ACADEMIC DECATHLON TEAM:
CONTINUE YOUR ANNOTATIONS OF THE TEXTUAL MATERIALS. PLEASE OBTAIN A COPY OF THE RHETORICAL DEVICES FROM MR. TUOMALA. I WILL HELP YOU THROUGH THESE DEVICES. PLEASE COME TO ROOM 222 FOR ANY HELP OR ADVICE YOU NEED ON THESE OR ON A TALE OF TWO CITIES.
ADVISORY:
1. REVIEW OF YESTERDAY'S DISCUSSIONS
2. CLUB AND SPORTS SELECTIONS TO BEEF UP YOUR RESUME
3. DISCUSSION OF OUR ADVISORY FOCUS
AMERICAN LITERATURE AND COMPOSITION:
1. CLASS READING OF "OF PLYMOUTH PLANTATION"
2 TEACHER EXEGESIS OF THE ABOVE READING
3. STUDENT READING OF "OFFER OF HELP" ON PAGE 33
4. EXEGESIS OF "OFFER OF HELP"
5. STUDENT READING OF "THE LIFE OF MARY JEMISON" ON PAGES 34 THROUGH 38
6. EXEGESIS OF "THE LIFE OF MARY JEMISON"
7. STUDENTS WILL WRITE EXERCISES 1 THROUGH 7 IN COMPLETE SENTENCES.
8. STUDENTS WILL WRITE COMPLETE ANSWERS TO THE QUESTIONS IN "LITERARY FOCUS" ON PAGE 39.
EXPOSITORY COMPOSITION:
1. CONTINUED STAND-UP READING PRACTICE FOCUSING ON POSTURE, PROJECTION, EYE CONTACT AND ENTHUSIASM.
2. WRITER'S CHOICE: STUDENT READING AND DISCUSSION OF THE UNIT ON RESEARCH WRITING, PAGE 320
3: EXEGESIS AND ANNOTATION OF THE INFORMATION ON "PREWRITING: PLANNING AND RESEARCHING"
4. STUDENTS WILL TAKE NOTES ON THE SAY MEAN MATTER WORKSHEETS.
5. SAY/MEAN/MATTER WORKSHEETS CONVERTED TO CORNELL NOTES
IGNIS AURUM PROBAT, MISERIA FORTES VIROS.
Wednesday, September 30, 2009
Tuesday, September 29, 2009
AGENDAS FOR WEDNESDAY, SEPTEMBER 30, 2009
ACADEMIC DECATHLON TEAM:
PLEASE CONTINUE TO READ AND ANNOTATE A TALE OF TWO CITIES. I SUGGEST THAT YOU DO THE SAME WITH "CLIFF'S NOTES" AND "SPARK NOTES." I WILL PROVIDE SOME GRAPHIC ORGANIZERS TO HELP YOU WITH THE EXEGESIS.
ADVISORY:
1. PLEASE RETURN ALL WORKSHEETS AND QUESTIONNAIRES.
2. FURTHER DISCUSSION ON PROPER STUDY ENVIRONMENTS
3. DISCUSSION OF GOOD STUDY HABITS
4. ISSUANCE OF CORRECTED IDs
5. MORE LANYARDS ARE AVAILABLE IN THE SLC OFFICE
6. SLC SHIRTS WILL BE ISSUED TO THOSE WITH PERFECT ATTENDANCE.
7. DISCUSSION OF ADVISORY FOCUS FOR RESPONSIBILITIES: WEB PAGE, BULLETIN BOARDS, AND THE LIKE
8. CLUB OR SPORTS MEMBERSHIP FOR YOUR RESUME
AMERICAN LITERATURE AND COMPOSITION:
1. COLLECTION OF SAY/MEAN/MATTER AND CORNELL NOTES
2. CONTINUED WORK ON "OF PLYMOUTH PLANTATION" ON PAGE 32
3. CONTINUED WORK WITH SAY/MEAN/MATTER AND CORNELL NOTES.
EXPOSITORY COMPOSITION:
1. DISCUSSION OF POSTURE, PROJECTION, EYE CONTACT, AND DOS AND DON'TS FOR ORAL PRESENTATIONS
2. STUDENT "IN-FRONT-OF-CLASS READINGS FROM "IF YOU PITCH IT, THEY WILL EAT" FOR POINTS.
3. PARAGRAPH ANNOTATIONS FOR THE READING, PAGE 37 AND SAY/MEAN/MATTER ON YOUR OWN. YOU ARE READY!
PECTUS EST QUOD DISERTOS FACIT.
PLEASE CONTINUE TO READ AND ANNOTATE A TALE OF TWO CITIES. I SUGGEST THAT YOU DO THE SAME WITH "CLIFF'S NOTES" AND "SPARK NOTES." I WILL PROVIDE SOME GRAPHIC ORGANIZERS TO HELP YOU WITH THE EXEGESIS.
ADVISORY:
1. PLEASE RETURN ALL WORKSHEETS AND QUESTIONNAIRES.
2. FURTHER DISCUSSION ON PROPER STUDY ENVIRONMENTS
3. DISCUSSION OF GOOD STUDY HABITS
4. ISSUANCE OF CORRECTED IDs
5. MORE LANYARDS ARE AVAILABLE IN THE SLC OFFICE
6. SLC SHIRTS WILL BE ISSUED TO THOSE WITH PERFECT ATTENDANCE.
7. DISCUSSION OF ADVISORY FOCUS FOR RESPONSIBILITIES: WEB PAGE, BULLETIN BOARDS, AND THE LIKE
8. CLUB OR SPORTS MEMBERSHIP FOR YOUR RESUME
AMERICAN LITERATURE AND COMPOSITION:
1. COLLECTION OF SAY/MEAN/MATTER AND CORNELL NOTES
2. CONTINUED WORK ON "OF PLYMOUTH PLANTATION" ON PAGE 32
3. CONTINUED WORK WITH SAY/MEAN/MATTER AND CORNELL NOTES.
EXPOSITORY COMPOSITION:
1. DISCUSSION OF POSTURE, PROJECTION, EYE CONTACT, AND DOS AND DON'TS FOR ORAL PRESENTATIONS
2. STUDENT "IN-FRONT-OF-CLASS READINGS FROM "IF YOU PITCH IT, THEY WILL EAT" FOR POINTS.
3. PARAGRAPH ANNOTATIONS FOR THE READING, PAGE 37 AND SAY/MEAN/MATTER ON YOUR OWN. YOU ARE READY!
PECTUS EST QUOD DISERTOS FACIT.
Monday, September 28, 2009
Greetings to the Academic Decathlon Team
Dear Academic Decathlon Team,
With the permission of Mr. Tuomala, I will be communicating with you on the "Create" blog. At this point, I am annotating the text of A Tale of Two Cities and the "Spark Notes." as well. I have ordered the "Cliff Notes." We may need to look into Carlyle's book on The French Revolution as it was the source material for Dickens' information on the history.
I have created some graphic organizers to assist in the exegesis of the text. I am in room 222 if you have questions or problems. If you prefer, Mr. Tuomala may send your needs on to me, as well.
R. Melling
AUT INVENIAM VIAM AUT FACIAM.
With the permission of Mr. Tuomala, I will be communicating with you on the "Create" blog. At this point, I am annotating the text of A Tale of Two Cities and the "Spark Notes." as well. I have ordered the "Cliff Notes." We may need to look into Carlyle's book on The French Revolution as it was the source material for Dickens' information on the history.
I have created some graphic organizers to assist in the exegesis of the text. I am in room 222 if you have questions or problems. If you prefer, Mr. Tuomala may send your needs on to me, as well.
R. Melling
AUT INVENIAM VIAM AUT FACIAM.
Friday, September 25, 2009
AGENDAS FOR TUESDAY, SEPTEMBER 29, 2009
ADVISORY:
1. PLEASE RETURN ALL WORK SHEETS AND QUESTIONNAIRES.
2. FURTHER DISCUSSION OF PROPER STUDY ENVIRONMENTS
3. DISCUSSION OF GOOD STUDY HABITS
AMERICAN LITERATURE AND COMPOSITION:
1. SAY/MEAN/MATTER AND CORNELL NOTES FOR PARAGRAPH TWO OF "OF PLYMOUTH PLANTATIONS"
2. CONNECTING TEXTUAL MATERIALS TO THE CRUCIBLE
3. ANNOTATION OF PARAGRAPH THREE OF "OF PLYMOUTH PLANTATION"
4. SAY/MEAN/MATTER FOR PARAGRAPH THREE.
EXPOSITORY COMPOSITION:
1. COMPLETION AND COLLECTION OF SAY/MEAN/MATTER AND CORNELL WORK SHEETS FOR "PORTION DISTORTION"
2. DISCUSSION OF POSTURE, PROJECTION, EYE CONTACT FOR ORAL PRESENTATIONS
3. STAND UP READINGS OF "PORTION DISTORTION" BY STUDENTS, INDIVIDUALLY AS PRACTICE FOR LATER ORAL PRESENTATIONS (POINTS WILL BE ASSIGNED FOR THIS EXERCISE)
4. PARAGRAPH BY PARAGRAPH ANNOTATIONS FOR "IF YOU PITCH IT, THEY WILL EAT"
5. STUDENTS SELECT INFORMATION FROM THE TEACHER ANNOTATIONS TO WRITE ON THE ANNOTATION COLUMN OF THE SAY/MEAN/MATTER GRAPHIC ORGANIZER.
DO NOT RETREAT SO MUCH AS ONE MILLIMETER!
1. PLEASE RETURN ALL WORK SHEETS AND QUESTIONNAIRES.
2. FURTHER DISCUSSION OF PROPER STUDY ENVIRONMENTS
3. DISCUSSION OF GOOD STUDY HABITS
AMERICAN LITERATURE AND COMPOSITION:
1. SAY/MEAN/MATTER AND CORNELL NOTES FOR PARAGRAPH TWO OF "OF PLYMOUTH PLANTATIONS"
2. CONNECTING TEXTUAL MATERIALS TO THE CRUCIBLE
3. ANNOTATION OF PARAGRAPH THREE OF "OF PLYMOUTH PLANTATION"
4. SAY/MEAN/MATTER FOR PARAGRAPH THREE.
EXPOSITORY COMPOSITION:
1. COMPLETION AND COLLECTION OF SAY/MEAN/MATTER AND CORNELL WORK SHEETS FOR "PORTION DISTORTION"
2. DISCUSSION OF POSTURE, PROJECTION, EYE CONTACT FOR ORAL PRESENTATIONS
3. STAND UP READINGS OF "PORTION DISTORTION" BY STUDENTS, INDIVIDUALLY AS PRACTICE FOR LATER ORAL PRESENTATIONS (POINTS WILL BE ASSIGNED FOR THIS EXERCISE)
4. PARAGRAPH BY PARAGRAPH ANNOTATIONS FOR "IF YOU PITCH IT, THEY WILL EAT"
5. STUDENTS SELECT INFORMATION FROM THE TEACHER ANNOTATIONS TO WRITE ON THE ANNOTATION COLUMN OF THE SAY/MEAN/MATTER GRAPHIC ORGANIZER.
DO NOT RETREAT SO MUCH AS ONE MILLIMETER!
Thursday, September 24, 2009
AGENDAS FOR FRIDAY, SEPTEMBER 25, 2009
ADVISORY:
HANDOUTS FOR THOSE WHO MISSED ADVISORY YESTERDAY OWING TO ATTENDANCCE AT THE CALIFORNIA STATE UNIVERSITY AT LOS ANGELES CRIME LABORATORY
COLLECTION OF PAPERWORK ON GOOD STUDY AREAS
THOSE WHO DID NOT RECEIVE A LANYARD YESTERDAY, WILL RECEIVE ONE TODAY.
AMERICAN LITERATURE AND COMPOSITION:
1. TIME TO FINISH YOUR CORNELL NOTES FOR PARAGRAPH 1 ON PAGE 31
2. STUDENT READING, ANNOTATIONS, SAY/MEAN/MATTER ON PARAGRAPH 2 ON PAGES 31 AND 32
3. INTRODUCTION TO CORNELL NOTE WRITING
4. STUDENTS WILL FINISH SAY/MEAN/MATTER SHEETS.
5. STUDENTS WILL CONVERT THE SAY/MEAN/MATTER INFORMATION TO CORNELL NOTES.
EXPOSITORY COMPOSITION:
1. REVIEW OF THE THE VIDEO ON THE SENIOR PROJECT
2. DISCUSSION OF ACCEPTED TOPICS FOR YOUR SMALL LEARNING COMMUNITY
3. DISCUSSION OF ACCEPTED MENTORS FOR THE SENIOR PROJECT
4. READING OF SELECTED ANONYMOUS AUTOBIOGRAPHICAL ROUGH DRAFTS
5. "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37 OF THE DISTRICT MANDATED CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS FOR SENIOR ENGLISH
5. SAY/MEAN/MATTER FOR "IF YOU PITCH IT, THEY WILL EAT"
PAX DEORUM SIT SEMPER VOBISCUM!
HANDOUTS FOR THOSE WHO MISSED ADVISORY YESTERDAY OWING TO ATTENDANCCE AT THE CALIFORNIA STATE UNIVERSITY AT LOS ANGELES CRIME LABORATORY
COLLECTION OF PAPERWORK ON GOOD STUDY AREAS
THOSE WHO DID NOT RECEIVE A LANYARD YESTERDAY, WILL RECEIVE ONE TODAY.
AMERICAN LITERATURE AND COMPOSITION:
1. TIME TO FINISH YOUR CORNELL NOTES FOR PARAGRAPH 1 ON PAGE 31
2. STUDENT READING, ANNOTATIONS, SAY/MEAN/MATTER ON PARAGRAPH 2 ON PAGES 31 AND 32
3. INTRODUCTION TO CORNELL NOTE WRITING
4. STUDENTS WILL FINISH SAY/MEAN/MATTER SHEETS.
5. STUDENTS WILL CONVERT THE SAY/MEAN/MATTER INFORMATION TO CORNELL NOTES.
EXPOSITORY COMPOSITION:
1. REVIEW OF THE THE VIDEO ON THE SENIOR PROJECT
2. DISCUSSION OF ACCEPTED TOPICS FOR YOUR SMALL LEARNING COMMUNITY
3. DISCUSSION OF ACCEPTED MENTORS FOR THE SENIOR PROJECT
4. READING OF SELECTED ANONYMOUS AUTOBIOGRAPHICAL ROUGH DRAFTS
5. "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37 OF THE DISTRICT MANDATED CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS FOR SENIOR ENGLISH
5. SAY/MEAN/MATTER FOR "IF YOU PITCH IT, THEY WILL EAT"
PAX DEORUM SIT SEMPER VOBISCUM!
Wednesday, September 23, 2009
AGENDAS FOR THURSDAY, SEPTEMBER 24, 2009
ADVISORY:
STUDENTS WILL FINISH THE PAPERWORK ON STUDY HABITS AND STUDY LOCATIONS AND PASS IT IN FOR CREDIT.
AMERICAN LITERATURE/COMPOSITION:
PERIOD 2:
1. STUDENTS WILL CONTINUE WITH ANNOTATIONS, AND SAY/MEAN/MATTER FOR PARAGRAPH 2 OF "OF PLYMOUTH PLANTATION." (PAGES 31 AND 32)
2. INSTRUCTION ON HOW TO CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
PERIODS 5 AND 6: (YOU WILL HAVE A GUEST TEACHER)
1. STUDENTS WILL FINISH THE SAY/MEAN/MATTER SHEET FOR PARAGRAPH 1 ON PAGE 31.
2. STUDENTS WILL READ PARAGRAPH 2 ON PAGES 31 AND 32.
3. FROM YOUR READING AND RE-READINGS OF THIS PARAGRAPH CREATE YOUR OWN ANNOTATIONS TO WRITE IN COLUMN 1 OF THE SAY/MEAN/MATTER WORK SHEET.
4. TOMORROW I SHALL GIVE YOU MY ANNOTATIONS SO THAT YOU MAY COMPARE YOUR ANNOTATIONS WITH MINE. YOU, OF COURSE, MAY ADD TO OR CHANGE YOUR ANNOTATIONS AT THAT TIME. THIS EXERCISE IS GET YOU TO DO YOUR OWN CRITICAL THINKING. AGAIN, LET ME REMIND YOU, I WILL EVALUATE THE EFFORT YOU PUT INTO THE ASSIGNMENT.
TOUT CE QUI BRILLE N'EST PAS OR!
STUDENTS WILL FINISH THE PAPERWORK ON STUDY HABITS AND STUDY LOCATIONS AND PASS IT IN FOR CREDIT.
AMERICAN LITERATURE/COMPOSITION:
PERIOD 2:
1. STUDENTS WILL CONTINUE WITH ANNOTATIONS, AND SAY/MEAN/MATTER FOR PARAGRAPH 2 OF "OF PLYMOUTH PLANTATION." (PAGES 31 AND 32)
2. INSTRUCTION ON HOW TO CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
PERIODS 5 AND 6: (YOU WILL HAVE A GUEST TEACHER)
1. STUDENTS WILL FINISH THE SAY/MEAN/MATTER SHEET FOR PARAGRAPH 1 ON PAGE 31.
2. STUDENTS WILL READ PARAGRAPH 2 ON PAGES 31 AND 32.
3. FROM YOUR READING AND RE-READINGS OF THIS PARAGRAPH CREATE YOUR OWN ANNOTATIONS TO WRITE IN COLUMN 1 OF THE SAY/MEAN/MATTER WORK SHEET.
4. TOMORROW I SHALL GIVE YOU MY ANNOTATIONS SO THAT YOU MAY COMPARE YOUR ANNOTATIONS WITH MINE. YOU, OF COURSE, MAY ADD TO OR CHANGE YOUR ANNOTATIONS AT THAT TIME. THIS EXERCISE IS GET YOU TO DO YOUR OWN CRITICAL THINKING. AGAIN, LET ME REMIND YOU, I WILL EVALUATE THE EFFORT YOU PUT INTO THE ASSIGNMENT.
TOUT CE QUI BRILLE N'EST PAS OR!
Tuesday, September 22, 2009
AGENDAS FOR WEDNESDAY, SEPTEMBER 23, 2009
ADVISORY MEETS TODAY: REGULAR SCHEDULE
AMERICAN LITERATURE/COMPOSITION:
1. STUDENTS WILL CONTINUE WITH "OF PLYMOUTH PLANTATIONS." SAY/MEAN/MATTER PAGE 31
2. INTRODUCTION OF THE USE OF CORNELL NOTES BASED ON SAY/MEAN/MATTER FOR THE CHEROKEE STORY AND THE INDIAN POEMS. TO BE FINISHED FOR HOMEWORK.
EXPOSITORY COMPOSITION:
1. CORNELL NOTES FOR "PORTION DISTORTION"
2. INTRODUCTION OF SELECTION OF SOURCES FOR ESSAYS AND TERM PAPER.
3. BEGIN "IF YOU PITCH IT, THEY WILL EAT" IN THE DISTRICT MANDATED CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS.
DE GUSTIBUS NON DISPUTANDEM
AMERICAN LITERATURE/COMPOSITION:
1. STUDENTS WILL CONTINUE WITH "OF PLYMOUTH PLANTATIONS." SAY/MEAN/MATTER PAGE 31
2. INTRODUCTION OF THE USE OF CORNELL NOTES BASED ON SAY/MEAN/MATTER FOR THE CHEROKEE STORY AND THE INDIAN POEMS. TO BE FINISHED FOR HOMEWORK.
EXPOSITORY COMPOSITION:
1. CORNELL NOTES FOR "PORTION DISTORTION"
2. INTRODUCTION OF SELECTION OF SOURCES FOR ESSAYS AND TERM PAPER.
3. BEGIN "IF YOU PITCH IT, THEY WILL EAT" IN THE DISTRICT MANDATED CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS.
DE GUSTIBUS NON DISPUTANDEM
Monday, September 21, 2009
ADGENDAS FOR TUESDAY, SEPTEMBER 22, 2009
DEAR STUDENTS,
TODAY IS A SHORTENED DAY. THERE WILL BE NO ADVISORIES. PLEASE GO DIRECTLY TO YOUR FIRST PERIOD CLASS.
AMERICAN LITERATURE/COMPOSITION:
YOU WILL CONTINUE WITH SAY/MEAN/MATTER ON "OF PLYMOUTH PLANTATION" ON PAGE 31.
EXPOSITORY COMPOSITION:
1. TURN IN YOUR ROUGH DRAFTS OF YOUR AUTOBIOGRAPHIES.
2. CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS: "IF YOU PITCH IT THEY WILL EAT" ON PAGE 37
3. STUDENTS WILL WRITE THEIR ANNOTATIONS ON COLUMN I OF THE SAY/MEAN/MATTER SHEETS.
LAISSEZ LES BONNES TEMPS ROULENT
TODAY IS A SHORTENED DAY. THERE WILL BE NO ADVISORIES. PLEASE GO DIRECTLY TO YOUR FIRST PERIOD CLASS.
AMERICAN LITERATURE/COMPOSITION:
YOU WILL CONTINUE WITH SAY/MEAN/MATTER ON "OF PLYMOUTH PLANTATION" ON PAGE 31.
EXPOSITORY COMPOSITION:
1. TURN IN YOUR ROUGH DRAFTS OF YOUR AUTOBIOGRAPHIES.
2. CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS: "IF YOU PITCH IT THEY WILL EAT" ON PAGE 37
3. STUDENTS WILL WRITE THEIR ANNOTATIONS ON COLUMN I OF THE SAY/MEAN/MATTER SHEETS.
LAISSEZ LES BONNES TEMPS ROULENT
Sunday, September 20, 2009
AGENDAS FOR MONDAY,SEPTEMBER 21, 2009
DEAR STUDENTS,
THANK YOU FOR ACCESSING MY BLOG.
AMERICAN LITERATURE/COMPOSITION:
PERIOD TWO:
1. "I HAVE KILLED A DEER" ON PAGE 10
2. "AFTER READING" ON PAGE 11. ANSWER THE QUESTIONS IN COMPLETE SENTENCES.
3. ANSWER THE QUESTIONS IN "LITERARY FOCUS" ON PAGE 11. WRITE COMPLETE SENTENCES AND BE SURE TO JUSTIFY YOUR ANSWERS. USE YOUR CRITICAL THINKING SKILLS.
4. READING AND EXEGESIS OF PAGE 3O
5. READING AND ANNOTATION OF "OF PLYMOUTH PLANTATION"
6. STUDENTS WILL CREATE SAY/MEAN/MATTER FROM THE ANNOTATIONS.
PERIODS FIVE AND SIX WILL START AT #4 ABOVE.
EXPOSITORY COMPOSITION:
1. FINISH ANNOTATIONS, SAY/MEAN/MATTER, AND CORNELL NOTES FOR "PORTION DISTORTION."
2. GRAPHIC ORGANIZER FOR YOUR AUTOBIOGRAPHY
3. MODELING AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
4. BEGIN WORK ON "IF YOU PITCH IT, THEY WILL EAT."
THANK YOU FOR ACCESSING MY BLOG.
AMERICAN LITERATURE/COMPOSITION:
PERIOD TWO:
1. "I HAVE KILLED A DEER" ON PAGE 10
2. "AFTER READING" ON PAGE 11. ANSWER THE QUESTIONS IN COMPLETE SENTENCES.
3. ANSWER THE QUESTIONS IN "LITERARY FOCUS" ON PAGE 11. WRITE COMPLETE SENTENCES AND BE SURE TO JUSTIFY YOUR ANSWERS. USE YOUR CRITICAL THINKING SKILLS.
4. READING AND EXEGESIS OF PAGE 3O
5. READING AND ANNOTATION OF "OF PLYMOUTH PLANTATION"
6. STUDENTS WILL CREATE SAY/MEAN/MATTER FROM THE ANNOTATIONS.
PERIODS FIVE AND SIX WILL START AT #4 ABOVE.
EXPOSITORY COMPOSITION:
1. FINISH ANNOTATIONS, SAY/MEAN/MATTER, AND CORNELL NOTES FOR "PORTION DISTORTION."
2. GRAPHIC ORGANIZER FOR YOUR AUTOBIOGRAPHY
3. MODELING AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
4. BEGIN WORK ON "IF YOU PITCH IT, THEY WILL EAT."
Thursday, September 17, 2009
AGENDAS FOR FRIDAY, SEPTEMBR 18, 2009
AMERICAN LITERATURE/COMPOSITION:
1. READING, ANNOTATION, SAY/MEAN/MATTER FOR THE INDIAN SONGS ON PAGES 9 AND 10
2. CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
3. WRITE A ONE PAGE PAPER BASED ON WHAT YOU HAVE LEARNED ABOUT AMERICAN INDIAN CULTURE. YOU MAY USE YOUR BOOKS.
4. WRITE OUT THE ANSWERS TO QUESTIONS 1 THROUGH 7 ON PAGE 11 IN COMPLETE, GRAMMATICALLY CORRECT SENTENCES.
5. WRITE OUT THE ANSWERS TO THE QUESTIONS IN "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. CONTINUE ANNOTATIONS, SAY/MEAN/MATTER ON PAGES 33 THROUGH 36.
2. CONVERT THESE DATA TO CORNELL NOTES.
3. CONSTRUCT A GRAPHIC ORGANIZER FOR YOUR AUTOBIOGRAPHY.
4. BEGIN THE SECOND ARTICLE, "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37 IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS.
5. STUDENT READING, TEACHER EXEGESIS, SAY/MEAN/MATTER PARAGRAPH BY PARAGRAPH.
6. CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
7. USING YOUR GRAPHIC ORGANIZER, WRITE THE ROUGH DRAFT OF YOUR AUTOBIOGRAPHY.
8. TURN IN YOUR ROUGH DRAFT FOR TEACHER EDITING.
9. INTRODUCTION OF MLA FORMAT
1. READING, ANNOTATION, SAY/MEAN/MATTER FOR THE INDIAN SONGS ON PAGES 9 AND 10
2. CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
3. WRITE A ONE PAGE PAPER BASED ON WHAT YOU HAVE LEARNED ABOUT AMERICAN INDIAN CULTURE. YOU MAY USE YOUR BOOKS.
4. WRITE OUT THE ANSWERS TO QUESTIONS 1 THROUGH 7 ON PAGE 11 IN COMPLETE, GRAMMATICALLY CORRECT SENTENCES.
5. WRITE OUT THE ANSWERS TO THE QUESTIONS IN "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. CONTINUE ANNOTATIONS, SAY/MEAN/MATTER ON PAGES 33 THROUGH 36.
2. CONVERT THESE DATA TO CORNELL NOTES.
3. CONSTRUCT A GRAPHIC ORGANIZER FOR YOUR AUTOBIOGRAPHY.
4. BEGIN THE SECOND ARTICLE, "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37 IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS.
5. STUDENT READING, TEACHER EXEGESIS, SAY/MEAN/MATTER PARAGRAPH BY PARAGRAPH.
6. CONVERT SAY/MEAN/MATTER TO CORNELL NOTES.
7. USING YOUR GRAPHIC ORGANIZER, WRITE THE ROUGH DRAFT OF YOUR AUTOBIOGRAPHY.
8. TURN IN YOUR ROUGH DRAFT FOR TEACHER EDITING.
9. INTRODUCTION OF MLA FORMAT
Wednesday, September 16, 2009
AGENDAS FOR THURSDAY, SEPTEMBERT 17, 2009
AMERICAN LITERATURE/COMPOSITION:
1. FINISH AND TURN IN YOUR SAY/MEAN/MATTER PAPERS AND CORNELL NOTES.
2. COMPARE/CONTRAST MONOGRAPH ON THE TWO AMERICAN INDIAN CREATION STORIES, PAGES 6, 7, AND 8.
3. READING OF THE INDIAN SONGS ON PAGES 9, AND 10
4. SAY/MEAN/MATTER ON THE INDIAN SONGS
5. CONVERT YOUR SAY/MEAN/MATTER SHEETS TO CORNELL NOTES.
6. "AFTER READING" QUESTIONS 1 THROUGH 7 ON PAGE 11
7. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. CONTINUE ANNOTATIONS, SAY/MEAN/MATTER ON PAGES 33 THROUGH 36.
2. CONVERT THE SAY/MEAN/MATTER SHEET INFORMATION TO CORNELL NOTES.
3. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
4. BEGIN THE SECOND ARTICLE, "IF YOU PITCH IT, THEY WILL EAT" PAGE 37 IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS.
1. FINISH AND TURN IN YOUR SAY/MEAN/MATTER PAPERS AND CORNELL NOTES.
2. COMPARE/CONTRAST MONOGRAPH ON THE TWO AMERICAN INDIAN CREATION STORIES, PAGES 6, 7, AND 8.
3. READING OF THE INDIAN SONGS ON PAGES 9, AND 10
4. SAY/MEAN/MATTER ON THE INDIAN SONGS
5. CONVERT YOUR SAY/MEAN/MATTER SHEETS TO CORNELL NOTES.
6. "AFTER READING" QUESTIONS 1 THROUGH 7 ON PAGE 11
7. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. CONTINUE ANNOTATIONS, SAY/MEAN/MATTER ON PAGES 33 THROUGH 36.
2. CONVERT THE SAY/MEAN/MATTER SHEET INFORMATION TO CORNELL NOTES.
3. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
4. BEGIN THE SECOND ARTICLE, "IF YOU PITCH IT, THEY WILL EAT" PAGE 37 IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS.
Tuesday, September 15, 2009
AGENDAS FOR WEDNESDAY, SEPTEMBER 16, 2009
AMERICAN LITERATURE/COMPOSITION:
1. COMPLETE YOUR SAY/MEAN/MATTER AND CORNELL NOTES FOR "HOW THE WORLD WAS MADE"
2. COMPARE AND CONTRAST THE CHEROKEE STORY WITH THE DEPICTION OF THE IROQUOIS CREATION STORY ON PAGE 7.
3. READING AND ANNOTATION OF THE INDIAN SONGS ON PAGES 9 AND 10
4. SAY/MEAN/MATTER AND CORNELL NOTES ON THE INDIAN SONGS
5. "AFTER READING," QUESTIONS 1 THOUGH 7 ON PAGE 11
6. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. COMPLETE THE SAY/MEAN/MATTER AND CORNELL NOTES FOR THE FIRST ARTICLE IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED TEXTUAL MATERIALS ON PAGES 33 THROUGH 36.
2. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
3. BEGIN THE SECOND ARTICLE IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37.
4. PAGE BY PAGE ANNOTATION OF THE ABOVE ARTICLE
5. SAY/MEAN/MATTER FOR THE ARTICLE
6. CORNELL NOTES FOR THE ARTICLE
1. COMPLETE YOUR SAY/MEAN/MATTER AND CORNELL NOTES FOR "HOW THE WORLD WAS MADE"
2. COMPARE AND CONTRAST THE CHEROKEE STORY WITH THE DEPICTION OF THE IROQUOIS CREATION STORY ON PAGE 7.
3. READING AND ANNOTATION OF THE INDIAN SONGS ON PAGES 9 AND 10
4. SAY/MEAN/MATTER AND CORNELL NOTES ON THE INDIAN SONGS
5. "AFTER READING," QUESTIONS 1 THOUGH 7 ON PAGE 11
6. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. COMPLETE THE SAY/MEAN/MATTER AND CORNELL NOTES FOR THE FIRST ARTICLE IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED TEXTUAL MATERIALS ON PAGES 33 THROUGH 36.
2. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY
3. BEGIN THE SECOND ARTICLE IN THE CALIFORNIA STATE UNIVERSITIES' DISTRICT MANDATED MATERIALS "IF YOU PITCH IT, THEY WILL EAT" ON PAGE 37.
4. PAGE BY PAGE ANNOTATION OF THE ABOVE ARTICLE
5. SAY/MEAN/MATTER FOR THE ARTICLE
6. CORNELL NOTES FOR THE ARTICLE
Monday, September 14, 2009
AGENDAS FOR TUESDAY, SEPTEMBER 15, 2009
THERE WILL BE NO ADVISORY TODAY.
AMERICAN LITERATURE/COMPOSITION:
1. STUDENTS WILL CONTINUE WITH SAY/MEAN/MATTER FOR "HOW THE WORLD WAS MADE"
2. STUDENTS WILL CONVERT THEIR SAY/MEAN/MATTER EXERCISES INTO CORNELL NOTES.
3. COMPARE AND CONTRAST THE CHEROKEE STORY WITH THE DEPICTION OF THE IROQUOIS CREATION STORY ON PAGE 7.
4. READING AND ANNOTATION OF THE INDIAN SONGS ON PAGES 9 AND 10
5. SAY/MEAN/MATTER AND CORNELL NOTES FOR THE INDIAN SONGS.
6. "AFTER READING" QUESTIONS 1 THROUGH 7 ON PAGE 11.
7. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. STUDENTS WILL CONTINUE WORK ON THE "FAT" MODULE IN THE CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS.
2. SAY/MEAN/MATTER AND CORNELL NOTES FOR THE FIRST ARTICLE IN THE TEXT.
3. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY.
AMERICAN LITERATURE/COMPOSITION:
1. STUDENTS WILL CONTINUE WITH SAY/MEAN/MATTER FOR "HOW THE WORLD WAS MADE"
2. STUDENTS WILL CONVERT THEIR SAY/MEAN/MATTER EXERCISES INTO CORNELL NOTES.
3. COMPARE AND CONTRAST THE CHEROKEE STORY WITH THE DEPICTION OF THE IROQUOIS CREATION STORY ON PAGE 7.
4. READING AND ANNOTATION OF THE INDIAN SONGS ON PAGES 9 AND 10
5. SAY/MEAN/MATTER AND CORNELL NOTES FOR THE INDIAN SONGS.
6. "AFTER READING" QUESTIONS 1 THROUGH 7 ON PAGE 11.
7. WRITE OUT THE ANSWERS TO "LITERARY FOCUS" ON PAGE 11.
EXPOSITORY COMPOSITION:
1. STUDENTS WILL CONTINUE WORK ON THE "FAT" MODULE IN THE CALIFORNIA STATE UNIVERSITIES' TEXTUAL MATERIALS.
2. SAY/MEAN/MATTER AND CORNELL NOTES FOR THE FIRST ARTICLE IN THE TEXT.
3. DISCUSSION, GRAPHIC ORGANIZER, AND ROUGH DRAFT OF YOUR AUTOBIOGRAPHY.
Sunday, September 13, 2009
AGENDAS FOR MONDAY, SEPTEMBER 14, 2009
AMERICAN LITERATURE AND COMPOSITION:
1. Reading and annotation of "How the World Was Made" on Pages 6 and 8
2. Use the Say/Mean/Matter sheets. Place the annotations in the "Original Text" column.
3. Write what these annotations mean in the "Mean" column.
4. Determine why this matters either to the text, the original audience, or to you. You may find it useful to write about all three.
5. Convert all your information into Cornell Notes on the Cornell Note sheets
6. Remember to write the "Cues" or questions in the left column and write the Summary at the bottom. The Summary is to let you know if the information on the sheet will be of help to you with an up-coming test, essay or other assignment. It should be a succinct message to yourself indicating what is on the page.
7. You will receive credit for each of the preceding steps.
8. Writing assignment: Compare and Contrast the Cherokee creation story and Tom (Two Arrow) Dorsey' depiction of the Iroquois creation legend on Page 7.
9. Reading, annotation of the Indian songs on Pages 9 and 10
10. Say/Mean/Matter exercise for these songs and conversion to Cornell Notes on the Cornell Note sheets.
11. "After Reading" questions 1 through 7 on Page 11
12. Write out the answers to "Literary Focus" on Page 11.
Expository Composition:
1. California State Universities' textual materials- Introduction, Reading and exegesis of Pages 33 and 34.
2. Say/Mean/Matter for the these pages.
3. Conversion of Say/Mean/Matter to Cornell Notes.
4. Discussion and writing of the rough draft of your autobiography.
1. Reading and annotation of "How the World Was Made" on Pages 6 and 8
2. Use the Say/Mean/Matter sheets. Place the annotations in the "Original Text" column.
3. Write what these annotations mean in the "Mean" column.
4. Determine why this matters either to the text, the original audience, or to you. You may find it useful to write about all three.
5. Convert all your information into Cornell Notes on the Cornell Note sheets
6. Remember to write the "Cues" or questions in the left column and write the Summary at the bottom. The Summary is to let you know if the information on the sheet will be of help to you with an up-coming test, essay or other assignment. It should be a succinct message to yourself indicating what is on the page.
7. You will receive credit for each of the preceding steps.
8. Writing assignment: Compare and Contrast the Cherokee creation story and Tom (Two Arrow) Dorsey' depiction of the Iroquois creation legend on Page 7.
9. Reading, annotation of the Indian songs on Pages 9 and 10
10. Say/Mean/Matter exercise for these songs and conversion to Cornell Notes on the Cornell Note sheets.
11. "After Reading" questions 1 through 7 on Page 11
12. Write out the answers to "Literary Focus" on Page 11.
Expository Composition:
1. California State Universities' textual materials- Introduction, Reading and exegesis of Pages 33 and 34.
2. Say/Mean/Matter for the these pages.
3. Conversion of Say/Mean/Matter to Cornell Notes.
4. Discussion and writing of the rough draft of your autobiography.
Friday, September 11, 2009
SPECIAL MESSAGE TO OUR FOOTBALL TEAM
DEAR FOOTBALL TEAM MEMBERS:
I REGRET NOT BEING AT YOUR GAME TONIGHT. I KNOW I PROMISED TO BE THERE, BUT THE MEDICATION WAS NOT STRONG ENOUGH TO CARRY ME THROUGH THE GAME.
I HOPE MY MEDICAL PROBLEM IS RESOLVED SOON SO THAT I MAY ATTEND YOUR GAMES.
ALL THE BEST,
R. MELLING
I REGRET NOT BEING AT YOUR GAME TONIGHT. I KNOW I PROMISED TO BE THERE, BUT THE MEDICATION WAS NOT STRONG ENOUGH TO CARRY ME THROUGH THE GAME.
I HOPE MY MEDICAL PROBLEM IS RESOLVED SOON SO THAT I MAY ATTEND YOUR GAMES.
ALL THE BEST,
R. MELLING
Thursday, September 10, 2009
AGENDAS FOR FRIDAY, SEPTEMBER 11, 2009
AMERICAN LITERATURE:
USING THE AVAILABLE TEXTBOOKS, STUDENTS WILL WORK ON THE ASSIGNMENTS POSTED FOR YESTERDAY.
EXPOSITORY COMPOSITION:
USING THE AVAILABLE TEXTBOOKS, STUDENTS WILL WORK ON THE ASSIGNMENTS POSTED FOR YESTERDAY.
USING THE AVAILABLE TEXTBOOKS, STUDENTS WILL WORK ON THE ASSIGNMENTS POSTED FOR YESTERDAY.
EXPOSITORY COMPOSITION:
USING THE AVAILABLE TEXTBOOKS, STUDENTS WILL WORK ON THE ASSIGNMENTS POSTED FOR YESTERDAY.
Wednesday, September 9, 2009
AGENDAS FOR THURSDAY, SEPTEMBER 10, 2009
AMERICAN LITERATURE AND COMPOSITION:
1. ADDITIONS AND WITHDRAWALS FROM THE ROSTER.
2. ISSUANCE OF TEXTBOOKS
3. "HOW THE WORLD WAS MADE," PAGE 6
4. STUDENTS TAKE NOTES ON TEACHER EXEGESIS.
5. STUDENTS ENTER THE NOTES (ANNOTATIONS) IN THE ORIGINAL TEXT COLUMN ON THE SAY/MEAN/MATTER SHEETS.
6. STUDENTS WRITE MEAN AND MATTER SECTIONS ON THE SHEETS.
7. STUDENTS CREATE CORNELL NOTES BASED ON THE INFORMATION ON THE SAY/MEAN/MATTER SHEETS
SENIOR EXPOSITORY COMPOSITION:
1. ADDITIONS AND WITHDRAWALS FROM THE ROSTER
2. ISSUANCE OF TEXTBOOKS
3. INTRODUCTION OF UNIT I IN THE CALIFORNIA STATE UNIVERSITIES' TEXT.
4. INTRODUCTION TO THE GRAMMAR LESSONS IN WRITER'S CHOICE.
ADVISORY:
1. ISSUANCE OF AGENDAS
2. DISCUSSION OF AGENDAS
3. INTRODUCTION TO STUDY SKILLS
1. ADDITIONS AND WITHDRAWALS FROM THE ROSTER.
2. ISSUANCE OF TEXTBOOKS
3. "HOW THE WORLD WAS MADE," PAGE 6
4. STUDENTS TAKE NOTES ON TEACHER EXEGESIS.
5. STUDENTS ENTER THE NOTES (ANNOTATIONS) IN THE ORIGINAL TEXT COLUMN ON THE SAY/MEAN/MATTER SHEETS.
6. STUDENTS WRITE MEAN AND MATTER SECTIONS ON THE SHEETS.
7. STUDENTS CREATE CORNELL NOTES BASED ON THE INFORMATION ON THE SAY/MEAN/MATTER SHEETS
SENIOR EXPOSITORY COMPOSITION:
1. ADDITIONS AND WITHDRAWALS FROM THE ROSTER
2. ISSUANCE OF TEXTBOOKS
3. INTRODUCTION OF UNIT I IN THE CALIFORNIA STATE UNIVERSITIES' TEXT.
4. INTRODUCTION TO THE GRAMMAR LESSONS IN WRITER'S CHOICE.
ADVISORY:
1. ISSUANCE OF AGENDAS
2. DISCUSSION OF AGENDAS
3. INTRODUCTION TO STUDY SKILLS
Saturday, September 5, 2009
AGENDAS FOR WEDNESDAY, SEPTEMBER 9, 2009
DEAR STUDENTS, PARENTS AND GUARDIANS:
WELCOME TO THE FALL SEMESTER OF YEAR 2009-2010. ASSIGNMENTS WILL BE BLOGGED EVERY DAY. ABSENT STUDENTS WILL BE EXPECTED TO TURN IN THE ASSIGNMENTS MISSED OWING TO THEIR ABSENCES. OTHER LATE PAPERS OR ASSIGNMENTS WILL SUFFER DEDUCTIONS IN SCORING.
ELEVENTH GRADE ENGLISH:
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. ISSUANCE OF TEXTBOOKS
5. DISCUSSION OF ACADEMIC OBJECTIVES
6. CLASS CHANGES
SENIOR COMPOSITION AND WORLD LITERATURE:
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. ISSUANCE OF TEXTBOOKS
5. DISCUSSION OF ACADEMIC OBJECTIVES
6. CLASS CHANGES
7. GRADUATION ROADBLOCKS
8. FURTHER EDUCATION AND WORKPLACE PREPARATION
ADVISORY/HOMEROOM
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. IMPORTANCE OF ATTENDANCE
5. DEVELOPING STUDY SKILLS
6. CLASS CHANGES
WELCOME TO THE FALL SEMESTER OF YEAR 2009-2010. ASSIGNMENTS WILL BE BLOGGED EVERY DAY. ABSENT STUDENTS WILL BE EXPECTED TO TURN IN THE ASSIGNMENTS MISSED OWING TO THEIR ABSENCES. OTHER LATE PAPERS OR ASSIGNMENTS WILL SUFFER DEDUCTIONS IN SCORING.
ELEVENTH GRADE ENGLISH:
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. ISSUANCE OF TEXTBOOKS
5. DISCUSSION OF ACADEMIC OBJECTIVES
6. CLASS CHANGES
SENIOR COMPOSITION AND WORLD LITERATURE:
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. ISSUANCE OF TEXTBOOKS
5. DISCUSSION OF ACADEMIC OBJECTIVES
6. CLASS CHANGES
7. GRADUATION ROADBLOCKS
8. FURTHER EDUCATION AND WORKPLACE PREPARATION
ADVISORY/HOMEROOM
1. REGISTRATION OF INCOMING STUDENTS
2. SEATING PLACEMENTS
3. BEHAVIORAL OBJECTIVES
4. IMPORTANCE OF ATTENDANCE
5. DEVELOPING STUDY SKILLS
6. CLASS CHANGES
Thursday, September 3, 2009
SYLLABUS FOR SENIOR ENGLISH 2009-2010
DEAR SENIORS,
WELCOME BACK TO YOUR SENIOR YEAR
HERE IS THE SYLLABUS SENIOR COMPOSITION AND WORLD LITERATURE:
THE GENERAL OBJECTIVE FOR SENIORS IS TO PREPARE YOU FOR FURTHER STUDIES OR A SUCCESSFUL POSITION IN THE WORKPLACE.
HERE ARE SOME SPECIFIC OBJECTIVES FOR SENIOR ENGLISH:
I. IMPROVE ESSAY WRITING
II. IMPROVE READING COMPREHENSION
III. MEET STATE STANDARDS
IV. IMPROVE GRAMMAR
V. PREPARE STUDENTS FOR THE SENIOR PROJECT IF IT BE REQUIRED BY THE ADMINISTRATION
VI. INTRODUCE AND IMPLEMENT MLA FORMAT
VII. ACHIEVE OTHER OBJECTIVES AS DETERMINED BY THE LEARNING TEAM
VII. INTRODUCE AND IMPLEMENT CRITIQUE WRITING
MATERIALS TO BE USED:
I. CALIFORNIA STATE UNIVERSITIES'S SENIOR COURSE
II. WRITER'S CHOICE, (12 TH GRADE)
III. HOLT, RINEHART AND WINSTON' WORLD LITERATURE
IV. SENIOR PROJECT MATERIALS IF REQUIRED
V. WORD CLUES
VI. SELECTED NOVELS
VII. SELECTIONS FROM THE BEDFORD READER
VIII. THE LOOM OF LANGUAGE
IX. PHOTOCOPIES FROM THE INTERNET
METHODOLOGIES:
I. GRAPHIC ORGANIZERS
II. SAY/MEAN/MATTER
III. CORNELL NOTES
IV. TEXT BASED ESSAYS
V. TEXTUAL EXERCISES
VI. ANNOTATIONS
VII. VOCABULARY EXERCISES
VIII. DICTATIONS
IX. SHARED EXPERIENCE INTERACTION
X. CLASSROOM RECITATIONS
XI. POWER POINT PRACTICE
STUDENT RESPONSIBILITIES:
I. STUDENTS ARE EXPECTED TO ATTEND EACH DAY AND ON TIME.
II. ABSENT STUDENTS WILL READ MY BLOG AND COMPLETE THE LISTED ASSIGNMENTS.
III. STUDENTS WILL BRING PENS AND PAPER EACH DAY.
IV. TEXTBOOKS WILL BE BROUGHT TO CLASS EACH DAY.
V. STUDENTS WILL NOT EAT OR DRINK IN THE CLASSROOM.
VI. CELLULAR PHONES WILL NOT APPEAR IN THE CLASSROOM.
VII. I-PODS WILL NOT BE USED DURING INSTRUCTION.
VIII. STUDENTS WILL NOT INTERFERE WITH INSTRUCTION.
IX. STUDENTS WILL CHECK WITH AN ADMINISTRATOR OR RESPONSIBLE COUNSELOR TO AVOID LAST MINUTE NON-GRADUATION SHOCK.
WELCOME BACK TO YOUR SENIOR YEAR
HERE IS THE SYLLABUS SENIOR COMPOSITION AND WORLD LITERATURE:
THE GENERAL OBJECTIVE FOR SENIORS IS TO PREPARE YOU FOR FURTHER STUDIES OR A SUCCESSFUL POSITION IN THE WORKPLACE.
HERE ARE SOME SPECIFIC OBJECTIVES FOR SENIOR ENGLISH:
I. IMPROVE ESSAY WRITING
II. IMPROVE READING COMPREHENSION
III. MEET STATE STANDARDS
IV. IMPROVE GRAMMAR
V. PREPARE STUDENTS FOR THE SENIOR PROJECT IF IT BE REQUIRED BY THE ADMINISTRATION
VI. INTRODUCE AND IMPLEMENT MLA FORMAT
VII. ACHIEVE OTHER OBJECTIVES AS DETERMINED BY THE LEARNING TEAM
VII. INTRODUCE AND IMPLEMENT CRITIQUE WRITING
MATERIALS TO BE USED:
I. CALIFORNIA STATE UNIVERSITIES'S SENIOR COURSE
II. WRITER'S CHOICE, (12 TH GRADE)
III. HOLT, RINEHART AND WINSTON' WORLD LITERATURE
IV. SENIOR PROJECT MATERIALS IF REQUIRED
V. WORD CLUES
VI. SELECTED NOVELS
VII. SELECTIONS FROM THE BEDFORD READER
VIII. THE LOOM OF LANGUAGE
IX. PHOTOCOPIES FROM THE INTERNET
METHODOLOGIES:
I. GRAPHIC ORGANIZERS
II. SAY/MEAN/MATTER
III. CORNELL NOTES
IV. TEXT BASED ESSAYS
V. TEXTUAL EXERCISES
VI. ANNOTATIONS
VII. VOCABULARY EXERCISES
VIII. DICTATIONS
IX. SHARED EXPERIENCE INTERACTION
X. CLASSROOM RECITATIONS
XI. POWER POINT PRACTICE
STUDENT RESPONSIBILITIES:
I. STUDENTS ARE EXPECTED TO ATTEND EACH DAY AND ON TIME.
II. ABSENT STUDENTS WILL READ MY BLOG AND COMPLETE THE LISTED ASSIGNMENTS.
III. STUDENTS WILL BRING PENS AND PAPER EACH DAY.
IV. TEXTBOOKS WILL BE BROUGHT TO CLASS EACH DAY.
V. STUDENTS WILL NOT EAT OR DRINK IN THE CLASSROOM.
VI. CELLULAR PHONES WILL NOT APPEAR IN THE CLASSROOM.
VII. I-PODS WILL NOT BE USED DURING INSTRUCTION.
VIII. STUDENTS WILL NOT INTERFERE WITH INSTRUCTION.
IX. STUDENTS WILL CHECK WITH AN ADMINISTRATOR OR RESPONSIBLE COUNSELOR TO AVOID LAST MINUTE NON-GRADUATION SHOCK.
Wednesday, September 2, 2009
SYLLABI FOR FALL 2009
DEAR STUDENTS:
WELCOME BACK TO SCHOOL
HERE IS THE SYLLABUS FOR AMERICAN LITERATURE/COMPOSITION:
THE GENERAL OBJECTIVE FOR THE 11TH GRADE IS TO PREPARE YOU FOR SENIOR ENGLISH.
HERE ARE THE SPECIFIC OBJECTIVES FOR 11TH GRAD:
I. IMPROVE ESSAY WRITING
II. IMPROVE READING COMPREHENSION
III. MEET STATE STANDARDS
IV. IMPROVE GRAMMAR
V. ACHIEVE OTHER OBJECTIVES AS DETERMINED BY THE LEARNING TEAM
VI. INTRODUCE AND IMPLEMENT MLA FORMAT FOR FORMAL PAPERS
VII. INTRODUCE AND IMPLEMENT CRITIQUE WRITING
MATERIALS TO BE USED:
I. 11TH GRADE CONTEMPORARY COMPOSITION COURSE
II. LITERATURE AND INTEGRATED STUDIES
III. WORD CLUES
IV. SELECTED NOVELS
V. THE LOOM OF LANGUAGE
VI. SELECTIONS FROM THE BEDFORD READER
VII. WRITER'S CHOICE (11TH GRADE)
VIII. PHOTOCOPIES FROM THE INTERNET
METHODOLOGIES:
I. GRAPHIC ORGANIZERS
II. SAY/MEAN/MATTER
III. CORNELL NOTES
IV. TEXT BASED ESSAYS
V. TEXTUAL EXERCISES
VII. ANNOTATIONS
VIII. VOCABULARY EXERCISES
IX. DICTATIONS
X. SHARED EXPERIENCE INTERACTION
STUDENT RESPONSIBILITIES:
I. STUDENTS ARE EXPECTED TO ATTEND EACH DAY AND ON TIME.
II. ABSENT STUDENTS WILL READ MY BLOG AND COMPLETE THE LISTED ASSIGNMENTS.
III. STUDENTS WILL BRING PENS AND PAPER EACH DAY.
IV. TEXTBOOKS WILL BE BROUGHT TO CLASS EACH DAY.
V. STUDENTS WILL NOT EAT OR DRINK IN THE CLASSROOM.
VI. CELLULAR PHONES WILL NOT APPEAR IN THE CLASSROOM.
VII. I-PODS WILL NOT BE USED DURING INSTRUCTION.
VIII. STUDENTS WILL NOT INTERFERE WITH INSTRUCTION.
WELCOME BACK TO SCHOOL
HERE IS THE SYLLABUS FOR AMERICAN LITERATURE/COMPOSITION:
THE GENERAL OBJECTIVE FOR THE 11TH GRADE IS TO PREPARE YOU FOR SENIOR ENGLISH.
HERE ARE THE SPECIFIC OBJECTIVES FOR 11TH GRAD:
I. IMPROVE ESSAY WRITING
II. IMPROVE READING COMPREHENSION
III. MEET STATE STANDARDS
IV. IMPROVE GRAMMAR
V. ACHIEVE OTHER OBJECTIVES AS DETERMINED BY THE LEARNING TEAM
VI. INTRODUCE AND IMPLEMENT MLA FORMAT FOR FORMAL PAPERS
VII. INTRODUCE AND IMPLEMENT CRITIQUE WRITING
MATERIALS TO BE USED:
I. 11TH GRADE CONTEMPORARY COMPOSITION COURSE
II. LITERATURE AND INTEGRATED STUDIES
III. WORD CLUES
IV. SELECTED NOVELS
V. THE LOOM OF LANGUAGE
VI. SELECTIONS FROM THE BEDFORD READER
VII. WRITER'S CHOICE (11TH GRADE)
VIII. PHOTOCOPIES FROM THE INTERNET
METHODOLOGIES:
I. GRAPHIC ORGANIZERS
II. SAY/MEAN/MATTER
III. CORNELL NOTES
IV. TEXT BASED ESSAYS
V. TEXTUAL EXERCISES
VII. ANNOTATIONS
VIII. VOCABULARY EXERCISES
IX. DICTATIONS
X. SHARED EXPERIENCE INTERACTION
STUDENT RESPONSIBILITIES:
I. STUDENTS ARE EXPECTED TO ATTEND EACH DAY AND ON TIME.
II. ABSENT STUDENTS WILL READ MY BLOG AND COMPLETE THE LISTED ASSIGNMENTS.
III. STUDENTS WILL BRING PENS AND PAPER EACH DAY.
IV. TEXTBOOKS WILL BE BROUGHT TO CLASS EACH DAY.
V. STUDENTS WILL NOT EAT OR DRINK IN THE CLASSROOM.
VI. CELLULAR PHONES WILL NOT APPEAR IN THE CLASSROOM.
VII. I-PODS WILL NOT BE USED DURING INSTRUCTION.
VIII. STUDENTS WILL NOT INTERFERE WITH INSTRUCTION.
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