potential conflicts of interest

__Due 11/13__ HEX: Read and annotate Genesis 34 and 35 (at least 3 written notes per page)

English 11 Epsilon and Gamma: draft of practice SAT essay due (Sentence Diagramming Exercise #6 is due Tuesday and has no video component)

AP: Come to class prepared for item #1 below to be the warm-up; review pp. 57-66 of //Everything's An Argument// and construct an outline of it (20 HW points)

__Due 11/9__ AP: 1. To think about (and maybe be prepared to write a warm-up about in class on Thursday): a. How are the portrayals of African-Americans in the film clip from //Bulworth// and the film clip from //Ferris Bueller's Day Off// similar? b. One form of __[|cultural appropriation]__ occurs when people from one culture use traits, images, or stereotypes of people from another culture to make a comment about their own character -- to convey a sense of their ethos, in other words. What are we being told about the professional football team from Minnesota when we learn their name is the "Vikings," for example? c. How are these portrayals being deployed (put to use) in similar ways in the two film clips -- //what is the point about the main character that these depictions of people of color are being used to make?// 2. Show and tell: find an example of cultural appropriation on your own. Email a url (web address) to Mr. Day or bring a paper image to class. 3. Complete #1 on p. 67 of //Everything's An Argument// (the missing page from the chapter on ethos that you received at the end of class today)

English 11 Gamma: 1. Come to class Wednesday with an outline of each of the body paragraphs for your SAT-style essay (Q: do you remember what each body paragraph will be about? A: Evidence (personal experience), reasoning (generalization/synecdoche -- using her experience to stand for that of others involved in slavery), stylistic choices (such as "sophisticated vocabulary" (aka big words or directly addressing her audience or making bold statements) -- this work is not graded, but will make your life much easier tomorrow 2. Bring //both// Harriet Jacobs readings (the second one to use with your essay, the first to hand in so I can give you credit for your annotations), and Sentence Diagramming Exercise #5 if you haven't turned it in yet

__Due 11/8__ English 11 Gamma: re-read our current Harriet Jacobs selection (the one with the reading questions in the footnotes). Highlight (or underline, or whatever) moments when you see her using evidence //or// reasoning //or// particular stylistic moves (such as appealing to the audience's emotions, euphemisms, or figurative language)

English 11 Epsilon: 1. Come to class Wednesday with an outline of each of the body paragraphs for your SAT-style essay (Q: do you remember what each body paragraph will be about? A: Evidence, reasoning (or ideas), stylistic choices (such as "sophisticated vocabulary" (aka big words), describing or naming things only indirectly) 2. Bring //both// Harriet Jacobs readings (the second one to use with your essay, the first to hand in so I can give you credit for your annotations)

HEX: Read and annotate Genesis 28-33 (at least 3 written notes per page)

__Due 11/7__ HEX: complete the front (class work) side of Sentence Diagramming Exercise #5, using this video: []

English 11 Epsilon: re-read our current Harriet Jacobs selection (the one with the reading questions in the footnotes). Highlight (or underline, or whatever) moments when you see her using evidence //or// reasoning //or// particular stylistic moves (such as appealing to the audience's emotions, euphemisms, or figurative language)

AP: Read and annotate the chapter on "Ethos" in //Everything's An Argument//; please bring both chapters from //EAA// and your copy of //Words Like Loaded Pistols// to class tomorrow (we may not use all three, but I want you to be prepared to)

__Due 11/6__ AP: Read and annotate pp. 43-55 of //WLLP// (if you want to read 35-43 for fun, go for it, but we won't be discussing them). Respond to the following questions to me via email (nday@latinpcs.org): 1. How do you think the class is going for you overall? 2. What have your greatest successes been so far, do you think? What are your greatest challenges right now? 4. What, if any, changes do you want to make to the way you're approaching our work to help you in Q2? (If the answer is none, explain why what you're doing now is working well for you.) 5. What about my (Mr. Day's) approach to our material has been most helpful for you? What can I do that will help you be more successful?

English 11 Gamma and Epsilon: Finish Sentence Diagramming Exercise #5, if you have not already (and remember on your own to turn it in!); Vocab Quiz #3 will be on Monday -- come to class ready, having studied your definitions, synonyms, and antonyms -- if you can't just spit out a word's definition, synonym, and antonym, you would benefit from studying more.

HEX: Read and annotate Genesis 25 and 27 (make at least 3 written notes per page)

__Due 11/2__ AP: Complete (on paper) #1 on p. 36 of //Everything's An Argument//. Also, use your annotations to review Ch. 1; come to class on Thursday ready to discuss what's worth discussing here.

English 11 Gamma: Bring your IR book tomorrow; Complete the front (class work) side of Sentence Diagramming Exercise #5, using this video: []; study your vocabulary words and definitions, using your flashcards (vocab list 3); if you are returning the //12 Years a Slave// opt-out letter (only necessary if your family is //not// comfortable with you watching the film), please do so by Monday

__Due 11/1__ English 11 Gamma: Review Harriet Jacobs text to answer and HW questions you struggled with

HEX: Read and annotate (at least 3 written notes per page) Genesis 17-19, 21-22, 25, 27 (apologies in advance if we don't get to 25 and 27 in class tomorrow)

English 11 Epsilon: Bring your IR book tomorrow; Complete the front (class work) side of Sentence Diagramming Exercise #5, using this video: []; study your vocabulary words and definitions, using your flashcards (vocab list 3); if you are returning the //12 Years a Slave// opt-out letter (only necessary if your family is //not// comfortable with you watching the film), please do so by Monday

__Due 10/31__ English 11 Epsilon: Review Harriet Jacobs text to answer and HW questions you struggled with

HEX: Read and annotate Genesis 12-13; complete the front ("class work") side of Sentence Diagramming Exercise #4 using this video: []; if you can, continue your reading and annotation of Genesis (15-19, 21)

AP: Read and annotate selections from Ch. 1 of //Everything's An Argument//

__Due 10/30__ AP: re-re-re-view pp. 28-34 of Leith for Monday; read and annotate Ch. 1 of //Everything's An Argument// for Tuesday

HEX: re-view Genesis 5-10 (the Flood account); make sure you have 3 written annotations per page of text

English 11 Gamma and Epsilon: 1. Read and annotate the remaining 4 pages of the excerpt from Harriet Jacobs' memoir (1 point per page with 3 written annotations) 2. Complete the Harriet Jacobs homework packet (1/2 HW point per question thoughtfully answered) 3. Use your flashcards to review your synonyms and antonyms 4. Complete both sides of Sentence Diagramming Exercise #4, if you have not yet Hey -- do you still need to turn in your warm-up notebook to get credit for your Q1 warm-ups? Please do so.

__Due 10/27__ AP: Outline your current rhetorical analysis essay (re-re-re-view pp. 28-34 of Leith for Monday; read and annotate Ch. 1 of //Everything's An Argument// for Tuesday); please make sure you have your Q1 warm-ups with you so you can submit them in class tomorrow

English 11 Gamma and Epsilon: use your flashcards to memorize the antonyms of our current vocabulary words; use this video to complete the class work (front) side of Sentence Diagramming Exercise #4: []; be ready to turn in your Q1 warm-ups in class tomorrow

HEX: Read and annotate Gen 5-11

__Due 10/26__ AP: Re-re-read pp. 28-34 of //WLLP//; please be ready to hand in your Q1 Warm-ups at the end of class

Gamma: //mea culpa//

__Due 10/25__ English 11 Gamma: number the pages of your Harriet Jacobs selection. Read and annotate pp. 2-5 (with at least 3 notes per page); be prepared to hand in your Q1 warm-ups at the end of class on Wednesday

English 11 Epsilon: be prepared to hand in your Q1 warm-ups at the end of class on Wednesday; bring your IR book to class tomorrow; read and annotate p. 5 of your Harriet Jacobs selection; use this video to complete the class work (front) side of Sentence Diagramming Exercise #4: []

HEX: be ready to hand in your Q1 Warm-ups at the end of class; if you are revising your essay, please have it ready to go by Friday; you may find it worth your while to review Genesis 2-4

__Due 10/24__ AP: Review pp. 15-34 of //WLLP//, especially 15 and 23-top of 32

HEX: Class work side of SDE #3 -- use this video to help you: [|Diagramming Exercise #3]. Also, please review Genesis 1-4

English 11 Epsilon: number the pages of your Harriet Jacobs selection. Read and annotate pp. 2-4 (with at least 3 notes per page)

__Due 10/23__ AP: Read and annotate pp. 1-35 (middle) of //Words Like Loaded Pistols//

HEX: Read and annotate Gen:1-4 (the book of Genesis, chapters 1-4). You need at least three written annotations per page (and if you're being thoughtful, you will produce significantly more for this text). This should take you longer than you think it will, given that it's only 2.5 pages, but not as long as you should probably spend doing it (it's a pretty rich text).

English 11 Gamma: Choice Writing #5; read and annotate the rest of the Frederick Douglass selection (make at least 3 annotations per page -- you will receive 1 class work point for each page that has three annotations)

English 11 Epsilon: read and annotate the rest of the Frederick Douglass selection (make at least 3 annotations per page -- you will receive 1 class work point for each page that has three annotations)

__Due 10/20__ HEX: 1. Write at least 1/2 of a page (single-spaced if hand-writing, double-spaced if typing) in response to this question: How do you go about making moral decisions? Feel free to use the concepts and vocabulary we have been discussing in class... (10 HW points) 2. Complete the front ("class work") side of Sentence Diagramming Exercise #2. Use this video to help you: [|Sentence Diagramming Exercise #2]

English 11 Epsilon: 1. Study for Friday's vocabulary quiz 2. Finish today's choice writing assignment, if you did not already 3. Complete the front side ("class work") side of Sentence Diagramming Exercise #3. Use this video to help you: [|Sentence Diagramming Exercise #3]

English 11 Gamma: 1. Study for Friday's vocabulary quiz 2. Complete the front side ("class work") side of Sentence Diagramming Exercise #3. Use this video to help you: [|Sentence Diagramming Exercise #3] 3. Complete Choice Writing #5 (due Monday)

AP: Finish the outline you began work on today for our current rhetorical analysis essay -- come to class ready to complete your essay in 30 minutes of work time. Also, please read and annotate pp. 1-35 (middle of 35) in //Words Like Loaded Pistols// for Monday.

__Due 10/19__ AP: Construct an outline or draft of an AP-style rhetorical analysis essay for the argument you submitted for HW at the beginning of the week (What will go in your intro? What will your thesis be? (REMEMBER: THESIS CONNECTS PURPOSE AND STRATEGIES) What strategies will you address in the body paragraphs of the essay? (REMEMBER: BODY PARAGRAPHS CONNECT STRATEGIES WITH EFFECTS ON THE AUDIENCE) (20 HW points)

English 11 Gamma: 1. 10 XC HW points available at the start of class on Tuesday for flashcards on Vocab List 2 (word on one side, definition + synonym + antonym on the other) 2. study vocabulary for Friday's quiz; 3. bring IR book and Frederick Douglass text to class tomorrow

__Due 10/18__ English 11 Gamma: 1. 10 XC HW points available at the start of class on Tuesday for flashcards on Vocab List 2 (word on one side, definition + synonym + antonym on the other) 2. Finish Sentence Diagramming Exercise #2 HW side, if you have not already

English 11 Epsilon: study vocabulary for Friday's quiz; bring IR book and Frederick Douglass text to class tomorrow

HEX: //Book Thief// essay due tomorrow. For 1 XC point, have the following stapled together //in this order// BEFORE you walk into the classroom: 1. Rubric with editing and proofreading checklist 2. Final draft 3. Second draft (the one with editing and proofreading marks) 4. Peer conference sheet 5. Rough draft 6. Prompt and pre-writing

__Due 10/17__ AP: 1. Please submit your "Politics and the English Language" reading questions at your earliest convenience 2. Read and annotate the sample essay packet you received in class today -- note SOAPSTone in intros, evaluate arguments in essays, follow the logic of the Overview and Score explanations 3. Regarding the argument you submitted/brought to class today: What are 2-5 strategies that you see being used in this argument to achieve its purpose? Be open-minded about this -- if you're looking at an advertisement, these strategies may not be verbal (Please submit via email.)

English 11 Epsilon: 1. 10 XC HW points available at the start of class on Tuesday for flashcards on Vocab List 2 (word on one side, definition + synonym + antonym on the other) 2. Finish Sentence Diagramming Exercise #2 HW side, if you have not already

HEX: 1. Revised, typed, edited and proofread MLA format final draft with Works Cited entry due ON PAPER AT THE START OF CLASS ON WEDNESDAY! (up to 30 major assignment points). 2. Complete the warm-up for tomorrow's class: --Why might one argue that Hans is //right// to bring Max into his home (Zusak 173-184)? --Why might one argue that Hans is //wrong// to do so? --What would you do in Hans' position, and what does your choice say about your values and morals?

__Due 10/16__ AP: Find and take a picture of an argument of some sort (hint: ads work well). Submit the image via email. Explain briefly but specifically the speaker, occasion, audience, purpose, subject, and tone (20 HW points; ok to submit on paper if needed)

HEX: revised, typed, MLA format, double-spaced PAPER 2nd draft of Book Thief essay with Works Cited entry due at the start of class Monday (20 HW points). PRINT IT OUT BEFORE NOON ON MONDAY -- the life you save could be your own. Here are some Crash Course videos to further your thinking about moral issues: [] (on Utilitarianism, a form of moral relativism) [] (on Immanuel Kant's Categorical Imperative, a way of thinking about moral absolutism)

English 11 Gamma and Epsilon: complete Sentence Diagramming Exercise #2 -- class work side (10 class work points) -- here is the video lesson: [|Sentence Diagramming Exercise #2]; (Epsilon only: complete the Vocabulary List 2 Practice Activity (15 HW points))

__Due 10/13__ HEX: Finish Sentence Diagramming Exercise #1; bring your peer conference sheet (with feedback from the conference, and a written plan for revision) to class on Friday

English 11 Epsilon and Gamma: complete Sentence Diagramming Exercise #2 -- class work side (10 class work points) -- here is the video lesson: [|Sentence Diagramming Exercise #2]; (Epsilon only: complete the Vocabulary List 2 Practice Activity (15 HW points))

AP: Make 3 rhetorical devices posters (10 HW points each). Each should include: the name of the device in big bold letters that attract the eye; the definition of the device -- hopefully written clearly enough and big enough that it can be seen at a distance; 2 examples -- hopefully at least one of which doesn't come from the packet. Here are the assignments: MK: ploce, scesis onomatopoeia, asyndeton CC: polyptoton, metaphor, auxesis Thea: polysyndeton, metonymy, cacophony Joanna: aporia, occultatio, climax Audrey: conduplicatio, paronomasia, circumlocution (this one can go by the English version of its name) Radmir: //argumentum ad populum//, parallelism, antistrophe (or epistrophe) Kelly: concession (this one can go by the English version of its name); hypophora; antithesis Kyle: digression (this one can go by the English version of its name); irony; alliteration Adrien: zeugma; litotes; anadiplosis Jania: chiasmus; meiosis (understatement -- the English word is fine); anamnesis Steven: hypozeugma; metabasis; anaphora James: anastrophe; enargia; apostrophe As-yet-unassigned: aposiopesis, assonance, consonance, diazeugma, **enumeration**, epiplexis, epizeuxis, **erotema (rhetorical question)**, **euphemism**, **expletive**, **hyperbole**, **sententia**, simile, syllepsis, symploce, **synecdoche**, tautology, **tricolon**, tricolon crescens, tricolon diminuens

__Due 10/12__ English 11 Gamma: Frederick Douglass assignment due //Thursday//, 10/12 (up to 30 HW points; underlined questions are worth 2 points)

AP: read and annotate the rhetorical analysis passage you received today in class. To consider: What is the writer's goal? What are the most significant strategies she uses in her letter to try to achieve this goal?

__Due 10/10__ HEX: Rough draft of //The Book Thief// essay due at the start of class, ON PAPER (20 HW points)

English 11 Epsilon and Gamma: Frederick Douglass homework assignment due //Tuesday//, 10/10 (up to 30 HW points; underlined questions are worth 2 points)

AP: revised, typed, double-spaced, edited and proofread, MLA format final draft of Orwell "Words Matter" essay -- with six underlined and labeled rhetorical devices (ideally submitted with rubric, second draft, peer conference notes, rough draft, and prompt and pre-drafting) (up to 36 major assignment points)

__Due 10/6__ HEX: rough draft due next Tuesday (see above)

English 11 Epsilon: Frederick Douglass homework assignment due //Tuesday//, 10/10 (up to 30 HW points; underlined questions are worth 2 points); Sentence Diagramming Exercise #1 due Friday (completed on both sides), if you have not submitted it already

AP: Bring your 2nd draft of your Orwell essay to class tomorrow for editing, proofreading, and working on inserting rhetorical devices

English 11 Gamma: finish today's grammar worksheet, if you have not already

__Due 10/5__ AP: 2nd draft of Orwell essay (20 HW points) -- revised, typed, double-spaced, on paper and printed out already at the start of class

English 11 Gamma: Bring your IR book to class tomorrow; summarize today's conversation in a paragraph (submit via email to Mr. Day) (10 HW points)

__Due 10/4__ English 11 Gamma: As preparation for a Socratic discussion -- in your Reading Notes, respond to the following questions (10 HW points): 1. What does Phillis Wheatley say about slavery in "On Being Brought from Africa to America" 2. What does she have to say about slavery in "To the Right Honorable William, Earl of Dartmouth"? 3. What differences are there between what she has to say about slavery in the first poem and in the second? 4. Are there any similarities between what she has to say about slavery in the first and in the second? If so -- what are they? If not -- why not? 5. Look back at your answer for #3 -- what contradictions might someone see in the different ways she is talking about slavery?

English 11 Epsilon: Bring your IR book to class tomorrow; summarize today's conversation in a paragraph (submit via email to Mr. Day) (10 HW points)

HEX: rough draft of essay due on paper on Tuesday, 10/10 (20 HW points)

__Due 10/3__ AP: Orwell essay rough draft (20 HW points)

HEX: Box and bullets (thesis and main ideas) for essay on what //The Book Thief// shows us about why people tell stories (10 HW points; do in Reading Notes)

English 11 Epsilon: As preparation for a Socratic discussion -- in your Reading Notes, respond to the following questions (10 HW points): 1. What does Phillis Wheatley say about slavery in "On Being Brought from Africa to America" 2. What does she have to say about slavery in "To the Right Honorable William, Earl of Dartmouth"? 3. What differences are there between what she has to say about slavery in the first poem and in the second? 4. Are there any similarities between what she has to say about slavery in the first and in the second? If so -- what are they? If not -- why not? 5. Look back at your answer for #3 -- what contradictions might someone see in the different ways she is talking about slavery?

__Due 10/2__ HEX: Read and annotate the essay prompt you received at the end of class today (come to class on Monday with questions)

English 11: On the back of your "On Being Brought from Africa to America" poem sheet, compose a paragraph summarizing the poem. What is Wheatley's main idea? And why does she think or feel the way she does? (20 HW points for answers to the questions on the poem sheet, plus the paragraph). Also, read the excerpt from "To the Right Honorable Earl of Dartmouth" out loud three times (don't worry right now about the reading questions or how much you do or don't understand the poem).

__Due 9/29__ HEX: Think and write about the following (1/2 handwritten page or more total text, please; if you happen to be typing that's 1/2 or more pages double-spaced): 1. Put our notes on question 2 today ("Why would we tell stories about things that haunt us?") and our notes on question 3 ("Death actually says that it's the survivors, not the dead, that haunt him -- please explain") together in your mind to address this question: Why does Death tell this story? 2. "L'chaim" -- "To life!" -- is a traditional Jewish blessing or toast. Based on what we've discussed today -- especially with our discussion of survivors and why they haunt Death in question 3 -- ...please explain. (Why? Why do people want more life, or wish it on others?)

English 11 Epsilon and Gamma: study for Friday's vocabulary quiz (please bring your Phillis Wheatley poem sheet, too!)

AP: "Creativity class" argumentative essay due at the end of class tomorrow

__Due 9/28__ AP: Come to class ready to talk about the "Politics and the English Language" questions you have struggled with most (and review the relevant text) -- if this doesn't feel like much, enjoy it while it lasts.

English 11 Gamma: BRING YOUR IR BOOK! You need to have vocab flashcards ready at the start of class to earn 10 XC HW points (remember: word on one side, definition and synonym and antonym on the other); study your vocabulary (quiz Friday); remember to bring your Phillis Wheatley poem to class tomorrow

__Due 9/27__ English 11 Gamma: study vocabulary words ("begrudging" is the last one, remember); have vocab flashcards (word on one side, definition //and// synonym //and// antonym on the other) ready by Wednesday (10 XC HW points); respond to the reading questions for Phillis Wheatley's "On Being Brought from Africa to America" (remember that there are six questions, including one on the back of the sheet!) (10 HW points)

English 11 Epsilon: BRING YOUR IR BOOK! You need to have vocab flashcards ready at the start of class to earn 10 XC HW points (remember: word on one side, definition and synonym and antonym on the other); study your vocabulary (quiz Friday)

HEX: Complete the reverse side of today's grammar sheet (15 HW points); to ponder: What is haunting about this story for us? Why would we tell stories about things that haunt us?

__Due 9/26__ English 11 Epsilon: study vocabulary words ("begrudging" is the last one, remember); have vocab flashcards (word on one side, definition //and// synonym //and// antonym on the other) ready by Wednesday (10 XC HW points); respond to the reading questions for Phillis Wheatley's "On Being Brought from Africa to America" (remember that there are six questions, including one on the back of the sheet!) (10 HW points)

HEX: Come to class having thought about, and read to discuss, the last sentence of //The Book Thief// ("I am haunted by humans" (550)). If we have time, we may also talk about the last sentence of Liesel's book ("I have hated the words and I have loved them, and I have tried to make them right (I forget the page number))

AP: review the text of "Politics and the English Language" -- especially any sections that you think are particularly important or that you struggle to understand (or struggle to answer questions about)

__Due 9/25__ AP: read and annotate "Politics and the English Language"; do your best to respond in writing to the reading questions

English 11 Gamma and Epsilon: no new HW

HEX: Compose a 3-paragraph reflection on your conversation today (15 HW points for thorough and thoughtful completion): 1. Summary 2. Evaluation -- Which questions worked best? How come? 3. What's a new idea that came up in this conversation that you hadn't considered before? Pursue it.

__Due 9/22__ HEX: on Friday we will have small group discussions about the power of words as we can see it in //The Book Thief//. Do some thinking and take some notes (you're on your honor here; I will not be checking them); compose questions that you think will be good for sparking discussion on Friday

AP: see HW due 9/25

English 11 Gamma: Finish today's grammar exercise (15 class work points); Choice Writing #4 (as you're writing, start to think about what you can do as a writer that will make whatever it is you're writing better than it might otherwise be) (up to 20 HW points)

English 11 Epsilon: Choice Writing #4 (as you're writing, start to think about what you can do as a writer that will make whatever it is you're writing better than it might otherwise be) (up to 20 HW points)

__Due 9/21__ AP: Essay revision due Thursday; first tutorial meeting score will be set to zero points on Friday if it has not happened by then; keep thinking about the things we've been thinking about (we'll talk about Syme and Newspeak and maybe the manipulation of history on Thursday)

English 11 Gamma: no HW; thank you for your hard work today -- remember to come in during Tutorial or pick up your re-assessment during study hall if you need more time to work

English 11 Epsilon: Choice Writing #4 (as you're writing, start to think about what you can do as a writer that will make whatever it is you're writing better than it might otherwise be) (up to 20 HW points)

__Due 9/20__ HEX: review pp. 262-264 -- contemplate what we are being told here about the power of words; first tutorial meeting score will be set to zero points on Friday if it has not happened by then; compose a paragraph that summarizes and explains the allegorical meaning of "The Word Shaker" -- including the ending! (10 HW points; write in the reading section of your notebook -- will be checked tomorrow but not collected).

English 11 Epsilon: no new homework; remember to come in to finish your //Kindred// "re-assessment" if you did not complete it today; BRING YOUR IR BOOK TO CLASS TOMORROW!

English 11 Gamma: prepare for //Kindred// "re-assessment" (up to 50 major assignment points). 1. Come to class ready to write about one quotation that you think is crucial for understanding the book and was not on the initial assessment 2. Here are questions suggested by students, which will form the basis of all but one of the open-response questions: //Does Rufus love Alice?// //What are Rufus' feelings towards Alice?// //How is Rufus conflicted about Dana?// //When is it okay to kill someone?// //Whom does Rufus love more, Alice or Dana?// //How do Rufus' actions contradict his feelings?// //How do Dana's feelings towards Rufus change over time?// //Explain Rufus' relationship with Alice; explain Rufus' relationship with Dana -- in what ways are these relationships similar and different?// //Why does Rufus say Dana and Alice are the same person?// //Why did Rufus feel like he could get away with the things he did to Alice and Dana?// //How do Rufus' feelings affect his relationships with Alice and Dana?// //At what point in the story do we see Rufus changing, and what is he changing into?// //Was it right for Dana to kill Rufus?// //Why did Rufus always have a different attitude toward Dana than all the other black people we see?// //How does Rufus show that he has authority over Dana, and how does he show that he doesn't?// //Is Dana obligated to help Rufus every time she flashes back?// //Was it okay for Alice to kill herself?// //How does Rufus perceive Alice?// //How does the time period and location affect Rufus' thinking as he grows older?// //Is Rufus obligated to help Dana?// //Which Rufus a part of Dana's heritage, why would she not want him dead after Hagar was born?// //If you're not born with hate, why does Rufus question everything about Dana?// To prepare for the test, prepare to respond to the questions you think are most important for understanding the book, and most important to our conversations about the book. Make notes that will help you remember your thinking (you may use your book, but //not// your notes, on the assessment).

__Due 9/19__ HEX: 1. Re-read pp. 262-264, 444-451 -- contemplate what we are being told about the power of words 2. Summarize today's conversation in a paragraph -- explain what we have said about the symbolism of the book //The Standover Man//

AP: Essay revision due Thursday

English 11 Epsilon: prepare for //Kindred// "re-assessment" (up to 50 major assignment points). 1. Come to class ready to write about one quotation that you think is crucial for understanding the book and was not on the initial assessment 2. Here are questions suggested by students, which will form the basis of all but one of the open-response questions: //Does Rufus love Alice?// //What are Rufus' feelings towards Alice?// //How is Rufus conflicted about Dana?// //When is it okay to kill someone?// //Whom does Rufus love more, Alice or Dana?// //How do Rufus' actions contradict his feelings?// //How do Dana's feelings towards Rufus change over time?// //Explain Rufus' relationship with Alice; explain Rufus' relationship with Dana -- in what ways are these relationships similar and different?// //Why does Rufus say Dana and Alice are the same person?// //Why did Rufus feel like he could get away with the things he did to Alice and Dana?// //How do Rufus' feelings affect his relationships with Alice and Dana?// //At what point in the story do we see Rufus changing, and what is he changing into?// //Was it right for Dana to kill Rufus?// //Why did Rufus always have a different attitude toward Dana than all the other black people we see?// //How does Rufus show that he has authority over Dana, and how does he show that he doesn't?// //Is Dana obligated to help Rufus every time she flashes back?// //Was it okay for Alice to kill herself?// //How does Rufus perceive Alice?// //How does the time period and location affect Rufus' thinking as he grows older?// //Is Rufus obligated to help Dana?// //Which Rufus a part of Dana's heritage, why would she not want him dead after Hagar was born?// //If you're not born with hate, why does Rufus question everything about Dana?// To prepare for the test, prepare to respond to the questions you think are most important for understanding the book, and most important to our conversations about the book. Make notes that will help you remember your thinking (you may use your book, but //not// your notes, on the assessment).

__Due 9/18__ //English 11 students: as you were notified earlier this week, scores of 0 have been entered for the first tutorial meeting of the quarter, if you have not yet come to tutorial//

//AP and HEX students: scores of 0 will be entered for the first tutorial meeting of the quarter at the end of next week for those who have yet to come to tutorial by then//

AP: Compose a written outline of your most recent argumentative essay (10 HW points); come to class on Monday prepared to discuss the importance of words and language in //1984//.

HEX: Compose a 2-paragraph reflection on today's conversation -- 1) Summarize today's discussion; 2) select 1 issue, question, or idea and explore it further on your own (20 HW points)

English 11: Compose Choice Writing piece (#3) (up to 20 HW points); review your Reading Notes from the past couple of weeks -- what issues, themes, and questions have been most important for us in our conversations about //Kindred//?

__Due 9/15__ HEX: review pp. 301-403 in //The Book Thief//. Compose one paragraph using these pages to explore one of the issues that came up in discussion today (10 HW points + 10 HW points for your discussion-planning notes for 9/13)

English 11 Epsilon and Gamma: Review the last two chapters of //Kindred//.

AP: Compose one paragraph of summary of today's discussion, and a second paragraph exploring further an issue of your choice from today's discussion (20 HW points).

__Due 9/14__ AP: Make an initial contribution to the Googledoc you received a link to today (What should we talk about, and why?). After most everyone has made their first contribution, make a second one, adding more substance to your thoughts, or others' -- add text references and ideas; prepare for discussion

English 11 Gamma: Typed, double-spaced, revised, edited, and proofread MLA format final draft of "I'm here because..." personal essay ( up to 30 major assignment points) (rough draft was due Monday, 9/11); bring IR book tomorrow

__Due 9/13__ English 11 Gamma: 1. Typed, double-spaced, revised, edited, and proofread MLA format final draft of "I'm here because..." personal essay ( up to 30 major assignment points) (rough draft was due Monday, 9/11) 2. Choice Writing #2 3. review pp. 100-167 of //Kindred//

English 11 Epsilon: 1. Typed, double-spaced, revised, edited, and proofread MLA format final draft of "I'm here because..." personal essay ( up to 30 major assignment points) (rough draft was due Monday, 9/11) 2. Think about the feelings of love, and power/control/entitlement. In what ways do they fit together? In what ways are they opposed? 3. Remember that your first tutorial meeting score will be set to zero at the end of the week. 4. PLEASE REMEMBER TO BRING YOUR INDEPENDENT READING BOOK TOMORROW!

HEX: Prepare for //Book Thief// discussion activity tomorrow -- come to class with a sheet of paper on which you have mades notes and written page references for the following topics (in no particular order) (10 HW points): -- The actions parents will take to protect their children -- Death -- The importance of books -- The power of words and propaganda -- Max writes 2 books for Liesel, "The Standover Man" and "The Word Shaker"

__Due 9/12__ English 11 Epsilon: 1. Typed, double-spaced, revised, edited, and proofread MLA format final draft of "I'm here because..." personal essay ( up to 30 major assignment points) (rough draft was due Monday, 9/11) 2. Choice Writing #2 3. review pp. 100-167 of //Kindred//

HEX: Revised, typed, double-spaced, MLA format (including citations and Works Cited entry!) second draft of //Book Thief// Figurative Language Analysis Paragraph — due at the start of class, stapled in this order: rubric, second draft, peer conference sheet, rough draft, graphic organizer

AP: Look back to your warm-up from last Thursday -- What's //1984// about (plot and characters)? What's //1984// really about (themes and issues)? Which of these are most worth investigating, and why? Think about your answers to these questions, and think about the importance of words, language, and rhetoric in this book. Come in with textual references to point us to (include page numbers!) to help us think about these things together

__Due 9/11__ English 11 Epsilon and Gamma: bring rough draft of "I'm here because..." essay to class ON PAPER (peer conferences in class on Monday)

HEX: Rough draft of Figurative Language Analysis Paragraph

AP: Prepare for Test-Like Artifact on //1984//. Use your notes from today's class to help you. Remember that you will need to bring in three quotations (can be dialogue or narration) that you think are crucial for understanding this text. Be ready to explain whose voice this is, who the audience is, the context -- what is going on at this point in the story, the meaning of the quotation, and the significance of this quotation for the text overall and your understanding of it.

__Due 9/8__ HEX: review through p. 303 in //The Book Thief --// as you skim, annotate and mark pages for elements, themes, and events we are collectively interested in exploring; select a passage from anywhere in the book for your own Figurative Language Analysis Paragraph (passage must be no more than one page long) -- on Friday in class, you will work to complete for your own chosen passage the graphic organizer we worked on for the sample paragraph today (on Friday, you will use the blank version of the graphic organizer -- it's printed on both sides to give you extra room if you need it)

English 11, both sections: see HW for 9/12 and 9/13 (you don't have the essay prompt yet, but you can start re-reading //Kindred// or even work on your choice writing)

AP: Do what review, annotation, and note-taking you think will help you prepare for tomorrow's conversations. Remember, you will be meeting in small groups to discuss 1. themes and deeper issues in 1984 -- how you can tell what they are, what the text has to say about them, what significant moments are connected to them, 2. the importance of words, language, and rhetoric and the ways they are used in //1984// 3. based on your responses for #1 and #2, what questions you think may be on the test-like artifact on Monday

__Due 9/7__ AP: Essay revisions due 9/19; keep bringing //1984//; //__please check this space tomorrow to see if there's anything to read before class on Thursday__//

English 11 Gamma: Research page numbers to refer to in order to help us think about these two questions: //What are Rufus' attitudes towards other characters? How are they affected by his understanding of race?//

__Due 9/6__ English 11 Gamma: Pay attention to Rufus in "The Fire" and "The Fall" (pp. 20-99). What are his attitudes towards other characters? How are his attitudes towards different people affected by his understanding of race? -- be prepared to write about and discuss these questions in class (read, annotate, take notes).

English 11 Epsilon: Research page numbers to refer to in order to help us think about these two questions: //What are Rufus' attitudes towards other characters? How are they affected by his understanding of race?//

HEX: compose "I Hear My Neighborhood Singing" poem; review through p. 170 in //The Book Thief// (yes, it's a lot; you have got to skim)

__Due 9/5__ English 11 Epsilon: Pay attention to Rufus in "The Fire" and "The Fall" (pp. 20-99). What are his attitudes towards other characters? How are his attitudes towards different people affected by his understanding of race? -- be prepared to write about and discuss these questions in class (read, annotate, take notes).

HEX: review pp. 1-80 of //The Book Thief.//

AP: Please start bringing //1984// to class, though I'm not sure if we'll start it on Tuesday or not. For written work -- //Summarize our conversations about this book about the Gettysburg Address: How has your thinking about and understanding of this text (and of the Gettysburg Address itself) changed and developed as a result of our conversations?// Here’s how your work will be graded:
 * 5 points: Not all parts of the assignment have been completed.
 * 10 points: All parts of the assignment have been completed, but not in a very thorough or detailed way.
 * 15 points: All parts of the assignment have been completed, and __//some// details and explanation__ are present – someone looking at this can get an adequate sense of the writer’s ideas
 * 17.5 points: The assignment is complete, and includes __//a significant number of// details and explanation__ – someone looking at this can get a strong, clear sense of the writer’s ideas
 * 20 points: The assignment is complete, and includes __//many// details and thorough explanations__ – someone looking at this gets a truly clear and precise sense of the writer’s sophisticated ideas

__Due 9/1__ HEX: Compose a 3-paragraph reflection on your discussion today -- 1. summarize your conversation; 2. Evaluate your conversation as a discussion (what went well, what could have gone better, what could you collectively have done to make things go better in a future discussion?); 3. Select one idea from your conversation and develop, explore, or expand upon it further on your own (15 HW points).

English 11 Epsilon and Gamma: Choice Writing #1 -- read your directions handout, and contact me with any questions you might have; in //Kindred//, pay attention to Rufus in "The Fire" (pp. 20-57). What are his attitudes towards other people? Are they affected by his understanding of race? (If so, how?)

AP: Read the [|Wikipedia entry on the Voting Rights Act of 1965] (not to be confused with the Civil Rights Act of 1964); [|here] is a brief article on History.com whose 90-second video might serve as a useful intro to the Wikipedia article (but in no way replaces it). Then, read and annotate the 4 articles (sorry, not 3) you received at the end of class today. The first 3 are news articles; the 4th is an opinion piece (an argument). We are reading these in anticipation of their being relevant if and when our conversation turns to the topic of Reconstruction ("But Reconstruction was in the late 1860s-1870s... why are we reading about a piece of legislation from 1965 and a court case from 2013?").

__Due 8/31__ AP: Discussion reflection -- 1. Compose a paragraph assessing the quality of today's conversation? 2. Compose a paragraph further exploring or discussing an issue or idea that intrigues you from today's conversation; 3. Write 1-3 sentences suggesting what we might talk about at our next meeting, based on today's conversation (10 HW points) (by the way, I will likely collect all of your discussion preparation and reflections together)

English 11 Gamma: Write a thoughtful, 1/2-page response to this question: When are we obligated to help people who act mean? (You may think about Al Letson, his choices, and our conversation today; about events in //Kindred//; about life in general, or any combination of these) (10 HW points)

__Due 8/30__ English 11 Gamma: Review pp. 6-57 of //Kindred// ("Prologue," "The River," "The Fire"); please make sure you have both of your notebooks tomorrow (10 HW points)

English 11 Epsilon: Write a thoughtful, 1/2-page SINGLE-SPACED response to today's question -- "When are we obligated to help people who act mean?" -- and our conversation today (10 HW points for thoughtful completion); Pay attention to Rufus in "The Fire" (pp. 20-57). What are his attitudes towards other people? Are they affected by his understanding of race? (If so, how?)

HEX: Write a thoughtful, 1/2-page SINGLE SPACED response to our conversation today (10 HW points for thoughtful completion) -- you can take this in any of several directions: discuss why you agree or disagree with the thesis your group worked with (or the thesis your group didn't work with), investigate the issue of identity for Junior in particular or in general (to what extent is who we are determined by our context and situation? to what extent do we determine it ourselves? to what extent is it determined by others around us?)... lots of options here. Please bring both //The Absolutely True Diary...// and //The Book Thief// on Wednesday.

__Due 8/29__ AP: Discussion reflection -- 1. Compose a paragraph summarizing today's conversation; 2. Compose a paragraph further exploring or discussing an issue or idea that intrigues you from today's conversation; 3. Write 1-3 sentences suggesting what we might talk about at our next meeting, based on today's conversation. (20 HW points for thoughtful completion)

HEX: Review //The Absolutely True Diary...// for our critical thinking exercise: what research and note-taking do you each need to do for your group to finish in class tomorrow?

English 11 Epsilon: Review pp. 6-57 of //Kindred// ("Prologue," "The River," "The Fire"); please make sure you have both of your notebooks tomorrow (10 HW points)

__Due 8/28__ ALL CLASSES: BRING THE MATERIALS YOU NEED FOR CLASS (WE WILL SET UP NOTEBOOKS IN CLASS ON MONDAY)

English 11: prepare for Monday's test on //Kindred// (time-limited, open book, open note) //Materials-wise, you will receive 10 HW points for bringing your composition notebook (for warm-ups) and your additional notebook (for taking notes) to class on Monday. There are some composition notebooks -- all empty, some but not all brand new -- in the faculty room. If you would like one of these (or two -- your second notebook can be a composition book also), please email me and I will bring it to class for you on Monday.//

HEX: 1st essay due (30 major assignment points) -- I would prefer that you type, double-space, and use MLA format; if typing is not possible, //please// double-space your writing. Either way, please edit and proofread your work prior to coming to class, and bring the prompt and rubric you received today. Please remember that if you are late to class on Monday, your essay is also late. **ALSO, PLEASE BRING YOUR COPY OF //THE ABSOLUTELY TRUE//** //**DIARY...**// to class on Monday. //Materials-wise, you will receive 10 HW points for bringing your composition notebook (for warm-ups) and your additional notebook (for taking notes) to class on Monday. There are some composition notebooks -- all empty, some but not all brand new -- in the faculty room. If you would like one of these (or two -- your second notebook can be a composition book also), please email me and I will bring it to class for you on Monday.//

AP: prepare for discussion on selected topics from our graphic novel about the Gettysburg Address -- please make written notes and page references as preparation (10 HW points). Topics, as written on our board: --the Union winning the war and being determined to give the South harsh punishment because of interpretation of the Constitution when it had to be changed to [illegible] issues. Was it right to harshly punish the South? --Lincoln and his ideas about race and slavery --Tension between the Declaration of Independence and the Constitution --Environmental and economic factors influencing slave and free labor --Leaders of this country taking too long to intervene in the system of slavery -- passing blame for the situation like a baton and waiting for the issue to resolve itself instead of stepping in //Materials-wise, you will receive 10 HW points for having a binder, dividers, and loose leaf paper in addition to your book, writing tool, and HW.//

__Due 8/25__ English 11: review (or read, if you haven't yet) //Kindred//, and BRING IT TO CLASS TOMORROW (test Monday)

HEX: View Crash Course: Literature #1, "How and Why We Read" ([]); complete the "Why Should We Read Literature?" assignment (it's fine to write on the back of the handout sheet) (10 HW points)

AP: research potential topics for discussion in the Gettysburg Address graphic novel -- find page numbers to connect to topics, for starters

__Due 8/24__ English 11: review (or read, if you haven't yet) //Kindred//, and BRING IT TO CLASS TOMORROW; complete the course contract to submit at the start of class (10 HW points)

HEX: review and bring //The Absolutely True Diary of a Part-Time Indian//; complete the course contract to submit at the start of class (10 HW points)

AP: review our graphic novel on the Gettysburg Address -- bring it to class tomorrow, along with your ability to talk about what you find interesting or worth talking about in this text; complete the complete the course contract to submit at the start of class (10 HW points)


 * ENGLISH 11 STUDENTS: FEEL FREE TO USE CHAPTER SUMMARIES ON SHMOOP.COM OR SPARKNOTES.COM TO HELP YOU UNDERSTAND WHAT'S GOING ON IN //SONG OF SOLOMON// (BE WARNED, THOUGH: USING THE SUMMARIES AS A SUBSTITUTE FOR READING WILL PROBABLY NOT WORK OUT IN THE LONG RUN)**

__Due 6/1__ HEX, English 11 (both classes): prepare for your final exam

AP: finish your final projects as soon as reasonably possible

__Due 5/30__ English 11, both classes: see Exam Review Guide (note that if you are caught up in your work, you will have completed SDE 26 for Tuesday, but note that's not the only thing you'll need to have done); did you turn in your Q4 warm-ups?

HEX: Complete SDE 26, write out 15 //Odyssey// quotatons that you think may appear on the final exam (To help you choose quotes: Which parts of these stories are most important for us? What things do people say that express their significance?) (20 HW points); bring your warm-ups to submit on Tuesday

AP: Q4 warm-ups due Tuesday; continue work on your final project

__Due 5/26__ HEX: Write out 10 significant Hebrew Bible quotes that you think may appear on the final exam (To help you choose quotes: Which parts of these stories are most important for us? What things do people say that express their significance?) (20 HW points); Complete the class work side of SDE 26; begin planning your Character Dialogue essay; bring your warm-ups to submit tomorrow

English 11, both classes: bring your warm-ups to submit tomorrow; see Final Exam Review Guide for further HW

English 11 Delta: Vocab Quiz 8 tomorrow

AP: continue work on your final project -- email me with a proposal ASAP if you have not yet! Q4 warm-ups due either tomorrow or Tuesday

__Due 5/25__ HEX: DBQ due tomorrow, officially; bring your //Odyssey// book to turn in tomorrow; complete the class work side of SDE 25

AP: work on your final project

English 11: see exam study guide

__Due 5/24__ AP: Work on your final project; review the "Freedom" and "Svaha!" chapters of //Heart of Understanding//; email me a proposal if you have not done so already

HEX: Continue work on your Lady Macbeth DBQ (due Thursday). Review your notes and annotations from //The Book Thief//, and then select and write out, with page numbers, 5 quotations that you think provide significant insight into the plot, themes, or characters of the book. (Also be thinking about the Character Dialogue essay!) BRING YOUR COPY OF //THE BOOK THIEF// TO CLASS TOMORROW!

English 11: are. //Find and write out, with page numbers, ten quotations that you think illustrate something significant about a major character or theme// //in the book// -- ten quotations you think might appear on the final exam Quote ID, in other words. (20 HW points) 2. Complete Song of Solomon annotations through Chapter 10, if you have not already (books due tomorrow) 3. Inform Mr. Day if you need another copy of the full vocabulary list. 4. Study Vocab List 8; Study all vocabulary 5. Have you turned in the Reading Guide for Ch. 10 yet? ||
 * 1. Look back over Song of Solomon -- the text, and your notes -- and consider what the most important moments and events in the text

__Due 5/23__ AP: read and annotate "Freedom" and "Svaha!" in T//he Heart of Understanding//; send me an email describing what you might like to do for a final project (if you're not sure yet, that's okay -- just let me know what you're thinking about; if you plan to write about //The Heart of Understanding// or //They Live//, I will write a prompt for you).

HEX: What sources for the DBQ are you going to refer to in your writing, and how are you going to use them? (figure this out) Which quotations from the text of the play are most important for you for... 1. the DBQ project 2. your understanding of the play and characters overall? CONSTRUCT A LIST OF 10 QUOTES, WRITTEN OUT (AT LEAST IN PART), WITH ACT, SCENE, AND LINE NUMBERS (20 HW POINTS)

English 11 Gamma and Delta: Read the rest of Ch. 12 if we did not finish in class today. SKIP CH. 13 AND READ CH. 14 (AND CAN YOU GET INTO 15?) INSTEAD

__Due 5/22__ AP: Read and annotate the next three chapters of //The Heart of Understanding//. If you have an idea for what you would like to do for a final project, please write to me about it. I will try to have some suggestions and ideas for you on Monday.

English 11 Gamma: Read and annotate the rest of Ch. 10; complete the question-asking activity in your reading guide (bring your questions to class on Monday). READ, BUT IT'S OKAY NOT TO ANNOTATE, all of Ch. 11. Yes, this is a lot of work, but we missed a full day of class.

English 11 Delta: READ, BUT IT'S OKAY NOT TO ANNOTATE, all of Ch. 11.

HEX: Read, look at, and listen to the sources below -- on Monday, I will ask you to think about how to cast and portray Lady Macbeth. To what extent should we see her as a sympathetic character, for seeking power however she can in a male-dominated society? To what extent should we view her critically, for her stereotypical notions of what it means to be a man (and to be a woman?), and her murderous ambition? To what extent should she be stereotypically feminine? To what extent stereotypically masculine? To what extent not fitting gender stereotypes at all?

1. Image of Sarah Bernhardt (famous late 19th-century French actress) as Lady Macbeth

2. Video clip: [|Lady Macbeth (Judi Dench) encourages Macbeth (Ian McKellen) to Murder Dundan] (video)

3. [|CliffsNotes: How does Shakespeare play with gender roles in Macbeth?] (web page)

4.Image of Nikkole Salter as Lady Macbeth and JJ Perez as Macbeth in Shakespeare Theatre Company's 2017 production

5. WAMU's Kojo Nnamdi interviews Nikkole Salter (Lady Macbeth in STC's 2017 production): Go to [], and click on "Listen". Skip to minutes 3:30-4:30 for Salter's comments on Lady Macbeth and gender roles.

6. Image of Hillary Clinton in front of an American flag

7. Image of Sarah Palin (former governor of Alaska and Republican vice-presidential candidate): [|Sarah Palin]

8. "Ellen Terry as Lady Macbeth" -- painting of actress Ellen Terry by John Singer Sargent: [|"Ellen Terry as Lady Macbeth," by John Singer Sargent (painting)]

9. Image of Beyonce with quote -- Power is not given to you. You have to take it." []

__Due 5/19__ AP: Read and annotate "Roses and Garbage," the next chapter of //The Heart of Understanding//

HEX: Write out a list of 20 aspects of the production of //Macbeth// that we saw today that differed from how you imagined they would be (these can be a mix of specific details and broad generalizations; feel free to think about set, costumes, lighting, and overall conception in addition to speaking, movement, acting, and casting) (20 HW points). If you will be in class tomorrow, please also review Lady Macbeth's major speeches in Acts I and II.

English 11 Delta: read and annotate the rest of Ch. 10; complete the question-asking activity in your reading guide (bring your questions to our next class)

__Due 5/17__ This is my monthly wiki screw-up

__Due 5/16__ English 11 Gamma: read and annotate through p. 239 of //Song of Solomon//

English 11 Delta: read and annotate through p. 244 of //Song of Solomon// (you will have the opportunity to turn in SDE 25 and the written homework from the weekend tomorrow as well)

HEX: Review 2.3-4 of //Macbeth//; read, at the very least, the scene summaries of Act 3 (read as much of Act 3 as you can)

__Due 5/15__ HEX: SDE 24 (both sides)

English 11 Gamma and Delta: SDE 25 (if you have not completed it and turned it in already)

English 11 Gamma: Read and annotate the rest of Ch. 9 of //Song of Solomon// if you have not already, and answer the following questions on a sheet of paper:

// 1. How does Pilate transform herself at the police station?* //

// 2. Why does this upset Guitar so much? //

// 3. What continues to bother Milkman about Guitar? //

// 4. What does Milkman’s life look like from his sister’s perspective? //

// 5. *And of all the strange things in this book, which ones seem to be actually magical, which ones seem to be maybe-sort-of magical, and which ones are not magical? //

// Value: up to 20 Class Work points -- 5 for minimal completion, 10 for partial completion, 15 for completion with some detail and explanation, 17.5 for completion with significant detail and explanation, 20 for completion with thorough detail and explanation //

__Due 5/12__ HEX: Revised, typed, edited, proofread, double-spaced MLA format final draft of essay (60 major assignment points)

AP: REad and annotate the next chapter of //The Heart of Understanding// ("Happy Continuation")

English 11 Delta: study for tomorrow's quiz, complete the vocab review exercise you received at the end of class today (SDE 25 due Monday)

__Due 5/11__ AP: Bask in your glory (hopefully the exam went well) and I'll see you tomorrow.

English 11 Delta: see yesterday's English 11 Gamma HW

English 11 Gamma: study for tomorrow's vocab quiz

__Due 5/10__ HEX: Read and annotate 1.5-1.7 of //Macbeth//. Revised, typed, double-spaced second draft due Tuesday (40 HW points)

AP: Get good rest tonight. If you want to do any exam prep, either do positive visualizations OR think about the things that have been the biggest challenges for you in our exam preparation, and plan for how you will deal with them if they come up again tomorrow. Be at the Plymouth Church (the back side door with stairs) at 7:45 am tomorrow -- 5301 North Capitol St NE

English 11 Gamma: study your vocabulary; read and annotate ONLY pp. 202-216 of Ch. 9 of //Song of Solomon//; COME TO CLASS TOMORROW PREPARED TO LEAVE YOUR BOOKS BEHIND FOR AN ANNOTATION CHECK OF CH. 5-8! __p. 202__ What is Macon upset about? What happened to Guitar and Milkman after they stole the sack from Pilate's house? What does Macon say was the cause of this? What does Milkman say was the cause of this? (What was in the sack?) What is at least one of the nasty names Macon calls Guitar? What other crime has been committed that has made people nervous? (And who can we and Milkman surmise was involved?) Who helped get Milkman and Guitar out of jail, besides Macon and his money? __p. 204 (bottom)__ What does Milkman think is so funny? How did Pilate act and look in the police station? How did she transform? What story did she tell the police about the bag of bones? __p. 208__ Why did Pilate keep the old man's bones, according to her? (Who told her to retrieve them, and why?) What word does Pilate and Macon's father keep telling her, in her story? __p. 209__ What are the things that are bothering Milkman right now? How does Guitar feel about Pilate? (No, we don't really know why.) Who does Milkman see as he walks to Guitar's house? What does he realize? __p. 211__ Why is Lena angry with Milkman? "...there are all kinds of ways to pee on people" (214). What are the different ways Lena says Milkman has been peeing on her and Corinthians? How does she describe how their life has been with him in the family's house? "Where do you get the //right// to decide our lives?" According to Lena, what is the literal answer to this question? What did Macon do when he found out that Porter and Corinthians had been seeing each other? What does Lena say Milkman's hitting their father was really about? (Hint: not protecting their mother) How does Lena say Macon had treated her and Corinthians?
 * //Narrative Assistance for Ch. 9//**

English 11 Delta: read and annotate Ch. 8 of //Song of Solomon// (see Gamma period HW below for narrative assistance); vocab quiz Friday (Delta)

__Due 5/9__ AP: Get enough sleep tonight. I'm not kidding.

HEX: Read and annotate 1.1-1.4 of the Scottish play (revised, typed second draft of Odysseus essay due Wednesday)

English 11 Gamma: read and annotate Ch. 8 of //Song of Solomon// (see below for narrative assistance); vocab quiz Thursday (Gamma) or Friday (Delta) __P. 173__ What historical Sunday event does Guitar have on his mind? What does this mean he has to do? What does Milkman tell Guitar about? What do they plan to do together? Why does Guitar think this will be easy, and why does Milkman think it will be hard? __P. 179__ "All that jewelry weighs it down. Like vanity. Can't nobody fly with all that shit. Wanna fly, you got to give up the shit that weighs you down." What are Guitar and Milkman chasing when Guitar says this? How would you interpret this figuratively? What are the things that weigh Milkman down that keep him from flying? What are some of the things that Guitar and Milkman say they will buy with the money from the gold? Milkman has trouble truly visualizing a life with all the money they expect to get from the gold -- how come? (pay attention to pp. 179-180) What is Guitar really thinking about buying with part of his share of the money from the gold? (see p. 181) Why is Milkman worried things will go wrong, and why is Guitar sure that the theft will be easy? When they steal it, what is different about the green bag than what Milkman and Guitar had expected? Who knows that they've stolen the bag, and what does she say to herself about this?
 * Narrative Assistance**

__Due 5/8__ AP: Finish our current multiple choice question packet

HEX: complete essay rough draft (see prompt, see below) (40 HW points)

English 11 Gamma and Delta: Read and annotate Ch. 7 of //Song of Solomon// (see narrative assistance questions below); complete SDE 24 (if you have not done so already); complete Ch. 6 Reading Guide (if you have not done so already) -- all of these are due on Monday, May 8 //__P. 162__// //How does Macon define freedom? Why would he think so?// //Why does Milkman want to leave home?// //What detail about Pilate's house does Macon fixate on?// //Does it strike you as a little weird that Milkman is 31 and still calls Macon "Daddy"? How is connected to other things we've seen and said about Milkman so far?// //__P. 164__// //"Everything they [other people] did seemed to be about him, yet nothing he wanted was part of it" (165). Please explain what Milkman means, and why he feels this way.// //At the bottom of p. 165, Macon begins telling the story of what happened after his and Pilate's father was killed.// //--How does Circe help them?// //--Why and how does Pilate make her unusual earring?// //--Why do they leave Circe?// //--Who do they keep thinking they see as they walk south towards Virginia?// //--What shelter does this person lead them to?// //--Who does Macon find the next morning?// //__P. 169 (bottom)__// //--What do Macon and Pilate do to this person? Why do they do this?// //--What do they then find?// //--What word does the vision of their father say before he disappears?// //--What does Macon want to do next, and why?// //--What does Pilate want to do next, and why?// //--How does their fight end? What happens next?// //The flashback ends at the bottom of p. 171.// //__P. 172__// //What does Macon now think has happened to the gold?// //What does he ask Milkman to do before he leaves home, and what does he offer Milkman in exchange for this?//
 * Narrative Assistance for Ch. 7**

__Due 5/5__ HEX: Remember that a rough draft of your essay is due Monday (40 HW points). Here are some sentence starters you can use to help you with your thesis, which may need to be more than one sentence long... A: In __[text],__ __[author] uses [or pick a better verb]__ __[means of characterization] to portray Odysseus as__ ___ [describes O's personality]. [Then add another similar sentence that is similar in structure, but about the other text.]__ __B. In both the //Odyssey// and "Ulysses," Odysseus appears to be__ __[describe shared personality traits]. However, while Homer relies on [or pick another verb]__ ___ [means of characterization] to highlight Odysseus'__ ___ [personality traits], Tennyson uses__ _ [ means of characterization] to make Odysseus seem more [describe personality].

English 11 Delta: Read and annotate Ch. 6 of //Song of Solomon//; complete #1 on the HW side of SDE 24

AP: Re-read pp. 1-11 of //The Heart of Understanding//

__Due 5/4__

AP: read and annotate pp. 5-11 of //The Heart of Understanding//

English 11 Delta: read and annotate the rest of Ch. 5 of //Song of Solomon//

English 11 Gamma: Read and annotate Ch. 6 of //Song of Solomon//. Here are the "narrative assistance" questions to help you along: // __P. 152__ // // Milkman and Guitar are talking; Guitar has now quit smoking as well as drinking. // // What is the purpose of the secret society to which Guitar belongs -- What do they do? How do they do it? Why? // // How does Milkman respond to what Guitar tells him -- Does he agree or disagree with the purpose of the group, for starters? How come? // // For Guitar, are people individuals first, or members of a race first? How can you tell? // // For Milkman, are people individuals first, or members of a race first? How can you tell? // // What do you think? // // What good does Guitar think the group does? // // Why does it not do any good, according to Milkman? // // What do you think? // // __P. 160__ // // Pay very close attention to the end of Guitar and Milkman’s conversation at the end of the chapter, starting with Guitar saying “I don’t give a shit…” near the middle of 160. //

__Due 5/3__ English 11 Delta: Revised, typed, double-spaced, MLA format 2nd draft of Milkman analytic paragraph -- printed, on paper, at the start of class (up to 30 major assignment points)

HEX: Complete your notes for Section I of the prompt directions (1, 2, and 3 in Section I near the top of the second page of the prompt); add textual evidence to your notes! (Include book and/or page and/or line numbers)

English 11 Gamma: Read and annotate the rest of Ch. 5 of //Song of Solomon//

__Due 5/2__ AP: Complete multiple choice questions 15-29 in our present packet (if you need another copy, it has been uploaded -- not by me! -- at []

English 11 Gamma: Revised, typed, double-spaced, MLA format 2nd draft of Milkman analytic paragraph -- printed, on paper, at the start of class (up to 30 major assignment points)

HEX: Read and annotate "Ulysses," by Tennyson. Be sure to identify for yourself words and phrases that you do not know, in addition to your regular annotations.

__Due 5/1__ AP: revised, typed, double-spaced, edited, proofread final draft of DIY Modest Proposal, with 6 labeled rhetorical devices

English 11 Gamma and Delta: Vocabulary Quiz (finish SDE 23 and practice vocab exercise from Thursday if you haven't yet)

__Due 4/28__ HEX: Complete both sides of SDE 23

English 11 Delta: complete rough draft of Milkman paragraph (see directions on Ch. 4 Reading Guide) -- 20 HW points; complete Ch. 4 Reading Guide -- 10 HW points; Ch. 3 and 4 annotations check -- Friday; study for Monday's vocabulary quiz

__Due 4/27__ AP: Rough draft of DIY Modest Proposal assignment

English 11 Gamma: complete rough draft of Milkman paragraph (see directions on Ch. 4 Reading Guide) -- 20 HW points; complete Ch. 4 Reading Guide -- 10 HW points; Ch. 3 and 4 annotations check -- Thursday; study for Monday's vocabulary quiz

English 11 Delta: no new homework

__Due 4/26__ English 11 Delta: read and annotate Ch. 4 of //Song of Solomon//; study for Friday's vocabulary quiz

HEX: read and annotate the first 9 pages of Book 24 of the //Odyssey//

__Due 4/25__ English 11 Gamma: read and annotate Ch. 4 of //Song of Solomon//; study for Thursday's vocabulary quiz

HEX: no new homework; please come to class ready to discuss Book 23 of the //Odyssey//

__Due 4/24__ AP: Complete the 2nd and 3rd multiple choice sections in the packet you received today (work expeditiously -- figure out how much time you should use if you had 70 seconds per question -- check your answers, reflect briefly in writing on items you answer incorrectly); think in the back of your head about what you might want to write about for the DIY satire assignment; we will go over the "Modest Proposal" reading questions on Monday

HEX: read and annotate Book 23 of the //Odyssey//

English 11 Delta: finish the Ch. 3 Reading Guide and Sentence Diagramming Exercise 22

English 11 Gamma: finish the Ch. 3 Reading Guide; IF YOU HAVE NOT YET, TURN IN YOUR BOOK ON MONDAY FOR AN ANNOTATIONS CHECK ON CH. 1 AND 2

__Due 4/21__ English 11 Gamma: remember that you need to submit your book today if you were present on Thursday and want to earn credit for your Ch. 1-2 annotations!

English 11 Delta: read and annotate the rest of Ch. 3 of //Song of Solomon//

HEX: no new HW

AP: Here is the prompt for your next multi-draft writing assignment. Please read it and come to class tomorrow with ideas for what you might write about.

__Due 4/20__ AP: Answer the reading questions for Swift's "A Modest Proposal"

English 11 Gamma: Read and annotate through p. 85 of //Song of Solomon//

English 11 Delta: Read and annotate to the section break on p. 62 of //Song of Solomon//

HEX: no new HW

__Due 4/19__ English 11 Delta: prepare for Wednesday's vocab quiz; revise your Ch. 2 Reading Guide if you haven't turned it in yet; complete both sides of Sentence Diagramming Exercise #21

HEX: no new HW

English 11 Gamma: read and annotate pp. 56-62 of //Song of Solomon//

__Due 4/18__ HEX: complete your PARCC-style Narrative Essay, if you did not turn it in in class on Friday; rest up for the PARCC next week

English 11 Gamma: prepare for Tuesday's vocab quiz; revise your Ch. 2 Reading Guide if you haven't turned it in yet; complete both sides of Sentence Diagramming Exercise #21

AP: I hope the practice exam went well. Each essay will count as a major assignment (you may revise them later); each multiple choice question will count as a class work point (for completion)

__Due 4/15__ AP: Bring a snack and a writing tool to tomorrow's practice exam.

__Due 4/14__ HEX: Complete the multiple choice PARCC packet you received today to the best of your ability. The packet contains an essay prompt. You do not need to write the essay at this time, but please //do// construct a thesis for the essay. Also, select an episode or event from Books 9-19 of the //Odyssey// to re-write from the perspective of another character than Odysseus.

AP: No new homework

English 11 Delta: Read and annotate Ch. 2 of //Song of Solomon// (Ch. 2 reading guide due Friday); study vocabulary list 5 (quiz on Wednesday, 4/18); I will be collecting books for an annotations check on Friday -- make sure you have your book!

English 11 Gamma: add quotations to the "Brother and Sister" section of your Ch. 2 reading guide and make sure you've thoroughly completed the "Character Depth" section if you wish to earn 20/20 for the assignment; study for Tuesday's vocabulary quiz; complete SDE 21 for Tuesday

__Due 4/13__ AP: Don't write the paragraph assignment. Do read and annotate the selection from the "Looking and the Gaze" article you received in class today.

English 11 Delta: Read and annotate Ch. 2 of //Song of Solomon// (Ch. 2 reading guide due Friday); study vocabulary list 5 (quiz on Wednesday, 4/18); I will be collecting books for an annotations check on Friday -- make sure you have your book!

English 11 Gamma: //Song of Solomon// Ch. 2 Reading Guide; study vocabulary list 5 (quiz on Tuesday, 4/17); bring your copy of //Song of Solomon -- IT WILL BE COLLECTED FOR AN ANNOTATIONS CHECK//

__Due 4/12__ English 11 Delta: complete //Song of Solomon// Ch. 1 reading guide (also, vocab quiz next Wednesday, so start studying)

English 11 Gamma: read and annotate Ch. 2 of //Song of Solomon// (also, vocab quiz next Tuesday, so start studying)

HEX: Complete the graphic organizer you received in class today for Sonnets 18 and 55 (do both sides, in other words) (20 HW points)

__Due 4/11__ English 11 Gamma: complete //Song of Solomon// Ch. 1 reading guide (also, vocab quiz next Tuesday, so start studying)

HEX: come to class with Book 19 of the //Odyssey// read and annotated, and be ready to discuss the last 8 pages in depth

AP: HERE IS THE HOMEWORK ASSIGNMENT FROM CLASS, BUT IT WILL BE DUE THURSDAY!!!!! Why would feminist parents be potentially frustrated and annoyed that their child (really it's their daughter, of course) is offered the image you received at the end of class to color? (here, a good working definition of "feminist" is "believing all people are equally human"). Review Ch. 3 of Berger's //Ways of Seeing,// and __look at the parts of these two that we haven't discussed yet__: [], [] (hint: look for images with mirrors)

__Due 4/10__ English 11 Gamma and Delta: Read and annotate the rest of Ch. 1 of //Song of Solomon//

AP: Complete multiple choice packet you received on Thursday (or Friday, whichever you haven't done already). Check your answers, and reflect briefly in writing on your thought process for any item you answered incorrectly.

HEX: read and annotate Book 19 of the //Odyssey//.

__Due 4/7__ HEX: Read and annotate the rest of Book 16 of the //Odyssey//

English 11 Delta: Vocab quiz (list 4) Friday

__Due 4/6__ AP: look at some/all of the images from ESPN the Magazine's 2016 Bodies We Want gallery: []; also this one of hammer thrower Amanda Bingson: [|http://www.espn.com/espn/photos/gallery/_/id/13174028/image/33/amanda-bingson-bodies-want-2015#]; and the two here of boxer Rhonda Rousey (images 19 and 20 in the gallery): []. How do we "read" the images here? Which of these are worth talking about on Thursday, for the ways that they are similar to and different from images we've been discussing in class for the past few weeks?


 * ENGLISH 11 DELTA: COMPLETE YOUR SAT-STYLE ESSAY, IF YOU HAVEN'T ALREADY!!! TURN IN YOUR Q3 WARM-UPS, IF YOU HAVEN'T ALREADY!!! (YOUR Q3 GRADE, WHICH YOU CAN STILL SEE, PROVIDES AN EXCELLENT CHECK OF WHETHER YOU'VE DONE BOTH OF THESE OR NOT)**

English 11 Gamma: study for tomorrow's vocabulary quiz

__Due 4/5__ English 11 Delta: Bring your copy of //Song of Solomon// to class tomorrow; vocab quiz on List 4 on Thursday

HEX: learn what happens in Books 14 and 15 of the //Odyssey//; maybe take some notes?

English 11 Gamma: study for Thursday's vocabulary quiz

__Due 4/4__ AP: Bring in an ad that uses an image of a person's body (either on paper or by emailing me a url). Bring yourself, prepared to discuss the ways in which it does or does not structure itself to satisfy a male gaze. (10 HW points)

English 11 Gamma: Bring your copy of //Song of Solomon// to class tomorrow; vocab quiz on List 4 on Thursday

HEX: Read and annotate the rest of Book 13 of the //Odyssey//

English 11 -- here is the prompt for the SAT-style essay we are working on, if you need another copy:

__Due 3/23__ AP: See HW for 3/22

English 11: Tomorrow's sentence diagramming assessment is open-book, open note (no electronic resources, however). The following need to be completed and turned in tomorrow: 1. Sentence Diagramming Assessment 2. Q3 Warm-ups (bring your notebook so you can turn it in!) 3. SAT-style essay (completed by many Gamma period students already -- congratulations!) 4. Notes from today's class (applies to Gamma period only)

__Due 3/22__ English 11 Delta: you will have considerable problems in class on Wednesday unless your reading questions on the excerpt from Harriet Jacobs' //Incidents in the Life of a Slave Girl// are done. You will have a grammar and __sentence diagramming__ assessment on Thursday, so you should __pull together__ resources and materials you might use on the test, and review tricky sentences from recent worksheets. (Note: diagramming the previous sentence would be excellent practice and review... perhaps you might receive a little extra credit for doing so correctly on a separate piece of paper?)

English 11 Gamma: Your SAT-style in-class essay on the selection from Harriet Jacobs' //Incidents in the Life of a Slave Girl// is due at the start of class on Monday (hand-written is fine) (value: 30 major assignment points); you will have a grammar and __sentence diagramming__ assessment on Thursday, so you should __pull together__ resources and materials you might use on the test, and review tricky sentences from recent worksheets. (Note: diagramming the previous sentence would be excellent practice and review... perhaps you might receive a little extra credit for doing so correctly on a separate piece of paper?)

AP: Look at the first few pages of this web essay (all the ones with the men posing the way women in ads do). What's going on, in terms of our looking at these images (use our thinking from Berger and our text on the gaze)? What might one think is funny about these? What does the impulse to laugh show or tell us about how we look at images of men and women in our society? (Expect these as the warm-up questions tomorrow) []

HEX: You will have a grammar and __sentence diagramming__ assessment on Wednesday, so you should __pull together__ resources and materials you might use on the test, and review tricky sentences from recent worksheets. Think about whether you would like to take the extra-challenging or slightly simplified (15% penalty) version of the assessment. Note: diagramming the previous sentence would be excellent practice and review, likewise dealing with these: 1. __Instead of__ five or ten dollars, the Mr. Jones' payment for lawn-mowing and hedge-trimming was a free pass to Six Flags; I went there and rode all of the roller coasters every weekend in the summer of 2016. 2. With his shield on his back and his weapons in his hands, Aeneas hoisted his father over his shoulder and walked with his son __out of__ the city of Troy; with friends and fellow citizens, he sailed off in search of a new home.

__Due 3/21__ English 11 Gamma: Draft an introductory paragraph for your SAT-style essay on the excerpt from Harriet Jacobs' //Incidents in the Life of a Slave Girl// (20 HW points)

AP: no new HW

HEX: read and annotate pp. 271-275 of the //Odyssey//. Here are two sentences you can work on for sentence diagramming review purposes: 1. Despite (prep) her strong misgivings, Grace strode boldly forward into the dark cave, but she __would find__ nothing graceful or elegant in the monster hiding within. 2. In nearly all Godzilla movies after the first one, the fire-breathing, spiny, and scaly monster is our protagonist, for he staunchly defends and protects us from other alien beasts, like Rodan and Mothra.

__Due 3/20__ HEX: read and annotate Bk 11 of the //Odyssey//, if you have not done so already

English 11 Delta: Complete the first 3 steps on the second page of your SAT-style essay packet (read and annotate the passage, circle and make notes about or look up words you don't know, answer the reading questions in the footnotes)

AP: Select one of the three advertisements at the end of the web article "Looking and the Gaze" ([]). Compose a thoughtful paragraph explaining what is going on in the image, in terms of a woman being represented -- most people expressed ambivalence about the extents to which these images are images of empowerment and/or objectification. Explain that ambivalence in a paragraph; be thorough and thoughtful (20 HW points).

__Due 3/17__ HEX: read and annotate Bk 11 of the //Odyssey//; finish SDE 16 if you did not do so in class

AP: study and make notes on the three images at the end of your "Looking and the Gaze" packet -- in what ways do the subjects of these images resist the gaze, and in what ways do they not?

English 11 Delta: you __do__ have a vocabulary quiz tomorrow. In addition, please complete your //12 Years a Slave// film questions (20 CW points), finish the front side of Sentence Diagramming Exercise #16 (10 HW points), and bring the essay prompt you received in class today.

__Due 3/16__ English 11 Gamma: study for tomorrow's vocabulary quiz, catch up in the SAT-style essay packet if you did not complete the previous HW assignment and/or were not in class today; come to class ready for tomorrow's group work and drafting (see directions in essay packet)

English 11 Delta: continue to study for FRIDAY's vocabulary quiz

AP: see previous HW asmt.

__Due 3/15__ English 11 Delta: continue to study for Thursday's vocabulary quiz

__Due 3/14__ HEX: read and annotate Book 10 of the //Odyssey//

English 11 Gamma: study for Wednesday's no-matter-what-happens-on-Tuesday-,-the-quiz-is-still-Wednesday vocabulary quiz; complete the first three steps on the second page of the essay packet you received today (read and annotate the text, circle and try to figure out words you don't know, answer the reading questions in the footnotes IN WRITING) -- you will go over these in your small groups in our next class.

AP: continue to study test language vocabulary; bring Ch. 2 and 3 of Berger to class on Wednesday

__Due 3/13__ English 11 Gamma: complete //12 Years A Slave// film questions sheet (20 class work points); study this week's vocabulary; complete 1 sentence on the HW side of Sentence Diagramming Exercise #15

English 11 Delta: complete 1 sentence on the HW side of Sentence Diagramming Exercise #15 (leaving the other one for class on Monday or Tuesday); study this week's vocabulary

HEX: update your annotations chart for the //Odyssey//

AP: //What options are there for representing women, or for women being represented, in ways that are not objectifying?// //**__Review the two sources below, and make a list of strategies and some notes about how each one works__** (you should come up with at least 4 -- I count 1 in the first source below and at least 4 in the second). Bring this to class on Monday for discussion (20 HW points). NOTE: THE SKYY VODKA AND COTY WILD MUSK ADS IN THE SECOND SOURCE DO NOT COUNT -- AT LEAST NOT YET (WE NEED TO TALK ABOUT THEM)// Here is the full web essay that we've been discussing several pages of: [] Here is another web essay, from a SUNY Oneonta professor: [] (**scroll down to "Feminist Responses"**, though the entire article is a dense but good recap of a lot of what we've been talking about and includes a section on the ways girls are trained to think of themselves as something to be looked at -- //gazed// at, if you will)

__Due 3/10__ HEX: finish HW side of SDE 15

AP: read and annotate the article you received today in class

English 11 Delta: Construct flashcards, begin studying Vocab List 3

__Due 3/9__

English 11 Gamma: construct flashcards and begin studying vocabulary words

English 11 Delta: no new HW

AP: Continue studying test vocabulary

__Due 3/8__ English 11 Delta: The following three things will occur on TUESDAY (Gamma) / WEDNESDAY (Delta) -- 1. Choice Writing #8 will be due, 2. Sentence Diagramming Exercise #14 will be due, 3. Vocabulary Quiz #2 will happen.

AP: continue studying test vocabulary

English 11 Gamma: no new work

HEX: read and annotate (3 notes per page) the rest of Book 9 of the //Odyssey//

__Due 3/7__ English 11 Gamma: The following three things will occur on TUESDAY (Gamma) / WEDNESDAY (Delta) -- 1. Choice Writing #8 will be due, 2. Sentence Diagramming Exercise #14 will be due, 3. Vocabulary Quiz #2 will happen.

HEX: complete the HW side of SDE 14

AP: begin studying your test vocabulary words

__Due 3/6__ English 11 Gamma and Delta: The following three things will occur on TUESDAY (Gamma) / WEDNESDAY (Delta) -- 1. Choice Writing #8 will be due, 2. Sentence Diagramming Exercise #14 will be due, 3. Vocabulary Quiz #2 will happen. In addition, if you were not present in class on Thursday, March 2, and you or your family is __not__ comfortable with you watching //12 Years a Slave// as part of our curriculum, you need to submit the completed Opt-Out form as soon as you can (attached below).

AP: Make a list of questions that will help us discuss/probe/explore/critique Berger's argument in chapters 2 and 3 of //Ways of Seeing,// and the ideas we are encountering as we do so (10 HW points).

HEX: Complete the front side of SDE 14

__Due 3/3__ HEX: bring your peer conference sheet (sheet of paper with your questions for a peer conference, plus the written feedback they generated) to class; bring also a typed, double-spaced, revised, MLA format second draft of your figurative language analysis paragraph (up to 30 major assignment points)

__Due 3/2__ AP: read and annotate Ch. 2 of //Ways of Seeing//. Some things to think about: how do you "read" a text with no words, only images? what is Berger's argument here? why are images from the art world and mass media culture being juxtaposed here?

English 11 Delta and Gamma: Construct flashcards for this week's vocab words and begin studying them (start with synonyms and antonyms)

__Due 3/1__ HEX: The following all need to be completed by the start of class on Wednesday -- 1. read and annotate Book 8 of the //Odyssey//, 2. complete a rough draft of your figurative language analysis paragraph, 3. conduct a peer conference on your draft in class

English 11 Delta and Gamma: Construct flashcards for this week's vocab words and begin studying them (start with synonyms and antonyms)

__Due 2/28__ HEX: see list of what is due on 3/1

AP: FOR THURSDAY -- read and annotate Ch. 2 of //Ways of Seeing//. Some things to think about: how do you "read" a text with no words, only images? what is Berger's argument here? why are images from the art world and mass media culture being juxtaposed here?

English 11 Gamma: If you stuck around long enough after class today, you received an assignment on a handout... if you didn't, you will get it tomorrow. **Please come to class ready to undertake a practice SAT essay in class tomorrow. Please be on time (you will need the whole class period for the essay).**

__Due 2/27__ English 11 Gamma: Complete Sentence Diagramming Exercise #13 (all of the class work side, any two sentences on the homework side); be ready for vocabulary quiz

__Due 2/24__ HEX: finish Sentence Diagramming Exercise #13, complete the graphic organizer for your figurative language analysis paragraph (20 HW points), finish charting your annotations for Books 5-7 of the //Odyssey//

English 11 Delta: I know I directed you to paraphrase the SAT essay rubric in writing for homework; you can hold off on that and we'll do it tomorrow in class. Please do study your vocabulary for Friday, and please do complete Sentence Diagramming Exercise #13 for Monday (any two sentences on the HW side)

AP: no new homework

__Due 2/23__ English 11, both sections: make flashcards of this week's words; write the word on one side, and the definition, synonyms, and antonyms on the other. See me in tutorial if you need index cards. Study your words for at least 10 minutes per night (without doing anything else). Start with the synonyms and antonyms.

AP: Check your answers for yesterday's multiple choice packet, writing a brief but specific reflection on your thought process for all items you answered incorrectly. Bring your finished work from yesterday's double period to Thursday's class.

__Due 2/21 or first day back from the long weekend__ HEX, English 11 Gamma, English 11 Delta: Sentence Diagramming Exercise #12, both sides

HEX: read and annotate Book 7 of the //Odyssey//; select a passage for a figurative language analysis paragraph of your own (no more than 2 pp. in length, can be from anywhere in Books 5, 6, or 7 (or 8, I guess)

AP: Read and annotate Ch. 3 of John Berger's //Ways of Seeing// (received in class today). Be prepared for the fact that it is about images of women's bodies in Western art and culture.

__Due 2/17__ HEX: read and annotate (3 notes per page) Book 6 of the //Odyssey//

AP: read and annotate synthesis prompt texts (honor code) -- think about what sources to use and plan your thesis in your head; pay attention to what kind of writing each written source is, and to the (multiple? different?) ways the visual texts can be used.

__Due 2/16__ English 11 Delta and Gamma: prepare your POL poem for performance (graded performances begin Thursday)

AP: see 2/15

__Due 2/15__ English 11 Delta: Sentence Diagramming Exercise #11 (both sides); prepare your POL poem for performance (graded performances begin Thursday)

AP: Construct an outline of the US Postal Service synthesis essay. Consider: how should the introduction be structured? Compose the intro paragraph (leave the rest of the essay as an outline, but do note which evidence you will use)

HEX: Finish your work from class Monday (see below), and come to class on Wednesday ready to perform your POL poem for a grade I. Select 5 short quotations with strong images from Book V of the //Odyssey//. On a blank, unlined sheet of paper… — write out each quotation (include a citation — “5.123-124” = Book 5, lines 123-124) —draw an illustration of each image (small enough that all 5 fit on 1 sheet of paper) Value: up to 20 class work points

II. On a separate sheet of paper, find and copy out an example from Book V of each kind of figurative language we know about (include a citation; see the wall above Nathan, Adrien, Grace, and Kayla, but leave out Allegory): —simile —metaphor —personification —synesthesia —oxymoron —paradox —pun —metonymy —synecdoche —irony —litotes —allusion —understatement —hyperbole —euphemism Label each. It is all right if the same quote contains multiple different kinds of figurative language Value: up to 30 class work points

__Due 2/14__ AP: //Fences// reflection (write something thoughtful, at least 2/3 page in length), Brutus v. Antony comparative rhetorical analysis essay due -- PLEASE INCLUDE 6 UNDERLINED AND LABELED RHETORICAL DEVICES

English 11 Gamma: Choice Writing assignment (#7 overall, first of Q3); Sentence Diagramming Exercise #11 (both sides); prepare your POL poem for performance (graded performances begin Wednesday)

HEX: Finish your work from class today, come to class on Tuesday ready to perform your POL poem for a grade I. Select 5 short quotations with strong images from Book V of the //Odyssey//. On a blank, unlined sheet of paper… — write out each quotation (include a citation — “5.123-124” = Book 5, lines 123-124) —draw an illustration of each image (small enough that all 5 fit on 1 sheet of paper) Value: up to 20 class work points

II. On a separate sheet of paper, find and copy out an example from Book V of each kind of figurative language we know about (include a citation; see the wall above Nathan, Adrien, Grace, and Kayla, but leave out Allegory): —simile —metaphor —personification —synesthesia —oxymoron —paradox —pun —metonymy —synecdoche —irony —litotes —allusion —understatement —hyperbole —euphemism Label each. It is all right if the same quote contains multiple different kinds of figurative language Value: up to 30 class work points

__Due 2/13__ HEX: prepare your POL poem for performance; get feedback from others using the rubric you have received

__Due 2/10__ HEX: practice your hopefully-by-now memorized POL poem //at least// five times -- with varying tones of voice and any gestures you plan to use (advice: practice reciting in front of a mirror, or with a person who can give you feedback); complete Sentence Diagramming Exercise #11 HW

__Due 2/9__ English 11 Delta: memorize your POL poem (20 HW points), adding tones of voice to your line-by-line sheet if you're not finished yet (and adding the expression of emotions to your recitation!)

English 11 Gamma: practice your hopefully-by-now memorized POL poem //at least// five times -- with varying tones of voice and any gestures you plan to use (advice: practice reciting in front of a mirror, or with a person who can give you feedback)

AP: final draft of Brutus v. Antony comparative rhetorical analysis due Monday; check your answers to today's multiple choice questions, and reflect briefly and specifically in writing on items you answered incorrectly

__Due 2/8__

English 11 Delta: memorize your POL poem (20 HW points), adding emotions to your line-by-line sheet if you're not finished yet (and adding the expression of emotions to your recitation!)

HEX: memorize your own POL poem (20 HW points); add tones of voice and gestures as you think appropriate to your line-by-line sheet; bring your copy of the //Odyssey// tomorrow

AP: final draft of Brutus v. Antony comparative rhetorical analysis due Monday; check your answers to today's multiple choice questions, and reflect briefly and specifically in writing on items you answered incorrectly

English 11 Gamma: memorize your POL poem (20 HW points), adding tones of voice to your line-by-line sheet if you need to -- add the tones of voice to your practice recitation, too!

__Due 2/7__ English 11 Gamma: memorize your POL poem (20 HW points), adding emotions to your line-by-line sheet if you're not finished yet (and adding the expression of emotions to your recitation!)

HEX: memorize your POL poem (20 HW points)

AP: Brutus and Antony essay draft due tomorrow

__Due 2/6__ English 11 Gamma, English 11 Delta, HEX: memorize your selected Poetry Out Loud poem

AP: finish reading the last two chapters of //Words Like Loaded Pistols//, if you haven't already; begin work on your comparative rhetorical analysis of Brutus' and Antony's speeches (rough draft due Tuesday); view //A Few Good Men//; bring your copy of //Words Like Loaded Pistols// on Monday (so we can read along while watching the courtroom scene from //A Few Good Men//)

__Due 2/3__ HEX: memorize the poem you have chosen; add specific tones of voice and gestures to the annotations on your copy of your poem

AP: Watch //A Few Good Men// by Monday; rough draft of comparative rhetorical analysis essay (Brutus vs. Antony) due Tuesday; read Obama's 2008 victory speech (try to notice rhetorical devices)

English 11 Delta: begin work to memorize your own poem -- read it out loud 5 times; practice the repeating lines strategy we've been using in class (with individual lines and pairs of lines at least)

__Due 2/2__ AP: read the last two chapters of //Words Like Loaded Pistol// (and bring your book on Thursday) -- we will NOT write a practice essay

English 11 Gamma: memorize "song in the front yard" (20 HW points); begin working to memorize the poem you have chosen; be sure to have your own copy of that poem with you in class tomorrow

English 11 Delta: memorize "song in the front yard" (20 HW points); finish Poetry Out Loud scavenger hunt; come to our next class with your own copy of the poem you've chosen, having decided whether or not you are interested in representing our class at the school competition next Tuesday

__Due 2/1__ HEX: work on memorizing the following 3 poems: "Ozymandias," "The New Colossus," and the poem by a Romantic poet (see below) that you have selected from the Poetry Out Loud website

English 11 Gamma: memorize "a song in the front yard," complete your POL Scavenger Hunt (using Harlem Renaissance and other African-American writers only), bring a copy of the poem you plan to perform to class, and decide whether you're interested in representing our class at the school competition on Thursday

__Due 1/31__ HEX: Complete Poetry Out Loud Scavenger Hunt (including printing out the poem of your choice); Bring //Odyssey// tomorrow; memorize "Ozymandias"; don't lose "The New Colossus." For the Poetry Out Loud scavenger hunt, look at [|poetryoutloud.org], and choose from among the following poets: William Wordsworth, Samuel Coleridge, John Keats, Percy Shelley (but not "Ozymandias"), Lord Byron (George Gordon), William Blake, Robert Burns, Edgar Allen Poe, Charlotte Smith, Emily Dickinson, Anna Laetitia Barbauld, Mary Robinson, Dorothy Wordsworth, William Cullen Bryant, John Greenleaf Whittier, Walt Whitman, Emily Bronte, Henry Wadsworth Longfellow, James Russell Lowell, Oliver Wendell Holmes, Christina Rossetti

AP: Read and annotate 3.2 of //Julius Caesar//

English 11 (both classes): Complete the Poetry Out Loud Scavenger Hunt at [|poetryoutloud.org]. Look at poems by the following writers: Paul Laurence Dunbar, Langston Hughes, Countee Cullen, Claude McKay, James Weldon Johnson, Melvin B. Tolson, Alice Dunbar-Nelson, Georgia Douglas Johnson, Robert Hayden, Gwendolyn Brooks, Kevin Young, Nate Marshall, Nikki Giovanni, Margaret Walker, Lucille Clifton, Rita Dove; memorize "a song for the front yard"

__Due 1/30__ AP: Final draft of natural rights essay (include 6 labeled rhetorical devices)

English 11: memorize "a song in the front yard"; complete the class work side of Sentence Diagramming Exercise #10

__Due 1/27__ HEX: Sentence Diagramming Exercise #10 (both sides), memorize "Ozymandias." Hey -- tomorrow we will have a short class period and a Poetry Out Loud recitation workshop. We will not have time to go over Sentence Diagramming Exercise #10 until Monday

AP: Final draft of natural rights essay due Monday. Please include at least 6 rhetorical devices (label them).

__Due 1/26__ AP: Rough draft of Natural Rights essay (20 HW points); check your answers on today's multiple choice questions -- for each item you answered incorrectly, reflect briefly in writing on your thought process (and then remember to give the packet to me on Thursday)

English 11 Delta: no new HW (did you finish and hand in your Harlem Renaissance film sheet?)

English 11 Gamma: begin work on memorizing "a song in the front yard" (try to get through working with groups of four lines)

__Due 1/25__ HEX: memorize "Ozymandias" (20 HW points)

English 11 Gamma: memorize "Stopping by Woods..."

__Due 1/24__ English 11 Gamma: memorize "Stopping By Woods..."

AP: work on natural rights essay

HEX: memorize "Ozymandias" (20 HW points)

__Due 1/23__ First, an apology: I could not update Thursday afternoon because the wiki was down. I have been busy with personal matters since.

ALL CLASSES: PLEASE ARRIVE IN OUR ROOM ON MONDAY READY TO TURN IN YOUR Q2 WARM-UPS

AP: think about, make some notes on, the question of whether or not natural rights exist (If they do, on what grounds might one make that claim? If they do not, how do we think about rights?)

English 11, both classes: Memorize "Stopping By Woods on a Snowy Evening" (readily available online)

HEX: read and annotate (3 notes per page) the rest of Book 1 of Homer's //Odyssey//

__Due 1/19__ English 11 (both classes): come to class tomorrow with "Stopping by Woods on a Snowy Evening", by Robert Frost, memorized and ready to recite (20 HW points)

AP: respond to the following in the Warm-up section of your notebooks/binders: 1. Where would Thorough come down on the issue of whether or not morality is objective and universal? 2. and 3. What are __two__ different ways we can tell?

HEX: TUTORIALS HELD NEXT WEEK CAN COUNT TOWARDS Q2 IF YOU LIKE; prepare for tomorrow's vocabulary quiz (be ready to provide the definition of every word, a phonetic spelling of every word, and the roots (//and the meanings of those roots//) and language of origin of every word

__Due 1/18__ English 11 (both classes): revised, typed, double-spaced, edited, proofread, MLA format final draft of //Gatsby// film analysis due ON PAPER at the start of class. Print it out BEFORE the passing time between Beta and Gamma periods.

HEX: study for a vocabulary quiz next Friday (definitions, all roots and their meanings plus languages of origin, phonetic spellings)

AP: work on essay revisions, finish "Civil Disobedience" reading questions if you haven't already

__Due 1/17__ AP: read and annotate the rest of "Civil Disobedience," responding to the reading questions as you go.

English 11 Gamma: Conduct a peer conference on your writing assignment draft, with whoever works with you writing on your conference sheet (20 HW points -- there needs to be writing that isn't yours on the sheet of paper with the questions you wrote down today)

English 11 Delta: Typed, double-spaced, revised 2nd draft of paragraph -- printed, on paper, before the start of class (20 HW points)

HEX: begin studying for a vocabulary quiz next Friday (definitions, roots and languages of origin, phonetic spellings)

__Due 1/13__ HEX: final draft of Hebrew Bible essay (please set aside some time to edit and proofread) (30 major assignment points)

AP: think about/review what you need to do in order to do the best you can tomorrow on a rhetorical analysis essay -- how should you approach the prompt? what will you look for while you're reading the text? what needs to be in your introduction?

English 11 Delta: rough draft of our current writing assignment (//Gatsby// film analysis) (20 HW points)

__Due 1/12__ AP: Write a paragraph: we talked today about the consequences of everyone following their conscience all the time, and how to manage that (great job, again, immediately thinking of the societal and ethical ramifications if everyone took the moral stance we were considering)... but //how do you (as an individual) decide when to follow your conscience ("to do... what I think is right" -- Thoreau), and when not to//? Also, please continue reading and annotating "Civil Disobedience" -- p. 6-8, answering the attending reading questions (though, to be honest, we'll be lucky if we get that far through the text on Thursday)

English 11 Gamma: compose a rough draft of your paragraph (20 HW points); GATHER EVIDENCE FIRST!

English 11 Delta: complete items 1, 2, and 3 at the top on the reverse of the writing assignment prompt ("List 2-3 characters or themes that ou might be willing to write about. Explain why you find each interesting.") Also, can you i.d. the parts of sentence for, parts of speech for, and diagram the following sentence? (no points, just practice... also, what is significant about this event for NBA history?) //To the Houston Rockets, Hakeem Olajuwon __seemed to be__ the best choice for the first NBA draft pick of 1984.//

__Due 1/11__ HEX: Hebrew Bible rough draft (30 HW points) and pre-writing (30 CW points) due at the start of class on Wednesday

English 11: complete items 1, 2, and 3 at the top on the reverse of the writing assignment prompt ("List 2-3 characters or themes that ou might be willing to write about. Explain why you find each interesting.") Also, can you i.d. the parts of sentence for, parts of speech for, and diagram the following sentence? (no points, just practice... also, what is significant about this event for NBA history?) //To the Houston Rockets, Hakeem Olajuwon __seemed to be__ the best choice for the first NBA draft pick of 1984.//

__Due 1/10__ HEX: Film reflection questions (pre-writing and rough draft of essay due Wednesday!)

AP: check your answers from today's multiple choice questions; reflect briefly in writing on any item you answered incorrectly; read and annotate pp. 1-5 of "Civil Disobedience", answering in writing the reading questions for those pages

English 11: on the writing prompt you received today, complete the graphic organizer on the front side //for the characters only//

__Due 1/9__ AP: Precis assignment due Monday (30 major assignment points)

English 11: "Write Like Fitzgerald" assignment due Monday -- typed, double-spaced, revised, edited, proofread, MLA format, DUE ON PAPER AT THE START OF CLASS, PLAN AHEAD, IF YOU'RE LATE TO CLASS ON MONDAY, YOUR ASSIGNMENT IS ALSO LATE (30 major assignment points); please hand in your final draft, rough draft, and rubric

HEX: begin work on the pre-writing and drafting for the Hebrew Bible essay -- pre-writing (30 CW points) and rough draft (30 HW points) due at the start of class on Wednesday. If you realize that you could really use your annotated copy of Exodus: I'm sorry that I've still got it; I hope you can make do for a while with another copy -- the text is pretty easy to find online, and the chapter and verse numbers will be the same (we're using the "New Revised Standard Version" if you want exactly the same words)

__Due 1/6__ [I'm sorry; we did talk explicitly about the homework in class, though]

__Due 1/5__ HEX: Sentence Diagramming Exercise #9, Exodus readings with annotations

AP: rough draft of "Letter from Birmingham Jail" precis

English 11: annotations for Ch. 8 and 9 of //Gatsby// due ASAP, if you have not yet submitted them; if you come to class tomorrow without your "Write Like Fitzgerald" draft, you are going to have problems

__Due 1/4__ HEX: Exodus annotations

English 11: you must bring a paper copy of your "Write Like Fitzgerald" draft to class tomorrow to be able to participate in tomorrow's peer conferences, unless you have submitted your draft to me already

AP: Read and annotate pp. 195-217 in //Words Like Loaded Pistols//

__Due 1/3__ English 11: you may still receive full credit for your Ch. 8 and 9 annotations, and for your "Write Like Fitzgerald" draft

__Due Any Time Before Break__ English 11: //Gatsby// annotations for Ch. 8 AND 9; rough draft of "Write Like Fitzgerald" assignment

__Due 12/16__ HEX: prepare for vocab quiz (words, synonyms, antonyms, cognates); complete Sentence Diagramming Exercise 9

AP: Finish MLK question packet if you haven't turned it in already; come to class tomorrow ready to do your best on the next Rhetorical Analysis essay

English 11 Delta: Read and annotate Ch. 8 of //Gatsby//, if you haven't already

__Due 12/15__ English 11 Gamma: you should expect to turn in your copy of Gatsby for an annotations check (HW points)

AP: read and annotate the rest of King's "Letter"; complete all HW questions

__Due 12/14__ English 11 Delta: read and annotate Ch. 8 of //Gatsby//

English 11 Gamma: read and annotate Ch. 8 of //Gatsby//

HEX: Read and annotate Ex. 19-20 (skim 21-21, no need to annotate); read and annotate Ex. 31:12 through Ex. 35 (skim 36-40, no need to annotate); YOU WILL HAVE A VOCABULARY QUIZ ON FRIDAY (SYNONYMS, ANTONYMS, COGNATES)

__Due 12/13__ AP: Review the questions and answers in your "Letter from Birmingham Jail" packet -- which ones are worth talking about in class? Come to class tomorrow ready to discuss today's warm-up. Also, read [|https://mic.com/articles/161864/here-s-the-thing-standing-rock-protesters-did-differently-and-won?utm_content=buffer66df9&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer#.AFhSZskq4], and be ready to discuss connections between the water protectors' training and King's four steps in a non-violent civil disobedience campaign.

English 11 Gamma: read and annotate Ch. 8 of //Gatsby//

HEX: Know your plagues! Come to class ready to write about how the thinking we did in class today might help address the question of why the Lord "remembers" His people in Egypt at the end of Exodus 2. Read and annotate Exodus 13-18; VOCAB QUIZ FRIDAY ON SYNONYMS, ANTONYMS, AND COGNATES

__Due 12/12__ AP: Revisions of "polite speech" argumentative essay; final draft of essay on the use of violence, with 6 labeled and underlined rhetorical devices; read and annotate the rest of "Letter from Birmingham Jail," answering all questions in the HW packet

English 11: choice writing

HEX: Read and annotate Exodus 5-12 for Monday; submit Genesis annotations on Monday

__Due 12/8__ English 11 Delta and Gamma: Sentence Diagramming extra credit assignment due tomorrow; sentence diagramming assessment due tomorrow

AP: prep for practice essay tomorrow. Final draft of violence essay due Monday, with 6 labeled and underlined rhetorical devices

__Due 12/7__ English 11 Delta and Gamma: finish Sentence Diagramming Exercise #7 (up to 20 HW points); SENTENCE DIAGRAMMING ASSESSMENT THURSDAY

HEX: Read and Annotate Exodus 1-4

AP: HEY -- we're doing a practice essay tomorrow; get ready for that. Final draft of your essay is due Monday, with 6 labeled and underlined rhetorical devices

__Due 12/6__ English 11 Gamma: read and annotate Ch. 6 and 7 of //Gatsby//; a clean (unmarked), clear (all sentences clear in meaning), revised, typed, double-spaced, MLA format 3rd draft of your paragraph on Gatsby and personal identity is due Monday for Delta period and Tuesday for Gamma period. We will edit and proofread in class on Monday/Tuesday, and you will submit these drafts to be graded as major assignments (with the editing and proofing marks on them).

AP: Revised, typed, double-spaced second draft of essay due Tuesday (edit and proof in class)

HEX: Read Genesis 37-50 or watch or listen to //Joseph and the Amazing Technicolor Dreamcoat//; study your synonyms and antonyms; SENTENCE DIAGRAMMING ASSESSMENT WEDNESDAY

__Due 12/5__ HEX: Read and annotate Genesis 34-35 (and also read Genesis 37-50); complete Sentence Diagramming Exercise #7 (assessment on Tuesday 12/6 or Wednesday 12/7)

English 11: read and annotate Ch. 6 and 7 of //Gatsby//; a clean (unmarked), clear (all sentences clear in meaning), revised, typed, double-spaced, MLA format 3rd draft of your paragraph on Gatsby and personal identity is due Monday for Delta period and Tuesday for Gamma period. We will edit and proofread in class on Monday/Tuesday, and you will submit these drafts to be graded as major assignments (with the editing and proofing marks on them).

AP: Revised, typed, double-spaced second draft of essay due Tuesday (edit and proof in class); read and annotate pp. 1-5 of King's "Letter from Birmingham Jail," and answer in writing the appropriate questions in the homework packet

__Due 12/17__ AP: Rough draft on essay explaining when it is acceptable to use violence (final draft will require 6 underlined and labeled rhetorical devices)

English 11, both classes: revised, typed, double-spaced draft of paragraph on Gatsby and personal identity due ON PAPER (20 HW points)

__Due 11/30__ HEX: Review Gen 28-33; we will do 5 min. of vocabulary with synonyms and antonyms, at least, tomorrow

English 11 both sections: read and annotate Ch. 7 of //Gatsby//; 11/30 will be the last day to submit Sentence Diagramming Exercise 6 for credit; please bring a paper copy of your current 1-paragraph writing assignment (see below for prompt)

__Due 11/29__ English 11 both sections: hand in Sentence Diagramming Exercise 6 (I will not ask for it; you have to give it to me); read and annotate Ch. 7 of //Gatsby//; we will work in class on revising paragraphs (see below for prompt) on Tuesday (Delta) and Wednesday (Gamma)

AP: essay draft (see below for prompt) due Wednesday (20 HW points); complete "Ballot or the Bullet" homework assignment, if you have not done so already

HEX: read and annotate Gen 28-33 (class work question packet due at your earliest convenience, but you have to remember to give it to me)

__Due 11/22__ English 11 both sections: draft of paragraph on Gatsby and personal identity ("Gatsby thinks he can choose, make, or construct his own identity -- that he can make himself become the kind of person he wants to be. Is he right? (What do you think, and why? -- answer in terms of Gatsby, people in general, yourself, or some combination))

HEX: Read and annotate Genesis 24-28 (I will be absent tomorrow; the sub plan will include a packet of reading questions for you)

AP: Complete "Ballot or the Bullet" homework assignment, if you haven't already. On the Tuesday after break, there will be due a rough draft of an essay (of no more than 5 paragraphs in length) on when you think it is appropriate or acceptable to use violence (20 HW points).

__Due 11/21__ English 11 Gamma and Delta: Choice Writing #5

AP: Complete "Ballot or the Bullet" homework assignment

HEX: study your vocabulary (synonyms, antonyms, cognates, roots, and languages of origins), complete revision of your //Book Thief// essay, if you plan to (due Monday); be ready to discuss Genesis

__Due 11/18__ AP: Read the Wikipedia entries for "The Ballot or the Bullet" and the Civil Rights Act of 1964 (through "Passage in the Senate"); pay attention to dates -- we're going to make a timeline tomorrow. Read and annotate "The Ballot or the Bullet" (decent audio here: [] -- worth listening to!)

HEX: see below

English 11 Delta: Finish SDE 6; choice writing due Monday

__Due 11/17__ HEX: Sentence Diagramming Exercise 7 (no, the assessment will not be next Friday, even though the sheet says that); study your vocabulary; review Genesis 21-22, 24

English 11 Gamma and Delta: Read and annotate Ch. 6 of //Gatsby//

AP: see below

__Due 11/16__ English 11 Delta: Sentence Diagramming Exercise #5; Read and annotate Ch. 5 of //Gatsby//

AP: 1. Read and review the rest of the rhetorical analysis essay packet you received today. What do you see each of the sample essays doing successfully? What can each do better? What can you see yourself succeeding with? What will you try to focus your attention and efforts on in your own essay on Thursday, which will be on a //different prompt//? 2. Construct 5 8.5x11 posters for our wall to help us learn rhetorical devices. Each should include: the name of a rhetorical device (in large, clear font); the definition of the device; two examples of the device (preferably 1 of which is not from our handout). Here are the devices you are responsible for: Jonathan: alliteration, amplification, anadiplosis, anamnesis, anaphora Dominique: anastrophe, chiasmus (antimetabole), antistrophe (epistrophe), antithesis, aporia Maggie: aposiopesis, apostrophe, argumentum ad popsulum, assonance, asyndeton Harris: auxesis, cacophony, circumlocution, climax, concession Ayinde: conduplicatio, consonance, diazeugma, digression, enumeration Robbie: enargia, epiplexis, epizeuxis, erotema, euphemism Thomas: expletive, hypophora, irony, litotes, understatement (meiosis) Miranda: metabasis, metaphor, metonymy, occultatio (paralysis), paronomasia Jeremy: parallelism, place, polyptoton, polysyndeton, scepsis onomaton Jake: sententious, simile, syllepsis, syploce, synecdoche Dmitri: hyperbole, tautology, tricolon, tricolon crescens and tricolon diminuens, zeugma

English 11 Gamma: no new homework

HEX: read and annotate Genesis 15-24 (please review the text if you have done so already)

__Due 11/15__ English 11 Gamma: Read and annotate Ch. 5 of //Gatsby//

HEX: Bring your first Genesis packet to class tomorrow; read and annotate Genesis 15-24

AP: Come to class tomorrow having printed, read, and annotated copies of Clinton's concession speech and Trump's victory speech

__Due 11/14__ HEX: Review your annotations of Genesis 5-9 and 11. Be ready to discuss a question something like this: how does God feel towards human beings, in general and in particular, and different points in these stories? Revisions of //Book Thief// essays due 11/21.

AP: Revisions of "Humorists" argumentative essay due 11/18; complete last night's homework if you didn't already

English 11 both classes: Revised, typed, double-spaced, edited, proofread paragraph on Gatsby with MLA format citations and Works Cited entry due Monday (30 HW points -- ask yourself: do you have enough evidence?); read and annotate Ch. 5 of //Gatsby// (books to be collected Tuesday or Wednesday of next week)

__Due 11/10__ AP: Come to class with a printed out, read and annotated victory speech from a major party presidential candidate, and a printed out, read and annotated concession speech from a major party presidential candidate (for our purposes, the Green and Libertarian parties are not major parties)

English 11 Gamma: Complete the Class Work side of Sentence Diagramming Exercise 5. Here is a link that will have the videos -- please do them in order (I had to use my phone, which has a very short memory): []. Please also make sure you have a paper copy of your Gatsby paragraph with a TYPED Works Cited entry at the START of class tomorrow.

English 11 Delta: Please also make sure you have a paper copy of your Gatsby paragraph with a TYPED Works Cited entry at the START of class tomorrow.

__Due 11/9__ English 11, both classes: Typed, printed out (YES, ON PAPER) 3rd draft of paragraph on Gatsby -- include textual evidence, MLA format citations, AND typed MLA 8th edition Works Cited entry (20 HW points)

HEX: Complete the front side of Sentence Diagramming Exercise #5. I'm sorry I wasn't able to upload the video -- problems with youtube tonight

__Due 11/8__ English 11 Gamma: Typed, printed out, double-spaced second draft of Gatsby analysis paragraph with textual evidence and citations -- hopefully properly formatted! (20 HW points). A message based on today's Delta period class: "printed out" means ON PAPER. And "Due 11/8" means AT THE START OF CLASS.

HEX: Review your annotations of Gen: 5-9, 11 and complete the following warm-up: God clearly does not want humans to eat 1) fruit from the tree of the knowledge of good and evil, or 2) fruit from the tree of eternal life. How does each of these prohibitions make humans //less// like God (less "made in God's image")? 3. Explain how there may be a tension between being "made in God's image" and having to obey God's commands.

AP: Read and annotate Michelle Obama's speech from 10/13. Among other things to think about as you read: What rhetorical strategies do you see her using? What is her argument? Who do you think her audience is? How does she match her rhetorical strategies to her audience and argument?

__Due 11/7__ English 11 Both Classes: Typed, printed out, double-spaced second draft of Gatsby analysis paragraph with textual evidence and citations -- hopefully properly formatted! (20 HW points)

English 11 Gamma: Thanks for a great class on Thursday! Complete both sides of Sentence Diagramming Exercise #4, in addition to the homework above

Sentence Diagramming Exercise #4: []

AP: Both //Lincoln// assignments due Monday (second one = 20 HW points); read and annotate pp. 127-135 in //WLLP// either this weekend or Monday night (p. 126-127, on "Jokes," is also good). I am not going to officially assign the chapter on "Memory," pp. 147-162, but now is a good time to read it (btw, memory palaces work -- ask me how I know! -- and the memory exercise on p. 160-162 is fun because you'll be surprised how well it works). The "Champions of Rhetoric IV: Hitler and Churchill" chapter is good to read about now, as makes extensive mention of rhetorical devices ("figures") in the speeches of both).

HEX: Complete the reverse side of SDE #4 (10 HW points); we will likely still be talking about Gen: 3-5 on Monday, but the next reading assignment will be to read and annotate Gen: 6-9 and 11 (skip 10)

__Due 11/4__ HEX: Review Genesis 3-5; complete the front side of Sentence Diagramming Exercise #4 (see link above)

English 11 Delta: Choice Writing assignment (value: up to 20 HW points); complete Sentence Diagramming Exercise #4

AP: Responses for both //Lincoln// assignments due Monday; practice essay tomorrow

__Due 11/3__ AP: Responses for both //Lincoln// assignments due Monday

English 11 Gamma: complete the front side of Sentence Diagramming Exercise #4 (see link above)

English 11 Delta: compose the rough draft of a paragraph analyzing Gatsby's personality -- specifically, whether you think the person he's trying to make himself appear to be and the person he actually is are the same (see underlined questions and directions below); complete the front side of Sentence Diagramming Exercise #4 (see link above)

__Due 11/2__ English 11 Delta: Review the following sections of //Gatsby// -- p. 48-49 (Nick's impression of Gatsby at Gatsby's party), p. 64-69 (Nick and Gatsby's conversation during the car ride to NYC), p. 78-79 (what Jordan has to say about //Gatsby//)

AP: Responses for both //Lincoln// assignments due Monday

HEX: Read and annotate Genesis: 1-5 (the first 5 chapters of the book of Genesis -- 3 annotations per page of text); study your vocabulary; consider what dates from timelines in your History class matter most

English 11 Gamma: Here are the questions from class today, which I hope you will answer tonight if you haven't already (sorry, I don't know why the font size is off and I'm not able to fix it right now): __1. What kind of a person do you think Gatsby wants other people to think he is? (Another way of asking the same thing: What words do you think he would like other people to use to describe him?)__ __2. Why do you think so?__ __3. What does Gatsby do to try to create this impression on other people?__ __4. Do you think he actually is this kind of person? Why or why not?__ __5. How can you tell? What things does he do or say — or what things does Nick say about him — that tip you off? __ __6. Take into account our conversation from yesterday — what does his plan to get Daisy back (remember how unnecessarily complicated it is?) affect our thinking about him and the kind of person he is?__ __7. How does that (your answer to #6) compare to the kind of person he seems to want people to think he is?__ __8. “Old sport?” Who talks like that?! Why does someone talk this way?! (Nobody else does, old sport, not even in the 1920s)__

__ **//Come in with something resembling a paragraph analyzing Gatsby’s personality tomorrow (10 HW points) — ideas for main idea sentences…//** __

__ //If you think that the person Gatsby tries to present himself as and the person he really is are// different//:// “While Gatsby tries to make himself appear to be _, he is actually _." __

__ //If you think that the person Gatsby tries to present himself as and the person he really is are// one and the same//:// “Gatsby presents himself to appear to be, and this is who he really is.”__

__ PLEASE DON’T SETTLE FOR SOMETHING OBVIOUS LIKE “A NICE, AFFLUENT GUY” — TRY TO MAKE SOME INSIGHT INTO HIS PERSONALITY BASED ON THE THINKING YOU’VE DONE TODAY! __

__ //Also, be ready to hand in your books tomorrow (for a check of annotations for Ch. 4)// __

Due 11/1 __English 11 Gamma: Review the following sections of //Gatsby// -- p. 48-49 (Nick's impression of Gatsby at Gatsby's party), p. 64-69 (Nick and Gatsby's conversation during the car ride to NYC), p. 78-79 (what Jordan has to say about //Gatsby//)__

__AP: Review the following sections of //Words Like Loaded Pistols// -- Narration, Division, Proof, Refutation, Peroration (p. 87-105); Cicero (p. 107-117); decorum (p. 119-126); Lincoln (p. 137-146). //Lincoln// questions due Monday.__

__HEX: Write a paragraph summarizing our conversation today (up to 20 HW points, graded). Study your vocabulary: synonyms, antonyms, cognates, roots and languages of origin__

Due 10/31 __English 11 Gamma and Delta: Read and annotate Ch. 4 of //Gatsby// (Will I ask for your books to check annotations? An interesting question...)__

__AP: Read and annotate pp. 118-146 of //Words Like Loaded Pistols//__

__HEX: read and annotate the selection from the epic of Gilgamesh__

Due Oct 28 __HEX: read and annotate the selection from Gilgamesh, making 3 written annotations per page (1 HW point per full page with 3 annotations). What would the "spikes" be in our Freitag diagram? What are the conflicts that produce tension? How are they resolved? (What can we then say about the overall narrative arc, tension, and conflict of the epic as a whole?)__

__AP: Read and annotate pp. 118-146 of //Words Like Loaded Pistols// for MONDAY (you may get additional HW tomorrow, however)...__

__English 11 Delta: no new HW__

Due Oct 27 __AP: Read and annotate pp. 73-117 of //Words Like Loaded Pistols//. Pay special attention to the sections on "Proof" and "Refutation," the passage on Frederick Douglass (in the section on "Peroration," I think), and Cicero (yay Classics!)__

__Eng 11 (both classes): use this video --__ __[][] -- to help you with the "Class work" side of Sentence Diagramming Exercise #3__

Due Oct 26 __English 11 Delta and Gamma: read and annotate Ch. 3 of //Gatsby//__

__HEX: Complete the "class work" side of Sentence Diagramming Exercise 3, using this awesome video to guide you: []__

Due Oct 25 __//All classes: please see the two notes above for important end-of-quarter information//__

__English 11, both classes: read and annotate Ch. 3 of //Gatsby//__

__HEX: do what you need to do to learn the story and characters in the epic of Gilgamesh (shmoop and wikipedia are not bad places to go)__

__AP: On a piece of paper, complete #3 on p. 94 of //Everything's An Argument//, AND take a short field trip to Ms. Raskin's room. Find an example of statistics being deployed in a misleading way, and explain: 1. what argument the statistic is being used to support (note: this is not always immediately obvious), 2. what the statistic is, 3. how it is being used in a misleading way__

Due Oct 24 __HEX: Revised, typed, double-spaced, edited and proofread 3rd ("final") draft of essay due ON PAPER at the start of class (up to 30 major assignment points)__

__English 11 Gamma and Delta: read and annotate Ch. 3 of //Gatsby//; complete both sides of Sentence Diagramming Exercise #2 (if not completed and turned in already; video links below for the class work side)__

__English 11 Gamma: Complete figurative language sheet from Thursday's class__

__English 11 Delta: Complete choice writing assignment (write something original in the genre of your choice about the topic of your choice; spend 30 minutes on it)__

__AP: read and annotate "Logos" chapter from //Everything's An Argument//__

Due Oct 21 __AP: Construct an outline of the "Pathos" chapter of //Everything's An Argument//; read and annotate the chapter if you have not already__

__HEX: Typed, double-spaced, revised second draft of //The Book Thief// essay due ON PAPER at the start of class (20 HW points)__

Due Oct 20 __English 11 Gamma: choice writing assignment, class work side of Sentence Diagramming Exercise #2 -- videos below__

__English 11 Delta: class work side of Sentence Diagramming Exercise #2 -- videos below; finished annotations (3 written notes per page) of Ch. 2 of //Gatsby//__

__AP: read and annotate the "Pathos" chapter of //Everything's An Argument//__

__Sentence Diagramming Exercise #2, Class Work Videos:__ __[|Part 1]__ __[|Part 2]__ __[|Part 3]__ __Sorry it's in 3 parts, but my iPhone 4s doesn't have as much memory as it used to...__ __PS: to become "inured" to something is to become used to it, immune to it, no longer affected by it...__

__HEX: typed, revised, double-spaced, paper copy of //Book Thief// essay (20 HW points)__

Due Oct 19 __HEX: SDE #2 HW side__

Due Oct 18 __HEX: Rough draft of essay (20 HW points)__

__AP: Come ready to discuss the Ethos chapter of //Everything's An Argument//; have you picked up the Pathos chapter yet?__

__English 11 Gamma: no new HW__

Due Oct 17 __English 11 Gamma: Use the video (see link below) to help you with the class work side of Sentence Diagramming Exercise #1; Complete Choice Writing assignment; read and annotate Ch. 2 of //Gatsby// (3 written notes per page)__

__English 11 Delta: Use the video at this link -- [] -- to help you with the class work side of Sentence Diagramming Exercise #1; read and annotate Ch. 2 of //Gatsby// (3 written notes per page)__

__AP: Boy, it sure will be funny when I give you guys a quiz on Pathos that's open-note for everyone who picked up the reading... just kidding, we'll figure something out. I'll email you if I come up with another assignment.__

__HEX: do all necessary research and planning for your essay on why people tell stories and //The Book Thief// -- come to class on Monday with a thesis, all the quotations and details (with page numbers!) you plan to use, and an outline of your essay (20 HW points) -- we will have drafting time__ and __peer conferences during our double period on Monday__

Due Oct 14 __AP: Complete #1 on p. 67 and #3 on p. 68 of //EAA// (no need for essay or pictures for #3, just ID the famous person and compose the snarky ad line) (10 HW points)__

__English 11 Delta: Complete the Class Work side of Sentence Diagramming Exercise #1, using the video at: []. Yeah, it's super low-tech video, I know. Do your best.__

Due Oct 13 __AP: On a piece of paper, complete #4 and #6 on pp. 36-37 (ignore the bit about "stasis questions" in #6) (10 HW points). Review your reading and annotations of Ch. 3 ("Ethos"). Be prepared to talk and/or write about: the 3 ways the text suggests that arguments based on character can work.__

__HEX: Sentence Diagramming Exercise #1 (HW side) (10 HW points); rough draft of essay due Monday (finish #3 in the warm-up before starting your draft!)__

__English 11 Gamma: Complete the Class Work side of Sentence Diagramming Exercise #1, using the video at: []. Yeah, it's super low-tech video, I know. Do your best.__

__English 11 Delta: Read and annotate Ch. 2 of //Gatsby// (3 written annotations per page)__

Due Oct 12 __English 11 Delta: read and annotate Ch. 2 of //Gatsby// (I will ask you to turn your books in for a check of annotations for Ch. 1 either Wednesday or Thursday)__

__English 11 Gamma: read and annotate Ch. 2 of //Gatsby// (it is highly likely I will ask you to leave your books behind for an annotations check on Wednesday -- 1 HW point for full each page in Ch. 1 with 3 written annotations -- just saying...)__

__HEX: Due at the start of class on Wednesday: discussion prep notes (10 HW points), notes from today's discussion (up to 10 CW points), discussion reflection -- 1 paragraph summarizing the discussion, 1 paragraph exploring an issue or question from the discussion you find interesting (up to 20 HW points, graded for clarity, thoroughness, and thoughtfulness)__

Due Oct 11 __English 11 Gamma: read and annotate Ch. 2 of //Gatsby// (I will ask you to turn your books in for a check of annotations for Ch. 1 either Tuesday or Wednesday)__

__HEX: Prepare for a Socratic discussion Monday on the question "What can //The Book Thief// tell us about why people tell stories?" On a piece of paper, identify passages and quotes, make notes, write questions to ask, etc... (10 HW points)__

__AP: Read and annotate the selections you received from the introductory chapter of //Everything's An// //Argument,// and the chapter on ethos__

Due Oct 7 __AP: Come in tomorrow with hard copies of 3 advertisements that exhibit ethos, 3 that exhibit logos, and 3 that exhibit pathos. (15 HW points)__

__HEX: finish your practice labeling and diagramming__

__English 11 Delta: read and annotate Ch. 1 of //Gatsby// (3 written notes per page); finish the character sheet you began in class yesterday__

Due Oct 6 __AP: Watch at least 15 minutes of the vice presidential debate. Please answer the following 5 questions on a sheet of paper, to be submitted Thursday for 10 HW points (2-3 sentences per question is fine):__ __1. How is this debate similar to or different from the first presidential debate in tone?__ __2 + 3. For each candidate, select a response or rebuttal (argument against) he makes against a claim made by his opponent, and explain what he is trying to do, and how he is trying to do it.__ __4. We talked a little in class today about warrants -- ideas that must be true in order for the claim made in an argument to be true. What is one claim made by one of the candidates, and what warrants can you think of that underlie it?__ __5. Do you think the VP debate is a useful tool for helping voters decide whom to vote for? Why or why not?__

__English 11 Gamma: finish today's character sheet (and write your name on it!)__

__English 11 Delta: read and annotate (3 written notations per page) pp. 5-21 //Gatsby//__

__HEX: finish your practice labeling and diagramming__

Due Oct 5 __English 11 Gamma: read and annotate (3 written notations per page) pp. 5-21 //Gatsby//. Please note that we're about to start moving through the text more quickly -- please have your annotations completed for tomorrow; they will likely be collected before the end of the week.__

__English 11 Delta: see below__

Due Oct 4 __AP: see previous assignment (lots of good talk about rhetoric and ethics today!)__

__HEX: no new HW__

__English 11 Gamma and Delta: read and annotate pp. 5-21 of //Gatsby//;__ Due Oct 3 (October -- How did that happen?! We're still just getting started...)

__AP: Read and annotate pp. 45-80 of //WLLP//, being ready to talk about where and how you see...__ __--ethos being used (either successfully or unsuccessfully) by any of the examples in pp. 48-55,__ __--logos being used by any of the examples in 56-65 (and what makes them successful),__ __--pathos being used by Richard Nixon in pp. 65-71__ __--all three being used in Satan's conversations in pp. 72-80__ __Also, finish reading the rhetorical analysis sample essays and score explanations you received in class today, including the essay overview__

__English 11 Gamma and Delta: Officially, your homework is to read and annotate pp. 1-21 (Chapter 1) of //Gatsby//, with at least three written annotations per page (each page will be eventually worth 1 HW point). In practice, we will talk about this chapter for a couple of days -- there are several characters we need to establish an understanding of. For this weekend, read the whole chapter, annotating anything that comes to your mind.__

__HEX: Do the work you have committed to doing for your group__

Due Sept 30 __AP: HW is for Monday__

__HEX: compose a paragraph about lives, stories, and the choices we make when we compose or tell stories (use the thinking we did today in class)__

__English 11 Delta: Complete the "Meet //The Great Gatsby//" sheet you received in class today (both sides!)__

Due September 29 __AP: Read and annotate pp. 1-44 of //Words Like Loaded Pistols//__

__English 11 Delta: complete your HW from the other night, if you haven't yet__

__English 11 Gamma: Complete the "meet your book" activity (20 class work points)__

__HEX: compose a paragraph about lives, stories, and the choices we make when we compose or tell stories (use the thinking we did today in class)__

Due September 28 __English 11 Delta: See Sept. 27__

__English 11 Gamma: See Sept. 27, if you did not successfully demonstrate completion of your assignment today__

__**HEX: Please find the passage you are assigned to, and come to class prepared (with notes in your reading notes) to discuss the questions below with the other members of your group (please let me know if there are irresolvable personality conflicts within your group)...**__ __Passage 1 -- Prologue: Sarah, Kayla, Grace, Chloe, Tate__ __1. Why does Death talk so much about "distraction," and why is it important to him (for lack of a better pronoun)?__ __2. What does he need distraction from, and why does this bother him so much?__ __3. Why does he feel the need to share this with us, do you think?__ __4. What fascinates Death about Liesel's book, which he retrieves? Why do you think these things fascinate him?__ __5. What does he want to tell us a story (see 15), based on this passage? What is the "something" he wants to show us (15), and why?__

__Passage 2 -- The Standover Man: Nathan, Dyllan, Thomas, Theo__ __1. How does Max make the paper for this book?__ __2. Explain why this is symbolically significant? (Hint: whose story was it to begin with? whose story is it now?)__ __3. Also explain the symbolism of the words of the original story still being visible -- what does this remind us about Max's situation?__ __4. Who are the different kinds of "standover men" that Max has encountered -- are they good? bad? both? What does it mean, literally and figuratively, to be a standover man?__ __5. Why does Max portray himself as a bird? What does this show us about his perspective of himself in the book?__ __6. What is the effect of receiving and reading this book on Liesel? What does it mean for Death to compare the book to "a beautiful itch"?__

__Passage 3 -- The Word Shaker: Khiya, Anakin, Daud, Adrien, Pascale__ __We discussed in class the allegorical nature of this story (an allegory is a story in which each significant element is symbolic of a broader real-life situation that the story symbolizes as a whole). Explain the allegory. Pay special attention to the climax and ending of the story.__

__Passage 4 -- Epilogue: Adrianna, Ciara, Isaiah, Aubrey, Jake__ __1. Why has telling the story made Death so tired, do you think?__ __2. Before describing the rest of Liesel's life (but after describing the moment of her death), Death repeats two lines from the Prologue (544, 15). Why do you think Death does this?__ __3. Why does Death keep certain stories from the "unluckiest, unlikeliest" places and allow them to distract him (549)?__ __4. What does Death show to Liesel when he meets her for the last time? What is its name? Is it the same as the book we've been reading, or a different one?__ __5. . "The Standover Man" and "The Word Shaker" passages show us stories within the story. In what way does this passage also do that?__ __6. What do you think Death has wanted to show us in showing us this story?__

__//Follow-ups for everyone to consider: Why is Death "haunted by humans"? If The Book Thief begins at the front cover and ends at the back cover, why are the Prologue, Epilogue, and middle parts of the story set off from each other? How many stories within stories are there here?//__

Due September 27 __HEX: Final draft (typed, revised, double-spaced, edited, proofread, MLA format, on paper) of figurative language analysis paragraph due at the start of class. Include your previous draft, peer conference sheet, and -- if you're up for it -- packet of graphic organizers behind the rubric and final draft__

__HEX FYI: Your 1st tutorial grade will go to zero if you have not had your first tutorial meeting by the end of the coming week (you will still receive full credit when the meeting happens, but I don't feel comfortable leaving it blank any more)__

__AP: Watch or listen to at least 25 minutes of tonight's presidential debate. Record 5 quotes from each candidate. For each quote, write what you think s/he was attempting to accomplish by saying this, and -- if not immediately obvious -- how (20 HW points)__

__English 11 -- both sections (due Wednesday for Gamma):__ __Watch the "1920s" episode of //Crash Course//: @https://www.youtube.com/watch?annotation_id=annotation_2162264637&feature=iv&src_vid=GCQfMWAikyU&v=VfOR1XCMf7A(full text at @http://www.allreadable.com/d4618KRw)__ __Come to class ready to answer the following questions:__ __Ean, Osagie, Antwan, Kim: How did debt help fuel the national economy of the 1920s?__ __Elayna, Reggie, Ayende: What are two ways white, Protestant Americans demonstrated a fear of people of other races in the 1920s?__ __Daryl, Morgan, JJ: How did new technology in the home help create more personal freedom for middle- and upper-class women? (Why didn't it help lower-class women?)__ __Josh S., Aliyah, David K., Noah: What was the "Harlem Renaissance"?__ __Marcus, Maddie, Baily: How did Prohibition help fuel the rise of organized crime?__ __Roman, Emanuel, Bianca: How did women's fashion change in the 1920s? (You may have to go beyond the video to do this, but a simple web search will give you good answers)__ __Khori, Josh W., David S., Layla: Rich people got richer; poor people stayed poor in the 1920s -- how come? (How did richer people get more money, for the most part?)__ __Alex, Alessandro, Sabria, Knick: What made it possible for more and more people to own cars in the 1920s? How did cars change American life in the 1920s?__ __Kelly, Rickee: What significance did science and/or "pseudoscience" (fake science -- things that claim to be scientific but aren't) have in American society in the 1920s?__ __Mr. Day: How did American popular music and dance change in the 1920s, and what was the source of this change?__

Due September 26 __AP: Final draft (typed, revised, double-spaced, edited, proofread, MLA format, on paper) of Orwell essay (include all previous drafts, peer conference sheet, and brainstorming) -- rubric on top, then final draft, then other materials in reverse chronological order__

__HEX: Re-read and annotate pp. 1-15, 223-238, 442-455, 543-550 of //The Book Thief//. We will start our conversation about why people tell stories -- and what we can learn about this from //The Book Thief// -- on Monday. Revise your paragraph on figurative language in a selected passage in //The Book Thief// based on the feedback you received in class today.__

__English 11 Gamma and Delta: Final draft (typed, revised, double-spaced, edited, proofread, paper copy) of //Catcher// essay due at the start of class. Please staple the rubric and editing and proofreading sheet(s) to the top of the final draft, and then include all earlier essay materials (first draft, second draft, essay prompt, peer conference sheet...) in reverse order below.__

Due September 23 __HEX: rough draft of figurative language analysis paragraph (on a passage from //The Book Thief// of your choice) due -- on paper -- on Friday (20 HW points). HEY -- we're going to do peer conferences on Friday. I will choose the questions for you. They will be on a sheet of paper, all ready for you. We will have to work quickly. Be ready to go once you come in the door.__

__AP: Final draft of Orwell essay -- typed, double-spaced, revised, edited and proofread, in MLA format -- due on paper at the start of class (with rough draft and peer conference sheet)__

__English 11 Delta: typed, revised, double-spaced second draft of //Catcher// essay due, on paper, at the start of class (30 HW points)__

Due September 22 __English 11 Gamma: typed, revised, double-spaced second draft of //Catcher// essay due, on paper, at the start of class (30 HW points)__

Due September 21 __English 11 Delta: rough draft of all 3 portions of the //Catcher// writing project due tomorrow, on paper, at the start of class (30 HW points)__

__AP: Revise essay (final draft due on paper on Friday)__

__HEX: rough draft of figurative language analysis paragraph (on a passage from //The Book Thief// of your choice) due -- on paper -- on Friday (20 HW points)__

Due September 20 __AP: no homework (!)__

__English 11 Gamma: rough draft of all 3 portions of the //Catcher// writing project due tomorrow__

__HEX: complete graphic organizer for a passage from //The Book Thief// that you choose yourself (1 paragraph to 1 page in length) (Need help? The part where Liesel confronts the mayor's wife -- pp. 252-3 -- is a good one)__

Due September 19 __AP: Rough draft of essay on Orwell (20 HW points)__

__English 11 Gamma and Delta: Rough draft of the Holden portion of //Catcher// essay (20 HW points for at least 3 paragraphs; no credit guaranteed for any less than 3 paragraphs)__

__HEX: Complete figurative language graphic organizer for the passage narrating the Walter Kugler vs. Max Vandenburg boxing match (see packet)__

Due September 16 __HEX: Figurative language poster__ __Sarah -- allegory; Kayla -- allusion; Grace -- personification; Chloe -- litotes; Nathan -- apostrophe; Dyllan -- metonymy; Thomas -- euphemism; Theo -- hyperbole; Khiya -- understatement; Anakin -- irony; Daud -- metaphor; Adrien -- metonymy; Adrianna -- simile; Ciara -- oxymoron; Isaiah -- paradox; Aubrey -- pun; Pascale -- synecdoche; Jake -- synesthesia; Tate -- metaphor__

__English 11 Delta: Complete the brief "Game On" exercise near the bottom of the first page of the essay prompt you received today__

Due September 15 __AP: Be ready to discuss the following questions tomorrow (make some notes in your Reading section):__ __1. What is Orwell's thesis, in "Politics and the English Language"?__ __2. What's at stake in how we use language? (What do we stand to gain or lose in the ways that we use language)__ __3. Why is this -- how we use language -- a political issue for Orwell?__

__English 11 Delta: Do some thinking about this: If Holden wants to badly to be a child, why does he spend so much time doing such "grown-up" things?__

__English 11 Gamma: Complete the brief "Game On" exercise near the bottom of the first page of the essay prompt you received today__

Due September 14

__HEX: Typed, double-spaced, revised, edited, proofread MLA format 3rd ("final") draft of morality essay. Staple, in this order: rubric and checklist, 3rd draft, 2nd draft, peer conference sheet -- detached from packet!, first draft, essay packet and warm-up sheet. To receive full credit and be on time for class, you will have your essay ready to hand in on arrival in the classroom.__

__English 11 Gamma: Do some thinking about this: If Holden wants to badly to be a child, why does he spend so much time doing such "grown-up" things?__

Due September 13 __AP: completed multiple choice packet with brief reflections on all incorrect answers; read and annotate "Politics and the English Language"; respond in writing to reading questions on "Politics and the English Language"__

__English 11 Gamma and Delta: written responses to reading questions for Ch. 20-26 of //Catcher;// choice writing assignment__

__HEX: typed, double-spaced, revised second draft of personal morality essay (20 HW points)__

Due September 12 __English 11 Gamma: review Ch. 20-22 of //Catcher//; complete choice writing assignment (will be collected Tuesday)__

__English 11 Delta: review Ch. 23-26 of //Catcher// (revised choice writing assignment, Ch. 20-26 reading questions for //Catcher// will be collected Tuesday__

__HEX: rough draft of personal morality essay (peer conferences on Monday)__

Due September 9 __HEX: complete essay warm-up and review sheet (PS: Immanuel Kant was a German philosopher who came up with a very rigorous form of moral absolutism)__

__English 11 Delta: review Ch. 20-22 of //Catcher//__

Due September 8 __AP: Compose a 2-paragraph reflection on today's Socratic discussion. Paragraph 1: Summarize today's conversation, using your notes. Paragraph 2: select one issue, question, or idea from today's discussion that you find especially intriguing, explain why it interests you, and explore it further via your own thinking and writing -- be thorough, thoughtful, and accurate (questions we selected beforehand but did not discuss are okay, too) (20 HW points)__

Due September 7 __English 11 Delta: review Ch. 9-14 of //Catcher// (p. 66-117)__

__English 11 Gamma: review Ch. 15-19 of //Catcher// (p. 117-165)__

__HEX: Add to yesterday's HW -- describe and explain another example of something being right in one situation and wrong in another; explain what makes the difference (between the action being right in one case and wrong in the other) (10 HW points)__

Due September 6 __English 11 Gamma: review Ch. 9-14 of //Catcher// (p. 66-117)__

__HEX: Compose 1 paragraph explaining how //you// go about making decisions between right and wrong; bring //The Book Thief//__

__AP: Complete the //1984// Test-Like Artifact you received in class today__

Due September 2 __HEX: identify which sections of text you need to review in pp. 1-204 of //The Book Thief// in order to discuss Hans Hubermann's choice to take in Max and hide him; review those sections of text__

__AP: review the ending chapters of the "Gettysburg Address" book; what parts of //1984// should we pay attention to in order to think about the ways in which "words matter" in this book?__

__English 11 Delta: review Ch. 1-8 of //Catcher// (p. 1-66)__

Due September 1 __AP: review the rest of the "Gettysburg Address" book; review and annotate (if you haven't already) the article on Hillary Clinton's speech last week; bring //1984//__

__English 11 Delta: typed second (aka "final") draft of "Theme for English B" poem (bring your poem packet to attach the rubric); bring //Catcher//__

__English 11 Gamma: Review Ch. 1-8 of //Catcher// (pp. 1-66)__

Due August 31 __English 11 Delta: rough draft of "Theme for English B" poem (20 HW points); bring //The Catcher in the Rye//__

__English 11 Gamma: typed second (aka "final") draft of "Theme for English B" poem (bring your poem packet to attach the rubric); bring //Catcher//;__

__AP: review the rest of the "Gettysburg Address" book; review and annotate (if you haven't already) the article on Hillary Clinton's speech last week; bring //1984//__

__HEX: bring //Absolutely True Diary//; bring //The Book Thief// (1st chunk will be pp. 1-204ish, focusing on Hans' choice to take in Max)__

Due August 30 __English 11 Gamma: rough draft of "Theme for English B" poem (20 HW points); bring //The Catcher in the Rye//__

__HEX: bring //The// //Absolutely True Diary...// and //The Book Thief////;// final draft of "I Hear [My Neighborhood] Singing" poem due (up to 15 major assignment points) -- have your rubric, final draft, and rough draft stapled together (preferably in that order) before you enter the room on Tuesday__

__AP: review pp. 126-186 of the "Gettysburg Address" graphic novel; review (and annotate, if you haven't yet) the //Slate.com// article on Hillary Clinton's speech from last week__

Due August 29 __All classes: bring your notebooks/binders to class on Monday so that we can get them set up and organized (20 HW points)__

__HEX: Complete brainstorming for and rough draft of "I Hear [My Neighborhood] Singing" poem (20 HW points)__

__English 11: Respond in writing to class work questions in "Theme for English B" packet__

__AP: review the next 3 chapters of the "Gettysburg Address" book (pp. 81-125); read and annotate the //Slate// article you received in class today__

Due August 26 __All classes: completed and signed course contract form (10 HW points)__

Due June 1 __ALL CLASSES: BE READY TO SUBMIT YOUR Q4 WARM-UPS ON WEDNESDAY__

__AP: Continue work on final projects__

__English 11: prepare for exam essays and quote ID__

__HEX: Select 5 quotations from anywhere in //The Life of Pi//, and 5 quotations from our readings in the Hebrew Bible (Genesis: 1-4, 6-9, 11:1-9, 12:1-3, 13, 16-22, 27-28, 32-35; Exodus: 1-24), that you think illustrate something significant in the books (theme, character insight, plot point...) Write out at least the page number and the location of the quote on the page -- if not the entire quote -- along with a 1-3 sentence explanation of why you think the quotation is significant (quotations can be narration or dialogue). Use your annotations to guide you (20 HW points).__

Due May 31

__AP: work on your final project. BE READY TO SUBMIT YOUR Q4 WARM-UPS ON WEDNESDAY__

__English 11: Select 10 quotations from anywhere in //Adventures of Huckleberry Finn// that you think illustrate something significant in the book (theme, character insight, plot point...) Write out at least the page number and the location of the quote on the page -- if not the entire quote -- along with a 1-3 sentence explanation of why you think the quotation is significant (quotations can be narration or dialogue). Use your annotations to guide you (20 HW points). Begin preparatory work on the exam essays (character dialogue, essay on how the literature we've read this year helps you think about what it means for you to be an American). BRING YOUR GATSBY BOOK ON TUESDAY TO SUBMIT FOR A FINAL ANNOTATIONS CHECK. BRING YOUR NOTEBOOKS ON WEDNESDAY TO SUBMIT YOUR Q4 WARM-UPS.__

__HEX: Select 5 quotations from anywhere in //Othello//, and 5 quotations from anywhere in Books 1-12 of the //Odyssey//, that you think illustrate something significant in the books (theme, character insight, plot point...) Write out at least the page number and the location of the quote on the page -- if not the entire quote -- along with a 1-3 sentence explanation of why you think the quotation is significant (quotations can be narration or dialogue). Use your annotations to guide you (20 HW points). Begin preparatory work on the Love and Poetry essay on the exam. BRING YOUR //OTHELLO// BOOK ON TUESDAY TO SUBMIT FOR A FINAL ANNOTATIONS CHECK. BRING YOUR NOTEBOOKS ON WEDNESDAY TO SUBMIT YOUR Q4 WARM-UPS.__

Due May 27 __English 11:__ __Select 10 quotations from anywhere in //The Catcher in the Rye// that you think illustrate something significant in the book (theme, character insight, plot point...) Write out at least the page number and the location of the quote on the page -- if not the entire quote -- along with a 1-3 sentence explanation of why you think the quotation is significant (quotations can be narration or dialogue). Use your annotations to guide you (20 HW points).__

__AP: Work on your final projects__

__HEX: Final draft of //Othello// DBQ due (60 major assignment points)__

Due May 26 __HEX: SDE 27 HW; read and annotate Book 12 of the //Odyssey;// revised, typed, hard copy 2nd draft of //Othello// DBQ (20 HW points)__

__AP: Prepare to complete your final project (either by working on it, or by clearing your mental decks by working on things for other classes)__

Due May 25 __HEX: 1st draft of //Othello// DBQ (30 HW points); review //Odyssey// Books 9-11__

__English 11: Select 10 quotations from anywhere in //The Great Gatsby// that you think illustrate something significant in the book (theme, character insight, plot point...) Write out at least the page number and the location of the quote on the page -- if not the entire quote -- along with a 1-3 sentence explanation of why you think the quotation is significant (quotations can be narration or dialogue). Use your annotations to guide you (20 HW points).__

__AP: Bring to class a plan for your final project to share and discuss with Mr. Day__

Due May 24 __AP:__ __1. For the items you came up with in your homework (see the wiki), please -- in writing, with a partner if you would like --__ describe the way each strategy you identified in your homework works to resist or subvert the traditional male gaze __-- treat each of the images in pp. 14-16 of the Farber article as its own strategy. Use the additional Cindy Sherman pictures to help you for her (last image on p. 16, with lots of text that follows)__ 2. Again, in writing, as above: the images on the last page of the Farber article ostensibly show women who are taking control, possibly even taking control of the gaze, in making their arguments as advertising. a. How does each do this? b. Does each truly show a woman successfully appropriating/resisting/subverting the gaze? What do you think?  Due May 23 __AP:__ __--Review pp. 57-64 of //Ways of Seeing//. On a sheet of paper, and in writing...__ __List (and be prepared to explain in class) the means by which John Berger sees painters (and their subjects) paint (and succeed in being painted as) naked women, rather than objectified nudes (there are at least 3 or 4, depending on how you count)__ __--Review all of "Looking and the Gaze" (whose author's name is Allen Farber). On your sheet of paper, and in writing...__ __List (and be prepared to explain in class) ways in which, according to this text, feminist art can challenge or subvert the traditional (and masculine) gaze of the viewer, with special attention to the explication of Cindy Sherman's photography.__

__HEX: Review/finish perusing and taking notes on //all// sources for the DBQ. Monday will be a work day in which you assemble your ideas to construct your written response. There may or may not be computers available to you.__

__English 11 (both classes): On Monday you will have an open book, open note test on our work with //The Great Gatsby//. FYI, at least one item on the test will be a quote identification, to help you ready yourselves for the Quote ID section on the final exam. No, I will not give you a quote bank in advance; there may or may not be multiple quotes to choose from. Here are the topics/ideas/themes brainstormed by the classes today as to what might appear on the exam (if you come to class on Monday prepared to think about and discuss these, you will be in good shape):__ __--chronologies (order of events in Gatsby's and Nick's lives versus how Nick tells the story; timeline of events, timeline of when we learn about events)__ __--characters' relationships with each other__ __--new money vis-a-vis old money__ __--lies (Gatsby's life, spouses cheating on each other, Daisy and Tom apparently not feeling guilty over what happens to Myrtle Wilson, George Wilson, and Jay Gatsby)__ __--our dreams and goals in life, and how we try to realize them, and how realistic we are about them__ __--do we live in our pasts, our presents, or our futures? Living in the future vis-a-vis living in the present vis-a-vis living in the past__ __--Gatsby's life, death, and dreams__ __--Do our dreams drive our lives?__ __--What Gatsby, Nick, and Fitzgerald think about people's dreams and their attainability__ __--How Nick's feelings -- about life, and other characters -- evolve__ __--How Nick becomes more sociable__ __--Owl-Eyes' role in the story__ __--Nick's interactions at different parties__ __--Gatsby's back story__ __--Daisy and Tom vis-a-vis Daisy and Gatsby__ __--Why Nick writes the way he does (big words, complicated sentences, lots of figures of speech)__ __--Women's lives (rich, white women's lives) in the 1920s__ __--Nick as participant and watcher -- someone who is "there but not there"__ __--See item #3 for the May 20 wiki entry...__

Due May 20 __HEX: Read and annotate Book 11 of the //Odyssey// (we will not be talking about this tomorrow; I just want to keep you moving forward with your reading). View and take notes on the "Shakespeare Uncovered" video for the DBQ (web address is in the packet; remember to focus on the designated minutes; take notes as you did today on the Olivier clip in class)__

__English 11 Epsilon AND Eta:__ __1. Complete SDE 27 HW__ __2. Play this video game a few times: []. Refresh the page when it asks you "Try again?", rather than clicking on "Try Again," or it will glitch. Use the "m" and "n" keys to row the boat (arrow keys on some keyboards). Be ready to talk about these questions on Friday (no need to write responses): How does the game //literally// connect to the last few sentences of Fitzgerald's novel? How does it //figuratively// connect?__ __3. On p. 154, Nick tells us, "'They're a rotten crowd,' I shouted across the lawn. 'You're worth the whole damn bunch put together.' I've always been glad I said that. It was the only compliment I ever gave him, because I disapproved of him from beginning to end." What Nick says to Gatsby and he says to us seem to be contradictory. On a separate sheet of paper, respond to the following: What does Nick mean when he -- //you know what? Never mind. I'll just put this question on the test instead.//__

Due May 19 __HEX: read and annotate the articles in the DBQ packet (Documents 4, 5, 9, 10). You may be discussing these and looking at the pictorial sources in small groups after you finish your sentence diagramming work on Thursday.__

__English 11 Eta: On a separate sheet of paper, answer in writing the 17 questions on the last few page of //Gatsby//. They are in chronological order. Use your thinking to follow Nick's thinking closely. This will be collected Friday, but you will have other homework Thursday night, so do it now.__

__AP: Respond in writing to //any three// of the questions below,__ plus __//the last one//. Working definition of "objectifying": not seeing the person as a person with their own desires, thoughts, feelings, etc. (per SWu).__ __1. Is this (sexual objectification, especially portrayed in works of art) not the same for men?__ __2. Shame__ //and// __display in objectification? Simultaneously? How?__ __3. How to resist this dynamic (of objectification of women in art and society)?__ __4. How to be beautiful without being a sex object? (What does "being beautiful in a different way" look like?)__ __5. What about paintings by women?__ __6. What about images of men?__ __7. Can we say objectification is always bad?__ __8. How can we tell if an image -- especially an image of a women -- is //not// objectifying?__ __9. Is physical attraction to another always automatically objectifying?__ __10. Is an image of a person (or a woman) automatically objectifying?__ 11. What does Berger's argument offer us in terms of ways to address these questions?

Due May 18 __AP: Read and annotate Ch. 3 of //Ways of Seeing// (pp. 45-64). On a piece of paper, respond to the following questions:__ __1. What is the argument that Berger is making? How can you tell?__ __2. How does his thinking in this chapter build on the ideas we discussed in Ch. 2? How are their arguments connected?__ __3. What do you find particularly striking/intriguing/interesting/disagreeable in this chapter? How come?__ __Two HW XC points: Look at the citations for each of the early modern figure paintings in Ch. 2 (p. 39 and 43). 1. How does the classical subject matter of each painting support the arguments we discussed in class today? 2. Does knowing these paintings better alter what you think the argument might be -- and, if so, how so? If you write more than 1-2 sentences for each question, you are doing too much.__

__English 11 Epsilon:__ __1. Finish answering the questions on the homework question sheet that we worked on today (you should have all but 11e-g done at this point).__ __2. Come to class prepared to talk about what kinds of things you would put on an exam for //Gatsby//, if you had been teaching our class (be prepared to discuss actual content, in particular things that we've focused on in class)__ __3. Play this video game a few times: []__ __How does it //literally// connect to the last few sentences of Fitzgerald's novel? How does it //figuratively// connect?__

Due May 17 __HEX: read and annotate Book 10 of the //Odyssey// (and 9, if you haven't yet, though we won't be discussing them for another few days). Come to class prepared to perform your //Othello// speech.__

__English 11 Epsilon: read and annotate the rest of Ch. 9 of //Gatsby//. Probably on a separate sheet of paper, answer #1-10 from the list of questions you received today.__

__English 11 Eta: read and annotate the rest of Ch. 9 of //Gatsby//. Probably on a separate sheet of paper, answer all questions from the list you received in class today.__

Due May 16 __HEX: come to class prepared to perform your //Othello// speech__

__English 11 (both classes): read and annotate through the section break on p. 174 in Ch. 9 of //Gatsby//__

__AP: back to work. I hope the rest of your AP exams went well. There are two assignments here for Monday.__ __1. //Starship Troopers// (15 HW points)__ __a. The fact that the story is made out of well-known //tropes//, many of them cliche, is one of the ways this text can be identified as a satire. On a piece of paper, list 10 tropes -- familiar narrative elements that recur in multiple stories -- present in //Starship Troopers// (e.g. "the girl who dies for love," "the black guy dies first," "burial at sea"...). See how many you can do on your own before resorting to the enormous laundry list at []. Ray, Elias, Teddy, and Kayla, I know I said 15 in class, but I don't want this to turn into an exercise in copying things off of the tvtropes list.__ __b. On the same piece of paper, list 5 different things that are satirized in or by this film (you can include different types of movies, too). Fun fact: one of the things being satirized is actually the book the film is (sort-of) based on, //Starship Troopers////,// by Robert Heinlein.__ __2. Read the second essay (pp. 35-43) of //Ways of Seeing// (it consists only of pictures, no words). Be aware that, as with our conversation about Diz's portrayal in //Starship Troopers//, the conversations in the week ahead of us have to do with women's bodies and the ways they are seen and portrayed in art and the media. Answer the following questions on a piece of paper (15 HW points):__ __a. What is the argument being made here? What makes you think so?__ __b. How does Berger go about making this argument -- what strategies do you see him using to convey this argument?__ __c. How is the experience of reading and making meaning from this text different from reading a traditional essay?__

Due May 13 (Happy birthday to me!) __English 11 Epsilon: SDE 26 HW__

Due May 12 __HEX: SDE 26 HW; practice your //Othello// speech (performances on Thursday for those who are ready, Friday for everyone else)__

__English 11 Eta: no new HW. Have you turned in your book for an annotations check?__

Due May 11 __AP: Get enough sleep on Monday night and Tuesday night. Bring food and drink to the exam (and writing tools!), and dress in layers. Expect the unexpected. Do your best (it is by definition impossible to do more, so please don't worry about that, and you don't want to do any less -- because, in the words of Vanilla Ice, "Anything less than the best is a felony").__

Due May 10 __HEX: Practice your //Othello// speech. Many members of the class need to lock in their memorization, and work to be more dramatic.__

__English 11: Read and annotate Ch. 8 of //Gatsby//.__

Due May 9 __AP: 1) sleep; 2) identify 3 current events, texts, or issues that might plausibly show up on Wednesday's AP exam, 3) peruse the satire prompt in your packet of rhetorical analysis prompts. Enjoy //Captain America: Civil War// if you're going to see it; it's supposed to be good.__

__English 11 Eta: read and annotate the rest of Ch. 7 of //Gatsby// (pp. 138-145)__

__English 11 Epsilon: read and annotate the rest of Ch. 7 of //Gatsby// (pp. 133-145)__

__HEX: Practice your now-memorized speech from //Othello// at least five times -- graded performances start on Tuesday?__

Due May 6 __English 11 Epsilon and Eta: SDE 25 HW; Eta -- bring IR book and //Gatsby// tomorrow__

__AP: study for your vocabulary quiz tomorrow; make use of the extra essay prompts as exam prep as you see fit__

__HEX: add tones of voice to your //Othello// speech line-by-line sheet__

Due May 5 __English 11 Eta: Read and annotate //Gatsby// through p. 129__

__ENGLISH 11 EPSILON: DROP OFF YOUR BOOKS FOR AN ANNOTATIONS CHECK!__

__HEX: Memorize your //Othello// speech (20 HW points); SDE 25 HW__

__AP: Read and annotate the first two prompts and sets of sources you received in a packet today; study your vocabulary (matching test/quiz Friday). Tomorrow's class will feature 0-1 actual essays...__

May the Fourth be with you! __AP: study vocabulary, bring uncollected assignments (one on TNH, one a multiple choice packet) on Wednesday__

Due May 3 __English 11: read and annotate the rest of Ch. 6__

__HEX: Work to have your //Othello// speech memorized by the midway point of tomorrow's class (20 HW points)__

Due May (how did that happen?!) 2 __AP: Complete the multiple choice packet you received today in 50 minutes. Check your answers. Come to tutorial to review any items you have questions about.__

__English 11: Finish reading Ch. 5 of //Gatsby//. Read and annotate up through the top of p. 101 in Ch. 6.__

__HEX: Complete the "line" and "emotion/desire" columns in your line-by-line sheet__

Due April 29 __English 11 Epsilon and Eta: SDE 24 HW (Eta: bring a book for independent reading tomorrow)__

__HEX: Select a speech of at least 12 lines from //Othello// that you think is crucial to the plot, or to understanding and the character who speaks it, spoken by a character you find interesting. Write it out twice, and answer the following questions in writing:__ __ 1. Identify the speaker -- who says this quote? __ __2. Identify the audience -- to whom is s/he speaking? (if this is another character, say who; if it is him/herself, say so; if this is the reader of the book or the audience of the play; say so)__ __ 3. Context -- what is happening in the story when s/he says this? __ __4. Meaning -- paraphrase the quotation in your own words. __ __5. Significance -- Why is this quote important for the events, theme, or meaning of the story? -OR- What does this quote show about the speaking character’s personality?__

__AP:__ __1. Continue your vocabulary study.__ __2. Complete the fill-in-the-blank argumentative essay prompt you received in class:__ __On the first set of blanks, supply a quotation from the text that you think best encapsulates or expresses Hanh's argument. On the second set, paraphrase what you think his thesis is, as expressed in the quotation you chose.__ __3. Identify 3-5 significant rhetorical strategies or choices you see Hanh using through out his book.__ __4. Bring //The Heart of Understanding// to class tomorrow, to help you with the argumentative essay (you may certainly do some planning or outlining beforehand -- how could you not, since you constructed the prompt?)__

Due April 28 __English 11 Eta:__ __In one short paragraph, describe the idea of Gatsby that you and/or the guests of his party had as of the end of Ch. 3 (feel free to use textual evidence to support your thinking). In a second short paragraph, describe the ways that this idea has been complicated by events and conversations in Ch. 4 (to think about: the conversation in the car, lunch with Wolfsheim, Jordan's story about Daisy (and Gatsby), and Gatsby's plan). What was your and others' original impression of Gatsby? How do you see him differently now?__

__AP: STUDY YOUR VOCABULARY!__

__HEX: SDE 24 HW__

Due April 27 __AP:__ __1. Thich Nhat Hanh says that Buddhism is "a clever way to enjoy life." Please explain. (Include what one should do and how one should try to think in order to enjoy life, why one should act that way and cultivate that attitude, and how this will make life more enjoyable and less full of fear and desire.) (20 HW points)__ __2. Read the background material on "A Modest Proposal"; read and annotate "A Modest Proposal," using the reading questions to guide your thinking (feel free to take notes on the sheet for discussion preparation, but it will not be collected).__ __3. Watch this: []. Be prepared to discuss it on Wednesday.__

__HEX: SDE 24 HW__

__English 11 Epsilon:__ __In one short paragraph, describe the idea of Gatsby that you and/or the guests of his party had as of the end of Ch. 3 (feel free to use textual evidence to support your thinking). In a second short paragraph, describe the ways that this idea has been complicated by events and conversations in Ch. 4 (to think about: the conversation in the car, lunch with Wolfsheim, Jordan's story about Daisy (and Gatsby), and Gatsby's plan). What was your and others' original impression of Gatsby? How do you see him differently now?__

Due April 26 __English 11 (both classes): review the second half of Ch. 4 of //Gatsby//__

__HEX: Read and annotate the "monster" speeches from //Othello//. Revisit the context in the original play for the ones you find most important.__

Due April 25 __English 11 Epsilon: Harlem Renaissance poetry analysis for 1-day-late credit__

__English 11 Epsilon and Eta: read and annotate Ch. 4 of //Gatsby// (2 HW points per page with 3 annotations)__

__HEX: Read and annotate the rest of 5.2 of //Othello// (10 pp.; 3 annotations per page)__

__AP: begin vocabulary study in earnest (our test vocab list (except for "aphorism") -- @http://www.memrise.com/course/524593/wlpcs-ap-lang-and-comp-2014-2015/ ; the 4-part course that includes a lot of rhetorical vocabulary -- @http://www.memrise.com/course/49008/ap-english-language-terms/ )__

Due April 22 __English 11 (Epsilon): SDE 23 HW (10 HW points)__

Due April 21 __English 11 (Eta): finish reading and annotating Ch. 3 of //Gatsby//__

__AP: review the review of Andrew Hacker's book on math education ([])__

__HEX: finish SDE 23, read and annotate 5.1 of //Othello//__

Due April 20 __AP: complete multiple choice packet, checking your answers and writing brief reflections on items for which you selected an incorrect answer; review your work on the most recent 3 chapters of //The Heart of Understanding//__

__English 11: finish reading and annotating Ch. 3 of //Gatsby//__

Due April 19 __English 11: read and annotate through p. 47 in //Gatsby//.__

__HEX: no new homework__

Due April 18 __English 11: Read and annotate Ch. 2 of //Gatsby// (3 notes per page); finish descriptive language in-class assignment (see below); SDE 22 CW and HW__ __//descriptive language passage choices: p. 6 third paragraph, p. 7 paragraphs 1-3, p. 7-8 transition paragraph, p. 8 first two full paragraphs, p. 9 second full paragraph, p. 11 first full paragraph, p. 17 bottom paragraph, p. 20 middle paragraph, p. 20-21 last paragraph of the chapter//__

__HEX: Take some time to look over your comparative sonnet analysis essay, and reflect in writing on the following four questions (20 HW points):__ __1. Was the grade you received what you expected? Why or why not?__ __2. Ho much control do you feel you have in your writing, in terms of fully developing and explaining your ideas? Please explain.__ __3. How much control do you feel you have over your writing, in terms of grammar, spelling, and punctuation? Please explain.__ __4. What kind of help, instruction, or support would be most useful to you in your writing, and what resources are available to you right now to seek it?__

__AP:__ __1. Over the weekend, please read, annotate, and complete the homework assignments for the next three chapters of //The Heart of Understanding// (that will leave two chapters left to read). You should write //less than// two sides of a single-spaced sheet of paper, altogether.__ __2. Please also begin memorizing the definitions of the 45 words in your "AP Sentence and Rhetoric Vocabulary Notes Sheet"__ __3. Please also review topics, categories, and strategies you might want to write about in a rhetorical analysis essay, and the different ways to structure such an essay. (That's what we'll be writing on Monday).__ __4. Your homework for Wednesday will be to review your work on "Roses and Garbage," as well as the next three chapters of //The Heart of Understanding//, and complete an AP multiple choice packet that you will receive in class on Monday.__

Due April 15 __HEX: SDE 22 (both sides)__

Due April 14 __AP: Read and annotate and complete the standard HW assignment for the next chapter of the Thich Nhat Hanh book, which I believe is "Roses and Garbage."__

__HEX: Read and annotate 4.2 of //Othello//__

Due April 13 __AP: Read, annotate, and complete the recurring homework assignment for "Happy Continuation" (the next chapter to read of //The Heart of Understanding//)__

Due April 12 __English 11: no new homework__

__HEX: read and annotate 4.1 of //Othello//, if you have not already__

Due April 11 __English 11: complete the Tom and Daisy marriage counseling worksheet (20 points) (both classes); complete SDE 21, HW side (Eta only). The probability that you will be asked to leave your books behind on Monday is high, but not absolutely certain.__

__AP: read and annotate the synthesis essay packet you received today (in-class essay on Monday)__

__HEX: Read and annotate 4.1 of //Othello// (9.5pp)__ Due April 8 __English 11: read and annotate pp. 1-21 of //Gatsby// (3 notes per page, please); complete the HW side of SDE 21 (Epsilon only)__

__HEX: Explicate at least 10 examples of irony (usually dramatic, sometimes verbal) in 3.3 of //Othello//: 195-201, 205-6, 208-210, 210-211, 211-213, 220-223, 224-226, 227, 230-231, 245-246, 247-248, 249, 255-257, 259-261, 283-284, 293-294, 316-318, 343, 360-372, 374-377, 386-7, 399-400, 411, 412, 417-8, 419, 432, 434, 436-7, 445, 463-5, 490, 500, 501, 508-10, 513, 518-21. Be sure to state both the ostensible (apparent, expected) meaning, and the greater significance or actual meaning of each quotation you choose.__

__AP: If you haven't read and annotated the Andrew Hacker article yet, please do so (hopefully we'll talk about this tomorrow); complete HW assignments for the next 2 chapters of //The Heart of Understanding// ("The Way of Understanding," and "Long Live Emptiness" -- about 2/3 page per chapter, answering the questions below for each chapter) --__ __1. Compose a precis of Hanh’s argument in this chapter -- a summary of his logic and argument (mention examples and illustrations only for the utility they provide).__ __ 2. Explain how the new thinking in this chapter builds on the thinking of previous chapters (especially the one immediately before) -- how do these new ideas stem from and build from previous concepts and ideas he has introduced? __ __ 3. What seems new, striking, or strange to you about Hanh’s thinking here? How come? If nothing does, why does it not? __

Due April 7 __AP: If you haven't read and annotated the Andrew Hacker article yet, please do so (we //may// talk about this in the last 30 minutes of class tomorrow); complete HW assignments for 1st 2 chapters of //The Heart of Understanding// (about 2/3 page per chapter, answering the questions below for each chapter) --__ __1. Compose a precis of Hanh’s argument in this chapter -- a summary of his logic and argument (mention examples and illustrations only for the utility they provide).__ __ 2. Explain how the new thinking in this chapter builds on the thinking of previous chapters (especially the one immediately before) -- how do these new ideas stem from and build from previous concepts and ideas he has introduced? __ __ 3. What seems new, striking, or strange to you about Hanh’s thinking here? How come? If nothing does, why does it not? __

__English 11 Eta: no new HW__

__HEX: SDE 21, HW side__

Due April 6 __AP: Read and annotate this text, a review of Andrew Hacker's new book on math education: []. You //will// need a paper copy (I will print some if needed).__

__English 11 (Epsilon): no new HW__

__HEX: SDE 21, HW side__

Due April 5 __English 11 (both classes): read and annotate (3 notes per page, please) pp. 1-5 of //The Great Gatsby//__

__HEX: Read and annotate the remaining 11 pages of 3.3 of //Othello//__

Due March 24 __HEX: revised, typed, double-spaced second draft of comparative poem analysis essay (20 HW points)__

__AP: //Gatsby// project due on paper at the start of class on Thursday, or via Googledoc at midnight on Friday night__

__English 11 Eta: Poem analysis essay due at the end of class on paper__

__English 11 Epsilon: Poem analysis essay due at the end of the class on paper or before midnight on Friday if submitted via Googledocs__

Due March 22 __HEX: revised, typed, double-spaced second draft of comparative poem analysis essay due Wednesday (20 HW points)__

__English 11 Eta: complete rough draft of poem analysis essay, if not already completed__

__English 11 Epsilon: come to class tomorrow prepared to draft your poem analysis essay -- plan your essay: figure out what your main ideas will be, and what information will go in each paragraph -- mark up your notes or make lists and outlines__

__AP: Rough draft of rhetorical/literary analysis portion of Gatsby final project, on paper at the start of class (20 HW points)__

Due March 21 __English 11 Epsilon: come to class with as many of the many little questions on the essay prompt answered as possible (10 HW points)__

__English 11 Eta: rough draft of poem analysis essay, on paper at the start of class (20 HW points)__

__AP: Rough draft of rhetorical/literary analysis portion of //Gatsby// final project, on paper at the start of class (20 HW points)__

__HEX: Rough draft of comparative sonnet analysis essay, on paper at the start of class (30 HW points)__

Due March 18 __English 11 Eta and Epsilon: come to class tomorrow prepared to complete the Sentence Diagramming Assessment__

__AP: bring a rough draft of your alternative ending to //The Great Gatsby// (the one that shows how Gatsby would respond to disillusionment). Check your email for a procedure for tomorrow's peer conference.__

__HEX: Jot down answers to the following outline questions in preparation for drafting your comparative sonnet analysis essay in class tomorrow:__ __1. thesis statement for the essay as a whole (maybe do this one last)__ __2. preview of body paragraph ideas__ __3. main idea for body paragraph #1__ __4. list of evidence to use in support__ __5. main idea for body paragraph #2__ __6. list of evidence to use in support__ __7. main idea for body paragraph #3__ __8. list of evidence to use in support__ __//For #1 and #2: see your writing notes for the Channing Tatum diagram of how to put together an introductory paragraph for an essay, and use it when you are drafting tomorrow//.__ __//In general, feel free to use -- but not overuse -- the "Both... and... however" sentence structures for your main ideas and thesis ("overuse" here would mean writing one of those for each of those four sentences)//__

Due March 16 __HEX: read and annotate the rest of 2.3 (8 pages); read the rest of the scene summaries for the whole play //before// going to the play tomorrow__

__English 11: start answering specific questions on the writing prompt__

Due the Ides of March

__AP: read and annotate synthesis essay packet (rough draft of //Gatsby// first part of final project now due Thursday)__

__HEX: Read and annotate Iago's final speech in 1.3, 2.1-2; if need be, the essay outline can wait. The sentence diagramming assessment //will most likely be tomorrow//, to enable the possibility of retakes next week.__

__English 11: For //either// of the two poems we've been working with, answer the following four questions on a sheet of paper...__ __1. What is the structure of the poem? Describe it.__ __2. What does the structure "mean"? (Hint: where does this poem form come from? what does it tell you about the poet and the audience? how does it tell you about the ideas it expresses, and what does it say about those ideas?)__ __3. What is the poem's meaning?__ __4. Compare 2 and 3: do these meanings align, or conflict? How so?__

Due Pi Day (3.14) __HEX: Read and annotate 1.1-2 (that's "Act I, Scenes 1 and 2" of //Othello//)__

__AP: Read and annotate the packet of readings for Monday's synthesis essay (rough draft of //Gatsby// final project tentatively due Wednesday)__

__English 11: no new HW__

Due Friday, March 11 __AP: Complete the 5-->5 multiple choice packet you received in class today in one sitting of 50-60 minutes; check your answers, and reflect briefly in writing on items you answered incorrectly__

Due Thursday, March 10__ HEX: Sentence Diagramming Exercise #15

English 11 Epsilon: Sentence Diagramming Exercise #15; re-read poems

English 11 Eta: complete the table we constructed at the end of class today, somewhere in your poem packet: __Due Wednesday, March 9__ AP: Go to this link, and play the Gatsby video game you find there at least 5 times (hopefully it is functioning): [] (use the "m" and "n" keys to row). Then, in a thoughtful paragraph, explain how the game conveys the same message -- makes the same argument! -- as Nick's valediction (p. 179-180); please also answer this question: how many times did you play again after figuring out what was going on? how come? (10 HW points). Here's another Gatsby video game -- more fun to play, but less apropos of (pertinent to) our conversation: [].
 * || McKay || Hughes ||
 * Form || //What is the structure of this poem?// || //What is the structure of this poem?// ||
 * = Content || //What does the speaker have to say?// || //What does the speaker have to say?// ||

English 11 Epsilon: Read and annotate the poems we read aloud in class today -- pay attention to both the meaning and the structure of the poem (rhyme scheme, meter, etc.)

English 11 Eta: complete the table we constructed at the end of class today, somewhere in your poem packet:
 * || McKay || Hughes ||
 * Content || //What is the structure of this poem?// || //What is the structure of this poem?// ||
 * = Content || //What does the speaker have to say?// || //What does the speaker have to say?// ||

__Due Tuesday, March 8__ English 11 Eta: read and annotate the Langston Hughes poem you received today

English 11 Epsilon: no new homework, for those who performed their POL poems

HEX: no new HW

__Due Monday, March 7__ AP: Read and annotate Ch. 9 of //Gatsby//; check your email for questions to consider -- please respond to these in notes on a separate sheet of paper to hand in on Monday (10 HW points)

English 11 Epsilon: prepare your Poetry Out Loud poem for performance, if you haven't performed in class yet

English 11 Eta: congratulations on your Poetry Out Loud performances; no new HW

HEX: read and annotate the 2 Shakespeare sonnets you received at the end of class (ID words you don't know, use your annotations to try to figure out the meaning of each line, use your annotations to try to figure out the main idea); read and annotate the prompt also -- what, in your own words, is it asking you to do?

__Due Friday, March 4__ HEX: prepare your Poetry Out Loud poem for performance, finish Sentence Diagramming Exercise 14a

English 11 (both classes): prepare your Poetry Out Loud poem for performance, if you haven't performed in class yet

__Due Monday, February 29 (Leap day!)__ English 11 Eta and Epsilon: memorize (30 HW points) and practice your poem -- with gestures, standing up -- graded performance next week. Finish SDE 14a.

HEX: Add gestures to your line-by-line sheet; memorize your poem (30 HW points)

AP: Read and annotate Ch. 8 of //Gatsby//. I know I didn't mention this in class, but please consider and take notes in response to these questions (reading notes) while you read: 1. Why was Gatsby attracted to Daisy in the first place? (see pp. 148-153) 2. Why did Daisy move on from Gatsby? (see p. 151) 3. Nick tells Gatsby, "They're a rotten crowd... You're worth the whole damn bunch put together." This seems odd, given that Nick immediately after tells us that he "disapproved of [Gatsby] from beginning to end." Why does Nick tell him this, and -- assuming he is telling the truth -- why does he feel this way about Gatsby? (see not only this chapter but pretty much any time Nick discusses his feelings about Gatsby)

__Due Friday, Feb 26__ AP: Write a 1-paragraph summary of today's conversation (20 HW points). Write a second paragraph pursuing or exploring further an issue from this discussion on your own that you found interesting or intriguing (up to 20 HW points).

English 11 Epsilon: memorize your poem (spend at least 20 minutes Wednesday night and 20 minutes Thursday night working on it). Practice on your feet, with gestures; vary your emotion words; add emoji to the line-by-line sheet if they help you. (30 HW points)

__Due Thursday, Feb 25__ AP: Read and annotate Ch. 7 of //Gatsby.// See your email for discussion preparation instructions.

HEX: See English 11 for Wednesday, and also complete SDE 14 HW (any 2 sentences)

English 11 Eta: Finish SDE 14a; also memorize your Poetry Out loud poem -- 30 HW points (by Monday at the very latest, please, but by THURSDAY would be AWESOME -- especially for students interested in performing at the school-wide competition). Some advice: practice your poem standing up and using your gestures, make sure the words you have in the “emotions” column are __varied__, draw in little pictures or emoji on the line-by-line sheet to help you remember.

__Due Wednesday, Feb 24__ English 11 (both classes) and HEX: fill out the "emotion/desire" column of your line-by-line sheet -- for each line, what is the speaker wanting or feeling? If you need lists of "feelings," here you go: []. Begin work to memorize the poem: "read and recite" individual lines, and then pairs of lines.

AP: Bring signed photo release form!!!

__Due Tuesday, Feb 23__ HEX and English 11 (both classes): Select either of the two poems you printed out for today. Write it out on your line-by-line sheet (1 line per line). Underline words that need emphasis; make slashes where you think there should be dramatic pauses

English 11 Eta additions: Complete SDE #14; work towards memorization of "a song in the front yard"

__Due Monday, Feb 22__ AP: Review Ch. 6 of //Gatsby// (read and annotate Ch. 7 for Thursday); return completed student photo release form for //Constellations.// Elias and Sylvie, please complete your practice rhetorical analysis essays.

English 11 Eta: SDE 14; continue working to memorize "a song in the front yard"

English 11 Epsilon AND Eta: Select two poems, choosing from the writings of the following poets //on the Poetry Out Loud website// ([|www.poetryoutloud.org]): Langston Hughes, Countee Cullen, Paul Laurence Dunbar, Phyllis Wheatley, Robert Hayden, Claude McKay, Melvin B. Tolson, W.E.B. Du Bois, Jean Toomer, Maya Angelou, Rita Dove, Arna Bontemps, Gwendolyn Brooks, Toi Derricotte, Tracy K. Smith, Alice Moore Dunbar-Nelson, Audre Lorde, Lucille Clifton. PRINT EACH POEM OUT AND BRING IT TO CLASS ON MONDAY (10 HW POINTS PER POEM). DC Public Libraries have inexpensive printing capacities, if you do not have access to a printer at home and want to print before you come to school on Monday. We will have a workshop with someone from DC Poetry Out Loud on Monday; it is vital that you bring your two poems (you will eventually recite one for a grade in class.)

HEX: Select two poems, choosing from the writings of the following poets //on the Poetry Out Loud website// ([|www.poetryoutloud.org]): Walter Scott, John Greenleaf Whittier, Edgar Allen Poe, William Blake, Lord Byron, Samuel Taylor Coleridge, John Keats, Percy Shelley (Mary Shelley's husband, FYI), William Wordsworth, Emily Dickinson, William Cullen Bryant, Ralph Waldo Emerson, James Russell Lowell, Emma Lazarus, Walt Whitman, William Shakespeare, John Donne, Thomas Wyatt, Philip Sidney, Walter Raleigh, Queen Elizabeth I, Henry VIII, Philip Marlowe. PRINT EACH POEM OUT AND BRING IT TO CLASS ON MONDAY (10 HW POINTS PER POEM). DC Public Libraries have inexpensive printing capacities, if you do not have access to a printer at home and want to print before you come to school on Monday. We will have a workshop with someone from DC Poetry Out Loud on Monday; it is vital that you bring your two poems (you will eventually recite one for a grade in class.)

__Due Friday, Feb 19__ English 11 Epsilon: SDE 14 HW; memorize "a song in the front yard" (10 HW points for eventual memorization; 10 HW points for memorization on Friday)

English 11 Eta: begin memorizing "a song in the front yard" -- use our "read and repeat" method for single lines and pairs of lines

HEX: memorize Shakespeare's Sonnet 130. Do more prep work than you think you need to; build up to the whole sonnet via the "read and repeat" method we practiced today (single lines, pairs of lines, groups of four lines, then six, then eight...)

AP: Read and annotate Ch. 6 of //Gatsby//; find and write out 10 pieces of descriptive or figurative language that you find particularly striking or interesting (include page numbers; these can be from anywhere in the book) (10 HW points)

__Due Thursday, Feb 18__

AP: Read and annotate Ch. 5 of //Gatsby.// Consider the following: What are we learning about Gatsby? What does Nick think of him? What are we learning about Nick from how he thinks about and responds to Gatsby?

__Due Wednesday, Feb 17__ AP: Final draft of natural rights essay -- MLA format, with in-text citations and Works Cited as necessary, with at least six underlined and labeled rhetorical devices; read and annotate Ch. 4 of //Gatsby//

__Due Tuesday, Feb 15__ English 11 Eta: SDE #13 HW (up to 10 HW points); revised, typed, edited, proofread final draft of "Theme for English B" poem (up to 20 major assignment points)

HEX: Figurative Language poster -- requirements: bigger than 8.5"x11"; term is large and clearly visible at a distance (5 pts.); definition is clearly visible at a distance (5 pts.); example from the //Odyssey//, preferably Book 5 (5 points); image of literal meaning of //Odyssey// example (5 points); explanation of //Odyssey// example (5 points); Shakespeare example (not from Sonnet 130 -- 5 pts.); additional non-//Odyssey// example (5 points) -- total value: 35 HW points

English 11 Epsilon: revised, typed, edited, proofread final draft of "Theme for English B" poem (up to 20 major assignment points)

__Due Friday, Feb 12__ English 11 Epsilon: SDE #13 HW

AP: review materials on writing Rhetorical Analysis essays, so you can do your best on tomorrow's

__Due Thursday, Feb 11__ HEX: SDE 13 HW (any 2 sentences)

AP: work on essay, review //Gatsby// discussion notes

English 11: Memorize Frost's "Stopping by Woods..." if you haven't already; bring a TYPED, PAPER draft of your "Theme for English B" poem to class tomorrow (10 HW points). As you move from handwritten copy to typed copy, revise to include more information about yourself, and more VIVID, SPECIFIC images.

__Due Wednesday, Feb 10__ AP: typed, paper copy of the second draft of your essay on the existence of natural rights (20 HW points)

English 11 (both classes): Memorize Frost's "Stopping by Woods..." if you haven't already; bring a TYPED, PAPER draft of your "Theme for English B" poem to class tomorrow. As you move from handwritten copy to typed copy, revise to include more information about yourself, and more VIVID, SPECIFIC images.

__Due Tuesday, Feb 9__ HEX: no new HW (note: any time there is no HW assigned it is a good idea to review vocabulary)

English 11 (both classes): bring rough draft of your "Theme for English B" poem, come to class with "Stopping By Woods On A Snowy Evening" memorized (review it several times tonight)

__Due Monday, Feb 8__ HEX: no new HW

AP: Read and annotate Ch. 3 of //Gatsby//. In your reading notes, prepare for Monday's seminar by composing three questions for discussion. Accompany these questions with notes (what you think, or why you think the question is important) and page numbers or textual references. If you write more than a single-spaced page, you have done too much.

English 11 Eta: SDE #12 HW

English 11 Epsilon: no new HW

__Due Friday, Feb 5__ English 11 Epsilon: Socratic discussion reflection, Sentence Diagramming Exercise #12 HW, memorize "Stopping By Woods On A Snowy Evening" for 20 XC HW points, bring Harlem Renaissance documentary questions sheet to hand in, bring draft of "Theme for English B" poem and materials

English 11 Eta: bring draft of "Theme for English B" poem and materials

AP: Rough draft of natural rights essay (30 HW points)

HEX: Sentence Diagramming Exercise #12 HW, read and annotate Books 6-8 of the //Odyssey//

__Due Thursday, February 4__ HEX: Read and annotate Books 6-8 of the //Odyssey//

AP: Read and annotate Ch. 2 of //Gatsby//, bring multiple choice packet to hand in (if you haven't already done so)

__Due Wednesday, February 3__ AP: AP exam multiple choice packet (with answers checked and brief reflections on items answered incorrectly); read and annotate Ch. 1 of //Gatsby//

__Due Tuesday, February 2__ English 11 (both classes): Discussion reflection (40 HW points)

__Due Monday, February 1__ AP: Rough draft of essay on natural rights (30 HW points)

HEX: no new HW

English 11 (both classes): discussion reflection will be collected on Tuesday, but better to do it over the weekend while your memory is fresh

__Due Friday, January 29__ English 11: complete at least one of the four parts of the discussion reflection; come to class tomorrow having reviewed //Huck// to continue our conversation, and ready to submit your book and Q2 warm-ups at the end of class

HEX: Read and annotate Book 5 of the //Odyssey//, if you have not already. Remember to submit your book for an annotations check tomorrow, if you have not already.

English 11 Huck Finn Resources: audio-book by chapter (male reader) -- [] audio-book by chapter (female reader) -- [] we <3 librivox

__Due Thursday, January 28:__
 * ALL CLASSES: COME TO CLASS TOMORROW PREPARED TO SUBMIT YOUR Q2 WARM-UPS, AS WELL AS -- FOR HEX AND ENG 11 -- YOUR BOOKS ( //HUCK// AND //THE ODYSSEY//) FOR AN ANNOTATIONS CHECK**


 * YOU //__MAY__// RETAKE THE SENTENCE DIAGRAMMING ASSESSMENT ON THURSDAY 1/28 OR FRIDAY 1/29!**

English 11 (both classes): Socratic discussion prep

AP: Finish your //Selma// reflection, research and plan your essay on natural rights (do use X, King, and Thoreau)

HEX: In addition to other things, please read Book 5 (world will not end if you don't before our next class, but please do)

__Due Thursday, January 21__ HEX: Read and annotate Books 3 and 4 of the //Odyssey//; be ready to leave your book and notebook behind

AP: finish //Selma// reflection, if you have not already

__Due Wednesday, January 20__ AP: "Civil Disobedience" question packet likely due; have watched //Selma// by today; finish //Selma// reflection ; here are the supplemental texts referred to for #4 (Jamelle Bouie is the author of the Slate piece -- read that one second; the Salon piece outlines the historical inaccuracies in //Selma// -- read that one first): [];. No, we haven't talked about this in class yet, as question 4 implies -- sorry.

__Due Tuesday, January 19__ English 11 Eta: Read and annotate Ch. 38-41 of //Huck//; complete Sentence Diagramming Exercise #11 (10 HW points)

English 11 Epsilon: Read and annotate Ch. 38-41 of //Huck//

HEX: final draft of essay on //The Mission// (30 HW points)

__Due Friday, January 15__ AP: Officially, the homework is to finish reading and annotating "Civil Disobedience"; practically speaking, we will likely not discuss every question in the packet on Friday.

HEX: revised, typed, double-spaced second draft of essay on //The Mission// due on paper today (10 HW points).

English 11 Epsilon: Sentence Diagramming Exercise #11 (10 HW points). Hint: in #2, treat "every year" as an //adverb// answering the question "When?"

English 11 Eta: Read and annotate Ch. 38-41 of //Huck//

__Due Thursday, January 14__ HEX: complete Sentence Diagramming Exercise #11; read and annotate Books 1 and 2 of the //Odyssey//

AP: continue reading, annotating, and responding to reading questions for "Civil Disobedience." No, we probably won't talk about all of the questions tomorrow -- especially with another argumentative essay coming up -- but it will save you homework tomorrow night and over the weekend. Please help me remember to talk about when to have finished watching //Selma// by in class tomorrow

__Due Wednesday, January 13__

AP: Continue reading, annotating, and responding to reading questions on "Civil Disobedience." Will we go over all of them in class on Wednesday? No. Will we get through more than the first 6.5 pages' worth of questions? Perhaps.

English 11 Epsilon: read and annotate Ch. 35-37 of //Huck//. Tomorrow's homework will be a sentence diagramming exercise. What do you think I will ask you to leave behind for me to check on, which you will not be able to "revise" for full credit later?

English 11 Eta: read and annotate Ch. 35-37 of //Huck.//

__Due Tuesday, January 12__ HEX: bring a revised paper draft of your essay on //The Mission// to tomorrow's class for a peer conference (if you do not revise based on feedback you've received from me before tomorrow, your peer conference will likely not produce any new feedback) (10 HW points). Students will receive credit for the homework and be marked on time for class if they enter the room on time with paper copies of their essays or make prior arrangements with Mr. Day.

English 11 (both classes): Read and annotate pp. 33-35 of //Huck Finn//

__Due Monday, January 11__

AP: Read and annotate the first 6.5 pages of "Civil Disobedience"; answer in writing the appropriate questions in the reading question packet. Plan to watch //Selma// outside of class before the end of next week (as Allegra mentioned, there's this thing called a "library" that now has "dvd's" that you can check out... see Mr. Day if you don't have a dvd player at home and have trouble accessing the film online). FYI, in case you watch the film over the weekend, here is some version of the writing you'll eventually be asked to do:

HEX: Rough draft of essay on //The Mission// due Monday

English 11 (both classes): read and annotate Ch. 30-32 of //Huck//

__Due Friday, January 8__ English 11 (both classes): Read and annotate Ch. 27-29 of //Huck//

AP: 1. Review the rest of King's "Letter from Birmingham Jail" (p. 5 onwards, roughly) and relevant reading questions. What else should we talk about? 2. Revise and type into a Googledoc (shared with Mr. Day) your precis assignment (we're going to make them awesome) 3. Figure out if you have inexpensive access to the film //Selma// outside of class (group viewing is fine)

HEX: Bring thesis statement and supporting main ideas for your essay on //The Mission// to class tomorrow (10 HW points)

__Due Thursday, January 7__ English 11 Eta: Complete Sentence Diagramming Exercise 10a

HEX: Complete Sentence Diagramming Exercise 10a

AP: Read (and annotate, of course) the chapter from //Five Steps to a Five// on argumentative essays (we will write one in the first part of class tomorrow); revise and type up your precis in a Google doc that you share with Mr. Day (comments and revisions to follow until all are awesome)

English 11 Epsilon:

__Due Wednesday, January 6__ AP: 1. Peruse the argumentative essay packet; come with comments and questions on Wednesday 2. Complete #11, 12, and 13 from the "Letter from Birmingham Jail" reading question packet in the Warm-up section of your binder (this will count as Warm-up #13) 3. Come to class prepared to use all your rhetorical skills to justify your choice of favorite "Emo Kylo Ren" tweets: []

English 11 Epsilon: Complete Sentence Diagramming Exercise 10a

__Due Tuesday, January 5__ English 11 (both classes): Update your annotations (Ch. 24-26); finish quotations and images from today (up to 20 class work points)

HEX: Remember to bring your IR book (//Frankenstein//?) tomorrow! Respond in writing to one of the five prompts below: 1. Throughout the history of Christianity, the notion of living in imitatio Christi — “in the imitation of Christ,” living and acting as Jesus did — has been tremendously important as an ethical imperative (it shows up in 3 of the 4 Gospels, in the letters of Paul, in the writings of Augustine and Francis of Assisi…). In terms of “imitatio Christi,” how can you explain the significance of each wearing the cross necklace of the original Jesuit missionary? In what ways do Gabriel and Rodrigo each “take up the cross” in their choices in this film?

2. Perhaps the most significant historical inaccuracy of the film is that the Jesuits actually left the missions when ordered by their superiors in the Church, and didn’t actually fight in the battles between the Guarani and the Spanish and Portuguese — let alone lead the defenses of the missions against the Europeans. Does knowing that this aspect of the film is inaccurate change your thinking about the film? Does the historical accuracy of the film matter for the meaning of the story? For both of these questions: If so, how? If not, why not?

3. Immediately before the end credits, the following words scroll across the screen (we actually did see this, but it was tough to notice): “The Indians of South America are still engaged in a struggle to defend their land and their culture. Many of the priests who, inspired by faith and love, continue to support the rights of the Indians for justice, do so with their lives. ‘The light shines in the darkness, and the darkness has not overcome it.’ [The Gospel of] JOHN. Chapter 1, Verse 5.” How does this text, and especially the Biblical quotation, shape or alter the story and its meaning?

4. What do you think is the meaning of Altamirano’s direct look at the audience at the end of the credits? How come you think so? How does his look affect the viewer and the meaning of the story?

5. In class today, Ayinde stated, “the film makes it seem like the Guarani weren’t civilized until white people came.” This comment can point our thinking in a number of directions. Respond to the following questions to help you think about the portrayal of indigenous people in the film:
 * 1) If Ayinde’s comment is accurate, how would your impression of the film be changed? (Why does this question matter?)
 * 2) What does it mean for a group of people to be “civilized”? How come you think so?
 * 3) Do you think Ayinde’s comment is accurate? How come? (Remember: you are thinking about the film here as a whole, and not 1-2 particular characters.)

English 11 students: here's a link to the "Minstrel Show" number from //White Christmas//: []. Some things to notice: 1. The film is from 1954; minstrel shows were no longer popular this late in US history, but note that the song expresses nostalgia for them 2. The characters are not in blackface (see #1), but the gloves, hats, and baggy suits are typical 3. The bad jokes -- or at least, these bad jokes -- are not race-dependent, nor is their humor (or lack of humor) 4. The characters putting on the show are unashamed of calling this "the minstrel show number"

__Due Friday, December 18__ AP: Identify and label 15 rhetorical devices in "Yes, Virginia, There Is a Santa Claus" (15 HW points). Do not lose your argumentative essay packet.

HEX: Respond to any three of the quotations you received in class today (1 short paragraph for each) (10 HW points). English 11 (both classes): Read and annotate Ch. 24-26 of //Huck//; the probability of you being asked to leave your books behind after class for an annotations check approaches 1.

__Due Thursday, December 17__ English 11 (Eta): catch up on your annotations; re-read pp. 108-110 of //Huck//

__Due Wednesday, December 16__ AP: Read and annotate King's "Letter from Birmingham Jail," using the reading questions packet to guide your thinking; in one 45-50 minute setting, complete 5-->5 #271-310 (Paine, Hobbes (?), Wollstonecraft, and Machiavelli); check your answers, and write brief reflections on your thought process for any item you answered incorrectly (40 HW points)

HEX: No new HW (but it would be a really good idea to continue your vocabulary review -- sorry I forgot to mention that in class)

English 11 (Epsilon): catch up on your annotations; re-read pp. 108-110 of //Huck//

__Due Tuesday, December 15__ HEX: Continue to review vocabulary (you will need to know parts of speech, definitions, 1 synonym, 1 antonym, 1 cognate, //all// roots //and// meanings //and// the language of origin, and a phonetic spelling on the test); complete Sentence Diagramming Exercise #10 (provided in class on Monday in Mr. Day's absence)

English 11 (both classes): Read and annotate through Ch. 23 of //Huck//; we will update annotations sheets on Tuesday

English 11 Eta: Complete Sentence Diagramming Exercise #10

__Due Thursday, December 10__ English 11 (both sections): read and annotate (3 notes per page) Ch. 17-20 of //Huck//

English 11 Epsilon: Sentence Diagramming Exercise #10

English 11 Eta: Sentence Diagramming Exercise #9

AP: Read and annotate pp. 1-4, plus the first two paragraphs of p. 5, of Martin Luther King, Jr.'s "Letter from Birmingham Jail." Use the reading questions as a guide for your thinking; you do not need to write out answers to the questions.

HEX: study your vocabulary for 20 minutes.

__Due Wednesday, December 9__ HEX: Sentence Diagramming Exercise #9

English 11 Eta: re-read pp. 74-75, 78-end of Ch. 15 of //Huck//

AP: Watch Obama's Oval Office speech on the San Bernardino shootings -- [] (here's a transcript if you want to read it -- ([]). Do so thoughtfully, as a student of rhetoric.

__Due Tuesday, December 8__ English 11 Epsilon: re-read pp. 74-75, 78-end of Ch. 15 of //Huck//

__Due Monday, December 7__ AP: re-read closely the John Stuart Mill selection from the multiple choice assignment

Eta: read and annotate pp. 65-88 (the end of Ch. 16) of //Huck//; (Sentence Diagramming Exercise 9 due Thursday)

Epsilon: read and annotate Ch. 12-16 of //Huck//

HEX: Reflect on the past two days' discussion -- 1. Compose one paragraph summary of the discussion, using your notes 2. In a second paragraph, pick 1 idea or comment you found intriguing, and explain and explore it further (be thorough, thoughtful, and accurate -- this will be graded); if you are struggling to think of something, go with this: Is Gilgamesh consoled or better able to accept death, loss, and his lack of control at the end of the story? How so? Why?

__Due Thursday, December 3__ AP: review the last pages of our packet on "The Ballot or the Bullet" (additional text from other version of the speech)

Eta: no homework (enjoy it!)

HEX: review //Gilgamesh// annotations and key moments

Epsilon: Sentence Diagramming Exercise #9 __Due Wednesday, December 2__ English 11 Eta: read and annotate //Huck//, Ch. 8-11 (3 annotations per page); finish annotations log for Ch. 1-7 (only the pages you read on your own)

__Due Tuesday, December 1__ AP: see below

HEX: read and annotate Gilgamesh packet (3 notes per page), complete annotations log/tally sheet

English 11 Epsilon: read and annotate //Huck//, Ch. 8-11 (3 annotations per page); finish annotations log for Ch. 1-7 (only the pages you read on your own)

__Due Monday, November 30__ AP: 1. Have "The Ballot or the Bullet" read twice (once while listening along -- [] once while annotating) 2. Complete an appropriately challenging SOW diagram on a clean, blank (unlined) sheet of paper -- make it clean and beautiful (30 HW points) 3. Typed, revised, double-spaced, edited and proofread, MLA format "final" draft of essay on the funeral orations in //Julius Caesar//, with in-text citations and Works Cited entry

HEX: revised, typed, edited and proofread MLA format "final" draft of Hebrew Bible essay, on paper (MLA format includes double-spacing, in-text citations, and Work Cited entry)

English 11, both classes: typed, double-spaced, revised, edited and proofread, MLA format "final" draft of short slavery essay due Monday, on paper, with in-text citations and Works Cited entries

__Due Friday, November 20__ English 11 Epsilon and Eta: PAPER COPY of typed second draft of slavery essay; prepare for grammar and diagramming assessment

HEX: prepare for grammar and diagramming assessment ("final" draft of essay due Monday)

__Due Thursday, November 19__ AP: Rough draft of rhetorical analysis essay on the funeral orations in //Julius Caesar// ("final" draft due Monday)

English 11 Epsilon and Eta: PAPER COPY of typed second draft of slavery essay due FRIDAY; grammar and diagramming assessment FRIDAY

HEX: Typed PAPER COPY of second draft of Hebrew Bible essay due Thursday (30 HW points) -- revised, MLA format, with in-text citations and Work Cited entry; grammar and diagramming assessment FRIDAY

__Due Wednesday, November 18__ AP: Come to class mentally, emotionally, and physically ready to undertake a rhetorical analysis essay on a prompt you haven't seen before

English 11 Epsilon and Eta: PAPER COPY of typed second draft of slavery essay due FRIDAY; grammar and diagramming assessment FRIDAY

__Due Tuesday, November 17__ English 11 (both classes): rough draft of one-or-three paragraph essay on men's and women's experiences of slavery (20 HW points); Eta period -- construct a Works Cited entry for //12 Years a Slave//: go to [] and follow the link on the left-hand side to "Other Common Sources," and follow the directions for "Recorded Films and Movies" (the director's name is Steve McQueen, you can leave out the performers, the distributor is Fox, the copyright year is 2013, and the medium is Amazon Video -- remember that the film name starts with "12," and not "Twelve" -- this will have ramifications for your Works Cited page).

HEX: Finish your essay rough draft, if you haven't already; if you would like to compose your own peer questions for tomorrow's peer conference, email your ideas to Mr. Day tonight; grammar and diagramming assessment in class on Friday; bring IR book tomorrow

__Due Monday, November 16__ English 11 (both classes): Sentence Diagramming Exercise #7a (20 HW points); bring Douglass and Jacobs excerpts on Monday

HEX: Rough draft of //all three sections// of the writing assignment on the Hebrew Bible

AP: Make notes on the prompt sheet in preparation for drafting a rhetorical analysis essay on the funeral speeches in //Julius Caesar//.

__Due Friday, November 13__ AP: Please submit together: Discussion reflection -- summary of conversation, plus thorough and thoughtful exploration of a particular issue or question Discussion notes //per se// -- from Thursday's discussion Discussion prep notes -- either some jottings based on the Googledoc submissions, or a copy of the Googledoc that you've annotated

Please also bring: the multiple choice packet from last weekend (30 HW points)

English 11 Epsilon: In the warm-up section of your notebook, compose three numbered sentences to reflect on //12 Years a Slave//: what surprised you, shocked you, disappointed you -- or didn't -- about the story or the way it was filmed?

HEX: SDE #7a

English 11 Eta: Friday will be a drafting day

__Due Thursday, November 12__ English 11 Eta: update your Venn diagram; we start drafting our essays on Thursday

HEX: complete SDE 7a (that's the one you received today) -- CORRECTION -- MR. DAY WILL NOT BE IN CLASS ON THURSDAY AND THIS WILL BE COLLECTED ON __FRIDAY__

AP: Finish discussion preparation (ideally, you have an annotated printout of everyone's prep work, but this may not be possible; some print copies of the work that was completed before class today are still in our room) -- at the very least, read over folks' contributions and __make some notes on a separate sheet of paper__ about what you're interested in talking about. Following Thursday's discussion, please be prepared to submit some preparatory notes (in addition to the Googledoc, if you don't have an annotated paper copy of it), your notes from during the discussion, and a discussion reflection (summary of conversation plus thorough and thoughtful explanation of a particular issue or question)

__Due Wednesday, November 11__ AP: See Googledoc for directions for preparing for Thursday's Socratic discussion. Please complete the individual work //by// //Wednesday// so that you can review what your classmates have written Wednesday night in preparation for Thursday's conversation (mea culpa to Ethan and anyone else who burned the midnight oil (you know what that means, right?) to get it done Monday night, which is what the message that came with the Googledoc says)

English 11 Epsilon: update your Venn diagram; we start drafting our essays tomorrow

__Due Tuesday, November 10__ English 11 (both classes): update your Venn diagram

HEX: research dates for your two timeline facts; bring your IR book on Tuesday; do not lose your essay prompt

__Due Monday, November 9__ English 11 (both classes): Sentence Diagramming Exercise #7 (20 HW points); update your Venn diagram

AP: bring your graded and scored Louv Rhetorical Analysis essay; complete the practice multiple choice packet -- see if you can finish it in 60 minutes or less (90 minutes for people with extended exam time); once done, check your answers and reflect briefly in writing in the margins of the packet on your thought process for items you answered incorrectly -- //ALSO, not mentioned in class: please re-read the funeral speeches in// Julius Caesar//, and bring your copy of WLLP to class on Monday//

HEX: Read and annotate Ex 32-32, skim 40

__Due Friday, November 6__ English 11: update your Venn diagram

HEX: Review synonyms, antonyms, and definitions in your vocabulary notes; have Ex 13-24 read for tomorrow

AP: finish Cornell notes for the "Logos" chapter of //Everything's An Argument//; bring //WLLP,// //EAA//, and your selection from //Julius Caesar// tomorrow

__Due Thursday, November 5__ HEX: Sentence Diagramming Exercise #7; read and annotate Ex 13-20, skim 21-24

English 11 Eta: Reflect on the portion of //12 Years a Slave// that we viewed today; update your Venn diagram with any new details you can recall about the ways that women and men experienced slavery similarly, and differently.

AP: review (in your mind, in your Latin notes, or on wikipedia) the fall of the Roman republic (from the First Triumvirate through the crowning of Augustus as emperor); review the section on the funeral speeches in Shakespeare's //Julius Caesar// in //WLLP;// read and annotate Act 3, Scene 2 of Shakespeare's //Julius Caesar.//

__Due Wednesday, November 4__ AP: Listen to the piece on polling in the Republican primary from last week's episode of //On the Media// ([]). In the Warm-up section of your notes, list 6 ways in which poll data can be less straightforward than it seems (6 class work points).

English 11 Epsilon: Reflect on the portion of //12 Years a Slave// that we viewed today; update your Venn diagram with any new details you can recall about the ways that women and men experienced slavery similarly, and differently.

__Due Tuesday, November 3__ English 11 (both classes): begin note-taking on your Venn diagram on the ways that women's and men's experiences under slavery were both similar and different (this will not be scored, but it will help you later on when we start writing, because a good chunk of your research -- the Douglass and Jacobs parts -- will already be done)

HEX: bring your IR book! Also, see previous assignment (under Monday, November 2)

__Due Monday, November 2__ AP: Prep for Monday's rhetorical analysis essay. Work the prompt, read the text, mark up the text a la Mortimer Adler, annotate the text. Do not outline, other than to think about and maybe jot down your thesis, main ideas, and what pieces of text to use. Do not write on the reverse of the prompt sheet.

HEX: Below is a list of things we've found striking about Exodus 1-12. In the warm-up section of your notebook, draw connections between any three of them and something we encountered or discussed in our reading of Genesis: Ex 2: Moses' complicated identity -- why would he side with the Israelites and not the Egyptians? Ex 4: Moses -- I am slow of speech... (God's relationship with Moses is similar to and different from his relationships with Abraham, Isaac, and Jacob) Ex 4 (?): God places trust in Moses, gives him power to use (foreshadowing?) Ex 4: Moses worried that the Israelites won't listen Ex 4: God tries to kill Moses (!?) Ex 7: (8-13) Moses and Aaron versus the magicians (evidence of people worshipping other gods) Ex 11: (4) the death of the firstborn of Egypt -- Why do this to the whole Egyptian nation? Why does God not just free the Israelites at the outset?

English 11 Epsilon and Eta: complete SDE 6 (remember to underline prepositional phrases -- some of these sentences are deliberately tricky!) (20 HW points). Epsilon only: All revisions of Puritan ethos paragraphs are due Monday (be sure to include original final drafts, rubrics, and a note about what revisions you've made, if you want the revision grade for credit).

__Due Friday, October 30__ English 11 Epsilon: A. BRING YOUR Q1 WARM-UPS TO HAND IN FOR CREDIT B. finish reading the excerpt from Jacobs' //Incidents in the Life of a Slave Girl// C. complete the sentence diagramming table handout if you have not already D. if you are opting out/being opted out of viewing //12 Years a Slave//, bring your completed opt out form to class E. Respond to the following questions __in the warm-up section__ of your notebook: 1. write out three short quotations FROM CH. 10 in which she uses euphemisms, and explain what she actually means for each 2. based on her use of euphemisms, the fact that she feels guilty rather than triumphant after becoming pregnant with Mr. Sands' child, and the fact that she begs forgiveness from the reader for her choices and actions, //what can we infer about her sense of sexual morality (what she thinks of as right and wrong, where sex is concerned)? How can you tell?// 3. Jacobs suggests that such a sense of morality cannot be sustained (lived up to) by a person who is held in slavery. a. Write out a quote that reflects this b. Explain why she thinks this is true (that being a slave and maintaining her sense of sexual morality are incompatible).

English 11 Eta: BRING YOUR Q1 WARM-UPS TO HAND IN FOR CREDIT

HEX: BRING YOUR Q1 WARM-UPS TO HAND IN FOR CREDIT; also, study your vocabulary for 20 minutes -- synonyms, antonyms, and definitions

AP: SUBMIT YOUR Q1 WARM-UPS TO MR. DAY SOME TIME TOMORROW, IF YOU HAVE NOT ALREADY

__Due Thursday, October 29__ English 11 Eta: A. finish reading the excerpt from Jacobs' //Incidents in the Life of a Slave Girl// B. complete the sentence diagramming table handout if you have not already C. if you are opting out/being opted out of viewing //12 Years a Slave//, bring your completed opt out form to class D. Respond to the following questions in the warm-up section of your notebook: 1. write out three short quotations FROM CH. 10 in which she uses euphemisms, and explain what she actually means for each 2. based on her use of euphemisms, the fact that she feels guilty rather than triumphant after becoming pregnant with Mr. Sands' child, and the fact that she begs forgiveness from the reader for her choices and actions, //what can we infer about her sense of sexual morality (what she thinks of as right and wrong, where sex is concerned)? How can you tell?// 3. Jacobs suggests that such a sense of morality cannot be sustained (lived up to) by a person who is held in slavery. a. Write out a quote that reflects this b. Explain why she thinks this is true (that being a slave and maintaining her sense of sexual morality are incompatible).

HEX: Sentence Diagramming Exercise #6 (both sides)

AP: Watch enough of the Republican debate tonight that you are able to identify and record, on paper, 3 appeals to logos, 3 appeals to pathos, and 3 appeals to ethos (please include the speaker as well as a quotation) (10 HW points).

__Due Wednesday, October 28__ AP: --Bring your copy of the "Logos" chapter of //EAA//; --study your test vocabulary for 20 minutes; --do, in writing, #1 and #2 on p. 93-4 of //EAA// (for #2, write out the full train of thought implicit in the enthymeme -- see p. 86 for an example using the argument "We'd better cancel the picnic because it's going to rain" -- Ethan, note that this is very definitely an argument because it is advocating for a particular course of action (10 HW points) --help me remember to make sure everyone turns in their //Lincoln// HW and Pathos "Quiz" on Wednesday

__Due Tuesday, October 27__ HEX: study the synonyms, antonyms, and definitions of our vocabulary words (5 min. of vocab tomorrow); bring your IR book to class

English 11 Epsilon and Eta: complete the grammar table handout you received today, including the sentence diagrams. Note that "out of" -- in #3, I believe -- acts as a //single preposition// (think of it as one word).

__Due Monday, October 26__ HEX: Read and annotate Exodus 1-12. Complete Monday's Warm-up in advance: What are three moments, quotations, or events in these chapters that you find worthy of investigation or discussion? What is interesting about each with regard to the nature of God, the Israelites, Moses, or any of their relationships with each other?

English 11 Epsilon and Eta: Be sure you know who the following 4 people in Harriet Jacobs' narrative are: Linda Brent, Dr. Flint, Mr. Sands, Aunt Martha. ALSO, PLEASE COMPLETE THE HW SIDE OF SENTENCE DIAGRAMMING EXERCISE 5 FOR MONDAY!

AP: read and annotate the Mortimer Adler reading about reading and annotating; read and annotate the //Everything's An Argument// chapter on "Logos."

__Due Friday, October 23__ HEX: Complete reading questions for Genesis 32-35

AP: skim, with writing tool in hand, the "Logos" chapter of //Everything's An Argument//

English 11 Eta: know the following four people in Harriet Jacobs' //Incidents in the Life of a Slave Girl:// Linda Brent, Dr. Flint, Mr. Sands, Aunt Martha

__Due Thursday, October 22__ HEX: Read and annotate Genesis 32-35; complete both sides of Sentence Diagramming Exercise #5

AP: Complete the pathos "quiz." Here are the two missing questions: --3. People are less likely to be driven by a logic-driven argument when the thesis of that argument contradicts or is different from what they already think. Explain how an appeal to pathos can help in such a situation. --4. Describe some of the risks inherent in using pathos -- what are one or more of the ways an appeal to pathos might fail, and what might be the consequences? English 11 Epsilon: Carefully read the wikipedia "plot summary" of Harriet Jacobs' //Incidents.// There are a lot of names -- you may want to read it twice.

__Due Wednesday, October 21__ AP: complete //Lincoln// viewing questions (#1-13 = 26 HW points, 1A, 1B, 2, 3 = 10 HW points); construct outline of Ch. 4 of //Everything's An Argument//; complete any two tasks from the items at the end of the chapter (you may write less than 300 words for the one that asks for 300 words).

English 11: Please make sure you have answered the two sets of questions below (under Tuesday, October 20 -- #1-3, letters A and B) in the warm-up section of your notebook.

__Due Tuesday, October 20__ HEX: Review the relevant text for the questions we decided to focus our conversations on from Genesis 27-28 (questions 10-18; Genesis 27:1-45)

English 11: review/re-read Ch. 10 of Frederick Douglass' //Narrative// (audio reading: [])
 * Questions to Answer in the Warm-up section of your notebook:**


 * "I now resolved that, however long I might be a slave in form, the day had passed forever when I would be a slave in fact."**
 * 1. What does Douglass mean by this?**
 * 2. Suggest what experience might have brought Douglass to this decision. Why do you think so?**
 * 3. Having made this decision, how do you think he would have thought, felt, or acted differently? Why do you think so?**

<span style="color: #222222; display: block; font-family: arial,sans-serif;"><span style="color: #000000; font-family: arial,helvetica,sans-serif;">**//A. What enabled Douglass to successfully resist Covey?//** <span style="color: #222222; display: block; font-family: arial,sans-serif;"><span style="color: #000000; font-family: arial,helvetica,sans-serif;"> **//--Think about 1. psychological and emotional factors, 2. Douglass' life history, and 3. his physical characteristics. How might each of//** <span style="color: #222222; display: block; font-family: arial,sans-serif;"><span style="color: #000000; font-family: arial,helvetica,sans-serif;"> **//these (1, 2, and 3) have served as an advantage to him?//**  <span style="color: #222222; display: block; font-family: arial,sans-serif;"><span style="color: #000000; font-family: arial,helvetica,sans-serif;">**//B. Why didn't Covey continue to beat Douglass, or even simply kill him? Use evidence from the text to support your answer.//** <span style="color: #222222; display: block; font-family: arial,sans-serif;"> __Due Wednesday, October 14__ HEX: Complete SDE #4 HW side, if you have not already; carefully review Gen 12:1-3, Gen 13 (YOU CAN SKIP 14!), Gen 16-22

__Due Tuesday, October 13__ HEX: typed, revised, edited, double-spaced, proofread, MLA formatted 3rd draft of //Life of Pi// essay due __on paper, with a rubric stapled to it, at the very start of class__ (attach previous drafts beneath the third if you so desire) (30 major assignment points)

English 11 Eta: HW side of Sentence Diagramming Exercise #4 (10 HW points)

English 11 Epsilon and Eta: 1. research 5 biographical facts about Frederick Douglass (please do more interesting things than just birth and death dates) -- write them on a piece of paper (5 HW points -- sorry Epsilon, it's going to be 5, not 10) 2. copy vocab words from SOW conversations and Reading notes into Vocabulary section of your notebook -- meanings, roots and other notes on particular words and concepts (here's the list: antithesis, parallel structure, anaphora, juxtaposition, paranoia, colloquial, eloquent, loquacious, polysyndeton, asyndeton, synchronization, symmetry)

AP: Read and annotate the selections you received from //Everything's An Argument//. On paper, complete #1, 4, or 6 on p. 36-37, and #1 on p. 51 (2 items total -- 10 HW points total)

__Due Friday, October 9__ English 11 Epsilon: HW side of Sentence Diagramming Exercise #4 (10 HW points)

English 11 Epsilon and Eta: 1-paragraph writing assignment on the Puritan ethos (acceptable materials to use: class notes, brain, writing tool, paper, "Sinners," "YGB," paragraph on why Puritans would think appearances can be deceiving, prompt sheet; unacceptable materials to use: things other than those listed as acceptable). PS: The "Puritans Ethos Paragraph" will be a major assignment worth up to 15 points.

AP: re-read and annotate pp. 45-71 of //WLLP//

HEX: read and annotate Gen 16-22

__Due Thursday, October 8__ HEX: revised, typed, double-spaced second draft of //Life of Pi// essay due at the start of class (30 HW points); read and annotate Genesis 11:1-9, 12:1-3, 13-14:9; my hope is that you will also be able to get the HW side of SDE #4 done for Thursday also (10 HW points)

English 11 Eta: review your notes, "YGB," "Sinners," //and// your "Why would the Puritans believe appearances can be deceiving?" paragraph as preparation for an in-class writing assignment in which you describe the Puritan //ethos// (Q: Why would the Puritans' concern about one's inward reality versus outer appearance never go away? A: Because you never can be sure if... because... --> we'll maybe talk about this Thursday)

AP: Make the rest of your rhetorical device posters (see prev. HW); review the G'burg Address section in //WLLP//; __do the following in the warm-up section of your notebook__: list and explain 3 rhetorical strategies Lincoln uses in the Address (include diction as one of them -- hint: don't just say "diction" -- what kind of diction is it?)

__Due Wednesday, October 7__ English 11 Epsilon: review your notes, "YGB," "Sinners," //and// your "Why would the Puritans believe appearances can be deceiving?" paragraph as preparation for an in-class writing assignment in which you describe the Puritan //ethos// (Q: Why would the Puritans' concern about one's inward reality versus outer appearance never go away? A: Because you never can be sure if... because... --> we'll maybe talk about this tomorrow)

AP: make posters for your assigned rhetorical devices (4 posters x 5 points each = 20 HW points) -- include the device name (big, visible, clear), the definition (also clear, less big), and two examples (you may use 1 from your handlist; the text of these can be smaller)

__Due Tuesday, October 6__ English 11: Answer these questions in the warm-up section of your notebook (this will count as a warm-up)... 1. If YGB's (Young Goodman Brown's) experience was a dream, then something is wrong with him at the end of the story -- what is it, and how did the dream make this happen? 2. If YGB's experience is not a dream, then something is wrong with his community -- what is it, and why does it upset YGB? 3. Either way, YGB doesn't trust anyone any more -- why not?

HEX: bring IR book tomorrow; read and annotate Genesis 6-9

__Due Monday, October 5__ AP: Finish Gettysburg Address multi-media assignment; re-read the Gettysburg address a couple more times, especially if you no longer have it memorized (try to internalize the rhythms)

English 11 Epsilon: read and annotate the rest of "Young Goodman Brown"

English 11 Eta: complete the HW side of Sentence Diagramming Exercise #3

HEX: Rough draft of //Life of Pi// essay (30 HW points); read and annotate chapters 1-4 of Genesis

__Due Friday, October 2__ English 11 Epsilon and Eta: In one paragraph ("point plus sufficient support"), explain why Puritans might believe appearances to be deceiving. USE YOUR NOTES! (10 HW points).

English 11 Epsilon: Also, finish the HW side of Sentence Diagramming Exercise #3. Feel free to come to tutorial for help with the diagramming.

AP: Re-read and annotate pp. 137-146 of //Words Like Loaded Pistols//. Read and annotate the Gettysburg address, and complete the Gettysburg Address Multi-media Assignment (see below if you did not pick one up in class):

__Due Thursday, October 1__ HEX: "Work the prompt" -- annotate your essay prompt sheet with notes to yourself about your own ideas, about the different components of the directions for each prompt (annotated prompt sheet: 10 HW points); Sentence Diagramming Exercise #3 (10 HW points)

English 11 Eta: read and annotate "Young Goodman Brown," by Nathaniel Hawthorne

AP: bring a mug to class; in one thorough, thoughtful paragraph, explain why "words matter" to Gloria Anzaldua (10 HW points)

__Due Wednesday, September 30__ English 11 Epsilon: bring your independent reading book to class tomorrow

AP: read and annotate "How to Tame a Wild Tongue," by Gloria Anzaldua

__Due Tuesday, September 29__

English 11: On a piece of white (unlined) paper, 1. write out, and 2. draw pictures of the literal meanings of 6 pieces of figurative language from Edwards' sermon that describe the spiritual condition of human beings in relation to God, according to Jonathan Edwards.

HEX: Write a paragraph summarizing today's discussion; also, explain what makes for a good discussion

__Due Monday, September 28__ HEX: The character Francis Adirubasamy calls Pi's story "a story that will make you believe in God." The LA Times Book Review calls this novel "a story to make you believe in the soul-sustaining power of fiction." Please respond to either or both of these quotations (10 HW points for at least 1/2 single-spaced page of text, typed or handwritten). Discussion to follow on Monday.

English 11: Read the rest of "Sinners in the Hands of an Angry God," paying attention to (underlining? highlighting?) figurative language and images -- things that create striking images in your mind. Here's an audio link to listen to and read along with, if you like: @https://www.youtube.com/watch?v=rI5qCFksA7Y. Note that the speaker in the audio is giving a much more deadpan or dry delivery than Mr. Day did; in part this is because preaching styles have changed in the last 270 years.

AP: Compose two body paragraphs of a hypothetical rhetorical analysis essay on the passage we're reading from //In Cold Blood//, addressing Truman Capote's use of imagery and contrasts to create a sense of Holcomb, KS as a bleak and dreary place (20 HW points).

__Due Friday, September 25__ Epsilon: Sentence Diagramming Exercise #2 -- HW side (10 HW points)

AP: read and mark up (highlight, underline, etc. important bits) pp. 67-76 of the packet you received today; re-read and annotate the passage from //In Cold Blood//, annotating for diction (concrete words, negative connotations), contrasts (hurray for something that's not a formal rhetorical term!), imagery, characterization (of people), literary elements (such as setting), figurative language; come to class tomorrow ready to talk about these and how Capote uses them to achieve his purpose in writing (conveying a sense of Holcomb, KS as a bleak, desolate... place)

HEX: re-read pp. 289-319 of //The Life of Pi//

English 11 Eta: no new HW; brace yourself for a double dose tomorrow

__Due Thursday, September 24__ AP: 3rd (aka "final") draft of Orwell essay (on paper, typed, revised, edited, proofread, double-spaced, MLA-formatted with Works Cited entries, stapled with rubric and prior drafts) -- up to 30 Major Assignment points, due at the start of class

English 11 Eta: 3rd (aka "final") draft of //Catcher// essay (on paper, typed, revised, edited, proofread, double-spaced, MLA-formatted with Works Cited entries, stapled with rubric and prior drafts) -- up to 30 Major Assignment points, due at the start of class

HEX: Sentence Diagramming Exercise #2 (HW side) -- 10 HW points for thoughtful completion

__Due Wednesday, September 23__

English 11 Epsilon: 3rd (aka "final") draft of //Catcher// essay (on paper, typed, revised, edited, proofread, double-spaced, MLA-formatted with Works Cited entries, stapled with rubric and prior drafts) -- up to 30 Major Assignment points, due at the start of class

AP: commence editing and proofreading your Orwell essay. Read closely the sample essay packet you received today, but feel free to skip the third essay and its score explanation.

__Due Tuesday, September 22__

HEX: review the rest of //The Life of Pi// (pp. 284-end); FYI, our warm-up tomorrow will deal with a different part of the text

__Due Monday, September 21__

English 11: typed, second full draft of //Catcher// essay due //__**on paper**__// (30 HW points)

English 11 Eta: completed HW side of Sentence Diagramming Exercise #1

English 11 Epsilon: diagram the sentences on the sheet taped into your Writing notes with the heading __What grammatical patterns do you see in the sentences below?__ for #3 and #4, treat "sick and tired" as a single word. Feel free to label the parts of sentence and the parts of speech if that helps you (not required this time around -- we'll be talking about that, but looking at the diagrams, on Monday).

HEX: Review through p. 284 (includes the island of the meerkats) of //The Life of Pi.// Please re-read p. 148-151 (Ch. 53 for Graham). Come to class prepared to pick up today's conversation about believability and unbelievability.

AP: Typed, revised 2nd draft of Orwell/Words Matter essay due Monday. Do your best to follow MLA format (which we'll talk about on Monday).

__Due Friday, September 18__

HEX: Answer the following questions in the warm-up section of your notebook... 1. What does Pi find attractive about each of the religions he practices (Hinduism, Christianity, Islam)? 2. What similarities do you see among these religions, based on the text and what you know about each? 3. What differences do you see among them?

English 11 Epsilon and Eta: what changes do you plan to make to your draft, based on your feedback from today? (respond on your peer conference sheet -- 10 HW points).

__Due Thursday, September 17__

English 11 Eta: draft, //__**on paper**__//, of all 3 portions of the essay (30 HW points)

AP: Folks who were "writers" in today's peer conferences, answer the following question on your peer conference sheet: what changes do you plan to make in your essay as a result of today's feedback?

HEX: Homework side of Sentence Diagramming Exercise #1

__Due Wednesday, September 16__ AP: essay draft and peer conference questions (20 HW and 10 HW points, respectively)

English 11 Epsilon: draft, //__**on paper**__//, of all 3 portions of the essay (30 HW points)

__Due Tuesday, September 15__ English 11: draft, on paper, of all 3 portions of the essay (30 HW points)

HEX: no new HW (have Mon. and Fri. HW ready to hand in)

__Due Monday, September 14__ HEX: Review pp. 166-top of 229 (Ch. 58-83); Select and write out three quotations (narration or dialogue), or the beginnings of longer passages, from these pages of //The Life of Pi// that seem particularly striking to you. Write also the reason you selected it (possible reasons for selection: philosophical importance, powerful description, character revelation, plot twist...). Write also what exactly the quote shows or tells us about Pi, the story, or the world or Pi’s view of it. (10 HW points; to be submitted Tuesday)

English 11: draft of the Holden portion of the essay

AP: finish reading questions for "PaEL"

__Due Friday, September 11__ English 11 Epsilon and Eta: no new homework for Friday. Friday's class will see you starting work on an essay on //The Catcher in the Rye//, and Monday's working in earnest on your rough draft (a laptop cart will __not__ be provided)

HEX: On a sheet of paper... Select and write out three quotations (narration or dialogue), or the beginnings of longer passages, from pp. 77-166 of //The Life of Pi// that seem particularly striking to you. Write also the reason you selected it (possible reasons for selection: philosophical importance, powerful description, character revelation, plot twist...). Write also what exactly the quote shows or tells us about Pi, the story, or the world or Pi’s view of it. (10 HW points; to be submitted Tuesday)

AP: read and annotate "Politics and the English Language." Begin recording responses to the reading questions.

__Due Thursday, September 10__ HEX: review pp. 77-166 of //The Life of Pi//. Skim the text; focus on annotations you made.

AP: Respond in writing to the two questions on the Ellen Willis handout from today. Limit your responses to what you can fit on the piece of paper itself (you may use both sides) (10 HW points).

English 11 Eta: Summarize the thinking we've done in and out of class to respond to this question: "What's eating Holden Caulfield?" Go beyond the literal. (10 HW points for a response that is not less than 1 double-spaced typed or handwritten page of text; please no funny business with font size and margins).

__Due Wednesday, September 9__ AP: Summarize today's discussion in an another paragraph that you add to yesterday's writing. In another paragraph, reflect in writing on one way your thinking about an idea or issue from //1984// has changed or evolved via our discussion. In another paragraph, further explore or extend your thinking about an idea or issue from //1984// that came up in discussion and intrigues you (value: 30 HW points). Ray and Matt: finish the //1984// Test-Like Artifact. Please come to tutorial on Tuesday to pick up course materials and the prompts for past warm-ups.

English 11: Summarize the thinking we've done in and out of class to respond to this question: "What's eating Holden Caulfield?" Go beyond the literal. (10 HW points for a response that is not less than 1 double-spaced typed or handwritten page of text; please no funny business with font size and margins).

__Due Tuesday, September 8__ English 11: Review the rest of //Catcher// (Ch. 24-end)

HEX: Review pp. 45-77 of //The Life of Pi//

__Due Friday, September 4__ English 11 -- BOTH CLASSES: review Ch. 21-24 of //Catcher//

English 11 Eta: bring an independent reading book to tomorrow's double period

English 11 Epsilon: Review Ch. 21-24 of //Catcher.// Answer the following questions in the Warm-up section of your notebook -- 1. Why do you think Holden wants to run off with Sally? 2. Luce asks, "Is this going to be a typical Caulfield conversation?" (160). What do you think he means by this? How come you think so? 3. Record a quote from pp. 171-173 that sticks out for you. Explain why it does so.

HEX: review (skim, focusing on annotations you may have made) pp. vii-45 of //The Life of Pi//; __re-read__ the Author's Note

AP: Compose a summary of the past two days' conversation. Do not write less than 1/2 of a single-spaced typed page. Do not write (much) more than 1 single-spaced typed page. This will be incorporated into your discussion reflection work.

__Due Thursday, September 3__ HEX: Locate where you think your own identity lies on the chart we've constructed (x-axis ranges from "identity changes with context and social situation" to "identity remains constant regardless of situation or code-switching"; y-axis ranges from "I determine my own identity" to "others determine my identity"). Explain why you think the way you do -- be thorough, thoughtful, and accurate (10 HW points for completion); bring //The Life of Pi// and an IR (independent reading) book to class

English 11 Eta: Review Ch. 18-20 of //Catcher// (bring independent reading book to double period class this week -- Friday for this class)

AP: Review your notes both from today's conversation and in preparation for today's conversation. Come to class prepared to ask questions that you think will effectively re-start our conversation and to answer questions from Mr. Day designed to do the same.

__Due Wednesday, September 2__ AP: //1984// Test-like Artifact; prep for Socratic discussion (use your and your classmates' questions and notes -- please post to the shared doc (check your email)) -- be ready with ideas and textual references to use in response to the questions you think are most significant

English 11 Epsilon: Review Ch. 18-20 of //Catcher//; bring independent reading book to double period class this week

__Due Tuesday, September 1__ HEX and English 11: summer choice reading assignment

English 11: Review Ch. 15-17 of //Catcher//

__Due Monday, August 31__ HEX and English 11: bring large notebook OR binder and dividers -- we're getting organized! (AP students: binder, please!)

English 11: Review Ch. 11-14 of //Catcher//

Eng. 11 Epsilon: Phony/Holden assignment

AP: There are two additions here... 1. Compose three questions you think will generate productive, insightful discussion of //1984// (especially as related to the field of rhetoric). For each, make notes on a) why you think this is a good question for discussion, and b) what moments and events in the text, with page #'s, would be good to examine for discussing this question. //Allegra: I said "make notes on" to keep you from literally doing too much. You should not come to class on Monday with more than 1 sheet of paper with writing on only 1 side.// 2. Bring your binder, paper, dividers, and whatnot so we can organize ourselves and start writing warm-ups and taking notes the usual way. 3. Please paraphrase (create statements with approximately the same meaning using your own words, hopefully simplifying and clarifying in the process) in writing one piece of text from Abigail Adams' letter (5 HW points). Teddy: line 1 though line 8 Sylvie: line 9 through line 15 Elias: line 16 through line 26 Allegra: line 27 through line 34 Ethan: line 34 (The sentence beginning "All history...") through line 43 Kayla: line 43 (The sentence beginning "Yet it is your lot...") through 49 Eleanor: line 50 through line 56 Sarah: line 57 through the end

__Due Friday, August 28__ HEX: Come to class ready to start an assignment on the two books you read by choice this summer (in-class assessment tomorrow).

Eng. 11: Come to class ready to start an assignment on the three books you read by choice over the summer (in-class assessment tomorrow).

__Due Thursday, August 27__

AP: Consider the //arrangement// of both 1) the letter you have composed, and 2) the letter Abigail Adams wrote to John Quincy. How are the different rhetorical strategies the author uses assembled and deployed in relation to each other? Why are they arranged in this manner and order -- how does this order help the author achieve her purpose, given her own position and her audience? (beeteedubs: Leith says that refutation is primarily a logos appeal -- this came up today in class)

HEX: Produce MLA format Works Cited entries for two books you read by choice to satisfy the summer reading requirement. PLEASE REMEMBER TO DOUBLE-SPACE. (10 HW points)

English 11: Produce MLA format Works Cited entries for the three books you read by choice to satisfy the summer reading requirement. PLEASE REMEMBER TO DOUBLE-SPACE. (10 HW points). Also, review Ch. 8-10 of //The Catcher in the Rye.//

//HEX and English 11 students -- Did you neglect to record the information helpfully posted on our wall that is necessary to construct a Works Cited entry? Did you neglect to be as awesome as a certain student who came in during tutorial to take this information down on paper (you know who you are!)? Please accept this token of my magnanimity (I'm not sure why it's "zipped," as it's not that big):// //If this fails you, my hunch is that somewhere on the Internet you can find directions for an MLA format Works Cited page.//

__Due Wednesday, August 26__ English 11 (both sections), AP: bring signed and completed personal information sheet from first day letter and syllabus (10 HW points)

AP, English 11: bring completed and signed (both by you and an adult family member or guardian) information sheets from the syllabus (10 HW points)

HEX: Take 10-15 minutes to make notes on the questions on the reverse of today's warm-up sheet (yes, do both sets; no, this will not be graded, but eventually you will submit a more complete version of this that will be for credit)

__Due Tuesday, August 25__ HEX (English 10 Honors): Review and bring //The Absolutely True Diary of a Part-Time Indian//; complete "Asphodel" assignment (10 HW points); bring signed and completed personal information sheet from first day letter and syllabus (10 HW points)

English 11 (both sections): Review Ch. 1-7 of //Catcher// (and bring your copy of the text)

AP: Compose a letter to your parent(s) or guardian(s); attempt to convince her/him/them to do or buy something for you that you really want (20 HW points)

English 11 students: Shmoop yourself some Gatsby -- []. Q: "Hey, it's cheating to just read the plot summaries and then come to class!" A: "Which is exactly why your books can be collected for annotations at any moment."

__Due Monday, June 1__ EXH, English 11 Alpha, English 11 Delta: all revisions for Q4

AP: Final project due

__Due Friday, May 29__ EXH: Review //Maus// (both volumes) and the //Odyssey// //--// come to class with lists of quotations (or at least lists of page numbers that refer to well-marked quotations, with the first few words of the quotations) that you think might appear on the exam -- feel free to divide and conquer here, as you will have time to compare notes with classmates in class tomorrow (please bring these texts to class tomorrow); continue work on the Character Dialogue essay

English 11 Alpha and Delta: Sentence Diagramming Exercise #30 (20 HW points); work on your character/author dialogue essay planning; review your annotations and make some predictions about which quotes may appear on the final, so you can study and practice with these

AP: Go to this link, and play the Gatsby video game you find there at least 5 times (hopefully it is functioning): [] (use the "m" and "n" keys to row). Then, in a thoughtful paragraph, explain how the game conveys the same message -- makes the same argument! -- as Nick's valediction (p. 179-180) (10 HW points); continue work on your final project

__Due Thursday, May 28__ EXH: Review //The Book Thief////, Passing,// and //The Tempest --// come to class with lists of quotations (or at least lists of page numbers that refer to well-marked quotations, with the first few words of the quotations) that you think might appear on the exam -- feel free to divide and conquer here, as you will have time to compare notes with classmates in class tomorrow (please bring these texts to class tomorrow); begin work on the Character Dialogue essay

AP: Read and annotate Ch. 9 of //Gatsby//; continue work on your final project

English 11 Alpha and Delta: Read and annotate Ch. 9 of //Gatsby//; please bring //Catcher//, //The Scarlet Letter//, and //Gatsby// to class tomorrow

__Due Wednesday, May 27__ EXH: Read and annotate Books 23 and 24 of the //Odyssey//

English 11 Alpha and Delta: Read and annotate Ch. 8 of //Gatsby//

AP: Read and annotate Ch. 7 and 8 of //Gatsby//; work on your final project

__Due Tuesday, May 26__ EXH: Optional -- read Book 20 of //The Odyssey// (alternative: read a summary); Not Optional -- read and annotate Books 21-24 (4 annotations per page) for Tuesday (we will not get to talk about Books 23 and 24 until Wednesday, if you need to space out your reading); AP application essays due to Mr. Day

English 11 Alpha and Delta: Sentence Diagramming Exercise #29 (both sides); read and annotate Chapter 7 of //The Great Gatsby//; Honors Humanities application essays due to Mr. Clausen

AP: LAST DAY TO SUBMIT REVISIONS FOR Q4!!!!! Also, read and annotate Ch. 7 of //The Great Gatsby//

__Due Friday, May 22__ English 10 Honors and AP English Lang: Grammar, punctuation, and sentence diagramming test on Friday

EXH: Complete Sentence Diagramming Exercise #28 and/or #29 as practice for Friday's test -- note that these are not graded assignments

__Due Thursday, May 21__ English 11 Alpha: Read and annotate (3 annotations per page) Ch. 6 of //Gatsby// (annotations check on Thursday)

English 11 Delta: Read and annotate (3 annotations per page) Ch. 7 of //Gatsby// (annotations check on Thursday)

__Due Wednesday, May 20__ EXH: Optional -- read Books 17 and 18 of //The Odyssey//; Not Optional -- read and annotate Book 19 (and find out what happens in Books 17 and 18)

English 11 Delta: Read and annotate (3 annotations per page) Ch. 6 of //Gatsby// (annotations check on Thursday) __Due Tuesday, May 19__ English 11 Alpha and Delta: Typed, double-spaced, edited and proofread final draft of //Gatsby// film essay

EXH: Typed, double-spaced, edited and proofread draft of essay on narrative, storytelling, and the //Odyssey;// read through Books 13-16, if you're going to read them (no need to annotate)

AP: Sentence Diagramming Exercise #28, both sides (10 HW points; 10 CW points); read and annotate/review Ch. 5 of //Gatsby//

__Due Monday, May 18__ English 11 Alpha and Delta: Sentence Diagramming Exercise #28 (both sides); read and annotate Ch. 4 of //Gatsby// (3 notes per page)

AP: Sentence Diagramming Exercise #28 (both sides); read and annotate Ch. 4-5 of //Gatsby//

EXH: Typed, double-spaced, edited and proofread draft of essay on narrative, storytelling, and the //Odyssey// due Tuesday; read and annotate Book 12 of the //Odyssey// for Monday (note that you will also need to read, but not annotate, Books 13-16 for Tuesday)

__Due Friday, May 15__ English 11 Alpha:

AP:

EXH: Typed second draft of essay due Friday (20 HW points)

__Due Thursday, May 14__ English 11 Alpha: typed full draft of //Gatsby// film evaluation essay (20 HW points)

English 11 Delta: Add a conclusion to your essay draft, if you haven't already; feel free to follow the model from class today (if you were absent, show Mr. Day your draft in class on Thursday for your homework credit); bring your essay draft tomorrow as we may have time for editing and proofreading

__Due Wednesday, May 13__ AP: Sleep. Rest. Do your best. Be on time or early to tomorrow's exam.

English 11 Delta: typed full draft of //Gatsby// film evaluation essay (20 HW points)

EXH: A. Email Mr. Day, answering the following two questions (10 HW points if completed before Friday): --1. Which of your peer conference questions solicited the most helpful feedback for you, and how come you think so? --2. What changes do you plan to make to your essay as you revise? B. Read and annotate Book 11 of the //Odyssey// (1/2 HW point per page with 4 written annotations) C. Typed 2nd draft of essay due Friday (20 HW points)

__Due Tuesday, May 12__ EXH: Rough draft of essay on storytelling and the //Odyssey// (20 HW points); read and annotate Book 10 (1/2 HW point per page), if you haven't already, or scan your annotations if you have; bring a sheet of paper to class tomorrow with three questions designed to solicit helpful feedback from a conference partner on your essay

AP: Sleep. Rest. If you are interested in reviewing rhetorical devices, flip through Little to look for questions about them (many of them won't require much reading to answer); you can also study the terms and definitions on your handout

English 11 Alpha and Delta: Read and annotate Ch. 3 of //Gatsby// (3 written annotations per page; review the text and your annotations if you have done this already); complete Sentence Diagramming Exercise #27 if you haven't yet __Due Monday, May 11__ English 11 Alpha and Delta, AP: Sentence Diagramming Exercise #27 (both sides); draft body paragraphs of essay (20 HW points); review Ch. 3 of //Gatsby//

EXH: Re-read and annotate, or scan, Book 9 of the //Odyssey,// and read and annotate Book 10. (1/2 HW point per page with 4 annotations)

AP: It's on you at this point. If you would like to do work to prepare to do your best on the exam: --Select questions involving rhetorical devices from Little to get a better grip on which one is which (asyndeton vs. anaphora, etc.) --Work your way through practice exam #2 in Big

__Due Friday, May 8__ EXH: gather evidence/quotations/examples to use in Friday's essay-drafting session, and construct some semblance of a thesis statement. If you were absent on Tuesday, here's the prompt:

English 11 Alpha: On a sheet of paper, write 3 examples of ways in which each //Gatsby// film departs from the novel, and for each explain //why the director might have made this change// (6 total changes, 6 total explanations) (10 HW points)

AP: For each of the Rhetorical Analysis Essay texts, identify 4-5 strategies you see the writer or speaker using that could be analyzed or written about in an essay

__Due Thursday, May 7__ English 11 Delta: On a sheet of paper, write 3 examples of ways in which each //Gatsby// film departs from the novel, and for each explain //why the director might have made this change// (6 total changes, 6 total explanations) (10 HW points)

English 11 Alpha: Read and annotate Ch. 3 of //Gatsby// (3 written annotations per page, please)

AP: Get some sleep. Seriously, get some sleep.

__Due Wednesday, May 6__ AP: Pick any two selections from //Little// that we haven't done yet. Complete one of them (recording your answers on a sheet of paper) taking as much time as you like. Then complete the other in 12 timed minutes (again, recording your answers on a sheet of paper). Check your answers, and reflect briefly in writing on your thought process for items you answered incorrectly. Value: 20 HW points for thoughtful completion

English 11 Delta: Read and annotate Ch. 3 of //Gatsby// ( written annotations per page, please)

EXH: Read and annotate Ch. 9 of the //Odyssey//. Folks who did not remember to pick up your books this afternoon: it is relatively easy (very easy, actually) to find the translation we are using online. Go find and read it there.


 * __ATTENTION ENGLISH 11 STUDENTS: Sentence Diagramming Exercise #26 will be due on TUESDAY__**

__Due Tuesday, May 5__ English 11 Alpha: Typed final draft of Whitman/Dickinson poem (up to 22 major assignment points)

English 11 Alpha and Delta: Sentence Diagramming Exercise #26; review (finish?) your annotations for Ch. 2 of //Gatsby//

EXH: Review the moments you found when characters tell stories to each other -- make at least 1/2 page of written notes (10 HW points). We will have a Socratic discussion or essay tomorrow on the following: Why do we tell stories? Why are they important to us, and in the //Odyssey//?

__Due Monday, May 4__ English 11 Alpha: Typed final draft of Whitman/Dickinson poem (up to 21 major assignment points)

English 11 Alpha and Delta: Read and annotate Ch. 1-2 of //Gatsby// (3 written annotations per page, please)

AP: Read and annotate Ch. 1-2 of //Gatsby//; come in armed with pieces of text to talk about

EXH: Catch up on your annotations, if you're behind; find and mark points in the text of the //Odyssey// where characters tell stories to each other, and where Nausicaa appears

__Due Friday, May 1__ EXH: Read and annotate Books 7-8 of the //Odyssey//

English 11 Alpha: Typed final draft of Whitman/Dickinson poem (up to 22 major assignment points)

AP: Read up on protests, rioting, and events in Baltimore -- and their causes

__Due Thursday, April 30__ English 11 Alpha: 2nd draft of Whitman/Dickinson poem -- clean, revised copy (10 HW points)

English 11 Delta: Typed final draft of Whitman/Dickinson poem (up to 20 major assignment points)

AP: Compose one body paragraph for a rhetorical analysis essay on TNH's //The Heart of Understanding//.

__Due Wednesday, April 29__ AP: Compose an introductory paragraph of a rhetorical analysis essay on TNH's //The Heart of Understanding//. Use pp. 124-129 of //Everything's An Argument// and your class notes from the last few days to help you. Include the 6 "W"'s (including two "who"'s), a hypo-thesis, and the main ideas of the body paragraphs (20 HW points)

English 11 Delta: 2nd draft of Whitman/Dickinson poem -- clean, revised copy (10 HW points)

__Due Tuesday, April 28__ English 11 Delta: Sentence Diagramming Exercise #25

EXH: Read and annotate Book 6 of //The Odyssey//

English 11 Alpha: Complete a rough draft of your poem in the style of Emily Dickinson or Walt Whitman (20 HW points for a complete draft)

English 11 Delta: Sentence Diagramming Exercise #25

__Due Monday, April 27__ EXH, AP, English 11 Alpha: Sentence Diagramming Exercise #25

English 11 Delta: Rough draft of Whitman/Dickinson poem (20 HW points for full-length draft)

EXH: Find and label 15 literary devices on p. 154 of the //Odyssey//


 * AP students:** **Be outside the exterior door to the MPR just before 8 am on Saturday with the following: writing tools, a small snack, 5-->5 //Big//, and lined paper for the full-length practice test. If you know that you cannot make this, you //must// make alternative arrangements in person with Mr. Day //before// Saturday. The practice test begins on p. 177, with the multiple choice answer sheet. You will have 1 hour for the multiple choice section, followed by a short break (during which you should eat your snack, drink something, and go to the bathroom). You will then have 15 minutes to read, annotated, and start thinking and taking notes on how you will use the texts for the synthesis essay (Question __#2__ in the practice test). You will then have two hours to compose your essays (it is advisable to write the synthesis essay first. Construct a rough outline (shorthand thesis and body paragraph main ideas, plus which sources to use when for the synthesis essay) before you begin drafting.**

__Due Friday, April 24__ AP: Skydiving metaphor assignment (up to 40 HW points); Bring 5-->5 //Big//; read and annotate the sections of the //EAA// chapter on rhetorical analysis that we identified as important to us today (97 -- Composing a Rhetorical Analysis, 99 Understanding Who Makes..., 101 Identifying and Appealing to the Audience... 103 -- Pathos, 105 -- Ethos, 107 -- Logos, 111 -- Looking at Style, 124-129 Writing a Rhetorical Analysis); bring //The Heart of Understanding//

EXH: Read and annotate Book 5 of the //Odyssey//

__Due Thursday, April 23__ EXH: Read and annotate Book 5 of the //Odyssey//

AP: "lightly" read the rhetorical analysis chapter from //Everything's An Argument// (which sections will be most valuable for us to pay attention to for the purposes of the AP exam?); bring 5-->5 //Big// if it's not already in our room

English 11 Delta: Complete either of the two pages of brainstorming questions for drafting a Whitman/Dickinson poem

__Due Wednesday, April 22__ EXH: Read and annotate Book 4 of the //Odyssey//

AP: Bring 5-->5 //Big// to class

__Due Tuesday, April 21__ EXH: //Passing// books for annotations check; read and annotate Book 3 of the //Odyssey.// Students who were absent today: remember to turn in Sentence Diagramming Exercise #24 (a key for the diagrams is posted in the hallway outside our classroom).

AP: Bring 5-->5 //Big// to class on Wednesday

__Due Monday, April 20__ All classes: Sentence Diagramming Exercise #24

EXH: Read and annotate Books 1-2 of the //Odyssey// (4 annotations per page, 1 HW point per page, at least for now).

AP: You may find it worth your while to re-read the last three chapters of //The Heart of Understanding// as a way to relax yourself after Saturday's test.

English 11 Delta: complete the column in the graphic organizer you received at the end of class that corresponds to your poem (10 HW points).

__Due Friday, April 17__ English 11 Delta: complete the column in the graphic organizer you received at the end of class that corresponds to your poem (10 HW points).

English 11 Alpha: It is a good idea to complete Sentence Diagramming Exercise #24 tonight. You will have more homework for Monday.

AP: Read and annotate the rest of //The Heart of Understanding//, if you haven't yet. If you would like less work over the weekend (you've got a practice test, remember?), you should do

EXH: Write a 1-paragraph summary of your discussion today. Write a second paragraph exploring or analyzing an idea from the discussion you found interesting or striking -- be thorough, thoughtful, and accurate. Due Friday with discussion prep notes and summary paragraph. Value: up to 40 HW points.

__Due Thursday, April 16__ English 11 Alpha: re-read all four poems in our Whitman and Dickinson packet

__Due Wednesday, April 15__ AP: Re-re-read and annotate pp. 37-41 of //The Heart of Understanding.// Be outside the door to the MPR just before 8 am on Saturday with the following: writing tools, a small snack, 5-->5 //Big//, and lined paper. If you know that you cannot make this practice test, you //must// make alternative arrangements with Mr. Day.

English 11 Delta: re-read all four poems in our Whitman and Dickinson packet

EXH: prepare for tomorrow's Socratic discussion... Tomorrow, we will engage in a discussion of the following three questions:

**1. How do** __**friends, family, culture, and race**__ **shape a person’s identity?**

**2. How much can we consciously control our personal identities?**

**3. How much of our personal identities are determined for us?**

The primary texts we will use to fuel our thinking and conversation will be //Passing//, and our own lives.

To prepare: Take some time to think and write about characters, words, and events in the text (and your life) that could be useful for thinking about each of these questions. Write 1/2 to 1 page (hand-written, single-spaced), or the double-spaced or typewritten equivalent. This will be submitted with your discussion reflection, which will be due Friday.

__Due Tuesday, April 14__ EXH: Conduct further research in //Passing --// where in the text are we able to see the (multiple, complicated, ambivalent) ways Irene thinks about race and racial identity? Further mark up your texts.

English 10 Delta: Re-read all 4 poems in your Whitman and Dickinson packet

English 11 Alpha: Re-read the two Dickinson poems and "The Wound Dresser," by Walt Whitman. Read and annotate "Song of Myself" (read it at least twice, preferably out loud at least once), and answer the following questions on a separate sheet of paper (value: 10 HW points for thoughtful completion): 1. What does Whitman first say that the grass is, in response to the child? 2. a) b) c) What are the next three things that he says it may be? 3. How do both Whitman and the grass feel about people of different races? 4. What is the last thing that Whitman says the grass seems to be? 5. What do you think this might mean? 6. a) b) c) What are three different kinds of people (whose graves) Whitman says the grass may grow from? 7. What is something that is confusing to Whitman about the grass? 8. What is Whitman's answer to the two questions he asks in the third-to-last stanza? 9. Explain what what you think Whitman might mean by the second line of the second-to-last stanza? 10. What do you think Whitman might mean in the last line? (Why is dying "different from what any one supposed"? Why is it "luckier"?)

English 10 Alpha: __Due Monday, April 13__ All classes: Sentence Diagramming Exercise #23

EXH: Find (and be ready to name in class on Monday) two additional texts (songs, films, stories, poems, musical thee-aytur...) with unreliable (untrustworthy) narrators; do not forget to complete SDE #23

AP: Finish //Heart of Understanding// review questions; read and annotate pp. 37-41 of //The Heart of Understanding// (do this at least twice); see Mr. Day during tutorial if you are not able to come to the practice exam on the morning of the 18th.

English 11 Delta: read and annotate the excerpt from "The Wound Dresser," by Walt Whitman

__Due Friday, April 10__ EXH: Fill in 2 more observations on today's organizer. What assumptions must be true for these to be evidence that Irene pushed Clare? Also, spend some more time doing research in the text of //Passing//. This time, look for the following: //What evidence is there in the text for inferring that Irene's thinking is unreliable or untrustworthy, or that she might not be entirely mentally stable? (Look all over in the text.)//

__Due Thursday, April 9__ English 11 Alpha: Sentence Diagramming Exercise #22

English 11 Delta: Re-read the excerpt from "Song of Myself" at least twice. Be prepared for a warm-up in the morning that reviews our afternoon's conversation.

AP: Sentence diagramming exercise 22 is due at the start of class, if you are Jordan, Kaliyah, Kayla, Asia, or Owen (Iyanna, you may wish to do the class work portion). Review ALL of //The Heart of Understanding// for tomorrow's class.

__Due Wednesday, April 8__ English 11 Delta: Re-read the Dickinson poem we worked on today at least twice. Read each of the Whitman poems at least once (do not worry overmuch if you struggle to make sense of them; just hear the words and rhythm in your head)

English 10 Honors: What evidence is there (not only in the final chapter) that Irene kills Clare in //Passing//? No need to record text on a separate sheet of paper -- mark up your books.
 * ATTENTION ALL CLASSES: ALL REVISIONS OF ALL WORK ARE DUE BEFORE MR. DAY LEAVES SCHOOL ON FRIDAY, MARCH 27, UNLESS PRIOR ARRANGEMENTS ARE MADE WITH MR. DAY**

//Scarlet Letter// Resources for English 11 -- USE THESE! Chapter summaries -- [] (there's a menu on the left-hand side) Audio text -- []

Due Thursday, March 26 AP: Re-read "Happy Continuation," "Roses and Garbage," and "The Moon Is Always the Moon." The more prepared we are for tomorrow's conversation, the better we'll be able to dig into the text.

English 11 Delta: Sentence Diagramming Exercise #22 due tomorrow; make plans to finish your test, if you need to.

Due Wednesday, March 25 AP: Have pp. 17-36 of //The Heart of Understanding// read and annotated and least twice over by Wednesday

Due Tuesday, March 24 English 11 Alpha and Delta: catch up on your annotations for //The Scarlet Letter//; Alpha -- we will go over SDE 21 in class tomorrow, so bring it.

EXH: Breathe. Rest. If you did your best today, good job! Be ready to do it again, tomorrow; do your best, even (and especially) when things are challenging.

Due Monday, March 23 All classes: Sentence Diagramming Exercise #21

AP: re-read and annotate pp. 13-26 of //The Heart of Understanding//

EXH: In case you weren't here on Friday -- the Literary Analysis essays are graded and in PowerSchool, and everyone showed that they grasp the nature of this difficult task (analyzing a text in terms of how the author makes choices, not only in terms of what it means). You are in good shape for next week's exams. Breathe. Eat. Sleep.

Due Friday, March 20 English 11 Alpha: catch up on your annotations

AP: Due Thursday, March 19 English 11 Alpha: catch up on your annotations; come to our next class with 1 page # and 1 quotation for each of your assigned event(s) in //The Scarlet Letter// (10 HW points)

AP: read and annotate pp. 9-26 of //The Heart of Understanding//; do this twice

English 11 Delta: catch up on your annotations

Due Wednesday, March 18 AP: Read and annotate through p. 8 of //The Heart of Understanding//. Do this twice, please.

EXH: Read and annotate (3 written notes per page) the rest of //Passing//.

English 11 Delta: catch up on your annotations; come to our next class with 1 page # and 1 quotation for each of your assigned event(s) in //The Scarlet Letter// (10 HW points)

Due Tuesday, March 17 EXH: Read and annotate (3 notations per page, please). through p. 65 of //Passing//

English 11 Alpha and Delta: Complete your annotations tally chart (how many annotations of each type do you have for each reading assignment or cluster of pages?); bring your text and notebook tomorrow; get caught up in your annotations, if you are behind (books due soon)

Due Monday, March 16 EXH: Read and annotate (3 notes per page) pp. 1-47 of //Passing//

AP: Read and annotate the foreword and pp. 1-4 of //The Heart of Understanding//. Then do it again, slightly more slowly.

English 11 Alpha and Delta: Read and annotate (at least 5 pp. with 3 notes per page) Ch. 21-24 of //The Scarlet Letter//

Due Friday, March 13 AP: Complete the Ruskin (p. 49 -- #141-150), Perkins Gilman (p. 161 -- #471-480), and Schreiner (p. 167 -- #491-500) section of Little. Record your answers on a separate sheet of paper, check the answer key, and write brief reflections on your thought process for items you answered incorrectly (15 HW points).

EXH: Breathe.

Sentence Diagramming Test Dates: Alpha: March 12 Beta: March 11 (will include vocabulary section) Gamma: March 12 (will include vocabulary section) Delta: March 11

Due Thursday, March 12 English 11 Delta: Read (and annotate 5 pages of with 3 written annotations) Ch. 21-24 of //The Scarlet Letter//

AP: bring Little tomorrow, in addition to your readiness for the grammar, diagramming, and vocabulary test

Due Wednesday, March 11 AP: DIY Modest Proposal essay, with at least 6 underlined and labeled rhetorical devices; study for Thursday's test

Due Tuesday, March 10 English 11 Alpha and Delta: review Ch. 17-20 of //The Scarlet Letter//

EXH: study for Wednesday's vocabulary and sentence diagramming test; spend time with Sonnets 18 and 55 (continue our thinking from class today); you may turn in SDE 19 on Tuesday if you wish.

Due Monday, March 9 All classes: SDE #19 -- BOTH SIDES!

AP: Swift Questions from Wednesday's class (28 CW points) -- if no school on Thursday

EXH: Study vocabulary

Due Thursday, March 5 English 11 Alpha: Finish reading and annotating Ch. 19-20 of //The Scarlet Letter// (include at least 3 written annotations on at least 5 pages for Ch. 16-20)

Due Wednesday, March 4 EXH: study your vocabulary

English 11 Alpha and Delta: Finish reading and annotating Ch. 19-20 of //The Scarlet Letter// (include at least 3 written annotations on at least 5 pages for Ch. 16-20)

Due Tuesday, March 3 English 11 Alpha and Delta: Read and annotate Ch. 16-20 of //The Scarlet Letter// (include at least 3 written annotations on at least 5 pages)

EXH: Memorize Sonnet 18 or 55

AP: Complete Swift (p. 130), Steele (p. 134), and Pepys (p. 116) portions of Little. As usual, record your answers on a separate sheet of paper, check your answers, and reflect briefly in writing on your thought process for items you answered incorrectly (15 HW points). Work to complete all three portions in 30 min. Pace yourself.

Due Monday, March 2 All classes: Sentence Diagramming Exercise #18

AP: re-read and annotate "A Modest Proposal" -- watch for the rhetorical structure of the essay: when does Swift anticipate and rebut criticism? when does he point out the flaws in others' ideas? when does he make ethos appeals? when does he qualify his own notions? what strategies does he use to support his main idea?

Due Friday, February 27 EXH: //Tempest// projects due (120 MA points)

English 11 Alpha and Delta: Read (and annotate at least 5 pages of, with 3 written notes per page) Ch. 13-16 of //The Scarlet Letter//.

Due Wednesday, February 25 AP: typed, double-spaced, revised, edited, and proofread second draft of natural rights essay, with at least six underlined and labeled rhetorical devices (36 MA points)

Due Tuesday, February 24 English 11 Alpha and Delta: Sentence Diagramming Exercise #17

English 11 Alpha and Delta: Read and annotate Ch. 13-16 of //The Scarlet Letter//. Include at least three annotations on at least five pages.

English 11 Alpha: re-read and annotate (3 notes per page) from the middle of p. 125 until the words "he loathed his miserable self" on p. 126, and from the bottom of p. 114 through p. 116 of //The Scarlet Letter//

EXH: Line-by-line sheet for POL poem of your choice; can you memorize Sonnet 18 or 55?

Due Monday, February 23 EXH: Line-by-line sheet for the poem of your choice; work to memorize sonnet 18 or 55

AP: rough draft of natural rights essay due (20 HW points)

EXH and AP: Sentence Diagramming Exercise #17

Due Friday, February 20 EXH: bring paper drafts of //Tempest// projects (including texts and stage directions for performance groups)

Due Thursday, February 19 AP: Read and annotate Ch. 6 in 5-5 Big (argumentative essay chapter); bring Big tomorrow

Due TUESDAY, February 17 (WEDNESDAY, February 18 for AP) English 11 Alpha and Delta: Read and annotate Ch. 9-12 of //The Scarlet Letter// (have at least 5 pp. with at least 3 written annotations each)

All classes: Sentence Diagramming Exercise #16 (either side)

AP: Complete the Paine (p. 91, #271-280), Machiavelli (p. 103, #301-310), and Hobbes (p. 109, #321-330) sections of 5-->5 Little. As always, record your answers on a separate sheet of paper, check your answers, and reflect briefly in writing on your thought process for items you answered incorrectly. //Please bring 5-5 Little to class on Tuesday (which is Wednesday).//

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">EXH: You will need to have Sonnet 18 memorized by the end of next week, and please continue work on your //Tempest// projects -- memorize lines, flesh out drafts of essays and analyses and reflections (if you are in a performance group, it is not enough to state and describe your understanding of the character(s); you must also explain why and how you believe your thesis about the character to be true, using and explaining evidence from the text).

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">AP and EXH: the vocabulary and grammar (and diagramming) test will most likely be March 4 (EXH) or 5 (AP). <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">English 11 Alpha and Delta: the grammar (and diagramming) test will most likely be March 3 (Alpha) or 4 (Delta). <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> Due Friday, February 13 EXH: Poetry Out Loud Scavenger Hunt; __memorize__ "Stopping By Woods On A Snowy Evening"

AP: Finish Thoreau packet and //Selma// reflection

Due Thursday, February 12 AP: Read and answer reading questions for the remaining pages of "Civil Disobedience"

Due Tuesday, February 10 EXH: accomplish homework tasks you identified in class today

Due Monday, February 9 All classes: Sentence Diagramming Exercise 15

AP: Read and annotate and complete reading questions for pp. 9-10 of "Civil Disobedience"; read and annotate the two articles on //Selma//; for the first, concentrate on the section about the question "What do you think of the way the relationship between Johnson and MLK is depicted...?"

EXH: Rough drafts of all written portions of //Tempest// projects (20 HW points)

English 11 Alpha and Delta: Read Ch. 5-8 of //The Scarlet Letter//. Make at least 3 written annotations on at least 5 pages.

Due Friday, February 6 English 11 Alpha: Puritans Packet due (I know I said Thursday in class, but I will be absent) (Value: 30 class work points)

AP: Read and answer questions for pp. 4-8 of "Civil Disobedience."

Due Thursday, February 5 Eng. 11 Alpha: Read and annotate Ch. 1-4 of //The Scarlet Letter// (start on p. 45) Include at least 3 written annotations on at least 5 pages (I know I said 10 in class on Monday; I changed my mind).

Due Wednesday, February 4 Eng. 11 Delta: Puritans packet due (Value: 30 class work points); read and annotate Ch. 1-4 of //The Scarlet Letter.// Include at least 3 written annotations on at least 5 pages (I know I said 10 in class; I changed my mind). Start on p. 45.

AP: Read and annotate pp. 1-3 of "Civil Disobedience," and answer the appropriate questions in your reading packet

Due Tuesday, February 3 EXH: Email your thesis statement(s) to Mr. Day

Eng. 11 Alpha and Delta: Read and annotate Ch. 1-4 of //The Scarlet Letter//. Include at least 3 written annotations on at least 5 pages (I know I said 10 in class; I changed my mind). Start on p. 45.

Due Monday, February 2 All classes: Sentence diagramming exercise #14

EXH: <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;">1. Re-read relevant parts of //The Tempest// (relevant to your project, i.e.) -- passages that help you understand the character(s) you are working with <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif;"> 2. Record (write out) or list (by act, scene, and line #) useful quotations //and what you think they show you that matters for your project// 3. Develop a preliminary thesis (guiding understanding) for each character you're working with. 3a -- writers: you need multiple theses if you're considering different ways of thinking about a character or characters 3b -- recitors and actors: you need //both// a general thesis or guiding understanding for each character across the whole play //and// a thesis for each character that is //specific to// the scene/speech you're working with (character's motivation, mood, tone towards others...) 4. Be ready to report on your work to each other and Mr. Day on Monday. Point value: If you can see the relevance of this work to the work you hope to produce, you understand that the quality of your final project will reflect the quality and completion of this work now. If you cannot, please think on that, and then do the work to the very best of your ability.

AP: Complete Carlyle (p. 22, #61-70), Churchill (p. 26, #71-80), and Gibbon (p. 121, #351-360) portions of Little. Pace yourself to finish within 35 minutes. Check your answers, and reflect briefly but thoughtfully in writing on questions you answer incorrectly (15 HW points). Do this work on a separate sheet of paper.

Due Friday, January 30 EXH: Continue vocabulary study (front half of brain); think about //Tempest// project (back half of brain)

AP: Review notes on rhetorical analysis essay, and the chapter in Big on the rhetorical analysis essay (Ch. 5, beginning on p. 67)

Due Thursday, January 29 Alpha, Delta: nothing due

AP: Complete "general questions" on //Lincoln//; continue vocabulary study

Due Wednesday, January 28 EXH: Continue vocabulary study

AP: Continue vocabulary study

Due Tuesday, January 27 EXH: Continue vocabulary study

Due Monday, January 26 All classes: Sentence diagramming exercise #13

AP: Continue your work on the class vocabulary list on Memrise. Please remember that, having enrolled in this class, you have agreed to undertake an average of one hour of homework per night. Life in Q3 will be much easier for you (as will any vocabulary test we take), if you keep up on your studying.

Due Friday, January 23 EXH: On a half-sheet of paper, explain what you would like to undertake for a major assignment on //The Tempest// -- -- A significantly-sized essay? (On what topic, theme, or character? What's interesting about this to you?) -- A solo performance of a major speech in the play, with an accompanying essay/reflection? (Which character and speech? What's interesting about this to you?) -- A group performance of a scene or selection? (Which scene and characters? What's interesting about this to you? Whom else will you work with?) Value: 10 HW points

AP: Start working on our new vocabulary Memrise course, currently consisting mostly of test vocabulary -- []. Complete questions #8 and 9 in the //Lincoln// packet. Please remember that, having enrolled in this class, you have agreed to undertake an average of one hour of homework per night.

Due Thursday, January 22 English 11 Alpha: On a half-sheet of paper... 1. Summarize a Puritan's outlook on the world 2. How does "Young Goodman Brown" reflect or illustrate this outlook? 3. How could the story be mocking (making fun of) Puritans? Value: 10 HW points for thoughtful completion and your name on your work.

Due Wednesday, January 21 English 11 Delta: On a half-sheet of paper... 1. Summarize a Puritan's outlook on the world 2. How does "Young Goodman Brown" reflect or illustrate this outlook? 3. How could the story be mocking (making fun of) Puritans? Value: 10 HW points for thoughtful completion and your name on your work.

EXH: study your vocabulary; re-read 1.2 of //The Tempest//; finish annotating your text (due... tomorrow?)

Due Tuesday, January 20 English 11 Alpha and Delta: printed out final copies of Holden and personal essays (30 points each; please be sure each includes a thesis and supporting body paragraphs and is double-spaced)

EXH: Spend a considerable amount of time studying your vocabulary notes (use your review sheets); re-read Prospero's last speech several times, and consider the following: --What is Prospero saying to the audience about himself and the other characters? --In what ways might this be the actor playing Prospero speaking as himself to the audience? --In what ways might this be William Shakespeare speaking as himself to the audience?

AP: Sentence Diagramming Exercise 12 due Monday (10 HW points)

Due Friday, January 16 EXH: Compose a list of possible candidates for the moment in the play (or before the play) when Prospero decides or is moved to forgive Antonio and Alonso. Compose your list of possibilities first, then work to comply evidence that might be used to support or argue against each of them. Resist drawing conclusions about each possibility until you have gathered and weighed evidence; do that only after you've gathered and noted evidence for each possibility you think is worth serious consideration (your writing should have a heading for each possibility you're working with, followed by the evidence you believe should be considered for that possibility, and //then// notes on your consideration of the evidence. Please bear in mind that Prospero is not always truthful with those around him. To what extent can the things that he says be taken for granted, and how can you tell? (Value: 10 HW points) Please also read Prospero's closing speech 5 times.

AP: Complete the Montaigne (p. 65, #191-200), Mill (p. 88, #261-270), and Wollstonecraft (p. 98, #291-300) sections in Little. Record your answers on a separate sheet of paper. Check your answers; write a brief reflection on your thought process for each item you answered correctly (Value: 15 HW points).

Due Thursday, January 15 AP: no new homework

English 10 Delta: see above for essay deadline

Due Wednesday, January 14 EXH: Read and annotate Act V of //The Tempest//

Due Tuesday, January 13 All classes: Everything that would have been due Monday (see below)

Due Monday, January 12 All classes except AP: Sentence Diagramming Exercise #12

EXH: Respond in writing (maybe on the back of the sheet?) to the "All The World's A Stage" questions (value: 20 HW points, because of the value of the questions). //Nota bene// (n.b.): you are not to spend more than an hour total on your EXH homework this weekend (SDE 12 plus the "All The World's A Stage" questions)

English 11 Delta and Alpha: Finish revision of the personal and Holden portions of your essay; finish your "Sinners in the Hands of an Angry God" questions if you haven't yet.

AP: 1. Read the wikipedia entries for "Civil Disobedience (Thoreau)" -- all of it -[], and "civil disobedience" -- just the parts that appear relevant to Henry David Thoreau -- []. 2. Re-read the Gettysburg Address at least twice. 3. Complete the 5-5 Little questions for the passages by Jefferson (p. 85, #251-260), de Tocqueville (p. 94, #281-290), and Locke (p. 127, #371-380) -- pace yourself, keep an eye on the clock (can you finish in 30 minutes?); record your answers on a separate sheet of paper, review the correct answers, and write brief reflections on your thought process for each item you answered incorrectly (15 HW points -- 1/2 point per question)

Due Friday, January 9 English 11 Alpha: Listen to the rest of "Sinners" (start at 44 minutes) -- @https://www.youtube.com/watch?v=rI5qCFksA7Y. Continue to look for images in the text.

AP: Complete the Gettysburg Address multi-media assignment, if you have not already; get enough sleep that you're ready to do your best on tomorrow's synthesis essay

EXH: Begin studying your vocabulary in earnest (definitions, synonyms, antonyms, cognates, roots, phonetic spellings/pronunciations) -- test likely in first 2 weeks of Q3; re-read 4.1.165-175 of //The Tempest// at least three times

Due Thursday, January 8 English 11 Delta: Listen to the rest of "Sinners" (start at 25 min., 30 sec.) -- []. Continue to look for images in the text.

AP: Complete Gettysburg Address multi-media assignment. Here are the links to the web resources: Learn the Address (Louis C.K. and Jerry Seinfeld): __[]__ Hennessey's Graphic Novel: __[]__ NY Times Op-Ed from 11/19: __[]__ Slate Lexicon Valley Podcast: __[]__

Due Wednesday, January 7 AP: Write out and label 10 rhetorical devices from the Gettysburg Address (10 HW points); MLK precis and Letter from Birmingham Jail reading questions also due, if you haven't submitted them already. Also, a number of students have not yet turned in their work from #1-40 in 5-5 Little.

EXH: No new HW (we will be talking about Prospero's strength/weakness and Act IV tomorrow)

English 11 Alpha and Delta: Finish your rough drafts of the Holden and personal parts of the essay, if you haven't already.

Due Tuesday, January 6 EXH: Re-read Act IV of //The Tempest//; complete sentence diagramming exercise #11 (10 HW points)

English 11 Alpha and Delta: If you have not yet completed either or both of the rough drafts for the first two sections of the //Catcher// essay, get on this ASAP.

Due Friday, December 19 EXH: Write a thoughtful 1/2-1 page-long reflection on today's play performance. Focus on one aspect of the play, or several, or the production overall. But please do not write only vague generalities. (10 HW points for completion)

Due Thursday, December 18 AP: completed "Ballot or the Bullet" worksheet and Sentence Diagramming Exercise #11 (if you wish to go over this, please come to tutorial); Read and annotate "Letter from Birmingham Jail" and complete the reading questions packet. Pay attention to the footnotes -- every time you see something bolded and underlined in the text, there is a note about that concept, term, or person in the notes that follow the body of King's text.

English 11 Alpha and Delta: Rough draft of 2nd part of //Catcher// essay due at 8 am Thursday via Googledocs (20 HW points)

English 11 Delta: Sentence Diagramming Exercise #11 (10 HW points)

Due Wednesday, December 17 AP: Bring 5-5 Little to class (you will be either working from this or writing an essay in class on Wednesday)

EXH: Read and annotate Act IV of //The Tempest//

Due Tuesday, December 16 English 11 Alpha: spend 45 minutes drafting the second part of your //Catcher// essay (//What does thinking about yourself in terms of this idea [the theme you have chosen] help you to understand about yourself at this stage in your life? Compose a meaningful, insightful thesis and develop it thoroughly via an introduction and body paragraphs. Use evidence and examples from your own life to support and illustrate your thoughts.//) Add this work to your online draft.

English 11 Delta: rough draft of Holden portion of //Catcher// essay due at 8:25 am tomorrow via Googledocs (shared with nday@latinpcs.org). (20 HW points)

EXH: Finish reading and annotating Act III of //The Tempest//. Please come to class ready to be a little more focused and on point than today. Feel free to read ahead to finish the book before we go to the play on Wednesday.

Due Monday, December 15 AP and English 11 Alpha: Sentence Diagramming Exercise #11 (10 HW points)

AP: Complete Harriet Jacobs and WEB duBois sections of "Little" (apologies for the lack of page numbers; I don't have this book at home; find them in the table of contents). Check your answers, and make brief notes to yourself about how your thought process led you astray for items you answered incorrectly (or why you had to guess, if you had to guess and guessed wrong). I will likely not check this, but these assignments often will be in the future. Do this for the challenge, for the thrill of reading further important African-American writers, and for your success on the exam. Also, complete the "Ballot or the Bullet" worksheet we began in class.

English 11 Delta: Rough draft of Holden portion of //Catcher// essay due at 5 pm via Googledoc to nday@latinpcs.org. DO AT LEAST SOME OF THIS WORK OVER THE WEEKEND, AND PLAN AHEAD -- MONDAY WILL NOT BE A WORK DAY. (20 HW points)

EXH: Read and annotate Act III of //The Tempest// (eventual goal: five annotations per page)

Due Thursday, December 11 English 11 Alpha: Rough draft of Holden portion of essay due in Googledocs, shared with nday@latinpcs.org -- due at 5 pm (20 HW points) -- REVISED: THIS IS NOW DUE AT 8 AM ON FRIDAY

AP: Read and annotate the packet of texts (intro material, full text of speech, excerpt from alternative edition of the speech) for Malcolm X's "Ballot or the Bullet". Listen to the speech as well: []

English 11 Delta: Fine-tune your thesis statement for the Holden portion of the essay by following the directions at the bottom of the "thesis mini-workshop" handout. Complete your essay prospectus if you haven't yet (compose one or more possible thesis statements, explain why you think each of those is interesting (worth writing and reading about), and provide some examples of evidence you might use to support each) (Value: 10 HW points)

Due Wednesday, December 10 AP: Typed, double-spaced, revised, edited, and proofread second draft of Brutus Vs. Antony rhetorical analysis essay (Value: 30 major assignment points). Include appropriate citations for a Shakespearean text -- (3.2.215-220) for "Act 3, Scene 2, lines 215-220" for example.

EXH: Complete your reading and annotation of Act II of //The Tempest//

Due Tuesday, December 9

English 11 Alpha: Get caught up on your previous homework assignments (15 quotations on your theme in //Catcher//, essay prospectus -- see last week's HW assignments below). Fine-tune your thesis so that it is specific, insightful, and clear -- use the handout from today's class.

EXH: Read and annotate Act II of //The Tempest// (ultimate goal: 5 written notes per page). Review the goal you set after your last annotations, and try to accomplish it.

Due Monday, December 8 All classes: Sentence Diagramming Exercise #10

EXH: Re-read and re-annotate relevant parts of Act I (what you haven't read, what you haven't fully annotated yet); re-read 1.2.412-439 (Caliban, Miranda, and rape), 1.2.552-end (Ariel, Ferdinand, Miranda, and Prospero), and read //several times// the selection your group is working on

English 11 Alpha and Delta: Write a prospectus for the portion of your essay on Holden Caulfield -- compose one or more possible thesis statements, explain why you think each of those is interesting (worth writing and reading about), and provide some examples of evidence you might use to support each

AP: Construct 4 8.5x11" posters for our rhetorical devices word wall -- include the name of the device (big text), its definition (medium-sized text), and two examples (smaller text). Make sure that the name of the device, at the very least, is legible at a distance (it would be great if the definitions are too). 10 HW points for each.

For Thursday, December 4 AP: re-read 3.1.163-301, and 3.2.82-266 of //Julius Caesar//; think about what rhetorical categories (see the list in your writing notes from today's class) you will choose to focus on in your essay.

English 11 Alpha and Delta: pick the theme you will write about in your essay; find and write out 15 quotes from //Catcher// that pertain to your theme -- include page numbers so you can find them again later (15 HW points). This will take time, and it's a lot of work to do in one night, but it will be worth it in order to construct a solid and thoughtful thesis tomorrow in class.

For Wednesday, December 3 AP: Read and annotate the chapter on Rhetorical Analysis Essays in 5-5 Big (it's Ch. 5). Bring //Big//, //Julius// //Caesar//, //EAA// (Ch. on Rhetorical Analysis), and your rhetorical devices handout to class on Wednesday.

EXH: Re-read and annotate relevant parts of //The Tempest,// Act I (what your group might focus on, what you haven't read, what you haven't fully annotated yet)

English 11 Alpha: pick the theme you will write about in your essay; find and write out 15 quotes from //Catcher// that pertain to your theme -- include page numbers so you can find them again later (15 HW points)

English 11 Delta: Complete the DIY graphic organizer activity on the essay prompt (10 HW points)

For Tuesday, December 2 EXH: Read and annotate Act I of //The Tempest//, 5 written annotations per page (1 HW point per page). Please note that it is unlikely we will deal with any text after the end of Prospero's and Miranda's conversation before Wednesday, if you need to make decisions about what work to do and what not to do tonight.

English 11 Alpha: Complete DIY graphic organizer activity on essay prompt (10 HW points)

For Monday, December 1 All classes: Give thanks as appropriate. Be generous.

For Monday, November 24 EXH, English 11 Delta and Alpha: Sentence Diagramming Exercise #9

AP: Sentence Diagramming assessment Monday (complete Exercise #7a for extra practice if you wish)

EXH: Compose a 1-paragraph summary of today's discussion. Compose a second paragraph that further explores or analyzes an idea you found interesting or striking in today's discussion. Be thorough, thoughtful, and accurate. Value: up to 20 HW points, with discussion notes and prep notes

For Friday, November 21 EXH: See discussion preparation activity below.

AP: Read and annotate Ch. 5 of //Everything's An Argument//

English 11 Alpha: Re-re-read the last two chapters of //Catcher//. We'll be talking about Phoebe and the carousel tomorrow.

For Thursday, November 20 English 11 Alpha: Re-read and annotate the rest of //Catcher//.

AP: Find, write out, and label 20 examples of rhetorical devices in the funeral speeches in //Julius Caesar//. You may i.d. multiple devices within the same quotation. You may include up to 20 additional devices for up to 10 extra credit points (1/2 point per item).

English 11 Delta: You will find it worth your while to re-read the second-to-last chapter of //Catcher//.

For Wednesday, November 19 AP: Complete Sentence Diagramming Exercise #7 (20 HW points) -- THIS IS STILL DUE WEDNESDAY, EVEN THOUGH I MADE NO MENTION OF IT IN CLASS ON MONDAY! PLEASE SEE ME (OR CHECK YOUR EMAIL) IF YOU STILL NEED A COPY OF THIS! Find, write out, and label 15 examples of rhetorical devices (whose definitions we've read so far) in Brutus' and Antony's speeches (you MAY use the same quotation more than once if it uses more than one device; you MAY use quotations from the speeches used as examples in your handlist (for reasons not clear to me, books of rhetorical devices are called "handlists")). Bring your copy of //WLLP//.

EXH: See below for the discussion preparation materials (I'm sorry it took so long to get these up here; I emailed them to you because the wiki was too slow to load at school):

English 11 Delta: Re-read and annotate the rest of //Catcher.//

For Tuesday, November 18 English 11: Write Phoebe's diary entry for the night Holden drops in. Pay attention to the sound of her voice in Ch. 20-23, and what we know about her character -- what would she write about, and how would she write it? (10 HW points for approximately 1 hand-written single-spaced page (double-spaced if typed))

EXH: Complete the Figurative Language Learning Stations (10 HW points) after reading over today's Figurative Language Notes sheet (taped into your Vocabulary Notes). Note: "Explain one of the examples" means to pick one of the examples and explain what it means; also, Sylvie figured out that the second-to-last example of synecdoche ("sin-EK-duh-kee" -- naming a part instead of the whole), and in some ways the last one too, is actually metonymy ("meh-TAWN-uh--mee" -- naming something associated with what you're talking about). If the note doesn't make sense, we can talk about it tomorrow.

For Monday, November 17 AP: Bring //Words Like Loaded Pistols// to class, having re-read pp. 49-52; re-read and re-annotate 3.2.13-49 and 3.2.82-266 in //Julius Caesar//

EXH: Typed, double-spaced, revised, edited, proofread, third ("final") draft of Holocaust Informative Essay due Monday with Works Cited page (and, hopefully, rubric and all prior drafts and notes).

English 11: Re-read and annotate Ch. 20-23 of //Catcher//

For Friday, November 14 English 11 Alpha, EXH: Sentence Diagramming Assessment on Friday. Be ready.

AP: Respond thoroughly and thoughtfully in writing to the following questions (10 HW points for completion): 1. In what ways is the Folger's production of //Julius Caesar// similar to the Mankiewicz film version? 2. In what ways is it different? 3. What aspects of the Folger's production looked or sounded as you had expected them to? How so? 4. What aspects were different from what you had expected? How so? 5. In what ways did each of the following characters seem sympathetic and/or unsympathetic to you as an audience member? A. Brutus B. Antony C. Cassius 6. Comment thoughtfully on the women's roles in this production. (Were they sympathetic or unsympathetic? How so? Did they seem strong or weak as characters? How so?)

For Thursday, November 13 English 11 Alpha: Re-read and annotate the end of Ch. 16 (when Holden talks about and walks to the Natural History Museum); be ready to discuss Ch. 17-19 of //Catcher//; finish Sentence Diagramming Exercise #7 //FYI: Mr. Day will be absent from class on Thursday due to a field trip for another class//

English 11 Delta: Sentence Diagramming Assessment on Thursday. Be ready.

For Wednesday, November 12 AP: Re-read Act II and III summaries of //Julius Caesar//; read and annotate Act II, Scene 1, lines 1-61 and Act III, Scene 2 (all) and Scene 3 (all). View each of the following video clips: Brutus' funeral speech (same film we watched today): [] Antony's funeral speech, part 1 (same film we watched today): [] Antony's funeral speech, entire (different film -- with Charlton Heston as Antony): [] Video trailer for the Folger's production: [] //Note: a change has been made to our timetable on Thursday. We// will //have the opportunity to go out to lunch afterwards. If this interests you, please bring money for lunch. Also, please bring in your ticket money if you haven't yet.//

EXH: 2nd draft of HIE due with Works Cited page (20 HW points for draft, 20 for //complete// WC page); finish sentence diagramming exercise #7 (20 HW points)

English 11 Delta: Re-read and annotate the end of Ch. 16 (when Holden talks about and walks to the Natural History Museum); be ready to discuss Ch. 17-19 of //Catcher//; complete any 4 sentences on Sentence Diagramming Exercise #7

For Tuesday, November 11 English 11 Alpha and Delta: Read and annotate Ch. 17-19 of //Catcher//

For Monday, November 10 All classes: Sentence Diagramming Exercise #6 (20 HW points)

English 11 Alpha and Delta: Re-read and annotate Ch. 13-16 of //Catcher//. You will receive 10 HW points for bringing your book (or a copy of the book) to class (5 points for this for Delta).

AP: Read the rest of the scene summaries for //Julius Caesar//. Score your answers on the multiple choice section of the diagnostic master exam, and review the answer explanations (p. 62-65 in Big). For each item you did not answer correctly, reflect on your thinking using the answer explanations, and write __on your score sheet__ a brief explanation (1-2 sentences) as to how you think you led yourself to select an incorrect answer. Do this for __each and every one__ of the questions you did not answer correctly.

EXH: Revise your essay, focusing on its content and structure (use the prompt to guide you). Second draft due Tuesday (value tbd).

For Friday, November 7 EXH: Rough draft of Holocaust Informative Essay due (40 HW points)

English 11 Alpha: Re-read and annotate Ch. 8-12 of //Catcher//. You will receive 10 HW points for bringing your book (or a copy of the book) to class.

AP: Complete the multiple choice section of the diagnostic/master exam in 5-->5 Big (beginning on p. 50). Follow the directions on p. 49 (28 HW points)

For Thursday, November 6 English 11 Delta: re-read and annotate Ch. 8-12 of //Catcher//. Here are some notes from today's class: Why would Holden admit that "I'm the most terrific liar"? --He's being honest //now//, though he wasn't before --He's not truthful with others but he is with us/his therapist (Why? --b/c we don't know him? --to start over? --to figure out who we are?) --Must //not// be to get something, because telling us would work against this, so maybe he's lying for another reason: because he's a private person? to feel better? because there are no consequences? (but then again, why lie and not tell the truth?)

English 11 Alpha: re-re-read the following sections of //Catcher//: p. 5 and following page or two, p. 10 and following page or two, p. 26 and following page or two, p. 35 and following page or two, p. 43 and following page or two (these are the page numbers for the events we picked today)

AP: 1. Pick 5 controversial issues. For each, construct 3 possible poll questions -- 1 that would skew responses to one side of the issue, 1 to skew them to the other, and 1 that is neutral. (Example: One side -- Should dangerous firearms be allowed into places full of children who could be potentially injured? Other side -- Should people be allowed to exercise all of their constitutional rights in public spaces? Neutral -- should people be allowed to carry guns in city playgrounds?) 2. Read the eyewitnesstohistory.com entry for "assassination of Julius Caesar." Then read it again. []

For Wednesday, November 5 AP: Bring "Logos" chapter of //EAA//, in 5-->5 Big (Hereafter "big"), read p. 17-49 -- come to class Wednesday prepared to ask any questions you may have about these two chapters

English 11 Delta: no new homework (SDE 6 due Monday); we will continue our conversation about Holden -- p. 19 ("I'm the most terrific liar..."), p. 26 ("This is a people-shooting hat..."), and the idea of Holden's (and everyone's) inconsistency on Wednesday

EXH: Re-read notes and annotations on //Night// in preparation for tomorrow's discussion

For Tuesday, November 4 English 11 Alpha: Read and annotate pp. 1-52 of //Catcher// (come prepared to point us to moments and events that will help us talk about the categories for describing a person we came up with in class today)

English 11 Delta: Re-re-read and annotate the following pages/sections of //Catcher//: p. 35-40 -- Stradlater is going out with Jean; Holden tells him about his history with her p. 40-44 -- Holden writes the composition about Allie’s baseball glove for Stradlater; Stradlater throws it away Ch. 2 Holden goes to visit Mr. Spencer p. 45 -- Physical description of Ackley (pimples, teeth) Remember that our goal is to talk about the following: Holden's background, family, attitude (what is it? where does it come from?), how he reacts to problems, relationships with people, disposition (attitude towards life in general), how nice he is to people (does he follow the Golden Rule?)

For Monday, November 3 All classes: complete Sentence Diagramming Exercise #5

English 11 Alpha, Delta: Finish and hand in your Venn Diagram assignment ASAP, if you have not done so already. Bring your copy of //The Catcher in the Rye// to our next class.

English 11 Delta: Re-read pp. 1-52 of //Catcher//; come to class prepared to talk about sections of text that you think are most revealing about Holden's character

EXH: Complete notes tables/graphic organizers for each paragraph you plan to write for your HIE; conduct any research you need to to fill in gaps in your knowledge (suggested source: the USHMM website)

AP: Remember to find time in Mr. Day's room to finish the 2014 synthesis essay.

For Thursday, October 30 English 11 Delta: Finish Venn Diagram project ASAP, if not done today; bring //Catcher// (!) to class tomorrow

EXH: Complete notes tables/graphic organizers for each paragraph you plan to write for your HIE; conduct any research you need to to fill in gaps in your knowledge (suggested source: the USHMM website)

AP: read pp. xiii-13 and 107-121 in the //Five Steps to a Five// big book; read the evaluation rubric for the 2014 synthesis essay; finish reading the Q+A for the 2014 synthesis essay; finish your Cornell notes for Ch. 4 of //EAA// if you have not already (and remember on your own to turn them in!)

For Wednesday, October 29 AP: Construct your own set of Cornell notes for Ch. 5 of //EAA// (do not neglect the left-hand side!)

EXH: read and annotate the selections from Elie Wiesel's //Maus// you received today.

English 11 Alpha: compete sentence diagramming exercise #5 for Monday; do what you need to do to be ready to finish your Venn diagram by the end of our next meeting

For Tuesday, October 28 English 11 Alpha and Delta: What do you (each person in your group) need to do to be able to finish your Venn diagram by the end of class on Wednesday (Delta) / Thursday (Alpha)?

EXH: Read and annotate the rest of //Maus// (re-read if you have done this already). For Monday, October 27 English 11 Alpha and Delta, AP, EXH: Sentence Diagramming Exercise #4, homework side (10 HW points)

EXH: Write 1 paragraph summarizing the ideas discussed in today's conversation; write another explicating Pavel's comment at the top of the discussion sheet ("Maybe your father needed...")

AP: Complete in writing #1 on p. 93 of //EAA// (10 HW points for thoughtful completion)

English 11 Alpha and Delta: Off the top of your head, construct a rough draft of the Venn diagram (do as much as you can by being thoughtful) (10 HW points); for Thoreau, for X, and for King -- again off the top of your head, make lists of their values, actions, thoughts, characteristics, and audiences (do your best off the top of your head) (10 HW points)

For Friday, October 24 EXH: Read and annotate pp. 234-260 of //Maus//, and prepare for tomorrow's Socratic discussion -- see attached:

English 11 Alpha: bring "Civil Disobedience" text, "The Ballot or the Bullet" text, "Letter from Birmingham Jail" text, and "Civil Disobedience" reading questions to class tomorrow

AP: Read and annotate Ch. 4 of //Everything's An Argument//

For Thursday, October 23 AP: Finish the Cornell notes for Ch. 3 of //EAA// on your own -- 10 HW points (we'll review them in class tomorrow)

English 11 Delta: bring "Civil Disobedience" text, "The Ballot or the Bullet" text, "Letter from Birmingham Jail" text, and "Civil Disobedience" reading questions to class tomorrow

For Wednesday, October 22 AP: Bring in, on paper, 3 arguments that rely primarily or exclusively on ethos (10 HW points)

EXH: Read and annotate through p. 234 of //Maus//

For Tuesday, October 21 EXH: (Re-?)read and annotate pp. 163-207 of //Maus//. Come to class prepared to write about and discuss the ways //Maus II// is also a story about Artie writing the book we're reading, and his feelings about writing the book (in other words, how this text is self-reflexive).

English 11 Alpha and Delta: finish reading and annotating //Civil Disobedience//. Finish the reading questions packet.

For Monday, October 20 AP: Complete in writing #1 on p. 67 of //EAA// (10 HW points)

EXH: Make two lists of words and phrases to describe Vladek -- 1 in the "present," 1 during the Holocaust. Include page references. 10 items total = 10 HW points.

English 11: Read and annotate through p. 5 of "Civil Disobedience," and answer the appropriate reading questions.

For Friday, October 17 AP: Read and annotate Ch. 3 of //Everything's An Argument//

EXH: Compose your own "cinematography" analysis of the panels on one page of //Maus// (think about focus, angle, perspective... -- you do not need to discuss each of these things in turn, as we did today in class, but use this vocabulary to discuss the composition and effect of each panel) (10 HW points)

English 11 Alpha and Delta: Complete Sentence Clarity worksheet #2

For Thursday, October 16 AP: No homework

English 11: Read and annotate through p. 3 of "Civil Disobedience," and answer the appropriate reading questions

EXH: Read and annotate through p. 161 of //Maus//

For Tuesday, October 14 English 11, AP, EXH: Sentence Diagramming Worksheet #3 (10 HW points for thoughtful completion).

English 11 Alpha and Delta: Write a paragraph on the back of the Socratic discussion handout, addressing these questions -- Do we always listen to our conscience? Why do we when we do, and why don't we when we don't? Should we always listen to our conscience? Why or why not? (10 HW points).

For Friday, October 10 EXH: read (and annotate) through p. 129 of //Maus//.

For Thursday, October 9

English 11 Alpha: Scan through the rest of "Civil Disobedience," circling or highlighting words you do not not. Email Mr. Day with the list of words from the text that you do not know (10 HW points).

For Wednesday, October 8 English 11 Delta and Alpha: Scan through the rest of "Civil Disobedience," circling or highlighting words you do not not. Email Mr. Day with the list of words from the text that you do not know (10 HW points). If you are in Delta period and did not submit your "Letter from Birmingham Jail" questions today, please remember to do so tomorrow. Alpha period: today's sentence diagramming sheet is due next Tuesday.

AP: Read and annotate pp. 1-7, 33-37 of //Everything's An Argument//. Be prepared to discuss p. 6. Complete in writing #1, 4, and 6 on pp. 36-37 (10 HW points for completion).

For Tuesday, October 7 EXH: revised, typed, double-spaced, edited, and proofread second (final) draft of Friday's writing exercise (re-writing a passage from //Maus// as a novel).

English 11 Alpha and Delta: Precis assignment due (up to 30 major assignment points)

For Monday, October 6 EXH, English 11 Alpha and Delta, and AP: Sentence Diagramming Worksheet #2 (10 HW points)

EXH: Gallery walk will be collected in class on Monday.

For Friday, October 3 EXH: read and annotate through p. 84 of //Maus.// Note: I will be absent tomorrow, because of the college fair. The substitute will have a writing prompt for you to work on (Happy Friday!). A revised, typed, double-spaced, edited, and proofread second (final) draft will be due Tuesday. Theoretically, today's substitute collected the Gallery Walk assignment in class today.

AP: re-read and annotate pp. 221-224 of //Words Like Loaded Pistols//. Watch the following video clip (apologies for the lack of synchronization between audio and video): []. Here's some context. Tom Cruise (look how young he is!) is the defense lawyer for two Marines who have been accused of accidentally murdering a comrade who died while they were giving him a "Code Red" (an illegal physical beating for poor performance of duty). Lt. Kaffee (Cruise) has called the soldiers' commanding officer, Colonel Jessep (Jack Nicholson), to the witness stand because he believes that Jessep ordered the beating. If Jessep did order the beating of one of his men, then the other soldiers would be exonerated, because they were following his orders, and Jessep would be arrested (this is what a 39A session is). If you want to see what happens next, go to []. One of the cool things here is that Kaffee uses Jessep's disdain for him (he's in the Navy, not the Marines; he works in an office, rather than a combat post; he's young) jujitsu style, to provoke Jessep into proudly and angrily telling the truth because he thinks Kaffee has no business questioning him. (Jujitsu is a martial art that specializes in teaching people how to turn their opponents' superior strength and power against them.)

English 11 Alpha: revise any 10 sentences on the Sentence Clarity worksheet you received today. You may add or cut words and punctuation, correct grammar, break sentences into 2-3 new sentences... anything to make the sentences you choose more clear in meaning without changing that meaning.

For Thursday, October 2 AP: Complete Lou Gehrig speech and worksheet (20 HW points for completion)

English 11 Delta: Revise any 10 sentences on the sentence clarity worksheet (10 HW points for thoughtful completion)

For Wednesday, October 1 AP: Orwell reading questions and essay due Wednesday

For Tuesday, September 30 English 11: Alpha -- read and annotate through p. 7 of "Letter from Birmingham Jail;" answer reading questions through #21 Delta -- read and annotate through p. 10 of "Letter from Birmingham Jail;" answer reading questions through #27

EXH: Complete Holocaust Gallery Walk questions in writing (okay, it's not really a gallery walk if you're sitting at a computer). Note that the Gallery Walk materials proper begin on p. 8 of the linked file; the first 7 are background and additional information. ADDITIONAL NOTE: you may take until Wednesday on this if you wish, though there may be additional homework Tuesday night. And here it is in MS Word form, if the other one is too big or inaccessible:

For Monday, September 29

Eng. 11 Alpha and Delta: Complete #1-3 (plus the bonus sentences, if you wish) on the HW side of Sentence Diagramming Exercise #1 (10 HW points for thoughtful completion); --Delta: read and annotate through the middle of p. 7 in "Letter from Birmingham Jail," and answer the reading questions through #21. --Alpha: read and annotate through the 4th paragraph of p. 5 in "Letter from Birmingham Jail," and answer the reading questions through #15

AP: finish the sentence diagramming worksheet (complete any three sentences on the homework side); re-read and annotate pp. 45-71 in //Words Like Loaded Pistols//.

EXH: Write one more paragraph (or more than one) to add to your discussion prep and reflection paragraphs from this week. Lay out your own moral position, using the vocabulary we've developed for discussing moral philosophy this week. Explain how you can cope with the problems we have encountered in the position you advocate or construct for yourself. Be thorough, thoughtful, and accurate. (Value: 20 HW points, graded, plus 10 HW points for each of the discussion prep paragraphs).

For Friday, September 26

AP: NOTE THE CHANGES FROM WHAT WAS ANNOUNCED IN CLASS TODAY! Complete #1-3 (plus the bonus sentences, if you wish) on the HW side of Sentence Diagramming Exercise #1 (10 HW points for thoughtful completion) FOR MONDAY. FOR TOMORROW (FRIDAY), read the essay prompt you received today carefully and thoughtfully, make notes, plan your essay and what quotations from //1984// and "Politics and the English Language" you will use, and come to class tomorrow ready to draft an essay that will be DUE AT THE END OF CLASS TOMORROW. Here is the prompt again:

EXH: Complete #1-3 (plus the bonus sentences, if you wish) on the HW side of Sentence Diagramming Exercise #1 (10 HW points for thoughtful completion); re-read pp. 138-141, 157-160, 168-170, 173-200 of //The Book Thief// -- come to class ready to discuss or write about Hans Hubermann's morality

For Thursday, September 25 Eng. 11 Delta: Read and annotate "Letter from Birmingham Jail" pp. 4-5 (1st four paragraphs of p. 5 only); answer questions #8-15 in the reading questions packet (sentence diagramming worksheet due Monday)

AP: Re-read and annotate pp. 8-10 of "Politics and the English Language," and answer reading questions #18-23 in writing

English 11 Alpha: read and annotate "Letter from Birmingham Jail," p. 1-2.5, and answer questions #1-6 in the reading question packet.

For Wednesday, September 24 AP: Re-read p. 6-8 (middle of p. 8) of "Politics and the English Language"; re-view, re-consider, and re-vise reading questions #13-18

English 11: read and annotate "Letter from Birmingham Jail," p. 1-2.5, and answer questions #1-6 in the reading question packet

EXH: Add to the writing you've been doing, laying out (describing) and evaluating (assessing the strengths and weaknesses) of moral relativism

For Tuesday, September 23 English 11: read the complete wikipedia entry on King's "Letter from Birmingham Jail" (it's shorter than you would expect), and come to class tomorrow prepared to answer questions about the information it contains

EXH: Add to your writing from the weekend -- summarize today's discussion in a paragraph (Value: 10 HW points)

For Monday, September 22 English 11: Typed, double-spaced, revised, edited, and proofread 2nd ("final") draft of essay due Monday (up to 30 major assignment points).

AP: Re-read and re-view the text of "Politics and the English Language" relevant to reading questions #5-15 (bottom of p. 2-top of p. 7)

EXH: Compose a 1-paragraph summary of today's class conversation (10 HW points for completion)

For Friday, September 19 AP: read and annotate "Politics and the English Language"; answer on a separate sheet of paper each of the reading questions you received today

English 11 Alpha: "Test" on "The Ballot or the Bullet" due tomorrow (up to 22 major assignment points)

For Thursday, September 18 AP: read and annotate pp. 260-265 of //1984//, and the excerpt from the wikipedia entry on Orwell's "Politics and the English Language"

EXH: typed, double-spaced, revised, edited, and proofread essay with Works Cited entry/entries (if you refer to multiple texts) due Friday

English 11 Delta: complete the open-book, open-note, open-to-work-on-with-other-people-provided-you're-not-just-copying-answers test on "The Ballot or the Bullet" (up to 2 MA points per item)

For Wednesday, September 17

AP: On a piece of paper, explain in writing Winston's statement that "Freedom is the freedom to say that two plus two make four. If that is granted, all else follows" (10 HW points for completion).

EXH: revised, typed, clean second draft of //The Book Thief///Power of Words essay due Wednesday (20 HW points)

English 11: Re-read the addendum at the end of your "The Ballot or the Bullet" packet from the Cleveland version of the speech. Come to class ready to answer these questions as warm-ups: 1. Why is a police officer who strikes a demonstrator breaking the law, according to Malcolm X? 2. Under what circumstances does Malcolm X believe the use of violence is acceptable? 3. Would you say X is arguing for the use of violence? Why or why not?

For Tuesday, September 16 EXH: Rough draft of all three parts of Friday's essay (30 HW points)

English 11 Alpha: Come to class ready to discuss why Malcolm X is upset with the Democratic Party (review the relevant text of "The Ballot or the Bullet")

English 11 Delta: Listen to and read along with the next 12 minutes or so of "The Ballot or the Bullet," from 19:17 in to 32:51: []; come to class ready to discuss why Malcolm X is upset with the Democratic Party.

For Monday, September 15 English 11 Alpha: Write a definition of black nationalism (your words, a paraphrase of X's, or a quotation from his speech), list 5 possible advantages of black nationalism, and 5 possible disadvantages of black nationalism (value: 12 HW points for completion)

AP: Write a paragraph summarizing the ways in which issues that likely concerned Orwell in writing //1984// appear in our society today. Be thorough, thoughtful, and accurate (value: up to 20 HW points -- graded).

For Friday, September 12 EXH: Complete the new graphic organizer for figurative language analysis, reading p. 262-263 of //The Book Thief// (Liesel and the mayor's wife).

English 11 (Alpha for 9/12, Delta for 9/15): See previous entry

AP: Make some notes: what parallels do you see between our society (and the one Orwell lived in) and the society of Oceania in //1984//?

For Thursday, September 11 English 11 (Delta): Read and annotate non-italicized portions of "The Ballot or the Bullet." Be prepared to 1) Define black nationalism, 2) explain why X is upset with the Democratic party, 3) explain when and why X thinks the use of violence is acceptable. Some vital notes: Malcolm X gave versions of this speech on several occasions in the spring of 1964, after the assassination of President Kennedy (whereupon Lyndon Baines Johnson became president), after the Civil Rights Act (which would make racial discrimination explicitly illegal) had been passed by the US House of Representatives, but //before// it had been passed by the US Senate. Passage in the Senate was held up by so-called "Dixiecrat" senators -- white, conservative, Southern Democrats (many of whom would switch to the Republican party in the following years, helping make it the socially conservative party we know today).

EXH: Complete the new graphic organizer for figurative language analysis, reading p. 262-263 of //The Book Thief// (Liesel and the mayor's wife).

AP: re-read pp. 184-top of 218 of //1984// (sections we may talk about tomorrow include this, p. 69-81, and p. 149-167)

For Wednesday, September 10 English 11: On a piece of paper, list 10 significant events in //The Catcher in the Rye// (10 HW points). Read and annotate the background reading handout on Malcolm X's speech //The Ballot or the Bullet//. (These are for Thursday for Alpha; Wednesday for Delta.)

EXH: Draft practice figurative language analysis paragraph (10 HW points for completion) //Expanded directions: You are writing a paragraph analyzing Marcus Zusak's use of figurative language in the passage we've been looking at (What is his overall purpose in using it here?)// //By examining the far-right-hand column on our graphic organizer for patterns, you can write a 1-sentence answer to the question at the bottom of the sheet based on the pattern you find. This is the main idea sentence (thesis) for your paragraph.//

For Tuesday, September 9 English 11: Closely read the wikipedia entry for Malcolm X's speech "The Ballot or the Bullet": @http://en.wikipedia.org/wiki/The_Ballot_or_the_Bullet

EXH: Re-read and annotate the description of Frau Diller's (not Holtzapfel's) candy shop in //The Book Thief// (start near the bottom of p. 49).

AP: Re-read and annotate pp. 69-81 and 149-167 of //1984//.

For Monday, September 8 English 11: Read and annotate the article on structural racism in Ferguson that you received yesterday. Be prepared to answer questions about it in class on Monday.

AP: "You can only think and feel things you have words for" -- support, refute, or qualify this statement, in writing (10 HW points)

EXH: In one or more paragraphs, compose a narrative of the ideas discussed in class today (what they were, evidence for and against each, their implications, etc.); in one or more paragraphs, pick up at least one idea you found interesting and worthy of further pursuit -- explain its significance in your own words, and elaborate on it, work out its implications, and/or explain its connection to your own life.

For Friday, September 5 EXH: Write 3/4-2 pages total: 1) To what extent is a person's identity something they construct and create themselves? 2) To what extent is a person's identity made or placed on them by others? Draw on Arnold Spirit, Jr.'s experience, your own, and other books you've read in your response (20 HW points). Bring //Absolutely True Diary...// on Friday -- we will use it as the primary text in discussion.

Eng 11 (Alpha and Delta): Read and annotate the article on structural racism in Ferguson. Be prepared to answer questions about it in class on Friday (Alpha) or Monday (Delta).

AP: Re-read and annotate pp. 26 (middle) - 60 (top) of //1984//.

For Thursday, September 4 Delta: Read the article you selected in class today -- identify events missing from the timeline we've been constructing (check your notes), and whether these events are established facts or assertions. In the case of assertions, identify who is making each. Would you like 10 HW points for this?

AP: Come to class tomorrow prepared for a test-like assessment on //1984// (it will be open book -- bring the book). Review our past couple of lessons: explain, using the language of cause and effect and rhetoric and argument, how the militarization of local police likely exacerbated recent social and political unrest in Ferguson, MO (20 HW points).

For Wednesday, September 3 All: Works Cited exercise (15 HW points); Summer Choice Reading Assessment (20 HW or Major Assignment points)

For Friday, August 29 All: in-class assessment on choice summer reading

For Thursday, August 28 All: bring notebook/binder on Thursday; Signature sheet from first day letter and syllabus due Thursday (10 HW points) EXH: "I Hear My Neighborhood Singing" poem due AP: Find, read, print out, and bring in a news article/editorial/essay that makes an argument about recent events in Ferguson, MO (10 HW points). Bring //1984// to class. Read and come to class prepared to discuss the article linked to below (I will have paper copies in class, but please read this ahead of time): @http://www.slate.com/articles/news_and_politics/politics/2014/08/police_in_ferguson_military_weapons_threaten_protesters.html English 11: Bring //Catcher in the Rye//

Due Wednesday August 27 EXH: Bring //Absolutely True Diary...// to class Eng 11: Read (and annotate/highlight, if you wish) the NPR article from Ferguson; bring //Catcher// tomorrow... (possible in-class assessment) AP: Bring //1984// tomorrow. Look at the two images on the wiki. Answer the following questions in writing on a separate piece of paper (10 HW points): What is the message each is sending? (What is the argument each is trying to make?) //How can you tell?//



Due Tuesday August 26 All: Bring required summer reading books tomorrow. AP: Print out two news articles that use identical facts or data to support different or opposed claims or conclusions Eng 11: Print out an article about the protests and police shooting in Ferguson, MO. Highlight facts in one color, and opinions in another EXH (English 10 Honors, get it?): Complete "Asphodel" assignment