Week of 12-16 Dec. 2011

American Literature homework:

Monday-Tuesday: prepare speech if you didn't yet give yours; otherwise no homework
Wednesday-Friday: exam study guide

World History homework:

Monday: study for quiz (ch. 13 sections 1-2)
Tuesday-Friday: exam study guide

Journalism homework:

Monday: study for quiz tomorrow over misplaced and dangling modifiers
Tuesday: Cafe Dolce yearbook copy rough draft due tomorrow
Wednesday: Cafe Dolce yearbook copy final draft due tomorrow
Thursday-Friday: work on revisions for final portfolio

Gospel of John homework:

Monday: pp. 199-204 #1-12, skip 10
Tuesday: study guide
Thursday: test over lessons 20-22 (John 19:16-end); reflection paper

Week of 5-9 Dec. 2011

American Literature homework:

Monday: final draft due tomorrow; bring LN tomorrow
Tuesday: brainstorming/prewriting for speech
Wednesday: outline due tomorrow
Thursday-Friday: prepare speech for Monday or Tuesday

World History homework:

Monday: study guide; test tomorrow
Tuesday: none
Wednesday: pp. 370-377. p. 376 #1-4, p. 377 #1-2
Thursday: pp. 378-381. p. 381 #1-4
Friday: study for quiz Monday over sections 1-2

Journalism homework:

Monday: bring previous yearbook articles (volleyball and cross country) to class tomorrow
Tuesday: bring previous yearbook articles (volleyball and cross country) to class tomorrow
Wednesday: revise yearbook articles; bring all previous assignments starting Friday
Thursday: grammar worksheet; bring all previous assignments starting tomorrow
Friday: self-assessment sheet

Gospel of John homework:

Monday-Tuesday: study guide for test Thursday
Thursday: pp. 184-187 #2-7
Friday: TBA

Week of 28 Nov. - 2 Dec. 2011

American Literature homework:

Monday: conclusion paragraph; 6 pages of rough draft due Tuesday
Tuesday: 7 pages of rough draft due Wednesday
Wednesday: LN 93 all
Thursday: final draft due Tuesday. Fill out evaluation form for teacher conferences.
Friday: final draft due Tuesday.

NOTE: if you don't have a printer at home, have your final draft finished by Monday so that you can print out your paper at school Monday and turn it in on Tuesday.

World History homework:

Monday: pp. 344-355. p. 352 #1-4, p. 355 #1
Tuesday: pp. 356-360. p. 360 #1-4
Wednesday: pp. 361-365. p. 365 #1-4
Thursday: study guide
Friday: study for test Monday

Journalism homework:

Monday-Wednesday: final draft (feature story) due Wednesday
Thursday: bring yearbook articles (volleyball and cross country) to class tomorrow
Friday: yearbook copy revisions; study for grammar quiz Monday over pronoun case

Gospel of John homework:

Monday: pp. 147-151 #1-2
Tuesday: pp. 154-158 #1-4, 7
Thursday: pp. 158-160 #9-12; 163-166 #1-3
Friday: pp. 169-174 #1-6. pp. 174-176 #7-13

Week of 21-23 Nov. 2011

American Literature homework:

Monday: continue drafting research paper
Tuesday: two different introduction paragraphs due tomorrow
Wednesday: first five pages of the rough draft due Monday

World History homework:

Monday: pp. 295-301 #1-5; finish handout
Tuesday-Wednesday: none

Journalism homework:

Monday-Tuesday: work on rough draft (due Wednesday)
Wednesday: none

Gospel of John homework:

Monday: study guide
Tuesday: read John ch. 14-16 and write a paragraph summary for each chapter (3 total)
Wednesday: none if you have finished Tuesday's homework!

For eleventh grade: some good and bad examples of sandwich quotes

Example 1: a high school student's paper, "The Real American Cowboy" (LN 455)

The real cowboy was a tender of cattle. He had his “roots in antiquity” since herders of animals have existed since ancient times (Frantz 248), and even today “such people exist all over the world, from those who tend yaks in Central Asia to the gardians of the Camargue or the gauchos of Argentina” (Morgan 268).

Now let's look at some specific things this author did well and poorly.

The real cowboy was a tender of cattle.

The first sentence sets up the quote by giving a general statement that will be backed up by the quote.

He had his “roots in antiquity” since herders of animals have existed since ancient times (Frantz 248),

The writer leads smoothly in and out of this short quote; the whole sentence flows well.

and even today “such people exist all over the world, from those who tend yaks in Central Asia to the gardians of the Camargue or the gauchos of Argentina” (Morgan 268).

Don’t do this! The writer ended the paragraph with a quote. Always end with an explanation in your own words.

Example 2: a college paper, "On Rereading Tess of the D'Urbervilles"

I also picked up on literary devices, like the symbolism of the dead birds that Tess sees in chapter 41, killed by hunters who “ran amuck, and made it their purpose to destroy life” and who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). With these abstract value judgments against hunters, Hardy is no longer speaking of the practice of killing birds for sport but rather of the experience of Tess, who is ruined either by a grasping man or society’s rigid moral codes or both, depending on one’s interpretation.

Now let's look at some specifics:

I also picked up on literary devices, like the symbolism of the dead birds that Tess sees in chapter 41, killed by hunters who “ran amuck, and made it their purpose to destroy life” and who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274).

The first sentence explains what is significant about the quote that will follow (“literary devices,” “symbolism”) and flows smoothly into the two quotes.

[. . .] who were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). With these abstract value judgments against hunters, Hardy is no longer speaking of the practice of killing birds for sport but rather of the experience of Tess, who is ruined either by a grasping man or society’s rigid moral codes or both, depending on one’s interpretation.

The sentence following the quote explains what the hunters symbolize.

Example 2, but WITHOUT the sandwiching:

Tess sees dead birds killed by hunters. “[Hunters] ran amuck, and made it their purpose to destroy life” and they were “so unmannerly and unchivalrous towards their weaker fellows in Nature’s teeming family” (274). These are not the only examples that could be given; the entire book is full of foreshadowing and symbolism. Another interesting aspect of the book that emerged was the way in which Hardy is situated between Romanticism and modernism.

This is a BAD example--there are several things wrong with it. The first sentence does do a little bit to explain the context of the quote, but it doesn't lead smoothly into the quote. Whenever possible, lead into the quote with your own words rather than beginning a sentence with a quote.

Also, in this example, the writer did not explain the significance of the quote. She mentions "foreshadowing and symbolism," but it's unclear where she saw foreshadowing or symbolism in the quote. The whole paragraph is much more abrupt and does not flow as smoothly as it does with proper sandwiching; it also does not make as much sense.

Example 3: A professional, published article,“Effects of Listening to Heavy Metal on College Women: A Pilot Study” by Becknell et al.

This example answers the question of how often you should use parenthetical references, even if you aren't including an exact quote. The answer? Use a parenthetical reference every time you include information that is not common knowledge.

Research on psychological effects of heavy metal music seems to focus on displacement functions. Arnett (1996) reports that heavy metal music preference involves mostly messages of rage, loneliness, and cynicism. Arnett (1991b) also theorizes that heavy metal music listeners engage in psychological alienation tendencies and possess poor social relationships. More recent research, however, suggests that Arnett‘s position is more representative of females than males (Lacourse, Claes, & Villeneuve, 2001). The general assumption is that heavy metal music listeners release or unload their pent-up frustrations into the loud and intense sounds which they subconsciously feel will help them cope with life demands and stress (Arnett, 1991a).

Note how frequent the parenthetical references are--there is one after nearly every sentence! This is how careful you should be when documenting your sources.

Week of 15-18 Nov. 2011

American Literature homework:

Tuesday: GUM 97-98; continue finding sources and taking notes
Wednesday: outline due tomorrow; bring sources and/or notes tomorrow; bring LN tomorrow
Thursday: write two paragraphs using sandwich quotes from your sources
Friday: first page due Monday

World History homework:

Tuesday: study for test tomorrow
Wednesday: Read pp. 154-261. p. 261 #1-4
Thursday: Read pp. 270-275; p. 275 #1-4
Friday: finish chart. Read p. 280-282, 288-294. p. 293 #1-5, p. 294 #1-3

Journalism homework:

Tuesday: pp. 178-189 notes; rewrite paragraphs (worksheet)
Wednesday: exploring features online worksheet
Thursday: pp. 190-194 notes; topic selection
Friday: worksheet; rough draft due Tuesday

Gospel of John homework:

Tuesday: finish worksheet
Thursday: pp. 134-136 #11-18
Friday: pp. 139-144 #1-11. Read and summarize p. 146 in a paragraph

11th grade research paper topic choices

Topics:

Most of these are general topics and will need to be narrowed down when you make your topic selection. For example, if you choose the topic of US-Japan relations, you will want to narrow down the time period or the geographic region or both.

Multilingualism

• What are the positive/negative effects of being multilingual?
• Should America become bilingual/multilingual?

Multiculturalism
Third Culture Kids
Economics

• What causes an economic depression?
• What are the effects of a consumer culture on the environment?

US-Japan relations

• Westernization during the Edo period
• American interactions with Okinawa
• How have the US and Japan shaped the international stance on climate change?
• Internment of Japanese Americans and Japanese Canadians during WWII

Transportation

• What are some new types of vehicles that are being developed (e.g. zero-emission vehicles, vehicles that drive themselves)? What laws or other factors prevent them from being marketed right away?
• What is the history of automobile manufacturing in the United States and around the world?

Asian influences on American culture

• Asian immigrants to America
• What difficulties or forms of discrimination did Asian immigrants originally face in America? How have conditions changed?
• Development of China Town, Little Tokyo, etc.

The changing face of the Christian church in America

• Who were the Puritans really, and how have they affected American society? Do they deserve their poor reputation? What were the American Puritans really like?
• Great Awakening; Jonathan Edwards
• What are some current trends in American religion?
• The American emphasis on logical thought
• Has the percentage of Christians in America increased or decreased since colonial times, and what factors have caused it to do so?

Individualism vs. collectivism
Propaganda

• Wartime propaganda in WWI/WWII
• How is propaganda used in politics today?

An American writer: _______________________
Poetic forms imported into English-language poetry (sonnet, villanelle, haiku)
History of the gothic genre, from its European roots to the American southern gothic
Influence of jazz and blues on American poetry
American tall tales (e.g. John Bunyan)
Native American myths and legends
Your choice, as approved by the teacher

Week of 7-11 Nov. 2011

American Literature: After finishing up our unit on Individualism Monday-Tuesday, we will be beginning this year's research paper project.

Monday: no homework
Tuesday: choose a topic
Wednesday: research and take notes
Thursday: research; preliminary thesis due tomorrow
Friday: Works Cited page due Monday; G.U.M. 100, 103

World History

Monday: Read pp. 220-227. p. 227 #1-3
Tuesday: worksheet; read pp. 228-232 and do 232 #1-5
Wednesday: 233-237; p. 237 #1-4
Thursday: begin working on study guide for chapter 8
Friday: study guide

Journalism

Monday: project
Tuesday-Wednesday: rough draft of yearbook copy assignment
Thursday: descriptive paragraphs
Friday: yearbook copy final draft due Monday

Gospel of John

Monday: pp. 109-115 #1-11
Tuesday: study for quiz Thursday
Thursday: p. 119-124 #1-7
Friday: p. 127-133 #1-10. Read and summarize “Study Skill-Hebrew thought” on p. 134-135

Week of 31 Oct. - 4 Nov. 2011

American Literature homework:

Monday: Write a paragraph response to each of the following questions:
1. Describe the main images used by Walt Whitman on p. 397 & 399.
2. Compare and contrast the two poems.
Tuesday: Finish questions; read “O Captain!”(handout)
Wednesday: Handout #2-4: respond in one paragraph to each question
Thursday: GUM p. 91-92, 97
Friday: study guide

World History homework:

Monday: study guide
Tuesday: study for test tomorrow
Wednesday: none
Thursday: pp. 203-210 notes
Friday: pp. 211-215 notes


Journalism homework:

Monday: Choose three discussion questions and respond in a paragraph to each.
Tuesday: grammar worksheet
Wednesday: write a letter to Dove responding to their ad
Thursday: ½ page response: explain the factors that cause people to write or create media from a biased point of view—as many as you can think of. Is it possible for anyone to get rid of all of their biases completely? Should we try to do so? What are the implications for you both as a consumer of media and a creator of media?
Friday: project

Gospel of John homework:

Monday: Answer 3 questions (What does it mean? So what for them? So what for us?) for EACH of the following passages: John 8:12-30; 8:31-38; 8:39-47; 8:48-59.
Tuesday: finish chart; study for test
Thursday: pp. 101-107 #1-11
Friday: TBA

Week of 24-27 October 2011

American Literature homework:

Monday: read Literature pp. 263-266; do p. 267 #2-4
Tuesday: read Literature pp. 301-304; do p. 304 #3 and finish #1-3 from academic vocabulary sheets
Wednesday: Read pp. 363-366, 369-376. Finish pictures for academic vocabulary
Thursday: Worksheet. Read pp. 379-403.

World History homework:

Monday: Read pp. 183-187. p. 187 #1-6
Tuesday: Read pp. 188-191. p. 191 reading check AND #1-4
Wednesday: Begin working on study guide
Thursday: study guide

Journalism homework:

Monday: Choose the best headline for each article and explain your choice in a sentence.
Tuesday: Choose any three discussion questions from today's article and respond in a paragraph to each.
Wednesday: Choose any three discussion questions from today's article and respond in a paragraph to each.
Thursday: grammar worksheet; study for grammar quiz Monday.

Gospel of John homework:

Monday: Read pp. 83-84 and make an outline. Finish chart.
Tuesday: pp. 86-91 #3-15.
Thursday: pp. 93-98 #1-10.

Week of 17-21 October 2011

American Literature homework:
http://www.blogger.com/img/blank.gif
Monday: Write 1/2 page about the film version of The Crucible: How does the film version contribute to the play (casting, setting, camera angles, music, etc)? How is the film version different from the play, and what are the ways that it changed the play?
Tuesday: internet worksheet; refer to the following websites:http://www.blogger.com/img/blank.gif

http://www.smithsonianmag.com/history-archaeology/brief-salem.html?c=y&page=1
http://evangelica.de/articles/the-devil-and-arthur-miller/

Wednesday: Read “Dr. Heidegger's Experiment,” Literature 500-513. Write 1/2 page summary.
Friday: Write an advice column to the characters in “Dr. Heidegger’s Experiment”(1 page)

World History homework:

Monday: Read Ch. 6 section 1 (pp. 160-169). Create a chart of roles in the Roman Republic and outline Roman wars and conquests. Finish timeline.
Tuesday: Read pp. 171-176. p. 176 #1-4. Study for quiz tomorrow.
Wednesday: Read pp. 177-182. p. 182 #1-3.
Friday: Read pp. 183-187. p. 187 #1-6.

Journalism homework:

Monday-Tuesday: revise; final draft due Wednesday
Wednesday: worksheet
Friday: headlines: write your own; select the best out of all the headlines that have been written for your article

Gospel of John homework:

Monday: study guide
Tuesday: Read John 6. pp. 75-79 #1-7.
Friday: TBA

Extra Credit Assignment for World History

Due date: Monday, 17 Oct. 2011
Amount of points: 10% on a quiz grade

In the world today, slavery still exists in many places. Currently there is an anti-trafficking bill, the TVPRA (a bill to combat slavery) that is being voted on by the US Congress. This law was previously in effect but has now expired and needs to be renewed. For extra credit, write AND SEND a letter to a congressman asking him or her to support the TVPRA. The website below explains more about the TVPRA and provides links to websites where you can find the email addresses of members of the House of Representatives and the Senate:

http://www.ijm.org/justice-campaigns/tvpra

Steps:
1. Write a letter asking a congressman to support the TVPRA.
2. Send your letter to one or more congressmen.
3. Email a copy to me or hand in a printout.
4. Sign the form stating that you mailed your letter to at least one congressman.

Week of 11-14 Oct. 2011

American Literature homework:

Tuesday: Choose three key words to describe Danforth’s personality; write a paragraph explaining your choices, using at least 3 sandwich quotes to justify your opinion.
Wednesday: study for test tomorrow
Thursday: none

World History homework:

Tuesday: finish worksheets (if not done by the end of class) and paragraph
Wednesday: Read pp. 150-155. p. 152 “Interpret,” p. 155 #1-5
Thursday: study guide; study for test tomorrow
Friday: Extra credit opportunity: write and send a letter supporting the Trafficking Victims Protection Reauthorization Act (TVPRA).

Journalism homework:

Tuesday: Read pp. 81-93. Notes.
Wednesday: finish worksheet about Egypt articles (if not finished in class)
Thursday: rough draft due Monday
Friday: rough draft due Monday

Gospel of John homework:

Tuesday: pp. 68-72 #4-12
Thursday: Read pp. 72-73. p. 73 # 13-16. Journal assignment due tomorrow.
Friday: study guide

Oct. 11 Classwork for World History - Greek Myths

For your assignment today, there are two worksheets. The first worksheet (no internet connection needed) is the one that says, "Greek Gods and Goddesses." For the second part of your assignment, you may choose one of two stories to read online. One is an adventure story about the Greek hero Jason and the Argonauts (you might hear more about him later in English class). The other is the story of Cupid and Psyche, a classic love story.

If you would like to read the story of Jason, click here:

http://www.mythweb.com/heroes/jason/index.html

Then click on "The Quest" and follow the arrows until you reach the end of the story.

If you would like to read the story of Cupid and Psyche, click here:

http://www.greekmythology.com/Books/Bulfinch/B_Chapter_11/b_chapter_11.html

The second worksheet that you have in front of you has some boxes for you to write down events in the story. (Event 1, Event 2, Event 3). However, these stories have more than three events. To make up for this, use the back of the worksheet to write down all the additional events in the story--you should have a total of at least ten.

Finally, after you have finished reading your story, write a paragraph responding to the appropriate prompt below.

Jason: What is Jason like as a hero, and what does that show about what the Greeks valued?

Cupid and Psyche: What does this story say about love?

Journalism classwork for 5 Oct. 2011

Browse to the news sources under "Academic Resources" and find articles in which people are quoted. For each article, write the following information:

1. Article title and source
2. What kind of person was quoted (primary, secondary, professional, or person-on-the-street)?
3. What kind of contribution does person's point of view make to the article?

Week of 3-7 Oct. 2011

American Literature homework:

Monday: Complete G.U.M. 94-96
Tuesday: Read pp. 212-219
Wednesday: Read pp. 220-227
Thursday: Read pp. 229-240. Critical Thinking Questions, pg. 228: #1,3,5, and 7.
Friday: ½ page summary of Acts 3-4.

World History homework:

Monday: Read pp. 108-113. p. 113 #1-4
Tuesday: Quiz. Read pp. 124-133. p. 132 #1-4, p. 133 #1
Wednesday: Write a narrative about ancient Greece; minimum of 1/2 page; use at least 5 vocabulary and/or place names from the reading (chapter 5)
Thursday: Read pp. 134-141. p. 141 #1-5.
Friday: Read pp. 142-149. p. 148 #1-4.

Journalism homework:

Monday: final draft due Wednesday
Tuesday: grammar
Wednesday: pp. 43-47 notes (1/2 page minimum)
Thursday: notes on pp. 48-53
Friday: notes on pp. 54-60

Gospel of John homework:

Monday-Tuesday: Study for test Thursday
Thursday: read pp. 59-60. #1-9 on p. 60-62.
Friday: pp. 63-66 # 11-19

Week of 26-27 Sept. 2011

American Literature: This week is our first unit test over The Crucible. No homework.

World History homework:

Monday: study guide for test tomorrow
Tuesday: no homework

Journalism: This week, we will begin to talk about how to write yearbook copy. Homework is to write a rough draft of a a yearbook article, due next Monday.

Gospel of John homework:

Monday: special chapel today; don't forget your 1/2 page news article is due tomorrow
Tuesday: read pp. 53-57 and answer #6-13.

Week of 19-23 Sept. 2011

American Literature homework:

Monday: Vocabulary sheet; read pp. 175-top of 186 and make a character list.
Tuesday: Read pp. 186-195. Write a ½ page summary of Act 1.
Wednesday: Read pp. 195-205. Create a chart or diagram showing the relationships among the characters (accuser, accused, judge, etc.)
Thursday: Finish p. 206 Critical Thinking questions (#1, 7, 8, 9). Read pp. 207-212.
Friday: study for test Monday-Tuesday

World History homework:

Monday: Read pp. 60-70. Outline.
Tuesday: Read pp. 72-79. p. 79 #1-4.
Wednesday: Read pp. 93-102. Notes.
Thursday: Read pp. 103-107. p. 107 #1-4. Project due tomorrow.
Friday: begin working on study guide for test Tuesday.

Journalism homework:

Monday- Tuesday: rough draft due Wednesday
Wednesday: no homework
Thursday: sentence fragment worksheet
Friday: final draft due Monday

Gospel of John homework:

Monday: pp. 36-38 # 7-13
Tuesday: Read John 2:1-25. Read pp. 41-42; answer p. 42-44 #1-5
Thursday: Read pp. 44-45. Answer questions 6-13. Write news report about one of the two events in John 2.
Friday: Read pp. 49-52, answer questions #1-5

Week of Sept. 12-16, 2011

American Literature homework:

Monday: Read pp. 144-148 and make a Venn diagram of Salem witch trials and McCarthyism
Tuesday: computer lab activity, anticipation guide
Wednesday: study for test
Thursday: notebook assignment due Friday
Friday: Read The Crucible pp. 166-175. Using the glossary in your literature book, write the definitions for the literary terms for this unit (theme, irony, paradox, allegory, setting, protagonist, voice, monologue, dialogue, soliloquy)

World History homework:

Monday: Mini-project (notes due tomorrow; mini-project due Friday)
Tuesday: study for test
Wednesday: study guide
Thursday: finish 9-11 mini-project
Friday: begin working on project (with a partner)

Journalism homework:

Monday: Read pp. 228-238 and take notes.
Tuesday: Attend the OCSI volleyball game tonight and record a play-by-play of what happened OR if you are unable to make it to the game, interview someone who was there (preferably a coach or volleyball player) to find out what happened. Due Thursday.
Wednesday: complete worksheet (Tuesday’s homework is also due tomorrow)
Thursday: one intro paragraph
Friday: total of three intro paragraphs due Monday

Gospel of John homework:

Monday: Pages 35-36 #5-6.
Tuesday: Read Mark 1:1-8. Create a poster with an illustration of John the Baptist; on your poster, also answer the questions who, what, when, where, why, and how.
Thursday: study for test Friday (study guide)
Friday: Read pp. 36-37, answer #7-9

World History Mini-project: Sept. 11

1. Browse to http://www.nytimes.com/interactive/us/sept-11-reckoning/viewer.html

2. Read the headlines, quotes, etc. on the top page. Choose one of EACH of the following:

• Any one article to read
• Any one slideshow of photos to view
• Any one video to watch

3. Take 1/2 page of notes telling WHAT happened on Sept. 11, 2001 and WHY it matters. (How did it change the world?) Due tomorrow.

4. Choose ONE of the following creative options to present what you learned (Due Friday):

• Write a journal entry from the point of view of someone who was in New York on Sept. 11, 2001
• On unlined paper (A4 printer paper, construction paper, or art paper), create a piece of artwork that represents the events of September 11, 2001. Write a paragraph on the back or a separate sheet of paper explaining how your drawing represents Sept. 11.
• Create a performance (short song, poem, rap, etc.) representing the events of September 11, 2001. You will need to turn in a copy of the words of your performance and a paragraph explanation of how your performance represents Sept. 11.
• Create an artifact (3D model, model building, etc.) that represents the events of September 11, 2001. Write a paragraph explaining how your artifact represents Sept. 11.
  

Week of 6-9 Sept. 2011

American Literature homework:

Tuesday: Grammar exercises: wkbk p. 5A (pronouns), 11B (adj/adv), 14A (prep/OP). Bring G.U.M. and LN tomorrow.
Wednesday: G.U.M. 106-108. Bring G.U.M. and LN tomorrow.
Thursday: G.U.M. 94-5; bring Literature tomorrow
Friday: TBA

Extra credit opportunity for American literature: either read “The World on Turtle’s Back” (pp. 24-40) and compare and contrast it to the biblical view of creation OR read “Sinners in the Hands of an Angry God” (pp. 152-156) and compare and contrast to “Images." Essay should be 3-4 paragraphs (handwritten is fine). Due next Monday.

World History homework:

Tuesday: Read pp. 30-37. 1-p. notes on looseleaf paper.
Wednesday: Read pp. 38-44. p. 44 #1-4
Thursday: Read pp. 45-49. p. 49 Reading Check, #4, #5 (newspaper article about an event in Jewish history)
Friday: Read pp. 50-55. 1-page outline.

Journalism homework:

Tuesday: 3 sources due Wednesday
Wednesday: rough draft due Thursday (400-500 words)
Thursday: work on rough draft (revise)
Friday: final draft due Monday

Gospel of John homework:

Tuesday: Read pp. 19-22, answer questions 1-2
Thursday: Read pp. 23-27 and all questions; study for upcoming quiz
Friday: pp. 31-34 and questions; quiz Monday; upcoming test

Journalism - Grammar practice for Sept. 1

Plurals and possessives:

Read through the rules and practice with the tutorial here:

http://www.meredith.edu/grammar/plural.htm

Practice with the game here:

http://www.harcourtschool.com/activity/exploring_possessives/index.html

Commas:

Read through the six comma rules at the website below; do Exercises 6 and 5 (we will talk about the other rules later).

http://depts.dyc.edu/learningcenter/owl/comma_placement.htm

Homework:

Write down the corrected sentences for any questions you missed in Exercise 6 and Exercise 5. If you answered every question correctly, write "all correct." Write a paragraph of at least five sentences in which you use all of the comma rules from Strunk & White pages 2-3 (handout).

Week of 29 Aug. - 2 Sept. 2011

Homework for the week:

American Literature:

Monday: Read Literature pp. 134-136, 138-139. List characteristics of Puritans.
Tuesday: Read “Images or Shadows of Divine Things,” write down unfamiliar vocabulary and definitions; ½ page is a good length
Wednesday: write a page describing in detail how something in nature expresses a spiritual truth (or a truth about life--does not have to be religious)
Thursday: vocabulary assignment (handout); read Literature 138-141, 143 and answer p. 142 #1-2.
Friday: Grammar exercises: wkbk p. 5A (pronouns), 11B (adj/adv), 14A (prep/OP). Bring G.U.M. and LN Tuesday.

World History:

Monday: Read and outline Genesis 6:5-9:18. Read H14 and answer #1-3.
Tuesday: Skim pp. 5-17. Define the vocabulary (6 terms) and answer p. 17 “reading check.”
Wednesday: Read pp. 18-23. Define all key terms and answer #1-4 in complete sentences.
Thursday: Read pp. 24-27. pp. 24-25: make a chart showing the four ancient civilizations, their rivers, and their common characteristics. pp. 26-27: answer questions for documents 1&4. p. 29 #13.
Friday: Read pp. 30-37. 1-p. notes.

Journalism:

Monday: paragraph reflection: Why is it morally important to be careful about what you report even if it isn’t published publicly? If it is published and read by the public?
Tuesday: ½ page reflection: When is it morally right to report wrongdoing? gossip? Why do you think people read these stories?
Wednesday: TBA
Thursday: grammar practice
Friday: choose a topic and find sources for writing assignment

Gospel of John:

Monday: Read John 1-10. Answer questions 1,2, 3 if applicable (pp. 10-11).
Tuesday: Read John 11-21. Answer questions 5-8 (pp. 12-13). Quiz Thursday over background information & lesson 1
Thursday: Study for upcoming quiz

Journalism classwork for 8-24

1. Follow the link below and play the game a few times with a partner.

http://www.harcourtschool.com/activity/possessive_noun/index.html

2. Follow the next link and take the quiz over plurals and possessives. Click "submit application" to view your score. Then WITHOUT looking at the answer key, write out the paragraph on a piece of loose leaf paper using correct plurals and possessives. Underline each plural/possessive word that had a box next to it (including those that were correct to begin with).

http://grammar.ccc.commnet.edu/grammar/cgi-shl/par_numberless_quiz.pl/plurals_quiz.htm

Homework is to finish correcting the paragraph from this website.

Assignment for Journalism class, Aug. 24

Journalism – Exploring Articles Online

Part A

Browse to http://ocsi-humanities.blogspot.com/ and click on “Academic Resources” at the top of the page. Scroll down through the list of links to “News Resources.”

Browse through a news website of your choice (or more than one). Look through them and list all of the kinds of articles that you see:

For the following questions, find three articles that you find interesting and answer the questions about each one.

Article One:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article? (Examples: Does it start with the basics and then go into more detail? Does it use a high amount of technical vocabulary? Does it use a strategy at the beginning to capture readers’ attention?)

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Article Two:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article?

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Article Three:

1. Write the title of the article and the news source where you found it.

2. In 2-3 sentences, write the main ideas of the article.

3. What do you notice about the organization and/or writing style of the article?

4. What do you think the purpose of this article is, and why?

5. Does this article only present facts, or is it an opinion piece? How can you tell?

Part B

1. From having browsed news websites and reading articles, what other things do you notice are involved in presenting news besides just writing? What are some other skills that are needed in order to put together everything you saw on the website?

2. What is the most interesting thing that you saw on the website?

3. What were some strategies that were used to get the reader’s attention?

4. Find an article that you think is interesting and that you would like the class to read for bellwork sometime in the next few weeks, print it out, and hand it in along with this worksheet.

Week of 22-25 August 2012

Welcome back to school! Whether you are a new student or a returning student, it is great to see all of your faces in class. I look forward to working with you this school year as we "strive to take captive every thought to make it obedient to Christ" (2 Cor. 10:5).

Homework for the week:

American Literature:

Monday: study for summer reading test tomorrow

Tuesday: none (summer reading test)

Wednesday: have all your books covered by Monday next week

Thursday: paraphrase the Aquinas prayer (handout) and write your own version; have books covered by Monday

World History:

Monday: finish survey (if unfinished)

Tuesday: read handout and take two-column notes (at least one page)

Wednesday: read Genesis chapters 1-3 and take two-column journal notes (at least one page)

Thursday: Write a paragraph: Which view of history do you agree with and why?

Journalism:

Monday: finish flash mob worksheet (if unfinished)

Tuesday: finish two-column notes

Wednesday: finish worksheet if unfinished

Thursday: grammar worksheet

Gospel of John:

Monday: finish survey and diagnostic if unfinished

Tuesday: read pp. 14-15 (textbook). List reasons there are four gospels and reasons John may have wanted his to be different from the others.

Thursday: Read John chapters 1-10. Answer pp. 10-11 questions 1, 2, and 3 if applicable.

Journalism Syllabus

Syllabus

Journalism

Hour: 3rd

Teacher Name: Ms. Amber Fontenot

Room Number: 332

Email address: Amber.Fontenot@ocsi.org

Blog address: http://ocsi-humanities.blogspot.com

School Phone Number: 958-3000

The best time for parents to call me is: from 3-5 PM

Course Description: Journalism is a writing course in which students will gather information using a variety of research methods, then present information in formats such as news stories, features, reviews, columns, editorials, survey stories, sports stories, and yearbook copy. Students will also read and emulate professional examples from online news sources, critically evaluate media messages, implement ethical journalism practices, and edit pieces to follow the conventions of written English (grammar, usage, mechanics). This course will help you to become a better writer and communicator, a better thinker, and a more critical consumer of media.

Course Objectives:

• Students will compile, synthesize, produce, and disseminate information using technology.
• Students will identify and evaluate parts of stories (e.g. lead, body, conclusion, quote).
• Students will model appropriate journalistic writing that is focused and coherent, using a variety of organizational strategies.
• Students will listen for bias and/or authority to evaluate the reliability of sources, identify and interpret a source’s message and intent, and accurately record direct and indirect quotations.
• Students will legally and ethically gather information from a variety of sources, using one source to check another.
• Students will use persuasive language and techniques appropriately: distinguish fact from opinion; recognize a source’s authority, special interest, propaganda, and bias.
• Students will use editing strategies and journalistic style rules to correct grammatical, spelling, and style errors (e.g., punctuation, capitalization, sentence structure), use word processing programs to prepare and edit text, and apply specialized vocabulary appropriately (e.g. sports, technology).

Class Text:

Introduction to Journalism

Materials you should bring to class every day:

- Two notebooks

- Loose-leaf paper

- A folder for handouts; a folder for your final portfolio

- Pens, pencils, erasers, highlighters

Grading:

Writing assignments and projects 50%

News stories, features, reviews, columns, editorials, sports stories, yearbook copy, etc.

Summative quizzes 30%

May include topics such as grammar and mechanics, terminology, background information, editing symbols, and writing.

Daily assignments 10%

Homework assignments and classwork.

Class participation and notebook 10%

Participation includes on-task work during individual and group work time, peer reviews, demonstrating engagement in class activities by asking and answering questions, commenting during class discussions, etc. The notebook grade will include items such as bellwork, freewrites, writing prompts, etc.

Portfolio Final Exam Grade (10%)

A portfolio containing pieces selected from your work during the course, revisions, and a reflection assignment.

Expectations:

- Come to class with a positive attitude and be ready to learn and to write.

- Be in your seat and working when the bell rings; begin bellwork immediately at the beginning of class.

- Assignments are expected to be turned in on time; 10% or one letter grade will be deducted per day from writing assignments handed in late, at the teacher’s discretion.

- Maximize your use of class time by taking notes, participating in discussions, participating in peer review exercises, and by writing.

• Writing assignments must be submitted typed and in hardcopy. On some occasions, you may be asked to print multiple copies for the purpose of peer review.
• Revision and editing will be a major focus of the class; major assignments will not be given a grade until they have been revised at least once. Your willingness to revise, not just the quality of your writing, will be taken into consideration for your grade on the assignment.
• Save all you work. You will be compiling a portfolio throughout the school year to track and evaluate your progress.

Class Rules:

- Respect: Respect each other, your teacher, and all school rules.

- Expectations: Come with an open mind and a positive attitude; be ready to explore, create, and ask questions.

- Materials: Come to class prepared—you should have all necessary materials and assignments when the bell rings.

Approximate Class Schedule:

The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.

Semester 1:

Week 1: Introduction to journalism

Weeks 2-3: Journalism conventions and ethics

Weeks 4-5: Sports stories

Weeks 6-7: Information gathering; evaluating sources

Weeks 8-9: News stories

Weeks 10-11: Analyzing media messages

Weeks 12-13: Yearbook copy

Weeks 14-15: Features (part 1)

Week 16: Portfolio

Semester 2:

Weeks 1-3: Interviews

Weeks 4-6: Features (part 2)

Weeks 7-9: Field research and reports

Weeks 10-12: Persuasive writing and editorials

Weeks 13-15: Reviews

Week 16: Portfolio

American Literature Syllabus (English 11)

Syllabus

English 11 - American Literature

Hour: 1^st period

Teacher Name: Ms. Amber Fontenot

Room Number: 332

E-mail Address: Amber.Fontenot@ocsi.org

Blog Address: http://ocsi-humanities.blogspot.com

School Phone Number: 958-3000

The best time for parents to call me is: from 3-5 PM.

Course Description: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.

Class Activities: The students study literature that coincides with what they are studying in their US History class. Students develop oral skills, critique selected readings, and develop their knowledge of the writings of America throughout its history.

Class Texts:

McDougal Littell - The Language of Literature

Language Network

Grammar, Usage, and Mechanics (non-consumable workbook)

Wakatsuki and Houston - Farewell to Manzanar

Arthur Miller - The Crucible

Charles M. Sheldon - In His Steps

Fitzgerald - The Great Gatsby

John Grisham - The Testament

Materials you should bring to class every day:

- Two notebooks (B5)
- Loose-leaf paper
- A binder or folder
- Pens, pencils, erasers
- Class textbooks with book covers

-An IR book

Grading:

Tests/research paper 40%

Quizzes/projects 30%

Daily assignments 20%

Class participation 10%

Expectations:

- Come to class with a positive attitude and be ready to learn, explore, and ask questions.

- Be in your seat when the bell rings and begin bellwork immediately at the beginning of class.

- Assignments are expected to be turned in on time; no credit will be given for late assignments.

- During class, be prepared to take notes and participate in class discussions.

Class Rules:

- Respect: Respect each other, your teacher, and all school rules.

- Expectations: Come with an open mind and a positive attitude; be ready to explore and ask questions.

- Materials: Come to class prepared—you should have all necessary books, materials, and assignments when the bell rings.

Approximate Class Schedule:

The schedule below is estimated, and may be adjusted based on class needs, at the teacher’s discretion, at any point throughout the year.

Summer reading: Farewell to Manzanar

First quarter: Historical overview, the Puritan tradition (The Crucible), extra credit opportunity (The Scarlet Letter)

Second quarter: Spirit of Individualism, informative speeches, Gothic literature, research papers

J-term reading: In His Steps

Third quarter: Civil War and Beyond (19^th ce. short stories and poems), Modern Age (The Great Gatsby)

Fourth Quarter: 1940s-Present (The Testament), Twentieth Century American Literature