Gods and Goddesses Research Essay Caption Info.

Title: Research Essay: Greek Gods and Goddesses

Standards Addressed:
2.3 Write expository compositions, including analytical essays and research reports:
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.
1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium.

Purpose of the Assignment: To research the significance of a Greek god or goddess within Greek mythology and the Ancient Greek society.

Marigolds Essay Caption Info

Title: "Marigolds" Essay

Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Purpose of the Assignment: To identify character motivation and theme in the short story, “Marigolds,” citing and analyzing textual support.

Scarlet Ibis Response to Literature Caption Info.

Title: "Scarlet Ibis" Response to Literature

Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Purpose of the Assignment:
To analyze the symbolism in “The Scarlet Ibis” and identify the lesson the narrator learned in the story.

Narrative Essay Caption Info.

Title: Narrative Essay: Experience with Injustice

Standards Addressed:
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.

Purpose of the Assignment: To use techniques we have been identifying and analyzing in reading short stories in the writing of a personal narrative about the student’s experience with injustice.

Romeo and Juliet Response to Literature Caption Info.

Title: Response to Literature: Romeo Makes a Move

Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

Purpose of the Assignment: To examine the literary techniques that Romeo uses to convince Juliet to kiss him when they first meet, using textual support from the play.

Racism in American High Schools Caption Sheet Information

Title: Persuasive Essay: Racism in American High Schools

Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.

Purpose of the Assignment: To take a stance on whether or not racism still exists in American high schools and support that argument with examples from research and/or personal experience.

Odysseus Persuasive Essay Caption Info.

Title: Persuasive Essay: Odysseus for President?

Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.

Purpose of the Assignment: To take a stance on whether or not Odysseus should be ruler in Ithaca and support argument with textual examples.

Wednesday, February 6th

1) CAHSEE Week 9: pp. 5-6

2) Number/ Subject-Verb Agreement Handout

3) Subject-Verb Agreement Notes

HW: Subject-Verb Agreement Handout and CAHSEE Reading Practice Packet

Class Agenda: Wednesday, October 17

1) D.O.L.

2) The Phrase Pre-Test

3) The Phrase Guided Notes

4) Standards Practice: pp. 140-145

HW: Standards Practice: pp. 140-145

Class Agenda: Tuesday, October 16

1) In-Class Response to Literature Essay on "Marigolds"

HW: Revise Injustice Narrative Essay

Class Agenda: Monday, October 15

1) Read and annotate "Marigolds"

2) Pre-writing for tomorrow's in-class essay on "Marigolds"

HW: Revise Injustice Narrative Essay

Class Agenda: Wednesday, October 10

1) Warm-up: Gerund vs. Participial Phrase

2) Meet with groups to finish reading and annotating "The Lottery"

3) "The Lottery" Quiz

4) Response to Literature: Outlining an essay about "The Lottery"

Class Agenda: Tuesday, October 9

1) Warm-up: The Gerund and the Gerund Phrase

2) Model annotate "The Lottery" with the class

3) Read and annotate "The Lottery" in groups

Homework: Read and annotate "The Lottery" to page 4

Class Agenda: Monday, October 8

1) Warm-Up: The Participle and the Participial Phrase

2) Discuss introductions and opening hooks

3) Revise introductions for narrative essay about injustice

4) Peer review revised introductions

Homework: Finish revising introductions; type if you can!

Class Agenda: Monday, October 1

1) Vocab Flashcard Review

2) Vocab/Parts of Speech Test

3) Finish "MDG" Visual Aid Presentations

4) The Prepositional Phrase Handout

HW: Finish Prepositional Phrase Handout

Class Agenda: Friday, September 28

1) Vocab/Parts of Speech Jeopardy Review

2)"MDG" Visual Aid Presentations

HW: Study Vocab and Parts of Speech for test on Monday!

Class Agenda: Wednesday, September 26

1) "Most Dangerous Game" Reading Quiz

2) Elements of Fiction Jeopardy

3) Elements of Fiction Notes: "Most Dangerous Game"

No Homework!

Class Agenda: Tuesday, September 25

1) Warm-Up: The Phrase



2) Finish reading "Most Dangerous Game"



Homework: Finish reading "Most Dangerous Game"

Class Agenda: Monday, September 24

1) Vocab Balderdash

2) Notes on Figures of Speech

3) Start reading "Most Dangerous Game"

No Homework!