Today's work:

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TODAY IS THE LAST DAY TO TURN IN THE MALCOLM X ESSAY!!!

1. in the packet –pg. 19 Comp check questions Act 1, Scene 1

2. worksheets for Act 1, Scene 2

3. slip of paper—questions for Act 1, Scene 3

4. Vocab for Act 1---look up the words on 1^st page of the packet (annotate)

5. in the packet--pages 20-21: setting, tone, mood

6. in the packet---pages 22-23 vocab: bottom row of the chart ONLY!!! (definitions)

7. If you want to get ahead: pages 29 and 30

8. Quick Write #1

9. Quiz #1 (Act 1 Scenes 1 and 2)


HAVE A GREAT BREAK!!!

In my absence...

For today you should:

*Use this time to get caught up on anything you owe for Julius Caesar including: Quick Write #1, any questions for Act 1, vocabulary pages in the packet.

*If you were not in class Tuesday or ran out of time, copy the red chart of quotes into your notebook.

*Also, I have provided the answers to some of the packet pages.

See you tomorrow!

Copy the information below on a blank sheet of paper in your notes--leave room to fill in the blanks

1. First we will take our Act 1 Quiz (Scenes 1 and 2--character maps only/NO TALKING)
2. When you are finished, go back and finish your questions for 1.3 (Act 1, Scene 3) from yesterday.
3. When that is complete, write down the following important quotes for Act 1 in your notes (in red below)--this way you won't have to go back and find them later when we write the essay--fill in the missing blanks for what the character is saying/its importance. We will add to this as we read the play.

Quotes for the Caesar Final Essay—Keep this running in the Caesar section of your notes throughout the play

(remember you can  use quotes from other people to describe a character in addition to the words they speak themselves.

Speaker	citation	Quote	Character Analysis
Flavius	1.1.76-77	“Who else would soar above the view of men/And keep us all in servile fearfulness”	The tribunes fear Caesar is becoming too powerful
Caesar	1.2.7-9	“…our elders say…/Shake off their sterile curse.”	This shows Caesar is superstitious.
Brutus	1.2.82-87	“I would not, Cassius, yet I love him well…I love/The name of honor more than I fear death.”	He says he is ok with Caesar--but he loves Rome more than himself
Cassius	1.2.135-141	“Why, man, he doth stride the narrow/world like a Collosus,…/The fault, dear Brutus, is not in our stars..
Brutus	1.2.161-167	“That you do love me I am nothing jealous…/For this present, I would not	Brutus says he will think about what Cassius said..but let it go for now
Cassius	1.2.308-315	“Well, Brutus, thou art noble; yet I see/…For who so firm that cannot be seduced?”
Casca	1.3.157-160	“O, he sits high in the people’s hearts,/And that which would appear offense in us,/Will change to virtue and to worthiness.”	Says that the conspiracy needs Brutus because the people love him and think he is "good" so they won't look "evil"

Quick Write #1/finish any undone questions from the Act 1 Scene 2 packet

Copy this at the top of a blank sheet of paper:
Quick Write #1: (Due Today---Use your TREEE*S format)
How do Shakespeare's specific choices about how to begin the play introduce conflict in this Act? (think about the elements of exposition--characters/setting from the notes)
(We will brainstorm on the board before you begin)

Sample outline using this format:
T-(thesis) (TAG) In the play Julius Caesar by William Shakespeare (restate the question with an answer--the 2 literary elements/techniques you are choosing)
R-(reason) This is because...
E-(evidence/explain) The author uses (lit. element/tech) Give textual evidence and explain 
E-(evidence/explain) The author uses (lit. element/tech) Give textual evidence and explain 
S-(summarizing statement) The author uses both....

Notes from class for the Quick Write: 

Setting—

--a month before he dies 2/15/feast of Lupercal/after Pompey’s defeat/streets of Rome

Characterization

Characterization of commoners and the tribunes---some like Caesar some don’t 

Brutus—characterized as loyal to Caesar and Rome/not giving in to Cassius’s manipulations/honorable

Cassius –characterized as…manipulative/underhanded/uses flattery on Brutus/insults Caesar/writes fake letters to Brutus

Caesar—as superstitious/doesn’t believe soothsayer’s warning/does not trust Cassius

Conflict

—conflict politically in Rome (some fear Caesar is getting too much power). 

*Cassius vs. Brutus---Cassius is using flattery/insulting Caesar to convince Brutus to be on his side but not working yet because Brutus does not want to be a traitor to Rome

Notes from class: (my sample brainstorm)

In the play Julius Caesar by William Shakespeare, the author introduces conflict in Act 1 by characterizing Brutus and Cassius. He shows us how badly Cassius wants to convince Brutus to join his plot to kill Caesar but for now Brutus will not.

Body 1 (Cassius)       (Act.Scene.Lines)   (1.2.23-35)

Body 2 (Brutus)

Summarizing sentence

Today's goal: To finish your essay (or at least a first draft)

REMEMBER: YOU MUST FINISH YOUR PLANNING SHEET FIRST BEFORE STARTING TO TYPE!!

1. Look at the list of signal words I have given you (to vary up your language)
2. Make sure you include your unit vocab words! If you need to, finish first and then go back and see where you can add them in.
3. Aim for finishing most of your essay today--it will be the last day we  work on it in class.
4. Make sure you proofread your essay before you call it "complete"
5. IF YOUR ESSAY IS EMAILED, YOU MUST FILL OUT A SLIP AND PUT IT IN THE BOX FOR YOUR CLASS PERIOD!!!!!

Sample Essay from last year's class:

Help for the Malcolm X Essay

Choose One Central Idea:

a. Racial Identity: Malcolm’s skin color affects the way he is treated in American society, and therefore influences the way he feels about himself. His racial identity ultimately influences the choices he made. This can also refer to the way people feel about their race and how it makes them feel.

b. Systematic Oppression: The ruling majority of whites did not allow blacks to fully enter American society. They did not have the same opportunities to succeed as whites. The system made it difficult for them to find wealth and success for themselves, so Malcolm felt that some were forced to turn to a life of crime in order to survive.  

c. Solidarity: Malcolm believes his people could better their situation if they would unite to fight the injustices in America together. He fears that many of his brothers and sisters have become so brainwashed that they believe they are inferior to whites and would not be willing to listen to what Malcolm teaches.  

d. Segregation vs. Integration: Malcolm does not believe his people should have to work to gain the acceptance of white American society.  He does not want them to change themselves to fit into white society. He is not working to unite with the white community but to empower his own people—he eases on this at the end of the book after leaving the Nation of Islam. This can also refer to how people separate and integrate themselves (ex. “Hill Negroes” in Boston)

Feel free to use the Spark Notes for Malcolm X to remind you what happened in the chapters

Friday's chart notes: Brainstorming for essay ideas

Malcolm X Review: Last day to finish assignments before we begin the essay!

• Today will be spent trying to finish any remaining assignments (Ch. 16, "1965", etc.) and reviewing the major events of the book in preparation for tomorrow's essay. 
• You will also be provided with an extra-credit assignment for the essay. If complete, 10 pts. will be added onto your essay grade. 
• We will also watch the conclusion of the movie.

PLEASE MAKE SURE YOU ARE IN CLASS TOMORROW AND ON TIME SO THAT YOU WILL BE HERE FOR THE EXPLANATION OF THE ESSAY AND THE OUTLINING HELP!!

Finishing Ch. 16 "Out"

Please read the information below on Mecca: (from Wikipedia)
(If you click on the picture it will appear larger)

Today we will finish this chapter and the questions for Assignment #8:
1. Read the remainder of the chapter: pages 315-319
2. Watch a segment of the movie---PLEASE WATCH, DON'T WORK!!
3. FINISH your worksheet questions #15-20. The page numbers to help are listed below:

15. 318
16. bottom of 319
17. 320
18. 320-321
19. 323
20. 324

Almost done....I hope to finish the book by Wednesday at the very latest--no quiz Tuesday of this week!

Today we will:
1. As a class we will read from the break on page 300, "In my twelve years as a Muslim minister..." to the bottom of page 303, "That deeply hurt me."
2. You will then pick up at this point and read independently from the top of  page 307, "I've said that I expected headlines momentarily..." to the break at the bottom of page 309, "...by only one man."
3. You will then work on your questions answering as many as you can through #14 If you need the page numbers where the answers are located to help you out, look at the prior post.

So you know:
*We will watch the movie tomorrow--we won't finish it until Wednesday.
*Please aim to finish all of the questions TODAY!
*This will be the last worksheet before the essay (there will be one more response assignment tomorrow on the last chapter "1965").

A look ahead:
Tuesday--continue in "Out"/movie/go over homework assignment for "1965"
Wednesday--"1965" excerpt/movie
Thursday--review unit vocabulary/begin going over essay/brainstorming
Friday--continue outlining/begin writing

Monday 11/20

Today you should work to finish Assignment #7 from Friday on Chapter 15 "Icarus". WE WILL NOT HAVE TIME TOMORROW--IF YOU DO NOT FINISH FOR SOME REASON IT IS CONSIDERED HOMEWORK!!!!

1. Read the final excerpt from the chapter: pages 290-293 (if you were absent Friday complete that reading as well)
2. Complete questions #2-5 comparing Malcolm to Icarus and doing your best to identify the author's purpose in using this title. (Hint: look at the last page of the chapter where Malcolm directly mentions Icarus)
3. Please leave the assignment in the bin for your appropriate class period.


THE REST OF THE WEEK'S AGENDA:
Tuesday--Chapter 16 "Out"/worksheet #8
Wednesday--Chapter 16 "Out"/worksheet #8 cont...

"Icarus" (This assignment should take us both Friday and Monday)--

"Icarus": pages (Today:271-276)  (Monday: 290-293) (Copy all notes in red)

This chapter is entitled "Icarus". For assignment #7 I'm going to ask you explain in a minimum of 1-2 paragraphs why the chapter has this name. Meaning,

Copy this please:
Assignment #7: After reading about the mythological Icarus, explain why the author may have entitled this chapter with this name.

1. Explain who Icarus was
2. Describe events in the chapter that have any relation to him
3. Use a minimum of 1-2 examples of textual evidence to prove your claims
4. Analyze your textual evidence (explain the connection to Icarus)
5. Analyze the author's purpose in using this name for the chapter

Wikipedia "Icarus"
Mythweb "Icarus" (short)
The Greatest Greek Myths

Today we will aim to finish the questions for worksheet #6 and QW #6--it is due by the end of the day tomorrow!

1. First let's read over the question carefully and then break it into parts
2.Let's review some of the central ideas from our unit
3. We will brainstorm some ideas for you to work with (I'd copy the chart for your future use)
4. Lastly, I will outline the QW for you---it's our last one for the unit!!!

Today we will:

1. Watch the movie (roughly 10 minutes--PLEASE WATCH/LISTEN!!!!)
2. Take the quiz on the Quiz Page (Quiz for 11/1 FAST-R)
3. When you are finished with your quiz, continue to work on your assignment for Worksheet #5 (10 of 14). The page #'s, are:
yesterday (class reading): 172-middle of 176
today(independent reading): 176-182
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PLEASE BE QUIET UNTIL ALL STUDENTS ARE FINISHED WITH THEIR QUIZZES!!

In my absence (Monday, 10/30)...

Use RACE in your answers for full-credit: Due today in class  (on lined paper please--turned in the box for your class period)

Directions:
Today, you will be reading parts of Ch. 10 pages: top of 158 "After about a year..." to the top of 163 "...foolish for a Negro..." and answering the questions below. Note on Friday we read pages 154-158 which you will need to read (if you were absent) or possibly re-read (if you can't remember).

1. Who was Bimbi and how does he influence Malcolm?
2. How does Malcolm describe the prison? What are his feelings about it?
3. What does Reginald attempt to convince Malcolm to do? How does he feel about it?
4. What does Malcolm mean when he states that the "Norfolk Prison Colony represented the most enlightened form of prison that I have ever heard of" (160)?
5. What does Malcolm mean when he says, "The white people I had known marched before my mind's eye" (162)?

Please copy the following notes into the "Reading and Writing Strategies" section of your notebook

In-text citations: Author-page style

MLA format follows the author-page method of in-text citation. This means that the author's last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text.  The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.

For example:

1. Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). 

2. Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).

3. Wordsworth extensively explored the role of emotion in the creative process (263). *paraphrase*

Today we will:

1. Take notes on in-text citations

2. Log-in and take the quiz for Ch. 6-8--NO TALKING!!!! (I do have paper copies available)

3. Finish your Ch. 8 questions from yesterday using the RACE strategy--try to use the strategies given in the notes above in your answers.
#8-9 are considered EXTRA-CREDIT

* MLA notes are adapted from: https://owl.english.purdue.edu/owl/resource/747/02/

Identifying mood and finishing Chapter 8 questions

*First we will begin by reviewing how to identify mood
*Second, we will practice using the mood worksheet: Click here
*Third, we will answer #2 together as a class with our "mood skills"
*Fourth, you can have the rest of the time to complete the questions for Ch. 8 we started on Friday.

Quiz tomorrow!!!

Work for Thursday:

First, take the following survey (I will give you a code to input)

Click here (since we had no quiz this week I will give you a 100 as a quiz grade for finishing)

When you are finished complete the assignment below:

In-class assignment:

• Read pages 111-top of 116 (Chapter 7: "Hustler")
• Log-in on the quiz page 
• Complete the assignment for Chapter 7 (10 multiple choice questions--either online or on paper)
• *It must be completed today in class if you want credit*********

Today's Work:

First we will start with filling in the chart for indirect characterization: STEAL
*Remember, with indirect characterization, we look for evidence, and then decide what we think about the character based on this information. Click here if you cannot see the notes: STEAL chart

THIS IS JUST PRACTICE FOR NOW. WE ARE NOT CHARACTERIZING ANYONE SPECIFIC. JUST LOOKING FOR ANY EVIDENCE WE CAN FIND OF THE AUTHOR'S CRAFT.

Second, we will watch a small section of the movie

Third, we will finish reading the next section of Ch. 6: Pages 104-110 (yes we are skipping around)

Fourth, log in to the quiz page and take Quiz #3 Malcolm X based on the reading we have done for Ch. 6 "Detroit Red" (yesterday and today)---this will NOT count as a quiz page only an in-class assignment

FYI: The name of the chapter is explained on page 99: he states he needed to differentiate himself from two other "Reds" in town--"St. Louis Red" and "Chicago Red", and since no one had ever heard of Lansing, Michigan where he was really from, he chose "Detroit" instead.

Last Day to Work on the College Essay/Quiz

1. We will begin by going over the peer and self-editing checklists--these should both be filled out  and turned in with the final copy of your essay.
2. We will not take a quiz today, we will reschedule it for a later date.
3. Today you are to work on your college essay and checklists for the remainder of the period.
WORK QUIETLY SO OTHERS CAN CONCENTRATE.

Tomorrow we will have our college workshops- have your social security number ready! There is a schedule on my door as students will be following different schedules.

FYI:
*This will be the last day to work on college essays--this is the last day I will be giving help/edits on these. 
*They are due NO LATER THAN FRIDAY 10/13 BY 11:59 PM. After this point, they will be accepted for CREDIT ONLY, THEY WILL NOT BE GRADED. This means, they will get a 65 for completing the assignment adequately, but I will not make corrections for you.
*You received a self/peer editing worksheet that should be handed in with the essay. If no one has read it yet--ask someone. You can self-edit whatever is done at this point.
*The final paper may be: printed, emailed or put in the drop-box (preferably a print-out). If you do not print it out, please write on your peer-editing sheet where you sent it and when.

Quiz Today! Please read the agenda below and be ready to work when class begins

1. We will begin reading in the book today on par. 3 page 43 and stop reading after par. 3 page 46.
2. You will continue reading from par. 4 page 46 until the break after par. 1 page 48 ("Some of the cats will turn you up a slave").
3. When you are finished reading, log-in and take your quiz--no notes allowed, but you may use the book--ANY TALKING DURING THE QUIZ PERIOD WILL RESULT IN A ZERO ON  YOUR QUIZ--THIS MEANS UNTIL I TELL YOU THE QUIZ PERIOD IS OVER--NOT WHEN YOU PERSONALLY ARE FINISHED!!!!
4. After your quiz, start working on the worksheet questions #4-6. 

#4. (FYI--divisive(adj)--tending to cause disagreement or hostility between people 
The behavior of the residents of the Hill is divisive because....

MLA format/rough drafts

Goals:
*Today we will be working towards completing a working rough draft (finish worksheet/Quick Write #2 if needed).
*PLEASE USE YOUR CLASS TIME START TO FINISH.
*If you need me I will be around to help.
Agenda:
*We will start by making an MLA heading for our paper and reviewing the format:
(Here is the link to the MLA format paper I gave you in class today: Click here). I highly advise using Google Docs.
*If you finish, you can work on Worksheet #2 and/or Quick Write #2 if you are not finished---if you are done with everything see me to complete a self-editing checklist

Words of Wisdom: "Don't count the minutes. Make the minutes count."

Today's agenda and college essay help...Remember the rough draft is due on Friday and the outline if you want extra credit

Today we will:

• Review how to use the outline sheet (I will model on the board)
• Take the College Accuplacer Test
• Take some time and explore the information on these last two posts
• Keep working on your idea web and/or discuss it with me if you are unsure
• Begin working on your outline and/or drafting your essay

Here are some awesome links to help you out with your college essay!
Tips for the College Essay from the College Board
College Essay #1 and Critique
College Essay #2 and Critique
Tips Slideshow
Ways to Get Started (very helpful)
Another example: MMA
Yet another example :grandma
Lots of awesome sample essays to read and get ideas from

Here are some of the opening sentences from last year's college essays for you to read....

• Running 5k’s has allowed me to free my mind.
• For the longest time, I couldn’t imagine the possibility of choosing a career and following through with it—or anything else for that matter.
• Life can start off rough, but it’s up to you to change it.
• My father always told me, “Never run from your problems, run towards them”
• The summer before my 7^th grade year changed my life forever.
• I guess you could say the “hood” made me who I am—but that wouldn’t tell you much about me.
• I’ve been told for the last 6 years, “You’re an outsider” by my classmates.
• Some people are born lucky and things come easy in life, but for most of us, we have to make our own luck.
• There are a few words I would use to describe myself, ___________, as a human being.
• The story of my life has not always been “peaches and cream,” but more a series of obstacles to get where I am right now.
• When I look back at my life, I always picture myself as this little girl standing in the middle of a football field, wondering why it feels like it’s drizzling everywhere else, but on me, it’s pouring.
• I always wished that I lived what I would consider a “fairytale” type of life.
• Growing up, I never liked the way my mother did my hair. She never did it the way I wanted it to be done.
• Thursday, March 5, 2008, was just an ordinary day for most people, but for me it was life-changing.
• I learned a valuable truth about myself when…..
• Sometimes I just sit and wonder, “why?”
• I have always been the girl who was uncomfortable in her own skin.
• To be blessed means to have had an amazing achievement or significant experience that satisfies you, and you alone.
• For the first part of my life, people told me what a perfect family I had. At age 11, I became aware that one of my parents was living a double-life.
• On this wild, yet satisfying journey through high school, it has been difficult to say the least.
• I thought I was going to pass out at any moment.
• As a kid, I dreamed of becoming a famous football star so I could get my family to the top.
• I have always tried to please everyone around me, even though I know I clearly cannot.
• The room is dark; the only light on is coming from this computer that I am typing on.
• Daddy wasn’t home. Mommy would read the letters he sent home for us.
• My life has been an emotional roller coaster.
• As the daughter of immigrants from Puerto Rico and the Dominican Republic, I have always had a very diverse home life.
• I'm sure you could hear the sound from miles away.
• To give up is to say you cared, and I'm not sure I really ever tried.
• The intensity was high that day, and so was the temperature.
• Looking at me now, you would never guess that I was the girl who....
• When I think about my life as a whole, I am often confused about the decisions I have made--but those mistakes are mine, and mine alone.
• Perfection can only be achieved when your best self meets your best effort--and even then it's a long-shot.
• Before you ask me, you need to first consider the possibility that I may tell you something you don't want to hear.
• It's not an opinion. It's a fact.
• I'm not going to start this off by telling you how determined I am and what a great addition I will be to your school.
• I can make anyone laugh. If you don't believe me. I will prove it to you.
• If a picture can paint a thousand words....I'm probably close to a million right now.

Today's notes (outline example):

College Essay Prompts/Brainstorming (if you were not here yesterday make sure you copy the college essay assignment from Friday!!!)

Today we will:

• Watch a quick video on the importance of the college essay
• Look at a student sample of a rough draft (from past McKinley students)
• Go over some of the essay prompts---write down any you like!!!
• I will model an idea generating web
• You will make your own idea web and discuss it with me
• Go over the outline of a personal narrative sheet (college essay)

HW:
YOUR ROUGH DRAFT WILL BE DUE BY FRIDAY 9/15 (HANDWRITTEN OR TYPED)
YOU  WILL RECEIVE 10 BONUS POINTS ON YOUR FINAL ESSAY GRADE FOR COMPLETING THE OUTLINE SHEET!!!

Tomorrow we will:

• Take the practice Accuplacer test
• Begin reading the forward to The Autobiography of Malcolm X and answer questions using the RACE strategy we learned last week

Video link
Sample rough draft
outline sheet link

2017-2018 Essay Prompts 
1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

 2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

More College Application Prompts/Idea Generator: (you MAYwrite 1-2 of these down if you like)

• Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story. 
• Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn? Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again? 
• Describe a place or environment where you are perfectly content. What do you do or experience there and why is it meaningful to you? 
• Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
• What are your major accomplishments and why do you consider them accomplishments?
• Does any attribute, quality or skill distinguish you from everyone else? How did you develop this attribute?
• What was the most difficult time in your life and why? How did your perspective on life change as a result of the difficulty?
• Have you experienced a moment of epiphany, as if your eyes were opened to something you were previously blind to?

College Essay Assignment--100 pts.

Please copy the following notes into the College Essay/Malcolm X section of your notes:

Your task: Write an essay of no more than 500 words in which you tell about a significant person, event, hobby or experience from your life that shows a quality or multiple qualities that would make you a valuable addition to a college or the deserving recipient of a scholarship. 

Step 1: Brainstorm
*Read some examples/idea generator to get the idea.
*Look for patterns in your web. Group similar ideas and events together.
*Still stuck? See me or ask your group for ideas.

Step 2: Draft
*Use "show" don't "tell" narration--use imagery!  
* Grab and engage the reader's attention in the intro 
*Explain what the topic reveals about you in the essay.
*The conclusion should be brief--nail down the meaning of the events described.

Step 3: Revise
*Have someone in your group read it and tell you what he/she thinks. Ask them if they can guess the qualities you are trying to convey--Did they get it right?

*Note: Spelling and grammar errors and fuzzy narration will make your essay memorable--in a bad way.

Notes from today's class:

4. The two topics the author talks about are swimming and his grandparents’ cancer. He connects these two topics by telling us when he is alone doing laps he thinks about the joy his victories bring his grandparents and how he tries to cut time, while they try to extend it. The author tells us that in the “solitude” of his laps his “thoughts transition” to his grandparents and how his achievements bring them a “vicarious sense of victory.” He explains how these two things are what motivates him the most.

1. Some vivid details the author uses are imagery to describe what it’s like getting up and to the pool to practice early in the morning. The author states, “the cold dark locker room” and “desolate city streets” to show us what it’s like at that time. He may use imagery to get the reader interested and show us what it’s like and how hard it is.

Still, closer.....

*Today we will continue with the same work---anything you have not finished yet and the continuation of the modern A Raisin in the Sun movie.
*Remember, along with finishing your Castle Learning you can do more than 10 for extra-credit.

Another day closer...

*Today you should continue to work on the assignments posted yesterday (RITS essay, Castle Learning, Senior Exit Speech, multiple choice from last week)
*I also plan on letting you watch the new version of the movie this week while you work.

Thursday/Friday

First, we need to take the English IV, Quarter 4 District Assessment (I will give you a 100% as a quiz grade, but please try your best--if you get 0 correct, you will receive no credit)

Please read the link below and write your answers on the multiple choice sheet provided for you.

Reading passage for the multiple choice: Click here

Second, work on your RITS essay, due by the end of class tomorrow! Look at yesterday's post for help!

*If you would like to begin your Castle Learning for next week (you need to do 10 total) you can do that also. Just go to the blog page and click on the link (by the quiz link in the upper left corner) and log-in using your regular computer log-in info)

Raisin in the Sun Test Today--PLEASE REMAIN QUIET UNTIL THE END OF THE PERIOD FOR THOSE TAKING THEIR TESTS

*Please log-in to the quiz page and take your test. You may leave out your character map only.
PLEASE TAKE YOUR TIME ON THE TEST--THERE ARE NO MAKE-UPS!!!!
*When you are finished, PLEASE CONTINUE TO BE QUIET, and bring me your study guide (or finish it if you're not done)
*I will also have an extra-credit worksheet available for those who want/need it.
*Raisin in the Sun essay begins next week (Tuesday-Friday)

WE ARE ALMOST THERE! HANG IN THERE!!!!!!

Senior Breakfast/Prom

*If you happen to come to class today, we will only be catching up on missed work.

*At this point you should answer questions up to #68 in the study guide packet for RITS.
You can also work on Quick Write #3, the worksheet for Act 2 on the other side of the QW, extra credit vocab sentences for Act 3, etc.

Monday we will finish the play.


Hope to see most of you tonight at prom!

In my absence...

*Complete Quick Write #3 if you have not (graphic organizer and written version)
*Work on the other side of the worksheet (quick write #3 graphic organizer)

Directions: Choose any scene from Act 3 (1,2, or 3) and complete (look at yesterday's post for page #s)

Quiz #3/Quick Write #3

Today's agenda is as follows:
1. Take the Act 2 quiz (you may only use your character map for help)
2. When you are finished with your quiz, work on  the graphic organizer and written version of Quick Write #3 (handed to you/copied yesterday)--if you were not here see me
*Save it until tomorrow even if you finish because you need the other side
3.Give me your packet so that I can check your study guide questions for Act 2 (if you are not done, finish it first)

If you want to get ahead, these are the directions for the other side of the worksheet:
*Choose any scene you want in Act 2 (1,2, or 3) and complete the worksheet

List of character traits: Click here

For the other side:
Act 2, Scene 1: 76-95
Act 2, Scene 2: 96-109
Act 2, Scene 3: 110-130

Today we will...

*Spend time getting caught up on any of the following assignments: (Remember, not all assignments can be made up at this point--only the items on the list below)
1. Quizzes 1 and 2 (let me know if you are taking these because you cannot have other materials out--if you don't they will not count.
2. Study guide packet through the end of Act 2, Scene 2
3. Worksheet 2.2 (Close-reading selection from Monday)
4. Double-entry journals from 2.1 and 2.2 (you will need these for Quick Write #3 and beyond and I will not provide them for you). I have some copies made of the chart, or you can just draw one in your notes.

See you Friday---WHICH WILL BE BUSINESS AS USUAL SO YOU KNOW!

In my absence....no quiz today.

1. Please finish the worksheet from yesterday (close-reading of 2.2)--if you were not here they should be on the back counter. I also posted the annotation notes we completed in class at the bottom of the post.
2. Complete the study guide questions through the end of Act 2, Scene 2 (up through #53)
3. Add more quotes to your double-entry journal that characterize Walter in 2.2 ) there are extra charts on the back counter if you want one)

* Email me with any issues. I will be in the building to pick up work, but hold onto it until you see me next if you'd rather.

Today's Agenda: Quiz #3 on 2.1 and that section of vocab is on next Tuesday 5/9!!!

1. Watch the film for 2.1 (Tuesday's reading)
2. Write down some of your own (or with a partner) double-entry quotes that characterize Walter from this section (pages 76-95)--share with the class (I will check them for class credit)
3. Work on the Act 2, Scene 1 study guide questions (#35-45)

Quote	Speaker	Act/ Scene	Lit. element/tech.	Explain
		2.1
		2.1
		2.1
		2.1

Scholarship opportunity!

Today's plan:

1. Finish reading Act I, Scene 1 ( per 1: pages 35-53) (all other classes pages 39-53)
2. Watch the movie

NOTE: Quiz has moved to Wednesday this week (Act 1, scene 1, any Act 1, Scene 1 vocabulary)

Act 1, Scene 1 vocabulary: If you want to mark them on your notes from last week
doggedly
exasperated
graft
permeated
pretenses
proposition
raucous
rousing
stupor
tentatively
vain
vindicated

Today's Work:

First, we will make a character map for A Raisin in the Sun
Second, you will finish reading the Introduction from yesterday (begin at the top of page 9). I posted the answers to questions #1-2 on yesterday's post.
Third, finish all the questions from yesterday on the Intro using RACE and turn in before you leave today.

The colon (:) worksheet: Complete and place in the "Reading and Writing Strategies" Section of your notes

Page 43

Page 42

Today we will:

*Take DBA #3: Read passage and answer 5 multiple choice questions
*Work on anything that you owe (see previous posts for lists)

Today/Tuesday (for those who have class)

1. Look at the assignments on Friday's post: Make sure they all done (including the one for "In Search of Our Mothers' Gardens"--per 4/5 and 6/7 we will read it together)
2. If you want extra credit for the quarter (and you are finished with ALL of your assignments) you may retake or take the Practice Accuplacer Test on the quiz page
3. Tomorrow/Thursday we will work on practicing the semi-colon (last week we did colon ":")

Practice Commas: Take the notes on the worksheet (write on them)! Hand it in when you are finished.

Side 1: (Commas and Compound Sentences)

Side 2: (Commas and Coordinate Adjectives)

Last Assignments for Quarter 3....last day to turn any of this work in is Friday 4/7!!!

--------------------------------------------------------------------------------------------------------------------------
8. Questions for "Everyday Use"
9. Reading Quiz "Everyday Use"
10. Quick Write "Everyday Use"
11. Colon practice worksheet (today in class)
12. Questions for "In Search of Our Mother's Gardens" (begin today/Monday 4/3)

Today we will:

1. Finish reading "Everyday Use" beginning on page 507 (where we left off)
2.Take a short reading quiz on the Quiz page (you may use the book and your notes)
3. When you finish your quiz:
Add more character information onto yesterday's chart (if  you were not here check the post)
4. Begin/continue working on the worksheet questions for "Everyday Use"

Today you should continue your work completing any assignments that you haven't finished yet.

Check the list on yesterday's post to make sure you have completed everything---next week we will begin something new (I know you are sooooo excited---yay!!)

Here is some help on the Quick Write:

T--(TAG) (Thesis--you can reword the quote if you want...your answer to the question)
R--Reason you believe the statement to be true
E--Evidence #1 from the passage/EXPLAIN HOW THE EVIDENCE PROVES YOUR THESIS!
E--Evidence #2  from the passage/EXPLAIN HOW THE EVIDENCE PROVES YOUR THESIS!
E*--Evidence #3  from the passage/EXPLAIN HOW THE EVIDENCE PROVES YOUR THESIS!
S--Summarizing statement

T-"A Brother's Murder"
A-Brent Staples
G-essay

Today we will: Begin the worksheet for "A Brother's Murder" by Brent Staples (we will continue working on it through tomorrow's class--no more new assignments this week)

We will begin working on the worksheet for "A Brother's Murder"

There is a worksheet download available here if you want to type your answers out: Click here
(this worksheet will be due by the end of class tomorrow--if you are absent tomorrow or simply do not finish in class, you will be responsible for finishing it on your own time)

*I would prefer you pair up and work with a partner in this assignment. This means discuss your answers and come up with a common response--doesn't have to be word-for-word.

Example from class today---The "Running for His Life" Essay Questions are due no later than 3/24--We are done working on it in class! (not period 2)

In my absence you will take the reading quiz and begin the essay assignment for "Running for His Life"

*At this point you should be finished with the Quick Write (Friday's assignment if you were absent). If not, finish that first.

Today we will begin with:
1. Taking the reading assessment on the quiz page--you may use the article (and your chart if you wish)
2.Begin with the "essay" assignment on the back that is due on Wednesday 3/23 (you will have some time in class to work on it tomorrow--about 20-25 minutes)
****Must use the full RACE strategy for full-credit!!! Otherwise you will lose points (aim for at least 3-4 sentence paragraph)
****YOU WILL NOT HAVE TIME IN CLASS ON WEDNESDAY TO WORK ON THE ESSAY ASSIGNMENT--IT IS DUE WHEN YOU COME IN ON WEDNESDAY--WORK ON IT OUT OF CLASS!!!!!***************
*********TAKE YOUR TIME AND THINK ABOUT YOUR ANSWERS--THEY AREN'T SUPPOSED TO BE EASY--THIS IS THE END OF 12TH GRADE!******

We will do an example in class together!