Over Winter Break!

Hello Brilliant Ones,

Over winter break you will be reading through chapter 18 and completing dialogue journals, 1 page per chapter, 3 quotes per page.  Remember that your analysis should follow the CARPE note making strategy. You should be:

C onnecting (text-to-text, text-to-self, text-to-world)
A sking strong, analytical questions
R eviewing what you know or understand
P redicting the significance of an event or action
E valuating the structure, tone, style, and purpose of the author. *This is your highest level thinking.

Topics you should track in your dialogue journals should belong to the following categories: An analysis of cultural codes and customs, the importance and meaning of proverbs (how do they help tell the story and convey both the culture but also the message Achebe is trying convey), Okonkwo's actions / words / characteristics (what they show), and how the arrival of missionaries creates cultural conflict (what does it mean for the culture, the community, and individuals within the society?)/

You may stop when you get to chapter 19. We will finish the book together the week we get back. If you read ahead please don't spoil it for others.

I will be entering grades over the break and pretty much glued to my computer so if you have questions or need help on something, please just email me. You will likely begin to see your grade take shape based on the last set of assignments. By the end of the break I intend to be caught up on grading so you have a sense of what you need to do in the weeks leading up to the end of the semester.

*Remember that the break is a great time to consider and even begin working on your final project for English 3 based on your independent reading book. If you have not read an independent book yet this year, I am expecting you to have a strategy to complete this requirement in time to create your independent project exploring theme and symbolism of your chosen book.
**If this completely panics you, it is your responsibility to contact me for suggestions.

Have a lovely break and don't forget to scroll down to see what you might have missed!!!

Over the Weekend

All Students:

1. Over the weekend read to chapter 13. There will be a test on Monday of chapters 6-12. If you used your time well today, you should be through chapter 8 and have completed dialogue journals for 7 and 8 in the new dialogue journal packet. You may use your dialogue journal and notes on the test.
2. Please remember to put your name on your dialogue journal packets!!!
3. Also, remember your responses to quotes should show not just understanding, but analysis. For example, if you explain what a proverb means, you must also discuss how it is important to the book. Why is it used? What does it illustrate? What is Achebe trying to show?
4. If you have not turned in your "Role of the Writer" essay, please do so ASAP. 
5. Take some time to look over the semester final project and consider which book you will use for your creative project and artist statement.
6. With your family, talk over the option to see an author speak, either Michael Chabon at the Schnitzer downtown (free tickets if you have read the book), or Jay Asher, author of 13 Reasons Why who will be speaking at Grant.

Have a beautiful weekend. You are brilliant, funny, and a joy to work with!

Thursday/Friday

Periods 1 and 2:
Read to chapter 6 and complete the last page of your first packet of dialogue journals.

Your Role of Writer / Role of Storytelling Final Essay is due on Thursday + 5 points if you turn it in early.

Scroll down for a detailed description of how to fill out dialogue journals. Scroll down for other information you may have missed!

Periods 5 and 6:
Read to chapter 6 and complete the last page of your first packet of dialogue journals.

Finish your illustrated proverb and bring to class.

*All: if you have not brought in a Nigerian image, fact, poem, song, statistic or other artifact. Please still bring it in. It's not late, but I want it for the board in class.

Thank you all for being wonderful.

December!

We will begin reading Things Fall Apart together in class Tuesday and Wednesday, so bring your books!
Remember to scroll down to previous posts to make sure you don't miss anything.

Period 1: 
Solid, well-crafted, typed drafts are due on Thursday December 4 for peer-editing. Finish reading chapter 1 and complete your Chapter 1 dialogue journal--at least three quotes with succinct, intelligent responses. Remember your Nigerian artifact for the board!
Period 2: 
Solid, full-length, well-developed typed drafts are due at the beginning of class on Thursday December 4th for peer-editing. Complete your dialogue journal page for Chapter 1 of Things Fall Apart.

Period 5: Read chapters 1 and 2 of Things Fall Apart. 

• Fill in one dialogue journal page for each chapter (2 pages total due on Friday). Each page of your dialogue journals should include 3 quotes  (gathered from each chapter), so, for chapter one, you will select three quotes either about Okonkwo as a character; Igbo cultural practices, values or beliefs; proverbs or folktales; roles of women; or conflict with the missionaries. Do the same on the second page for chapter 2.
• Place the quotes on the left side of the table. Place your responses on the right side of the table. Use the CARPE note-making strategy to vary your responses. 
• Follow the directions on the example sheet. 
• Your summary goes at the bottom of the page.
• Final drafts were due on Wednesday December 3. Make sure your peer-editing sheet is completely filled out by two different editors!

• Period 6: Read chapters 1 and 2 of Things Fall Apart. 
• Fill in one dialogue journal page for each chapter (2 pages total due on Friday). Each page of your dialogue journals should include 3 quotes  (gathered from each chapter), so, for chapter one, you will select three quotes either about Okonkwo as a character; Igbo cultural practices, values or beliefs; proverbs or folktales; roles of women; or conflict with the missionaries. Do the same on the second page for chapter 2.
• Follow the directions on the example sheet. 
• Place the quotes on the left side of the table. Place your responses on the right side of the table. Use the CARPE note-making strategy to vary your responses. 
• Follow the directions on the example sheet. 
• Your summary goes at the bottom of the page.
• Final drafts for "The Role of Literature/Role of Storytelling" were due at the beginning of the class on December 3. 

*All STUDENTS: IF you forgot to turn in your Nigerian fact, image, or statistic, please turn it in--bulletin board ready (that means beautiful--typed, great font, etc.) ASAP.

Here are the instructions for your synthesis essay "The Role of the Writer/Role of Storytelling" from the power point as promised:

If you follow the prompt and the instructions on the sheet I gave you, you should have a very strong essay. 

Introductory Paragraph

Hook:

Begin with a quote:

•“Chimamanda Adichie said…” or

•Begin with a question:

•“What would culture be without stories?” or

•Begin with an anecdote:

•“Once upon a time…” my dad began, as I snuggled deeper into my x-men sheets.” or

•Begin with a statistic:

•“Every year, Amazon sells _______ number of books. And they say reading is dead…”

Background

•Set up your idea. This is the background or context

 For Example: Stories shape the lives of humans starting from a very young age, whether those stories are fables, tall tales told at the dinner table, church gossip on Sundays, or fantasies read before bed. Stories have a profound impact on the way our cultural identity is shaped, on our sense or right and wrong, as well as on our ability to understand other people.

Thesis:

For Example: Stories in my life have been a shield from tension at home, offering me other lives to slip into, other realities to explore. Stories have offered me new worlds and perhaps, most importantly, stories have taught me that I am not alone.

Body Paragraph #1

•Open with a topic sentence, for example: I suppose I might not have become a reader if I had not needed to escape the heated conversations between my parents during my second grade year. I'd seek out princesses in peril, trolls set on terrible vengeance, and kids who could time travel. At first I just wanted to escape, but later I found myself entering strange new reading territory, journeying into lives wildly different from mine but more realistic. 

Follow with quote and enough background to develop your idea, for example: Turkish writer Elif Shafak said, Stories can punch holes in your mental walls” and that was certainly true for me. Growing up in a tiny, conservative town, I had never known anyone who was hungry, anyone who looked different from me, anyone who was anything but a patriotic, God-fearing American. The first time I read about a child living in entirely different circumstances was in the seventh grade when…
Close with analysis: •Shafak’s idea that stories can offer release and relief from the staggeringly narrow confinements of our inherited experiences is proven by my secret awakening, sparking in me a curiosity to travel and see the world beyond the little valley I called home. My mental walls had been punched, and ideas started pouring in.

Body Paragraph #2 

Choose your next idea.

•Develop it in a similar manner using quotes to support your thinking. Use your author packet to help give you ideas.

Body Paragraph #3

Same idea. Choose a different author or a new point to develop.

•If this is hard for you, you may want to return to your thesis for guidance.

•My thesis said that stories offered me escape. Shafak is probably the best author to quote for that because she loved to travel into the lives of others by virtue of her active imagination.

•In my thesis, I also said stories helped me realize I was not alone. I could call on Uwem Akpan and Chimamanda Adichie finding a quote about how universal the human experience is, like when Akpan said “My dear American brothers and sisters, this is not just an African problem. Children all over the world suffer.” This might help me say I realized suffering was universal, or it helped me realize how small my problems were compared to the struggles of others, or how much power I have to change my life, just like children in the stories were brave enough to change their lives. The result was that I felt less alone.
-Do you see how I am making connections here? I am connecting the thoughts of these authors with my life and explaining my realizations as well as the effect those realizations had on me. 

Conclusion:

Conclusions do more than restate the thesis. They eloquently build on ideas presented in previous paragraphs driving home the importance of what you have said.

•Think of your essay as moving in a circle. The last part should not be an echo, but it should bring you to a peaceful or profound sense of ending.

•Do not introduce new ideas.

•Do leave the reader thinking, moved, or satisfied.

Over the Weekend 11/22-23

Period 1-2: Bring in a fact, image, historic anecdote, or piece of data about Nigeria. We will be building a class bulletin board so whatever you bring should have visual appeal. PLEASE don't just scribble something down in your notebook and then hand in a torn piece of paper. That will not help us!

Period 5-6: Come with a rough draft of your Role of Storytelling Personal Essay, or, at the very least, a VERY developed outline. Outline should include the following parts:

1. Hook:
    a. background
        b. thesis (roadmap to your paper/your contract with the reader)
2. Body Paragraph #1
    a. topic sentence
        b. evidence/plan to incorporate quote by which author
            c. analysis--here you will explain, expand or elaborate on your connection to that author.
3. Body Paragraph #2
    a. topic sentence
        b. evidence/plan to incorporate a quote by which author (can be same or different than the author               above.
            c. analysis--connect your idea or experience to this author by analyzing their idea or opinion                       with your own.
4. Body Paragraph #4
    a. topic sentence
        b. evidence/quote.
            c. analysis/connection. (Remember you can agree OR disagree with an author arguing for your                   own opinion.

5. Conclusion: Restate your thesis
     a. bring the reader back to your original idea by addressing the background or big picture.
         b. offer final thoughts /this is a gift you will leave with your reader and should be something you                want them to think about.

Homework for Tuesday/Wednesday

There is no new homework. If you are all caught up, relax and pat yourself on the back. If you are not all caught up, scroll down and see what you need to do to make up missing work!

Questions for Akpan's "Say You're One of Them"

Instructions for stories from Say You’re One of Them, by Uwem Akpan.

Due Thursday November 13 periods 1 and 2/Friday November 14 period 5. Period 6 due on Monday November 17. Period 6, scroll down for "Sugar" questions.

You have 2 choices, Basic Criteria or Challenge Criteria. Challenge Criteria does the same thing as Basic Criteria, but it includes and additional story and 1 more question. Please read the instructions carefully.

Basic Criteria*

1. Finish reading, “An Ex-mas Feast”. PLEASE DO NOT MAKE MARGIN NOTES. 

2. Read the interview with Uwem Akpan at the back of the packet.

3. Answer question 1, 2,  7, and 8. Make sure to answer clearly restating the question and to support your opinion with evidence from the text using quotes around anything you cite.

Challenge Criteria*

1. Finish reading “An Ex-mas Feast”

2. Read “What Language is That?”

3. Read the interview with Uwem Akpan

4. Respond to questions at the back: 1, 2, 4, 7 and 8. Make sure to formulate responses clearly, restating the questions and supporting your opinion with evidence from the text using quotes around anything you cite.

*Basic Criteria meets proficiency for grade-level requirements. Basic criteria is C level work. This level work is complete, accurate, and shows an understanding of the material.

*Challenge Criteria is A/B level work.  Here I am looking for depth of thought, analysis, and exploration of the topic. I expect the work to challenge you. This level work shows ownership of the topic.

Questions For "Sugar" by Elif Shafak

“Sugar” Questions for Elif Shafak’s Chapter from The Bastard of Istanbul

1.     Annotate the chapter using the CARPE note making strategy as your guidelines.

2.     In your notebook title the page “Sugar”.

3.     List elements of setting.

4.     Find two examples of direct characterization. Write down the quote and discuss the effectiveness of each description.

5.     Find two examples of indirect characterization. Write down each quote and discuss what the indirect characterization shows about the person.

Due Thursday 11/6 (periods 1, 2) Friday 11/7 (periods 5, 6)

Scroll down for "That Thing Around Your Neck" Questions 

CHALLENGE ASSIGNMENTS
Challenge assignments are available to all students.

A and B seeking students are expected to "extend" their learning at least 3 times per semester in addition to striving for the Exceeds marks on all rubrics.

Challenge assignments represent work that connects to our central curriculum by lending breadth and depth to our subjects.

Challenge Assignments must be turned in during the unit to which they apply. For the current unit, "Culture and Storytelling," students the following challenge assignments are being offered.

• Free Rice [10,000 Grains]--take a photo or make a printout of your score.
• Read the Ms. magazine interview with Chimamanda Adichie. Annotate it and write a written response. I expect clear, professional responses to each challenge assignment in order to receive credit. 
• Challenge Criteria*  for an Ex-mas Feast--this represents the "beyond proficiency requirement and is the equivalent of 25% of your grade.
  
  
  1. Finish reading “An Ex-mas Feast”
  
  
  2. Read “What Language is That?”
  
  
  3. Read the interview with Uwem Akpan
  
  
  4. Respond to questions at the back: 1, 2, 4, 7 and 8. Make sure to formulate responses clearly, restating the questions and supporting your opinion with evidence from the text using quotes around anything you cite.
  
  
  *Basic Criteria meets proficiency for grade-level requirements. Basic criteria is C level work. This level work is complete, accurate, and shows an understanding of the material.
  *Challenge Criteria is A/B level work.  Here I am looking for depth of thought, analysis, and exploration of the topic. I expect the work to challenge you. This level work shows ownership of the topic.

Challenge assignments will not be entered as traditional grades but will be kept in a separate file on my desktop for final evaluation.

I encourage you to take on these challenges!

All Periods!

Scroll down for "That Thing Around Your Neck" questions. Due Tues. (periods 1-2) and Wednesday (periods 5-6) at the beginning of class.

Homework Oops!

First and Second Period!  I gave you Chimamanda Adichie's story but it's missing two pages. This means you don't have to do it this weekend. We will work on it Monday. Sorry about the mistake. Pass the word!

Fifth and Sixth Period!
Your only homeword is SSR and getting caught up if you are behind.

Homework over Halloween Weekend!

Homework Questions: Chimamanda Adichie, "That Thing Around Your Neck"

Finish reading "The Thing Around Your Neck" and answer the following questions.

1. List obstacles the protagonist in the story faces.

2. What is "The Thing Around Your Neck"? Explain and offer an example to support.

3. Explain why the relationship between the protagonist and her boyfriend is complicated. Give at least 2 examples and explain the significance of each. (Explanations should be more than 1 sentence long!)

4. What keeps the protagonist from writing to her parents?


Circles of Influence Graphic Organizer: For anyone who has yet to complete the assignment.

Create a visual representation of the variety of cultural factors from your brainstormed list that affect you. The visual should be organized, beautiful, and showhow you are influenced by being a human, American, Grant student, member of your family, member of your friend group, Oregonian, or Portlander, or member of the human race. Choose at least 4 realms to represent using a combination of drawing and writing.

For example, if you draw a basketball and you list : "Sports: track, soccer, football, basketball" you should also write 2-3 sentences that say something like, "sports have influenced me as a cultural being by emphasizing the importance of being a team player, of working hard even when it hurts, and by showing me the value of competition--it pushes me to be better and stronger."

If you just want to draw, then there should be a paragraph explaining how the images represent cultural influences in your life.

Homework Tuesday 28/Wednesday 29

Check Synergy and see if you have everything turned in. Check-in with me if you have questions or something doesn't seem right.

Read your SSR book. Remember that you should have finished on independent reading book this quarter.

Scroll down and read the last two posts to make sure that you are caught up on everything described below!

NO HOMEWORK if you are caught up (besides reading your independent book of course!)

Homework Over the Weekend!

All Periods:

• Make sure that you have finished, or are close to finishing, an independent reading book. (SSR Book)
• Bring in edits of your Sports Columns by Wednesday at the latest for a grade change. (Disregard this if you haven't gotten it back).
• If you have not turned in a graphic organizer beautifully illustrating your "Circles of Influence," please do so ASAP.

Period 1:

Make sure that you have finished filling out page #1 ( about Aleksandr Solshenitsyn) of the Writer Packet.

Periods 2, 5, and 6: 

• Make sure that you have finished filling out your page #1 of the Writer Packet starting with Aleksandr Solzhenitsyn. 
• Also read and take at least three notes on the chapter from Solzhenitsyn's book, "A Day in the Life of Ivan Denisovich".  Your notes should be the kind that spark intelligent conversation. 

Due Tues. 21/Wed. 22

Your graphic organizer--illustrating who you are as a cultural being is due on Tuesday/Wednesday.

Remember that your images can speak for themselves, or you can allow words to paint a picture if you are choosing a more simple, less visual piece.

Your illustration should cover at least four (ideally five) areas of influence. These can be the circles we went over during class (Family/Friends, Neighborhood, City, State, and Country), or you can create your own, for example you could choose Media as one major realm of influence, or Sports, or Religion. Any of these ideas work.

The important thing is to consider how these influences have shaped your ideas about right and wrong, ugly and beautiful, success and failure, etc. We will be talking about these areas of influence in class.

I look forward to your work.

Sports columns will be returned Tuesday/Wednesday.

Don't forget to scroll down for important reminders!

If you missed Tuesday 21 or Wednesday 22, see the following journal prompts and make sure to complete them.
------
Today you missed two important journal writes. One was aimed at examining yourself as a cultural being using your Graphic Organizer (illustrating your "Circles" of Influence--due today) as well as your definition of culture. We wrote about how culture has shaped our expressions and beliefs of power, money vs. happiness, definitions or success and failure, education (as a right not a privilege), hierarchy, aging, dying, manners, etc. Then we wrote about where those beliefs come from. Where does the messaging originate?

1/2 page

Next we wrote about a time when we had a "wake-up call" in nature. We used vivid language to write about an event or experience that served to shake us up or wake us up.

On Monday (were you absent?), we were introduced to the possibility of being on the radio show "The Moth". Producers will work with 4-7 Grant High School students who submit an application to participate as well as a 1-2 page story "pitch" describing a time when "Everything Changed". Students wrote for 15 minutes in their notebooks either fleshing out an idea or brainstorming a variety of ideas.

1/2 page at least.

We read and annotated a high-level text today by Alexandr Solshenitsyn. Students annotated and translated the writing into their own words. If you miss Tuesday or Wednesday you need to come in and read from the textbook (page 539-540) and then get the sheet from me called "One Word of Truth Outweighs the World". This text will be very important in this Unit so be sure to make it up!
________________________________________

See Below!

Sports columns were due today. If yours is not turned in, getting it in is your job over the weekend.
For more information on what is expected of your Sports Column, please scroll down.

*Remember, you have a week to turn in revised copies of essays from the time I turn them back to you. That means many of of you have a revision deadline of this Monday the 21st of October for "My Name" vignette revisions. Bring your thoughtfully revised drafts along with all your other drafts to turn in for a higher grade.

No homework this weekend! Have a safe, healthy, productive weekend :)

Due Thursday and Friday October 16/17

Sports Columns are due and should:

• be polished (typed--unless you received prior permission from me not to type)
• be formatted as a column
• include a picture
• have a beautiful, effective, and gripping title
• utilize the best of your vocabulary, imagery, and vivid language
• follow the profile format we worked on in class
• have been edited by at least two people, one for content and the other for writing mechanics
• include the editing sheet 
• include the first and any other drafts.

See Below!

For Tuesday/Wednesday

• Choose a person whom you would like to write a sports column about. You can choose Muhammad Ali, or you may choose someone else. 

Periods 1 and 2: we will work to peer edit your columns tomorrow. Columns must be formatted as such, and be accompanied by a picture or photograph. You must use vivid language throughout and title the columns creatively. Incorporate all five of the elements of a profile including a lede, a nut, a bio/background, back-to-present, and kicker.

Periods 5 and 6: Polished drafts are due on Friday!

Homework for Tuesday Sept.30 Wednesday Oct. 1--The Power of Language

Read the agreed upon pages in the article by Joyce Carol Oates called "The Greatest," about Muhammad Ali. Remember, if you are reading with a partner, you are both responsible to each other for completing your section.

Annotate using the prompts from the CARPE note making method. Remember to stretch yourself to annotate in a variety of ways. Ask deep questions. Probe for meaning. Connect to the text. The purpose of this activity is not necessarily to look for figurative language, but rather to show that you can understand the text, interpret the meaning accurately, and analyze the author's message, style, purpose, tone, structure, etc.

You should have at least one annotation every two paragraphs. Circle and look up definitions for words you don't know. Write definitions in the margins. Come to class prepared to share your work!

HW for Tuesday/Wednesday

Of course--read each day for pleasure.
Visit your vocabulary words.

Nothing else. Except second period. Please annotate that poem. Mark wildly all over it! Use CARPE as a guide.

Monday Homework

This weekend pay attention to figurative language that is used by your friends, family, on the radio, or in song lyrics. Bring one "piece" of figurative language to class on Monday. (Just write it on a scrap of paper or put it in your journal.)

Period 8 exempt because I didn't have time to tell you :)

Final Drafts Vignettes are due Thursday and Friday!

Due Tuesday/Wednesday

Typed drafts due! We will be peer-editing.

Due Monday!

A complete vignette (5 paragraphs) modeled after the Sandra Cisneros "My Name" piece we read in class. The vignette should use a range of figurative language to express implicitly your feelings about your name. It also needs to include an anecdote (mini-story) expressing an event or moment connected with your name.

I look forward do seeing your drafts!

Homework Update!

Because of a few scheduling things, we will not be working on the Vignette until Thursday and Friday in class. That means that the rough draft is going to be due Monday rather than at the beginning of class Thursday and Friday (something I had scheduled in Synergy). Stay posted for the new final draft due date.  I will make changes in Synergy to indicate the change.

As for homework due Wed./Thurs. and Fri. of this week--there is none. Come prepared with your composition notebook, a pen or pencil, and your folder and your SSR choice book for class.

Due on Monday!

Monday please remember to bring supplies: composition notebook (okay if wide-ruled), pen/pencil, and a folder with pockets (or other organizational tool of your choice for worksheets and homework).

Also bring an SSR book, and your completed 15 Sentence Portrait (Autobiographical Poem). This can be typed but does not need to be.

Past due: signed syllabus and formal letter.

Enjoy the heat!

Welcome!

Welcome to Ms. Brandy's blog and to Sophomore English at Grant High School!

Reminders for Thursday/Friday:

• Complete the formal letter to me. This may be typed or handwritten, but it must be representative of your best work as it functions as a pre-assessment and it shows me how well you are able to follow written instructions.
• Bring your syllabus back, signed by you and a parent or guardian, showing that you have discussed the content and expectations of the course.

Bring Your Best Work!

You will be adding your best work from the school year to your portfolio. Make sure to bring 3-4 pieces of work you are proud of from the year. This can include essays, but also anything else you think shows your creativity, critical thinking, growth, and ingenuity.

Over the Weekend!!!

Last week of school!!!

All of you:
By Monday finish The Alchemist
Bring in your Dream Mandala and your explanation of the symbols.

If your research paper isn't in, or isn't revised, you MUST have it in by Monday if you wish to get any feedback.

Students in period 2 check the post below and answer the Paulo Coelho questions. Answer and bring in completed in your notebook.

Homework: See below and then scroll down

All of you: Persepolis dialogue journals are past due, as well as your research papers! Do not put this off!

Period 2: read to page 47. There will be a quiz on Monday. Graphic Novels are due on

Period 6/7: Monday: Read to page 71 in The Alchemist. Scroll down for your homework questions and link to be completed in your notebook.

Graphic Novels are due on Wednesday.

The Alchemist

Thursday, February 21, 2013

Homework Due Monday 6/2

An alchemist is a person who practices a form of chemistry from the Middle Ages which was concerned with transforming various metals into gold. (noun)

Alchemy may be considered as the precursor to the modern science of chemistry. This image gallery displays some of the images and pictures associated with alchemy and the history of chemistry.

Some background work on Paolo Coelho:

The following link to the Wikipedia site, will offer you what I think is one of the most interesting descriptions of a writer I have ever read there.

http://en.wikipedia.org/wiki/Paulo_Coelho

From the brief biography, answer the following questions in complete sentences in your spiral:

1. When and where was Paolo Coelho born?
2. After research, what did Coelho conclude after researching "what it meant to be a writer"?
3. Where was Coelho sent at the age of 16? Why?
4. How did he explain his parents actions?
5. How do you feel about what they did?
6. What did Coelho end up doing with his early life? List 3 things.
7. How many copies of The Alchemist were originally published? How many have sold to date? Into      how many languages has the book been translated?
8. Name 3 additional facts you find interesting about Coelho.

Period 2:

Bring Supplies for your Graphic Novels Thursday.

Dialogue journals for Persepolis are due. Turn in ASAP.

Your polished research papers are due on Thursday.

Periods 6/7

Periods 6 and 7:

Dialogue journals for Persepolis are due on Wednesday.

All unfinished drafts are due Wednesday.

By Wednesday you need to have read to page 44 in The Alchemist.There will be a quiz on Friday.

Bring materials to class on Friday to work on your graphic novels.

Week of May 27:

Period 2: Bring your polished drafts to continue peer-editing. Bring your completed dialogue journals for Persepolis.  Final, final drafts are due Thursday.

Dates and Times

All students should be finished with Persepolis by the end of the week. Question packets need to be turned in at that time.

Period 6: Bring your drafts for Peer-Editing!

Period 7: Final Drafts of your research papers are due Wed. Thurs. (the 21st and 22nd respectively).
On Friday we will have a socratic seminar and discuss Persepolis.

Period 2: your first but complete draft needs to be in class and ready to edit on Thursday. We will spend half the class peer-editing and the other half the class in a socratic seminar using your questions.

Your final project will be to create your own graphic novel depicting a major political struggle that has affected your life. We will discuss this in class.

Due Dates:

Period 2: Your outlines are due at the end of class tomorrow. We will work on them together during class.
Period 6: Your first draft of your research paper is due Monday.
Period 7: Your first draft of the research paper is due Friday. Come ready for peer editing.

All of you: We will continue to work on Persepolis. You need to have the entire packet of discussion questions filled out up to the chapter "Wine" (page 102). We will discuss on Friday.

I look forward to reading your research!

Outlines are due on Monday.

• Use your notecards to arrange a structure for your writing that makes sense,  is interesting, and is original. Remember, the "voice print" of your research will be mostly in the organization. Your analysis may state what is evident, but you are not composing a paper based on what you think. Rather, you are composing a paper based on what you have FOUND.  The way you present the information will be the way you cast a light on your subject.
• Everybody read to page 72 in Persepolis.
• We will finish our in-class writing on WWII on Monday.

Have a great weekend!

Period 6-7:

Come with your annotated bibliographies (if you haven't already turned them in) as well as 3-4 printed articles. We will be making notecards tomorrow and if you don't have articles, you will not be able to participate in this important activity!

Scroll Down for Research Information

Period 7: Make sure you complete your 6-10 line found poem derived from all of the WWII writing you have done. Write it in your notebooks ready for Monday.

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Research Project—Sophomore English

This project is designed to help you explore an event, issue or topic related to WWII or the Middle East. The project is made of multiple components for which you will be responsible. You will see due dates and descriptions of each component below as well as the points attached to each step.  You will not get full-credit for any of the components if they are late.

1.    Annotated Bibliography-- due May 5

·      Your sources must be in alphabetical order, typed, and MLA formatted.

·      Your annotations should be at least one paragraph in length.

·      Sources can be images, articles, videos, etc.

You must have 6-10 sources 6=C , 10=A+

_____________/ 100 points

         2. Notecards—15 -- Due:  Tuesday May 8/ Wednesday May 9

·      Each notecard should represent an essential fact about your event.

·      Each notecard should have a quote, statistic, fact, or expert opinion on one side and the source you used on the other side.

·      Do not use Wikipedia.

             _______________/75 points

          3. Typed 3-5 page double-spaced MLA formatted Research Paper Due: Monday May 12

________________/ 75

peer-editing sheet_________/25

     4. Begin Creative Presentations May 15/16

      Your research will be presented to the class. You must include:

·      Visual Aid __________25 points

·      An Essential Fact-Sheet 10 “Need to know Facts”_________25 points

·      5-10 minute creative and informative presentation in which you “teach” your

event successfully __________25 points                                 

Final Draft due:  May 22/23___________/50

Total: ___________________________ /400