ENGLISH 1-2 PREVIOUS AGENDAS
20-23 November 2020 In Class Today's warm up: Write two complex sentences about your feelings regarding going back to distance learning, only this time place the dependent clause after your independent clause. For example: Distance learning is hard on everyone, although it is the best way to mitigate the spread of COVID-19. Agenda: 1) Students will write a TPS-FASTT analysis of either "Harlem" by Langston Hughes or "Legal Alien" by Pat Mora. At Home Finish your TPS-FASTT analysis of either "Harlem" by Langston Hughes or "Legal Alien" by Pat Mora. 18-19 November 2020 In Class Today's warm up: What happens when you are denied what you desperately want? Describe everything you can about the experience of being denied or of being stopped from getting what you want. Agenda: 1) The class will read and analyze both "Harlem" by Langston Hughes and "Legal Alien" by Pat Mora. At Home Implement the feedback you received on your "Beating Up Billy Murphy" TPS-FASTT and resubmit to turnitin.com by 2:15pm today. Extra Credit opportunity: If you'd like extra credit points, and you have no missing assignments, read "You Fit Into Me" by Margaret Atwood. Then print out and complete this analysis worksheet. 16-17 November 2020 In Class For this week's warm ups, you'll need to reference this presentation on sentence structure. Today's warm up: Write two complex sentences about your weekend. Agenda: 1. The class will read and analyze "Where I'm From" by Willie Perdomo. 2. The class will then compare the poems "Chicago" by Carl Sandburg and "Where I'm From" by Willie Perdomo. At Home Finish the comparison work you started yesterday and email me the finished document by 2:15pm. 12-13 November 2020 In Class For this week's warm ups, you'll need to reference this presentation on sentence structure. Today's warm up: Write three compound sentences about your school year so far. Agenda: 1. Students will take an informal quiz on figurative language - this will not count as a grade; it is just a way for Mr. Young to gauge student progress. 2. Students will turn in their TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade." 2. The class will compare the poems "Chicago" by Carl Sandburg and "Where I'm From" by Willie Perdomo. At Home Read (or re-read) "Where I'm From" by Willie Perdomo. Find any figurative language being used, label it, and then write a theme statement for the poem. You can write all of this by hand on the copy of the poem you received in class. Take a picture of your notations and email me by 2:15pm. 9-10 November 2020 In Class For this week's warm ups, you'll need to reference this presentation on sentence structure. Today's warm up: Write five simple sentences about your weekend. Agenda: 1. The class will review an example of a TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade." 2. Students will write the rest of their TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade." At Home Complete all paragraphs of the TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade." Review the feedback you received on turnitin.com for the last analysis you wrote, and make sure you are not making the same mistakes. Email me what you have by 2:15pm today. 5-6 November 2020 In Class Today's warm up: Define, in your own words, irony (reference your notes if you have to). Then, write an example of irony. Agenda: 1. Students will submit their "Still I Rise" TPS-FASTT revisions to turnitin.com. 2. The class will then read and analyze "Beating Up Billy Murphy in 5th Grade." 3. Students will continue their TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade" having already written the first paragraph. At Home Finish the Title, Paraphrase, Speaker, and Figurative Language paragraphs of your TPS-FASTT analysis of "Beating Up Billy Murphy in 5th Grade." Email me what you have by 2:15pm today. 2-4 November 2020 In Class Today's warm up: What is a bully? What is the difference between a bully and someone who's just mean? Describe an instance when you saw someone being just mean, and an instance when you witnessed someone being bullied. Agenda: 1. Students will email Mr. Young their "These Things I Love" poem. 2. Students will review the feedback they received on their TPS-FASTT analysis of "Still I Rise" on turnitin.com. Revisions will be due next class. 3. Students will open a new document, format it with double spacing, Times New Roman size 12 font, and name it "TPS FASTT Billy Murphy." 4. Students will write the first paragraph of a new TPS FASTT analysis of a poem titled "Beating Up Billy Murphy in 5th Grade." At Home Continue your revisions of the "Still I Rise" TSP-FASTT. 28-29 October 2020 In Class Today's warm up: What do you love? Name as many or as few things as you want and explain why. Agenda: 1. Students will turn in their TPS-FASTT analysis of "Still I Rise" to turnitin.com. 2. Students will begin a "These Things I Love" poem. At Home Complete your These Things I Love poem and have it ready for submission on Monday. 26-27 October 2020 In Class Today's warm up: Describe your weekend using the following: One metaphor One simile One personification One hyperbole Agenda: 1. Students will complete their TPS-FASTT analysis of "Still I Rise." At Home Review your TPS-FASTT analysis and address the following: *Have you maintained literary present tense throughout? *Have you capitalized correctly (first word of every sentence, proper names, titles, etc.)? *Have you provided examples of figurative language and also explained them? *Is your document double spaced? *Is your font Times New Roman, size 12? All you have to do is email me stating that you have addressed the above questions and fixed any issues. 22-23 October 2020 In Class Today's warm up: Write a haiku. (Reference your notes!) Examples: An old silent pond... A frog jumps into the pond, splash! Silence again. In the twilight rain these brilliant-hued hibiscus - A lovely sunset. Agenda: 1. Students will be introduced to the TPS-FASTT method of poem analysis, and review an example TPS-FASTT analysis of "Still I Rise." At Home Complete at least two more paragraphs in your TPS-FASTT analysis of "Still I Rise." Share your progress with my by 2:15pm. 20-21 October 2020 In Class Today's warm up: Why do you think people enjoy rhymes? Explain thoroughly. Why do you think people enjoy rhythm? Explain thoroughly. Why do people turn to music during so many of their emotional experiences? Explain thoroughly. Agenda: 1) The class will turn in their summer reading assignment using turnitin.com. 2) The class will work through a presentation on the elements of poetry. At Home Using the presentation from yesterday, I want you to email me the following: 1. Write a description of the speaker's voice in "Still I Rise." 2. Write a description of the tone of "Still I Rise." 3. Write a description of the mood in "Still I Rise." 4. Identify what form of poetry "Still I Rise" is, and explain how you know this. Email me by 2:15pm. Also, if you haven't turned in your summer reading assignment, do so immediately. 16-19 October 2020 In Class Today's warm up: Read the following words: Still I Rise Now immediately write down everything that comes to mind when you read those words. Everything and anything. Even if you think it's crazy or nonsense; write it down! Go! Do it! Write! Agenda: 1) Students will form pairs and complete the teacher led activities in the introduction to poetry presentation. Students will need to reference the poem Still I Rise. At Home Continue working on your summer reading assignment. You don't have to finish the assignment today, but in order to receive a "present" on attendance, email me what you have by 2:15pm. 14-15 October 2020 In Class Today's Warm Up: Think about all the different versions we have of storytelling: books, short stories, movies, songs, poems, t.v. shows, podcasts, and even conversation between friends. Why do we, as a society, value stories so much? In other words, why are stories – both fiction and non-fiction – so important? Agenda: 1. Students will turn in their revised personal narratives to turnitin.com. 2. Students will choose and then begin writing their summer reading assignment. This will be due at the beginning of next week. At Home Continue working on your summer reading assignments. You don't have to finish the assignment today, but in order to receive a "present" on attendance, email me what you have by 2:15pm. 12-13 October 2020 In Class Today's Warm Up: What is your greatest fear, and why? Where does this fear come from? How do you deal with it? Answer all of these questions thoroughly. (Remember: complete sentences! This means not starting a sentence with “Because…”) Agenda: 1. Students will log on to their turnitin.com accounts and begin implementing the feedback they received on their personal narratives. Revisions will be due next in-person class. At Home Finish implementing your personal narrative edits. We will be resubmitting this as a class tomorrow. Email me by 2:15pm today stating you've completed all the revisions. 1-2 October 2020 In Class Today's Warm Up: Write the following (about anything): One sentence containing hyperbole. One sentence containing personification. One sentence containing an allusion. One sentence explaining a symbol you've seen in the last few days. (What was it and what does it symbolize?) Agenda: 1. To practice their understanding of figurative language and literary devices, the class will read about a pilot who faced major decisions on 9/11, and answer the questions that follow. 2. Students will turn in their warm up documents. At Home In order to practice identifying and explaining figurative language, and as a way to transition into poetry analysis, students will download, save to their OneDrive account, and complete numbers 1 through 5 of this figurative language packet. Email me this document by 2:15pm! 29-30 September 2020 In Class Today's Warm Up: Write the following (about anything): 1 simile 1 metaphor 1 sentence containing alliteration Two idioms you've used Agenda: 1. The class will review the figurative language found in this document. 2. The class will then review a special presentation of figurative language and literary terms by Mr. Young. 3. Students will review their own chosen song lyrics once again for figurative language. At Home Find your favorite song lyrics that are school appropriate. Copy them and paste them into a document. Then try your best to find literary terms in those lyrics (metaphors, similes, personification, etc.). Type the terms you see next to each line you seem them in. Email me this document by 2:15pm! 25-28 September 2020 In Class Today's Warm Up: Using the notes you took at home yesterday, describe yourself using one simile, one metaphor, and one personification. Agenda: 1. Open this document, and then download it and save a copy for your own use. On the first three pages, you'll see additional/different definitions of the terms you reviewed yesterday, along with more examples. This should give you ample resources to be able to identify these literary terms. 2. On page four (and beyond) of the document, you'll see song lyrics. I would like you to try to identify as many literary terms you see being used in each song. Write the term next to each line you see it being used. At Home Take notes on this presentation. For each literary term, write the term and its definition down (so you have a list of terms and definitions you can reference at any point). In order to receive attendance for today, email me with the example I provided of personification. (Just type it in the body of the email; no need to type it in a document and then share the document with me.) Email me by 2:15pm! 23-24 September 2020 In Class Today's Warm Up: Describe yourself (physically, not your personal traits) in as much detail as you possibly can. Leave at least two lines in today's section blank. Agenda: 1. Students will turn in their personal narratives using turnitin.com. First, students will have to create a turnitin.com account. Click on "Create Account" and then "Student." Use your WCSD email and log in credentials. Then use the following to join the class: 2nd Period: Class ID: 26641926 Enrollment Key: stayclassy 4th Period: Class ID: 26642761 Enrollment Key: stayclassy 5th Period: Class ID: 26645053 Enrollment Key: stayclassy 2. Students will take a figurative language pre-assessment to gauge student knowledge. At Home Take notes on this presentation. For each literary term, write the term and its definition down (so you have a list of terms and definitions you can reference at any point). In order to receive attendance for today, email me with the example I provided of personification. (Just type it in the body of the email; no need to type it in a document and then share the document with me.) Email me by 2:15pm! 21-22 September 2020 In Class Today's Warm Up: What do you think is the best way to tell someone that they've done something wrong? What kind of tone do you think you should use when you tell someone they need to change something about what they've done? Agenda: 1. Mr. Young will review proper formatting for the narrative, including double spacing, 12 point font, Times New Roman font, and paragraph formatting. 2. The class will once again review the exemplar personal narrative in order to review the most important aspects of the the rubric for the personal narrative. 3. Students will partner with another classmate and use this checklist to provide feedback. At Home Finish your narrative using the resources we discussed in class. You will turn it in tomorrow. 9/17 (A) and 9/18 (B) - Distance Learning (smoke day) Alright 2020. We get it. You win. Worst Year Ever. Another smoke day, because of course it is. Please email me any questions you have (assuming 2020 doesn't eat my email account today). Today's Warm Up: Why is it important to be honest with yourself? What does it even mean to be honest with yourself? Explain thoroughly. Today's Agenda: 1. Transitional words and phrases are essential in helping your writing quality improve: they make your writing smoother. In other words, they help your audience easily transition from one idea to the next. The key to using transitional words and phrases is to know which ones to use. That depends on the ideas you're trying to move between. For example, if you're trying to move your audience from one idea to the next chronologically, you might use "first," "second," or "next" at the beginning of each sentence. Or, if you were trying to write two contradictory sentences right next to each other, you might use "but" or "however" between them. Or, if you were trying to illustrate one event causing another, you might use "so," "because," or "consequently." 2. Take a look at this document of transitional words and phrases. They are organized by what ideas you are connecting, and how you would like to connect them. 3. Review your personal narrative, and using the document you just reviewed, add appropriate transitional words and phrases between sentences and ideas. In order to be marked "present" for today, share your document with my by 2:15pm! To do on your virtual day: Use this checklist (the first page of this document only) to edit your narrative. Go through each item on the checklist and make sure you are thoroughly checking your story for each one. When you are done with the entire checklist, share your narrative with my by 2:15pm. 9/15 (A) and 9/16 (B) - Distance Learning (smoke day) Another smoke day! If any of you would like to talk or receive help on anything we are doing in class (or have done), please join the zoom meeting I've set up using the information below. Join anytime during the school day today - I'll have the meeting open from 8:30 until 1:30. If I'm not immediately available on the screen, I'm probably getting coffee or something so just wait a few minutes. Meeting ID: 958 5625 0270 Password: zd6u3D (If you've never used Zoom before, it's super easy. Just go to zoom.us to get started and set up an account. You can do it on any device or computer.) Today's Warm Up (to be done in the same warm up document you've been using for all previous warm ups): Why are stories so important to us as a society? Explain thoroughly. Agenda: 1. Students will scroll down on this document to see how they can replace the word "said" in their narratives. Students will then try to replace the word "said" with more descriptive verbs as much as they can in their personal narratives. 2. If you didn't have time last class, examine an exemplar personal narrative for inspiration, and identify its strengths. To do on your virtual day: 1. Share your latest draft with me by 2:15pm. In order to be counted as present, students must highlight at least two examples of where they replaced the word "said". 9/11 (A) and 9/14 (B) - Distance Learning (smoke day) Please do not hesitate to email me with questions today. Follow the directions below, and again, please contact me if you need any help. Today's Warm Up (to be done in the same warm up document you've been using for all previous warm ups): When learning something new, what are the benefits of seeing someone do it perfectly? Agenda: 1. Students will scroll down on this document to see how they can replace the word "I" in their narratives. Students will then try to replace the word "I" as much as they can in their personal narratives. 2. Students will then take a look at the rubric for the personal narrative. Based on this rubric, students should revise their narratives to ensure they will achieve top scores in each category. 3. Finally, students will examine an exemplar personal narrative for inspiration, and identify its strengths. To do on your virtual day: 1. Share your latest draft with me by 2:15pm. In order to be counted as present, students must highlight at least two examples of where they replaced the word "I". 9/9 (A) and 9/10 (B) - Personal Narrative, Showing v Telling Today's Warm Up: What, in your own words, is the difference between "showing" and "telling"? Explain, elaborate, and give examples. Agenda: 1. Students will continue making progress on their narratives. 2. The class will review different ways to open the narrative. 3. Students will review how to show and not tell, and how to replace "I." To do on your virtual day: Finish a complete rough draft of your narrative. Share it with me by 2:15pm. 9/4 (A) and 9/8 (B) - Distance Learning (smoke day) Please do not hesitate to email me with questions today. Follow the directions below, and again, please contact me if you need any help. Today's Warm Up (to be done in the same warm up document you've been using for all previous warm ups): Complete five of the following sentence starters- I am I wonder I hear I see I want I need I love I hate I crave I pretend I feel I touch I worry I cry I understand I say I dream I try I hope Agenda: 1. Students will choose one event from their chart to use as the subject of their personal narrative. Be sure to choose an event that you are comfortable sharing with me and one other student (for peer editing). Also be sure to choose an event that is still vivid in your mind (in other words, don't choose an event you don't remember all that well). 2. Students will begin detailing the event using a brainstorming document (download the document and save it to your OneDrive). Fill out all applicable sections. For example, you may not have anything relevant to list under "things I smelled." In that case, leave it blank and move on. But, if your story is about an eating experience, then you should definitely fill that in. Make sense? 3. The class will review the importance of tense agreement. You'll notice in the examples I've provided in the link, the verbs switch tenses (either past to present, or present to past). This is a no-no! Choose one tense to use in your story (past or present) and stick with it. Make sure you don't deviate from one tense to another. 4. Students will begin to turn their brainstorming into rough drafts, beginning with the body of the story (saving the introduction and conclusion paragraphs for last). To do on your virtual day: 1. Begin writing your rough draft. In order to be marked present for your virtual day, spend 30-40 minutes writing your rough draft and then share it with me by 2:15pm. 9/2 (A day) and 9/3 (B day): Personal Narratives Today's Warm Up: What would be the title of your autobiography? It cannot include your name, but it must be descriptive of your life or personality. Explain in a few sentences why you chose that title, what significance it has, and the background story behind it. Example: The title of my autobiography would be “Special Order Pants: The Shenanigans of an Extremely Tall Man.” I chose this title because being tall has shaped who I am, and it has gotten me into a lot of funny situations. “Special Order Pants” refers to the fact that I have to special order all of my long pants, and it is representative of the many encounters a tall person has in a world designed by short people. For example, my skull has many scars from all the times I hit my head on doorways... Agenda: 1. Today we are going to begin the process of writing personal narratives, or stories about ourselves, hence "personal" (ourselves) and "narrative" (story). Students will begin brainstorming topics to write about. See slides 5-9 of this presentation for a visual example of the following: 2. Students will list 5 of the most positive, and 5 of the most negative experiences of their lives, and rank each from 1 to 5 (1 being most positive/negative, 5 being least positive/negative). Students will list their ages for each event. 3. Students will then chart on a graph according to degree of positive/negative and age. 4. Students will then choose one event to use as their personal narrative, which we will begin writing as a class next time. To do on your virtual day: 1. Syllabus emails due by the end of the week. 2. Student will review slides 1-4 of this presentation in preparation for next class. Confirm your review by emailing me a summary of what makes an effective personal narrative. 8/31 (A) and 9/1 (B) - Introduction to Class 1. Open this document, click "File" and then "Save As." Title the document "<First Name Last Name> Warm Ups," and save it in your OneDrive account (do not save it on your desktop! Never save to your desktop!). So my file title would be "Neal Young Warm Ups". 2. This document will be your warm up document, and you will use it every time we meet as a class. You will also be sharing this document with me for a grade from time to time. Losing this file or its location will be very bad for your progress as a student. 3. Every time I give you a warm up to complete, I want you to type the date and warm up question(s). Then you'll type your responses. 4. Warm ups will not be graded for grammar and spelling, but they will be graded for completeness and thoroughness. Today's Warm Up: Answer the following using complete sentences. Three sentences are required per answer (9 sentences total). A. What do you hope to achieve this year? B. What do you hope to achieve by the time you leave Incline High School? C. What do you hope to achieve in your lifetime? 5. Mr. Young will lead the class in a class introduction presentation. The class will review the Course Syllabus and play a game to understand the meaning of clear communication. To do on your virtual day: 1. Students will read the Course Syllabus with a parent/guardian. Parents/guardians will then follow the directions on the last page of the syllabus. 2. Students will write a "Letter to Self" and share it with me by 2:15pm on their virtual day. (Again, Save As this file to your OneDrive English folder, and rename it with your name, for example, "Neal Young Letter to Self".) |
ENGLISH 5-6 PREVIOUS AGENDAS
20-23 November 2020 In Class Warm Up: What makes you upset? What angers you? What really irks you? Agenda: 1. Students will review the fifth group of SAT words. 2. The class will review this presentation and will watch this video in order to gain insight into some of the circumstances leading American colonists towards revolution, such as the Stamp Act, lack of representation, and numerous ignored grievances filed with the British monarchy. 3. Speaking of grievances, teachers hear students make various complaints at times about the way they are treated by some adults, parents, teachers, and other students: complaints not unlike those that motivated the founding fathers at the time of the American Revolution. Even though adults have the authority to restrict some of their rights, this situation is not absolute. Also, fellow students do not have the right to “bully” or take advantage of them. 3. Students will list complaints on a sheet of paper about the way they’re treated by some adults or other students. Note that the complaints should be of a general nature (meaning no specific names should be listed). Reasons must also be stated as to why this treatment is objectionable. 4. All of us are more eager to express what's wrong than we are to think critically about the problem and possible solutions. There is no reason to think people were any different in 1776. It's important to understand the complaints of the colonists as one step in a process involving careful deliberation and attempts to redress grievances.On the same paper, students will answer the following questions:
Finish work from last class and email it to me by 2:15. Don't forget to study for your vocab quiz (the fifth group of SAT words.) 18-19 November 2020 In Class Today's Warm Up: When trying to persuade someone of something, which strategies work best? Agenda: 1) Today we are starting a new unit on the documents and speeches that framed America as a country. We'll be framing these works as case studies in persuasive writing, and will conclude the unit with a persuasive essay. 2) As such, students will begin the unit defining terms necessary in understanding and analyzing persuasive works. Students will also speculate how they would use these terms and strategies in their own persuasive writing. 3) Reminder: next class we will have a quiz on the fifth group of SAT words. At Home Continue working on defining terms necessary in understanding and analyzing persuasive works. 16-17 November 2020 In Class Today's warm up: What can a performer reasonably expect from their audience? Explain. What can an audience reasonably expect from a performer? Explain. Agenda: 1. Students will present their stories to the class and be assessed using the previously issued rubric. At Home Begin studying the fifth group of SAT words. For attendance, send me an email stating you've started studying the SAT vocabulary. 12-13 November 2020 In Class Today's Warm Up: Why is it important to include a final moment of reflection in your story? What can that do for your audience? Agenda: 1. Students should be moving on to the final step of the timeline of the story telling assignment. 2. Students will fill out a plot chart using the plot of their story. Any time and plot adjustments should be made. Students will be delivering their stories to the class next week: Monday, 11/16 for A day students Tuesday, 11/17 for B day students At Home Make final preparations to present your story next week. If you are pre-recording your video, do that over the weekend. 9-10 November 2020 In Class Today's Warm Up: When was the last time you told a story to communicate your message? When was the last time you heard a compelling story when someone was trying to get their message across? How effective were those experiences? Agenda: 1. Students will share their warm up documents with Mr. Young. 2. Students should be moving on to steps 4 and 5 of the timeline of the story telling assignment. Students will be delivering their stories to the class next week: Monday, 11/16 for A day students Tuesday, 11/17 for B day students At Home Continue moving down the timeline of preparing your story. 5-6 November 2020 In Class Today's Warm Up: Do you think that you are able to connect deeply with friends and family through texting and social media or have those links become more superficial? Agenda: 1. The class will review the timeline of the story telling assignment, as well as the requirements. 2. The class will then review the rubric for the story telling assignment. 3. Students will then compose their stories. At Home Continue writing your story. 2-4 November 2020 In Class Today's Warm Up: What tools does the oral storyteller have that the writer does not? What tools does the writer have that the oral storyteller does not? Agenda: 1. Students will be watching two storytellers practice their art. Students should list the techniques they see/hear Sherman Alexie use as they follow along (think pace, gesture, and facial expression). 2. Students will then watch Lisa Joyce present Eric Bogosian's "Upgrade." The class will then discuss body language and intonation. 3. As a class, we will read “Presenting an Oral Narrative”; students will provide examples of each technique in the “show and tell” section. 4. Students will then make a basic plot outline of their stories to ensure they are ready to begin drafting. 5. Students will then review some "tricks" to quality story telling from Kevin Hart. 5. If students are still struggling with story ideas, they can make a list of the top five funniest, scariest, or strangest things they’ve seen in school (school appropriate, of course). At Home Continue working on your Narrative Criteria sheet. 28-29 October 2020 In Class Today's Warm Up: What makes characters strong and interesting? How does a conflict contribute to the strength of a story? What are the important qualities of the resolution to a conflict? What makes a setting memorable or realistic? Agenda: 1. Now that students have studied what makes a compelling story, they will begin to brainstorm the most significant events of their lives. To begin, they will make two lists: the most positive significant events they've experienced, and the most negative significant events they've experienced. 2. Students will choose an event to craft an oral narrative about. They should use the following criteria when selecting an event: a. Clear and identifiable conflict b. Strong and memorable characters c. A setting that can be described vividly d. A chain of related events that an audience can follow e. A meaning, or moment of reflection, that an audience would be able to relate to. 3. Students will begin outlining the story using the Narrative Criteria sheet. At Home Continue working on your Narrative Criteria sheet. 26-27 October 2020 In Class Today's Warm Up: What do you think are essential qualities of a good story? Agenda: 1. After listening to multiple stories on The Moth. Com, students are ready to work on the story that they will orally present. In preparation, they will listen to Ira Glass of “This American Life” share what he thinks are the two essential building blocks of a great story: Ira Glass on Storytelling part 1 Ira Glass on Storytelling part 2 Glass’s advice is simple and therefore easy for students to recall when they are choosing a suitable story to present. Storytelling #2 addresses the difficulty of finding a decent story that is worthy of telling—which will come in handy when your students tell you that they have nothing worthy to share. Students will record and then share the advice Glass offers about storytelling. 2. Students will listen to Sarah Vowell’s “Shooting Dad” (written version here) and identify the elements of storytelling Glass discussed in his pieces. 3. Students will then answer the following questions: What elements of the story stand out or make the story “worth telling”? How does she hook us in? What details stand out? In what ways is her story about her identity? What is the plot of her story? What is the climax? What is the resolution? How can you tell? At Home Email me the answers to the questions above by 2:15pm today. 22-23 October 2020 In Class Today's Warm Up: What roles do culture and race play in a person's identity? Agenda: 1. Students will listen to stories from The Moth, a New York, non-profit storytelling organization. The basic requirements of these online stories are that the storytellers share a true story from their live, live without notes, for 10 minutes. 2. Students will listen to “Drowning on Sullivan Street” by Ed Gavagan and “Anthony The Hat” by Richie DiSalvo. 3. As they listen, students will note the building sequence of actions that culminate in a climatic moment. They will use a graphic organizer to note the storyteller’s structure of the story. The notetaking will reinforce the key elements that they will incorporate into their own stories for the culminating oral narrative. At Home Take a picture of your completed Narrative Criteria sheet and email it to me by 2:15pm today. 20-21 October 2020 In Class Today's Warm Up: What do you think is the overall message we're supposed to be learning from all of these Native American writings and government policies? Explain thoroughly. Agenda: 1. Students will take a quiz on their fourth group of SAT words. 2. The class will review a presentation on how to determine the theme of a written work (or group of written works). At Home I want you to write a complete, thorough theme statement regarding all of the stories and write ups on government policy we've read in this unit. In other words, fully answer the question: What have we learned about the experience of Native Americans? (Do no begin your sentence with "We have learned that...") Email me this sentence by 2:15pm. 16-19 October 2020 In Class Today's Warm Up: Many Native Americans have described "the land" in terms they might describe a child or relative. How is it that land you own or live on can be compared to a child? Agenda: 1. Students will independently read I Still Trust the Land by Leslie Silko. 2. As students read, they will write down words they don't know, look up the definitions, and write them down as well. 3. Students will then write a paragraph using what they think is the most important sentence from each of Silko's paragraphs. 4. Students will answer the following question: why do you think Silko titled the story "I Still Trust the Land"? 5. Students will then answer the second question at the end of the story. At Home Finish the questions above. Email me these answers today. 14-15 October 2020 In Class Today's Warm Up: In what ways has the US government played a role in trying to equalize society? Agenda: 1. Students will use their informational text reading skills to learn about how the U.S. government's expansion policies affected Native American rights. 2. Students will then read about how the government has attempted to protect Native American rights, specifically religious rights. 3. Students will begin making flash cards for their fourth group of SAT words. At Home 1. Answer the following questions on yesterday's reading: a. What is the irony that Buffalo Soldiers had to face? b. In your own words, explain why AIRFA was so remarkable. Email me these answers today. 12-13 October 2020 In Class Today's Warm Up: How would you like to die? Explain. Agenda: 1. The class will read "In the Hour of the Wolf" by Betty Bell. 2. When finished, students will begin answering questions 2 and 3 under Discussion Questions (answer on the same document you started last class's assignment using complete sentences). At Home 1. Students should respond to these questions thoroughly and thoughtfully. Email me your answers by 2:15pm. 29-30 September 2020 In Class Today's Warm Up: What have you learned about yourself in the last few weeks? Explain thoroughly. Agenda: 1. The class will discuss this document, and students will finish their answers. 2. Students will brainstorm any personal/autobiographical situations in which they faced some interpersonal challenges (internal conflicts). Students will create a list of all their scenarios. In which scenario do you think you learned the most about yourself? Why? 3. Students will write a couple quick paragraphs about this scenario, not worrying about spelling/grammar/structure/etc…, and vividly describe/illustrate the setting(s) and the character(s) involved. Remember to include: Characters – appearances, actions, dialogue, internal thoughts, thoughts of other characters Setting – time (era), place (location), general mood 4. The class will discuss the third group of SAT words. Quiz next in person class. At Home 1. Students should continue working on their answers to the questions they started during last class. Email me the answers by 2:15pm! 1. Students should study their third group of SAT words for a quiz next class. 25-28 September 2020 In Class Today's Warm Up: Describe a time in your life when you've been pulled in different directions by the many cultures to which you belong. For example, have you have felt peer pressure from your social group to act against what your family expects from you? Or, have you have felt like the dominant school culture differs from your own heritage? Think deeply about this and explain thoroughly. Agenda: 1. Having finished the excerpt from Missing by Inez Peterson, students should download this document, save it to their OneDrive account, and (to the best of their ability) answer the questions. We will discuss next class, and I'll give you time to develop your answers after our discussion, but only if I see evidence that you tried to answer them on your own first. 2. Students will begin making flash cards for their third group of SAT words. At Home 1. Students should continue working on their answers to the questions they started during last class. Email me the answers by 2:15pm! 1. Students should study their third group of SAT words for a quiz next class. 23-24 September 2020 In Class Today's Warm Up: Whether you know it or not, you belong to multiple cultures: the culture created by your social group, the culture created by your family, the culture created by your family's heritage, the culture created by school, the culture created by the town you live in, etc. How have these cultures shaped who you are? Use specifics; reference how each culture has created specific aspects of your personality. Agenda: 1. Students will take a quiz on the second group of SAT words. 2. The class will actively read an excerpt from Missing by Inez Peterson, stopping to note how she shows Native American “diversity” to be different from traditional American society and the descriptive passages about 1) characters, 2) settings, and 3) conflicts. At Home 1. Students will finish reading the excerpt from Missing by Inez Peterson. 21-22 September 2020 In Class Today's Warm Up: People have always asked questions about the origins of the world and their place in the natural order of things. To answer their questions, people have always told stories which explain the beginning of the world, traditions, etc. These stories, also called "myths," often come in the form of religious practices and provide comfort to people when they are afraid or when they need cultural identity. What are some myths you know about? What do they explain? Why do they provide people with comfort? Agenda: 1. Students will read about Native American oral traditions and author Joseph Bruchac. 2. Students will then read "The Sky Tree" and "Coyote Finishes His Work." At Home 1. Students will read answer questions about the stories we read in class. 2. Quiz tomorrow on your second group of SAT words.9/17 (A) and 9/18 (B) - Distance Learning (smoke day) Alright 2020. We get it. You win. Worst Year Ever. Another smoke day, because of course it is. Please email me any questions you have (assuming 2020 doesn't eat my email account today). Today's Warm Up: Google "oral tradition." Now that you know what it is, you should understand that for thousands of years Native Americans used the oral tradition to pass stories, lessons, history, and religion from one generation to the next. Even though we record stories, lessons, history, and religion, in what ways do we still use versions of the oral tradition? Explain. Agenda: 1. Since we will be delving into the importance of story telling in our Native American unit, I would like you to read this essay on why humans are so enamored with the idea of story telling. In other words, this essay attempts to explain why story telling is so important to humans. (When you open it, if it's sideways, use the tools on the bottom of the page to rotate the document so you can read it.) 2. In your Native American Lit document, answer the following question: According to the author, why are humans addicted to Neverland? (If you don't know what Neverland is, look it up.) In order to be marked "present" for today, share your document with my by 2:15pm! To do on your virtual day and share with me by 2:15pm: Go through each slide on this introduction to Native American Literature presentation. Answer the following in your Native American Lit document: Why is there no one single Native American culture or literature? 9/15 (A) and 9/16 (B) - Distance Learning (smoke day) Another smoke day! If any of you would like to talk or receive help on anything we are doing in class (or have done), please join the zoom meeting I've set up using the information below. Join anytime during the school day today - I'll have the meeting open from 8:30 until 1:30. If I'm not immediately available on the screen, I'm probably getting coffee or something so just wait a few minutes. Meeting ID: 958 5625 0270 Password: zd6u3D (If you've never used Zoom before, it's super easy. Just go to zoom.us to get started and set up an account. You can do it on any device or computer.) Agenda: 1. Many of you have not turned in the assignments given so far. Use today to scroll through this website and make sure you've shared everything you need to with me. 2. Students study their flash cards for the second group of SAT words in their vocabulary packet. Quiz next in person class. To do on your virtual day: In the Native American Lit document you started last class, answer the following question thoroughly, with plenty of explanation. If a foreign army invaded America and claimed one of the following would happen to all American citizens: 1. You will assimilate or die. (Look up "assimilate.") 2. You will die off because the invading army will cut off all of your resources. 3. You will be exterminated. How would you feel? How would you react? What would your strategy be? Share with me by 2:15pm. 9/11 (A) and 9/14 (B) - Summer Reading and vocabulary Please do not hesitate to email me with questions today. Follow the directions below, and again, please contact me if you need any help. Today's warm up (to be completed on the same warm up document you've been using for previous warm ups): What do you know about Native Americans? What are some of the most important aspects to their history? What do you know about their story telling tradition? Agenda: 1. Open a new Word document and save it with the title "<Your full name> Native American Lit Intro". In this document, answer the following questions in your own words (according to research you've done online): What is storytelling? Who are some famous Native Americans? What was "the Indian Problem" (in relation to United States government policy towards Native Americans) and how did it affect Native Americans? 2. Check out this map of Native American territories before American settlers. In your document, answer the following: How have these territories have changed? What territories are geographically relevant to us in the northern Nevada/California area? How would you feel if a current US map changed to something this radically different 20 years from now? 3. Students will make flash cards for the second group of SAT words in their vocabulary packet. Quiz in two classes. To do on your virtual day: Read this document, and in your Native American Lit Intro document, answer the two questions at the bottom. Share it with my by 2:15pm. 9/9 (A) and 9/10 (B) - Summer Reading and vocabulary Today's warm up (to be completed on the same warm up document you've been using for previous warm ups): Why is plagiarism wrong? Explain thoroughly. Agenda: 1. Students will submit their summer reading assignment to Turnitin. Students will need to make an account (click "create an account" and then click "student"). Students will use the following to finish creating an account: Class ID: 26414399 Key: stayclassy When submitting an assignment, *always* make sure you click the submit button and receive a confirmation email! 2. Students will take a verbal quiz on the first group of SAT words in their vocabulary packet. 3. Students will prepare for their Native American Literature unit by familiarizing themselves with the academic language necessary to understanding literature. They will open this document, save it to their OneDrive account, and begin adding the definitions to this week's words. To do on your virtual day by 2:15pm: Finish defining this week's academic terms, and share with me in order to receive attendance credit. 9/4 (A) and 9/8 (B) - Summer Reading and vocabulary Please do not hesitate to email me with questions today. Follow the directions below, and again, please contact me if you need any help. Remember that you have a vocab quiz next class! Today's warm up (to be completed on the same warm up document you've been using for previous warm ups): Is online learning more effective than in-person learning? Provide reasons for your answer. Agenda: 1. The class will continue their summer reading assignment based on a book they read over the summer. To do on your virtual day: 1. Students will study the first group of SAT words in their vocabulary packet. Quiz next class. 2. Finish your summer reading assignment and share it with me by 2:15pm. 9/2 (A) and 9/3 (B) - Summer Reading, DLG, and vocabulary Today's warm up: Think about all the different versions we have of storytelling: books, short stories, movies, songs, poems, t.v. shows, podcasts, and even conversation between friends. Why do we, as a society, value stories so much? In other words, why are stories – both fiction and non-fiction – so important? Agenda: 1. The class will engage in a summer reading assignment based on a book they read over the summer. To do on your virtual day: 1. Syllabus emails due by the end of the week. 2. Students will study the first group of SAT words in their vocabulary packet. Quiz next class. 3. Students will use a notebook at home to keep all of their DLG work. I will post every sentence to analyze here on my website, and students will write it down in their DLG notebook. They will then annotate it to the best of their knowledge. Today, write down the following sentence and analyze it. Don't forget to give yourself plenty of spaces between words and lines in order to have room to annotate. To earn attendance for your virtual day, email me a picture of your analyzed sentence. With the academic year coming to a close , we are looking forward to a wonderful, eventful, and exciting summer which will definitely replenish our energy and will help us to forget the trials and tribulations of these past weeks . 8/31 (A) and 9/1 (B) - Introduction to Class 1. Open this document, click "File" and then "Save As." Title the document "<First Name Last Name> Warm Ups," and save it in your OneDrive account (do not save it on your desktop! Never save to your desktop!). So my file title would be "Neal Young Warm Ups". 2. This document will be your warm up document, and you will use it every time we meet as a class. You will also be sharing this document with me for a grade from time to time. Losing this file or its location will be very bad for your progress as a student. 3. Every time I give you a warm up to complete, I want you to type the date and warm up question(s). Then you'll type your responses. 4. Warm ups will not be graded for grammar and spelling, but they will be graded for completeness and thoroughness. Today's Warm Up: Answer the following using complete sentences. Three sentences are required per answer (9 sentences total). A. What do you hope to achieve this year? B. What do you hope to achieve by the time you leave Incline High School? C. What do you hope to achieve in your lifetime? 5. Mr. Young will lead the class in a class introduction presentation. The class will review the Course Syllabus and play a game to understand the meaning of clear communication. To do on your virtual day: 1. Students will read the Course Syllabus with a parent/guardian. Parents/guardians will then follow the directions on the last page of the syllabus. 2. Students will write a "Letter to February Me" and share it with me by 2:15pm on their virtual day. (Again, Save As this file to your OneDrive English folder, and rename it with your name, for example, "Neal Young Letter to February Me".) |