Finals for English 1, 2 level
Our final is Wednesday, December 18 at 8 am.
6th period should report to room C-223 (with Easton). 8th period will be in C-233 (with Craig).
¶ on Jay in PSON
What is Jay’s motivation for going to the Philippines? YES, he wants to discover what happens to his cousin Jun. BUT WHY? The answer to that why should be part of your claim. Write a paragraph in the space below. DO NOT LIST A BUNCH OF REASONS …CHOOSE ONE. Write this ¶ using what you know we have studied in class while writing.
Some tips for revision before posting:
Include the author, title, and type of literature in your claim/topic sentence
Set up a direct quote with ONE sentence of plot summary, reminding the reader of what was happening at that point in the story. THEN include the direct quote, w/ citation.
Commentary connects the dots for your reader (explains your idea, provides additional examples IYOW, makes connections to life outside the story)
Do NOT include language like “the most important thing to know is” or “a quote that shows this is” or “this shows that”
Don’t refer to the quote, or page numbers in your wording.
Avoid vague words like: this, that, show, thing, some, many
DO use active verbs.
Week 7 Syllabus: December 9
AS WE RUSH HEAD-LONG INTO FINALS, we will continue to use The Patron Saints of Nothing to prepare for finals. Remember to annotate, for each chapter, using this list of questions/tasks (circle vocab, write out the reader’s questions—theme is your target, but plot questions are fine if those are the questions you have—and answer the questions on the above list.) We will also finalize grades, and missing work, this week.
TUESDAY, December 10
Taking the second quiz on PSON, this one covering pages 111-140.
In small groups, sharing your annotations on “Historical Background: PSON.” This is the 7 page, non-fiction article that discussed the history of the Philippines.
In these groups, students will have one minute to read through their peers’ annotations. Which words did they circle? What questions did they write in the margins? What main ideas did they summarize in the margins?
At end of class, students will read aloud the Jay paragraph written over the weekend.
HW: Catch up day. We are only assigning “The Word of God,” pages 141 through 145.
WEDNESDAY, December 11
Typing your paragraph on Jay from PSON. That assignment is NOT on Canvas…it’s public, on squarespace, here.
Silent, reading day on PSON.
First, review your annotations for each chapter, starting with the posted, guided questions/tasks listed on this google sheet. Make sure you have answered these questions in the margins of the chapter!
Second, review all the vocabulary words that you have circled. Create a “VIC” for the best, most important words, one that you can use as a second bookmark.
Third, read the questions you are writing in the margins. More than just a question mark…what are you writing in the margins? Do you explain the actual question beyond, “Huh?”
HW: Reading the next two chapters, “A New Silence Arrives,” and “Some Small Rebellion.” (pages 146-163) That’s approx 8 pages per night!
FRIDAY, December 13
We will NOT have a quiz on the reading. Quizes will resume AFTER Winter Break. You’re welcome!
Today we will have silent, sustained reading, but using the New Trier Newspaper.
Great books style discussion of Jay’s conversation with Tito Maning about his son’s death.
Reviewing the paragraphs written about Jay. What are the key issues we still need to fix for the final?
Ending the day with reading. You DO have reading homework this weekend…
HW: Reading the next three chapters, “Fail Him in Death," "This Poem is a Typhoon," "Let’s Do It" (pages 164-189) Again, that’s a little more than 7 pages per night.
Week 6 Syllabus: December 2
THESE LAST TWO WEEKS OF SEMESTER ONE we will dig into The Patron Saints of Nothing. Remember to annotate, for each chapter, using this list of questions/tasks (circle vocab, write out the reader’s questions—theme is your target, but plot questions are fine if those are the questions you have—and address this list. Our focus will be reading and annotating the novel over the next two weeks. Finally, we will review the revision of the “Raymond’s Run” paragraph that you completed before Thanksgiving break. The final will cover both annotation and paragraph writing—two skills we will practice as we ramp up to the final.
TUESDAY, December 3
For independent reading today, we are going to re-read chapter three of PSON. The annotation question, “Why are funerals important?” should help you think about why Jay calls his sister for support and comfort—something she seems unable to give him. While doing that, Ms. Craig will project her annotations, so everyone can see what a teacher notices while reading.
In chapter five, “A Narrower Country than Expected,” Jay begins to discover how little his friend(s) knows about his ethnic and national heritage. What does Jay discover about both his country of origin, and his friendship?
Finally, we will re-read “Things Inside,” and Ms. Craig will point out the vocabulary she’s circled, the questions she’s written, and which passages struck her as important—and, MOST importantly—what she wrote in the margins.
HW: Catch up day. If you have not finished reading and annotating everything up to page 59, use tonight to get caught up. Use the questions online to guide your marginal notes. And you can add the audio to your reading, if that helps.
If you’re already caught up, go ahead and read/annotate the next chapter, “The Strength of My Conviction” on page 60, wherein we see Jay on the flight to the Philippines, contemplating his confrontation with Tito Maning about what happened to his cousin
WEDNESDAY, December 4
Returning to the non-fiction, 7 page handout, “Historical Background of the Philippines,” to review the last 2.5 pages on President Duterte rise to power, political and militaristic war on drugs, and his current status in the Philippines.
We will also look closely at “The Strength of My Conviction,” ending class with silent reading of that (or the next) chapter.
HW: Reading the next two chapters, “A New Silence Arrives,” and “Some Small Rebellion.” (pages 67-89) That’s 10 pages each night!
FRIDAY, December 6
Quiz on last night’s reading.
Discussion of Jay’s arrival in the Philippines, and his aunt/uncle’s house and family. What do you make of their reception of their nephew?
Writing a practice paragraph for the final. Are Jay’s reasons for traveling to the Philippines selfish? Altruistic? Something else?
Returning to the novel, and reading/annotating the next two chapters.
HW: Reading the next four chapters, “Lead the Way," "You Can Hold on to Me If You Need To," "All That It Means" and “A Visit” (pages 111-140) Again, that’s fewer than 10 pages per night.
Week 5 Syllabus: November 18
JAY REGUERO IS A TYPICAL HIGH SCHOOL SENIOR who is more concerned about hanging out with his friends, playing video games, and finalizing his college applications when suddenly, without warning, everything he believes about himself is called into question. He will undertake a hero journey and attempt to discover a) what happened to his cousin, b) who he is and c) what he believes. We have prepared for this bildungsroman by reviewing historical background (8 page, non-fiction handout) and by watching Geography Go! videos about the Philippines (four in total). This will be our final text prior to semester finals in December.
TUESDAY, November 19
Independent reading.
Review of resources for PSON (online annotation directions, audio for the novel).
Posting paragraphs on Bambara’s short story, “Raymond’s Run.”
After break, starting a close reading of and discussion of the dedication, the epigraph, the epilogue, and the first chapter of PSON. We will also watch a short—1.5 minute— introduction to the novel by the author.
HW: Read all the “Raymond’s Run” paragraphs on squarespace. Choose the BEST three, and be prepared to vote for those by the writer’s name in class on Friday. You may NOT vote for your own. You MAY vote for others not in your class.
WEDNESDAY, November 20
Meeting in the library.
The first 20 minutes, students should identify two additional books that they would like to read.
Once identified and posted on our google sheet, students will read for 20 minutes, independently in the library.
HW: Read chapters four and five, up through and including page 38. When reading, annotate for 1) the chapter title’s connection to theme, 2) juxtaposition, and 3) legal vs. right. Other themes within the novel include: truth, identity, violence, justice, travel, poverty/wealth, being invisible/unseen.
FRIDAY, November 22
First 20 minutes, independent reading.
Discussion of Jay’s dilemma: what does he mean when thinking “[i]t’s a sad thing when you map the borders of a friendship and find it’s a narrower country than expected”?
We will then vote for our three favorite paragraphs. Students will read these, and I will lecture on what to improve, how to make these already-good paragraphs even better.
HW: Read through and including page 59 for class on Tuesday.
Annotation questions for Patron Saints of Nothing
Want to make sure you don’t wind up with annotations like the above? Annotate smarter, not harder, by clicking on the image above. This list will take you to questions to guide your written, marginal notes.
Paragraphs on Bambara's "Raymond's Run"
In class, students brainstormed information about the main character Squeaky. How would YOU describe her? Rather than writing a list of traits, writers focused on one attribute. Then, using the “So what?” and the “Yes…and?” questions, writers honed their claim, making it sharper, more insightful, or “debatable, probable, and provable.”
Scholars then wrote an argumentative paragraph describing Squeaky.
Re-read and then post your revised paragraph here, so that everyone in class may read it. Paragraphs should be posted by the end of day, Tuesday November 19.
Read all posted paragraphs, and choose the THREE best paragraphs by our next, 80 minute class, this coming Friday. We will vote on the best paragraphs, and have writers read their work aloud.
Audio for PSON
Click on the image above to access audio files for Randy Ribay’s Patron Saints of Nothing.
Week 4 Syllabus: November 11
OVER THE LAST WEEK, WE PREPARED AND began delivering oral presentations on the independent book you’ve been reading in class. These presentations should include a pan-and-scan and sign-posting. You should cover a summary of the novel, a description of the writer’s style and the book’s tone/mood, and both pro-and-con recommendations. We will complete these over the next two weeks, completing approximately 5 per day. Additionally, we will start reading the novel Patron Saints of Nothing by Randy Ribay. If you haven’t done so, purchase your copy in the bookstore now; the ISBN # is: 978-0525554929. It should cost approximately $10, plus tax.
TUESDAY, November 12
Independent reading.
Presentations of IR books.
Watching the following video in class on the geography of the Phillipines.
HW: Read the next selection
WEDNESDAY, November 13
Today we will continue with the oral presentations, completing at least four more.
6th period will watch the end of the video to the right, and one more on cuisine of the Philippines.
We will start reading Patron Saint of Nothing in class today, together.
HW: Finish reading chapter one tonight.
FRIDAY, November 15
This is the book you will need on WEDNESDAY of next week.
First 20 minutes, independent reading.
Finishing our oral presentations.
Once done, we will return to the paragraphs (that we didn’t finish) on Bambara’s “Raymond’s Run”
I’ll also review how to write a good claim (when you don’t have a narrow topic to write from).
HW: Pead and annotate the preface and chapter one from PSON. Check your school email for a link to the list of annotation assignments (it’s broken down by chapter)!
RR paragraph is due in class on Tuesday. We will post this one publicly on the blog.
Week 2 Syllabus: October 28
OUR LAST SHORT STORY IS CALLED “Raymond’s Run,” and is about a young black teen whose brother struggles with disabilities. Set in New York City during a May Day celebration, we see the main character give up her dreams in order to help her brother achieve a happy life. We will mainly work on “Adventure of an Indian Princess” this week, looking into First People/Native American stereotypes. After this week, we will begin reading the novel Patron Saints of Nothing by Randy Ribay. Purchase your copy BEFORE the end of next week. The ISBN # is: 978-0525554929.
TUESDAY: October 29
Independent reading for 20 minutes.
Uploading your “Adventure of an Indian Princess” homework (worksheet w/vocab and 6 questions). USE GENIUS SCAN to take pictures, and to upload these.
Discussion of “AIP.”
Reading “Raymond’s Run.” Note: there are some footnotes within the pdf copy of the document. I’ve photocopies those as best able, but some do have links to more information. Here’s the electronic version, so you can access those links.
HW: Re-read and re-annotate the story, “Raymond’s Run.”
WEDNESDAY, October 30
We won’t have class tomorrow, so today we will explore two canonical, American(ized) tales, “Wicked John & the Devil” and Washington Irving’s “The Legend of Sleepy Hollow.”
HW: Purchase the book below. You will need it next week!
FRIDAY, November 1
This is the book you will need on WEDNESDAY of next week.
First 20 minutes, independent reading.
Working on note cards. Remember that your two major PHYSICAL movement grades include pan & scan, and then sign-posting.
In terms of content, you need to include a description of the author’s work, a detailed overview of the book, and the reasons to or not to recommend the book to your audience.
In small group comparing notes on Squeaky. Then, in same groups, drafting a paragraph on “Raymond’s Run.”
HW: Paragraphs (and the corresponding worksheets) are due next week (no school on Monday or Tuesday). Also, read the introductory packet on Patron Saints of Nothing (PSON).
¶ on Arletta: "Adventures of an Indian Princess"
Post your paragraph as a comment to this blog entry.
When you click on the comment bubble, Squarespace should launch a comment box, into which you can paste your paragraph. Once you click on “Submit,” you can comment as a guest. Type your first and last name, and your NEW TRIER email address. You should leave the URL box BLANK, and then hit “submit.”
2014 Superbowl Ad, "Proud to Be"
This ad was featured a decade ago, and was part of a years-long campaign against racist mascots in professional and education sponsored sports teams.
Paragraph on short story, "The Wrong Lunch Line"
Last week, we worked on a complex, argumentative paragraph that included a direct quote from Mohr’s short story, “The Wrong Lunch Line,” and indirect evidence from Ken Burns’s documentary, “America and the Holocaust.”
Post your paragraph as a comment to this posting. When prompted, include your FIRST and LAST names, and use your New Trier email address. (Leave the URL space blank, and then select “submit”).
Below, the “cheeseburger” graphic illustrates the different parts of an argument paragraph:
Week 9 Syllabus: October 14
OUR NEXT SHORT STORIES INCLUDE one about Jewish and Catholic friends who encounter discrimination in their school’s lunch line, a Native American who is fostered by a horrid family on a road trip through Arizona, and a teenaged New York athlete whose brother has a developmental disability. For each one, students will write paragraphs using argumentative structure, or the “cheeseburger” method of organizing your ideas and including direct evidence. We will also add to the independent reading google-sheet, getting into the tone of your book, and the positives (and negatives) for potential readers.
TUESDAY: October 15
Independent reading for 20 minutes.
Homework review: annotations for “Run,” discussion notes (which we started in class last Friday, and you finished for homework).
Introduction to our next story, “The Wrong Lunch Line.”
Re-reading “The Wrong Lunch Line.” While doing so, remember to annotate:
Circle vocabulary;
Write out the questions you have as a reader;
Take notes on passages that would help you answer this question: How are both Yvette and Mildred in conflict with their school and the adults in their world?
Small group read-around: “East Harlem’s Nicholasa Mohr One of the First Puerto Rican Writers Published by a Commercial House,” by Harlem World.
HW: Writing and publishing a paragraph onto Canvas, about “The Wrong Lunch Line.” Check assignments in Canvas…due tomorrow, before class!
6th period notes on Noah's "Run"
8th Period’s notes on the story
WEDNESDAY, October 16
Watching two clips from Ken Burns’ documentary “America and the Holocaust.” The first clip details the popular spread of eugenics in America during the 1900-1930 (and the subsequent laws that continue to exist until 2014!). The second clip details what happens in America during 1938-1942, just prior to our short story, “The Wrong Lunch Line,” which is set in 1946.
Collecting your annotations to the short story “Run.”
HW: How does the documentary help you better understand the background to the short story? How are American political attitudes during the mid-20th century displayed in Mohr’s short story, “The Wrong Lunch Line”?
Go here to watch the video clip from Burns’ “America and the Holocaust.”
FRIDAY, October 18
First 20 minutes, independent reading.
We will finish the above film clips from the Ken Burns documentary on Jewish life in America during the 1930s and 1940s, and then write a paragraph that includes DIRECT evidence from the story “The Wrong Lunch Line” and INDIRECT evidence from the documentary “America and the Holocaust.”
Writing our next paragraph on “The Wrong Lunch Line.”
At end of class, we will pass out graded annotations on the story “Run”
HW: Finish re-reading and re-annotating “The Wrong Lunch Line.”
Out next story examines first people/native American stereotypes, “Diary of an Indian Princess.”
Week 8 Syllabus: October 7
DURING LAST WEEK’S TWO CLASSES, WE WRAPPED UP our work on Sherlock Holmes (annotation of story, working on the crossword/wordplay), posting information about your independent reading (using the Google spreadsheet), and writing conferences about argument paragraphs (finishing those face-to-face meetings during independent reading).
TUESDAY: October 8
Independent reading for 20 minutes.
Looking at the results from the NT English Department reading assessment results. We will pass out scan-trons and the test.
There were four reading passages: a non-fiction essay about a fireplace, a selection from the summer reading (which you had read), a selection from a short-story (one you haven’t read) and a selection from the novel (again, one you haven’t read).
In class, re-annotation. Why is Noah’s short story entitled, “Run”? We will look at this annotation question in small groups.
HW: Revisit the story, reviewing your notes. Where do you see “running” or the idea of the narrator discussing what he runs from, or runs toward? Re-read, re-annotate.
WEDNESDAY, October 9
Demonstrating what our independent reading looks like.
Short lecture on reading and Covid-related learning-delay.
Parents will look at the google-sheet that our class has prepared, pre-writing for our first oral presentation.
HW: Come to class prepared to discuss and write about Noah’s short story “Run.”
FRIDAY, October 10
First 20 minutes, independent reading.
Great Books format discussion on Trevor Noah’s “Run.”
Watching a short interview with Trevor Noah about his collection of short stories.
Writing our next paragraph about the story.
HW: Finish your next paragraph. Our next story is “The Wrong Lunch Line.” When reading, annotate for the lesson the two girls learn (besides circling vocabulary, writing out the questions you have.)
Audio for "Run" by Trevor Noah
Click on the image above to access audio of the short story, “run.”
Week 6 Syllabus: September 23
WE HAVE FINALLY COVERED OUR CLASSROOM procedures, including Canvas, our web blog and syllabus, homework, materials, academic integrity, getting help outside of class. Remember, face-to-face questions are preferable over email. We will begin our short-story unit, starting with a unit on Sherlock Holmes. This week, we will also finish reviewing your first paragraphs, giving you feedback and setting some writing goals for your next writing task, which will be at the end of this week. Finally, if you have NOT finished the STAR reading assessment, you MUST complete that on Tuesday. Ms. Craig will pull those students out of independent reading.
TUESDAY: September 24
Independent reading for 20 minutes.
In class, Great Books discussion. What are Sherlock Holmes values? And how do we know? 5 minutes for pre-writing, 20 minutes for discussion, another 5 minutes for post-discussion writing.
After break, students will engage in wordplay via the Sherlock Holmes crossword, either in small groups or in pairs. You MUST work together, sharing clues and finding answers. But words and clues must be VERBALLY exchanged. You can share answers by talking about them. You may NOT simply copy answers. Wordplay and vocabulary building is the goal!
HW: Last chance to add annotations to your story, based on the discussion in class. These will be collected on Wednesday!
WEDNESDAY, September 25
Second reading assessment, this one written by New Trier English Department. This will take the entire period.
HW: Spend another 30 minutes working on the crossword before class on Friday.
FRIDAY, September 27
First 20 minutes, independent reading.
We will watch a modern re-interpretation of “The Five Orange Pips,” different in that a) it’s set in early 21st century New York, b) Watson is a Chinese-American woman, and c) the orange pips aren’t seeds, but plastic beads relating to a children’s toy, safety recall.
Introducing our short story unit, the first of which is “Run” by Trevor Noah.
HW: Read and annotate the story. Besides circling vocabulary (adding to the words I’ve marked) and writing your questions as reader, you should keep notes on a) the narrator’s relationship with religion and b) the organization of the story.