11th grade IB/AP Student Syllabus

Winter 2015

Hove

Please read Great Gatsby over winter break

Or before…..

Standards

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11-12.RH.1)

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11-12.RH.2)

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (11-12.RH.3) Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11-12.RH.4)

5. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11-12.RH.6)

6. 11 W.9: Draw Evidence from literary or informational

texts to support analysis, reflection, and your research.

7. 11 RI.7: Integrate and evaluate multiple sources of information

presented in different media formats.

This week’s question:

“How does history affect a novel?”

Wednesday/Thursday

October 14/15

Take Multiple-Choice practice AP- 20 questions-

Use the Scarlet Letter Exam (MAKE UP IF ABSENT)

New Writing Partners today

Write down the strategies that were successful for you

Introduce “Dream Deferred” and annotate for strategies

Annotate and discuss

If you are absent: Find the poem, “Dream Deferred” and read and annotate

Assign research Topics for the lab today…

Then if you are absent, complete your own presentation for Group #2

Students will work in the lab to design their ppts. to be presented on Friday

Group #1: World War II ended, many Americans were eager to have children because they were confident that the future held nothing but peace and prosperity. In many ways, they were right. Between 1945 and 1960, the gross national product more than doubled, growing from $200 billion to more than $500 billion. Much of this increase came from government spending: The construction of interstate highways and schools, the distribution of veterans’ benefits and most of all the increase in military spending–on goods like airplanes and new technologies like computers–all contributed to the decade’s economic growth. Rates of unemployment and inflation were low, and wages were high. Middle-class people had more money to spend than ever–and, because the variety and availability of consumer goods expanded along with the economy, they also had more things to buy.

Moving to the Suburbs Group #2:

The baby boom and the suburban boom went hand in hand. Almost as soon as World War II ended, developers such as William Levitt (whose “Levittowns” in New York, New Jersey and Pennsylvania would become the most famous symbols of suburban life in the 1950s) began to buy land on the outskirts of cities and use mass production techniques to build modest, inexpensive tract houses there. The G.I. Bill subsidized low-cost mortgages for returning soldiers, which meant that it was often cheaper to buy one of these suburban houses than it was to rent an apartment in the city.

These houses were perfect for young families–they had informal “family rooms,” open floor plans and backyards–and so suburban developments earned nicknames like “Fertility Valley” and “The Rabbit Hutch.” However, they were often not so perfect for the women who lived in them. In fact, the booms of the 1950s had a particularly confining effect on many American women. Advice books and magazine articles (“Don’t Be Afraid to Marry Young,” “Cooking To Me Is Poetry,” “Femininity Begins At Home”) urged women to leave the workforce and embrace their roles as wives and mothers. The idea that a woman’s most important job was to bear and rear children was hardly a new one, but it began to generate a great deal of dissatisfaction among women who yearned for a more fulfilling life. (In her 1963 book “The Feminine Mystique,” women’s rights advocate Betty Friedan argued that the suburbs were “burying women alive.”) This dissatisfaction, in turn, contributed to the rebirth of the feminist movement in the 1960s.

The Civil Rights Movement Group #3

A growing group of Americans spoke out against inequality and injustice during the 1950s. African Americans had been fighting against racial discrimination for centuries; during the 1950s, however, the struggle against racism and segregation entered the mainstream of American life. For example, in 1954, in the landmark Brown v. Board of Education case, the Supreme Court declared that “separate educational facilities” for black children were “inherently unequal.” This ruling was the first nail in Jim Crow’s coffin.

Many Southern whites resisted the Brown ruling. They withdrew their children from public schools and enrolled them in all-white “segregation academies,” and they used violence and intimidation to prevent blacks from asserting their rights. In 1956, more than 100 Southern congressmen even signed a “Southern Manifesto” declaring that they would do all they could to defend segregation.

Despite these efforts, a new movement was born. In December 1955, a Montgomery activist named Rosa Parks was arrested for refusing to give her seat on a city bus to a

white person. Her arrest sparked a 13-month boycott of the city’s buses by its black citizens, which only ended when the bus companies stopped discriminating against African American passengers. Acts of “nonviolent resistance” like the boycott helped shape the civil rights movement of the next decade.

The Cold War Group #4

The tension between the United States and the Soviet Union, known as the Cold War, was another defining element of the 1950s. After World War II, Western leaders began to worry that the USSR had what one American diplomat called “expansive tendencies”; moreover, they believed that the spread of communism anywhere threatened democracy and capitalism everywhere. As a result, communism needed to be “contained”–by diplomacy, by threats or by force. This idea shaped American foreign policy for decades.

It shaped domestic policy as well. Many people in the United States worried that communists, or “subversives,” could destroy American society from the inside as well as from the outside. Between 1945 and 1952, Congress held 84 hearings designed to put an end to “un-American activities” in the federal government, in universities and public schools and even in Hollywood. These hearings did not uncover many treasonous activities–or even many communists–but it did not matter: Tens of thousands of Americans lost their jobs, as well as their families and friends, in the anti-communist “Red Scare” of the 1950s.

Shaping the ’60s Group #5

The booming prosperity of the 1950s helped to create a widespread sense of stability, contentment and consensus in the United States. However, that consensus was a fragile one, and it splintered for good during the tumultuous 1960s.

Group #6: Lorainne Hansberry and her style of writing as used in the drama,

Raisin in the Sun

Group #7: Plessy Vs. Fergusen

10/20 - PPT will be 20 slides including works cited with only 10 words per slide

We will present these on Friday before beginning the drama

Friday October 16: Students will show their ppts, while the other students take notes

If you are absent, you are still responsible for the notes

Standards:

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11-12.RH.1)

2.

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11-12.RH.6)

3.Resent information, findings, and supporting evidence, conveying a clear and

distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11-12.SL.4)

4. 11 W. 4: Produce clear and coherent writing in which the development, organization, andstyle is appropriate to task, have a purpose, and clear audience.

Question:

“How are elements more or less significant in a drama than a prose piece?”

Monday, October 19: Finish presenting Power Points today

Do the rest of last week’s multiple- choice test

Tuesday, October 20: ECAP today

Wednesday/Thursday Activity to learn techniques for argumentative writing

October 21/22: 15 minute Silent Discussion: Have students rotate To different posters around the classroom. On their Own paper, react to each of them and then we will share.

Activity #1: To be completed in class with the articles and

Questions.

If you are absent: Get two of the articles from me when you return to school, unless

It is a field trip, and read and annotate. Lastly, answer these questions about the articles.

A) What is the message/ purpose of this article?

B) What were the most meaningful examples of pathos?

C) What was the most significant use of logos

D) What is the proof of ethos in this document? Why should we even trust this author?

E) What is one thing you learned that was new?

Activity #2: Read the National Archives Teaching Documents Read the background piece.

After reading about the Brown vs. Board of Education, discuss these questions:

1) Why do others immigrate to American?

2) What does the American dream mean to you?

3) What are some obstacles that get in the way of dreams?

4) Who would have trouble achieving this American dream?

5) What makes this one dream so appealing to so many?

6) Why is it deferred like in our poem?

Now in your same group, split up these activities and bring together as one assignment:

1) Write a poem about the Civil Rights

2) Write an Editorial over the judicial restraint vs. judicial activism.

One will write for support while the other person in the group writes for against.

3) Create and color and design a book jacket which is focusing on this issue; however, it is happening in the 2000s.

4) Brainstorm qualifications (writhe them down) to consider for a Chief Justice. You are the President who has to interview and then choose this person. Write 10 questions and sample answers which will be expected.

5) Create and design a children’s book about the Civil Rights. Make sure the book has a clear message/lesson to the audience and that your audience is clear.

HW: Read and annotate the introduction by Friday

Friday October 23:

Read Act I in class today. If you are absent, please read this at

home.

HW: Finish reading Act I, scene I by Monday

Question: “How is a setting significant in a drama?”

Standards:

(1) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

( 2) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11-12.RL.1) (3) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (11-12.RL.2) (4) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (11-12.RL.3) Craft and Structure (5) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (11-12.RL.4) (6) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (11-12.RL.5) (7) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (11-12.RL.6)

Monday, October 26: Discuss Reciprocal Teaching WS

Begin Act I, Scene II. If you are absent, read at home AND

finish Reciprocal Teaching Worksheet. This sheet

Is on my website, so please download it and fill it out.

Tuesday, October 27: Lecture Act I- No annotations will be collected for this drama.

If you are absent, you are responsible for notes

If you are absent: Type a one page essay answering Question #1 and the significance

Of settings in plays. Use this play for your example.

Questions for today’s discussion:

1. What is the significance of the setting in scene I and how does it display poverty?

2. How is the scene between Ruth and Walter an example of foreshadowing?

3. How is Walter’s American Dream developed in Scene I?

4. What does the following allusion mean? How does Beneatha use this allusion in the context of the play?

Beneatha: (Turning slowly in her chair) And then there are all those prophets who would lead us out of the wilderness-(WALTER slams out of the house) - into the swamps!

5. Which theme is introduced in Scene I and how does Hansberry introduce it?

6. What is the significance of the scene with the rat?

7. How does the allusion to Nigeria play a role in scene II?

8. What is the significance of the meaning of the word “Alaiyo”? What subtle glimpse into Beneatha’s soul does this conversation provide?

9. What does the allusion “this here can is empty as Jacob’s kettle” mean? How does Hansberry use it in this scene?

10.How does the mood of the play change when the postman rings the doorbell?

Wednesday/Thursday Multiple-choice Practice AP exam. If you are absent,

Get the exam from me when you return.

October 28/29 Introduce Raisin in the Sun Comp Assignments

If you are absent, you may download these

Read Act II, scene I. Please read at home if you are not here

Fill out Reciprocal Teaching WS and discuss.

Fill out if you are absent. These are on my website

Quote Hunt: Divide into 10 groups assigning each

group two of the thematic subjects: They will need to find two quotes per thematic subject. Must use the 3S method. Cite the quotes directly as a drama.

If you are absent: Find three quotes and using three “S”

Give the significance of each.

Example of citation:

Verse play or poem For verse plays, give act, scene, and line numbers that can be located in any edition of the work. Use Arabic numerals and separate the numbers with periods.

In Shakespeare’s King Lear, Gloucester, blinded for suspected treason, learns a profound lesson from his tragic experience: “A man may see how this world goes / with no eyes” (4.6.148-49).

For a poem, cite the part, stanza, and line numbers, if it has them, separated by periods.

The Green Knight claims to approach King Arthur’s court “because the praise of you, prince, is puffed so high, / And your manor and your men are considered so magnificent” (1.12.258-59).

For poems that are not divided into numbered parts or stanzas, use line numbers. For a first reference, use the word “lines”: (lines 5-8). Thereafter use just the numbers: (12-13).

Example: Standards:

(1) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

Finish Act II, Scene II. Please read at home if you are not here .

HW: Complete Reciprocal Teaching WS .

This can also be done at home.

Friday, October 30 Finish reading Act III for Raisin in the Sun.

Complete Reciprocal Teaching WS

If you are absent, read and complete the worksheet at home, please

Homework: Finish reading the end of the play and download and annotate Jim Crow piece

Standards:

1) Analyze multiple interpretations of a story, drama, or poem (e.g.recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

( 2) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11-12.RL.1) (3) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (11-12.RL.2) ( 4) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (11-12.RL.3)

Question:

“How did the Jim Crow laws have an effect on Raisin in the Sun?”

Monday, November 2 Lecture over the ending of the play - Get notes

Think/Pair/Share the Jim Crow Piece

Short discussion questions found on the bottom of the

Start showing Raisin in the Sun Movie

If you are absent, type an essay about the effects of Jim Crow

On today’s society. What (from this) is still influencing our

Decisions today.

Tuesday, November 3:

Finish Movie - Move forward to the last 55 minutes.

Wednesday/Thursday

November 4/5 Rhetorical journals

Quote Hunt: Select 10 quotes how it influenced the play, Raisin in the Sun. This is in preparation for our upcoming timed writing. These quotes need to address these topics:

A) Finding the American dream

B) b) Generational gap within this drama

c) characters feeling trapped in this time period whether it be because of gender, beliefs, ethnicity, etc.

d) Where do you see Lorraine Hansberry putting herself into this play?

If you are absent, please choose one of these areas and complete your quote hunt at home.

Timed Writing (30 min) for Raisin in the Sun. This will need to be made up on

Monday at lunch.

Group Discussion

If you are absent, please complete these questions at home.

(1) What do these terms mean: all the ironies

(2) What type of conflicts were represented in the story?

(3) What is the tone of the story when Walter continues to talk about his dream?

(4) Who were the Heroes of Southwest Africa that showed Mama the tired and hardworking?

(5) How did Asagai move beyond the American issues represented in this story?

(6) What was the allusion to Prometheus?

(7) What was meant by the Beneatha’s allusion to Judas?

Homework:

Final Exam for Raisin in the Sun will be Multiple-Choice AP style

Annotations will be due Friday for Raisin in the Sun

Friday

November 6 Raisin in the Sun final exam

If time allows: AP Practice Multiple- Choice test.

Question: Does some of the TV stereotype certain cultures?

Standards:

1) Analyze multiple interpretations of a story, drama, or poem (e.g.recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

(2) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (11-12.RL.1)

Monday NOVEMBER 9: Textbook readings: in preparation for writing a synthesis

2 groups:

Essay: Media and the Popular culture:

“ Escape from Wonderland: Disney

and the Female Imagination” Page 610 (textbook)

Then we will have individual articles

“Does Reality TV Have a Negative Impact on Teens” by Lisa Fritscher

“ Reality TV’s Impact on Bullying and Student Behavior”

Discuss the textbook pieces/ Articles

First pair-share your favorite Disney story you always read or watched growing up? Why was that your favorite and what did it teach you?

What is your favorite reality TV show and Why?

What is your favorite TV show that displays a family or individual of a certain culture?

If you are absent: Read one of these stories and then answer these questions

Today’s questions:

Does some of the TV stereotype certain cultures?

So does the media in our society have responsibilities to

educate us or educate our children with their Disney films?

Do Disney movies portray ONLY a certain lifestyle among

their characters?

Now, take a claim on the position of “reality TV”

What would is your thesis?

From these articles, which evidence would you use?

Tuesday

November 10:

Wednesday November 11 NO SCHOOL- VETERANS DAY

Thursday

November 12 First comp for Raisin in the Sun due

Lecture: How to analyze like on Question #2

Students will write a question #2.. If you are absent

Get the test from me and get notes from partner

Friday

November 13 Comp 2 for Raisin due

Check out Streetcar Named Desire today

Check out StreetCar Named Desire todayOpening Lecture: Tennessee Williams

Themes, motifs, characters, symbolism,

Setting and structure- culture of New Orleans

Standards:

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11-12.RH.1)

2.

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11-12.RH.6)

3.

resent information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (11-12.SL.4)

4. 11 W. 4: Produce clear and coherent writing in which the development, organization, andstyle are appropriate to task, have a purpose, and clear audience.

Essential Questions:

“ In what ways does fantasy affect people who are trying to create a realistic reality?”“ What may be the consequences of or pursuing desire?”

“ How does desire affect our overall goals in life?”“ How does culture play a part in a person’s life?”

Monday, IN LAB TODAY

November 16: Assign groups and prepare for TED Talk

 

Tuesday

November 17: IN LAB TODAY

Continue working on TED Talk

Wednesday/ Thursday Present TED Talks

November 18/19 Read Scenes 1 and II pp. 13- 44 in class

Think Abouts For the Weekend: Put answers in spiral

“What were your first impressions of the characters?”

“What is the symbolism, tone, and settings so far?”

“Why is this story so realistic?”

“What are some of Williams’ techniques used thus far?”

Activity: If you are absent, please complete this assignment at home and bring to me tomorrow.

Scene I: “The music of the blue piano grows louder”

Tennessee Williams uses music in his dramas in unique ways. For example, in Streetcar Named Desire, he uses it for stage directions. Explore the music he has used this far. Interpret how this music was used.

What are the intentions of music in plays and movies?

What are the unspoken thoughts and feeling of the characters in the scenes that music may help to represent?

What other type of music could also be used for your examples. Would they be as effective?

Friday

November 20: Read Scene 2

Discuss: the introduction- Scenes 1, 2

1st impressions, char.development,

symbolism, tone, realism. Setting,

Blanche- the protagonist and her point of view

Small group discussion Activity

Homework: Annotate Scenes I and II

Question:

“How did laws affect a drama shown on Broadway?”

Standards:

Standards

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. (11-12.RH.1)

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (11-12.RH.2)

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (11-12.RH.3) Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (11-12.RH.4)

5. Evaluate authors’ differing points of view on the same

historical event or issue by assessing the authors’ claims, reasoning, and evidence. (11-12.RH.6)

6. 11 W.9: Draw Evidence from literary or informational

texts to support analysis, reflection, and your research.

7. 11 RI.7: Integrate and evaluate multiple sources of information

presented in different media formats.

Monday Discuss what the “Hays” Code is

November 23: Look for significance of this code as we continue to read

Read Scenes III and IV

HW: Annotate Scenes III and IV

Tuesday

November 24: Finish reading Scene 10 pp. 122- 131 and discuss

The music

Blanche’s good qualities

Double standards

Complete some of the questions listed under 26th

Homework: Continue annotating and work on the comps

Essential Questions:

1) How does music affect a play?

2) How do we use first impressions to develop our relationships?

Wednesday Read the end of the play- Scene 11

November 25 Discuss the ending of the play

If you are absent, finish the play at home and type up one page discussing the significance and message given at the end of the drama.

HAPPY THANKSGIVING

NO SCHOOL THURSDAY AND FRIDAY

November 26/27

Monday November 30

Practice with 10 more multiple choice questions and write down new strategies

Discuss ion today. If you are absent, type an essay answering the following:

Williams is known for his dramatic structure and it adding to his writing style. Name some of the unique style techniques Williams uses in this play.

Question:

“How is a drama different on Broadway compared to the Big Screen?”

Standards:

(1) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

Tuesday Start the movie today

December 1: Hand out check sheet for the notebook

If you are absent, please get this from my website

Homework: Get folder and proposal from 10th grade

In LAB TODAY…

Comps #1 and # 3 DUE today

Wednesday/Thursday Start Poetry Unit Today: Frost/Whitman

December 2/3 Assign readings: Packet (I will provide)

In Lab: Research and also find

new readings/poems for Frost and Whitman

In lab, must find poets with the same style

If you are absent: Find 2 poems written by Frost and Whitman

Read and annotate. Then type a page explaining the significance each of these poet’s techniques have in not only moving the plot of the poem along, but also to express the theme or message in the poem.

Comps # 2 and # 4 due today

Friday Comp #5 due today

Today’s Poetry Lesson: Symbolism

December 4: Annotate for symbolism on the poems from today

Study Nye’s poem, “Fundamentalism”

(Use questions from my college packet)

If you are absent, read and annotate “Fundamentalism” (you can find it on the internet)

And type a page discussing the purpose of Nye’s poem. Who do you think her audience is?

Homework: Must have folder and proposal for lab day on Wed.Thurs

Question:

“How do poets put themselves into their songs and poems?”

Standards:

(1) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live Production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

Standards:

(1) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (11-12.RL.7)

Monday

December 7: Prompt: Consider all the historical allusions used in both dramas

we just read. Type a 6-10 Stanza poem expressing ONE of the

themes from ONE of the plays we read. Also include the

historical allusion to get this theme across.

If you are absent, please do this assignment at home

Homework: Notebooks with last name A-H tomorrow

Tuesday December 8: Notebooks A- H today

Continue with Poetry Unit: Analysis Test

Students will analyze the poem, “Abandoned Farm House”

If you are absent, please find this poem on line and read it.

Create your own poem about something in your life that, at one time, was abandoned.

Homework: All other notebooks due tomorrow

We are in lab tomorrow to work on extended essay

Wednesday/Thursday Notebooks for last names with I - Z

December 9/10 Lab: work on extended essay

Make sure topic is narrowed.

Should have (3-5) credible sites read and summarized

Find 2 or 3 more credible sites today

Decide which poet you and your group will

do for your project in January

If finished early, may work on poetry packet some more.

If you are absent, please show me 2 hours’ worth of work that you did on your extended essay to make up for your participation grade today.

Friday

December 11: Go over study guide for final exam

If you are absent, this is on my website

Finish studying poetry.

Monday BIO: and introduction for The Great Gatsby

Get notes from your writing partner

December 14:

ACT review cards, Yellow BIG term cards, and SAT vocabulary, and AP Terms

Go to library: check out Great Gatsby

Start the movie and then finish it tomorrow

Tuesday

December 15: Finish the movie, Raisin in the Sun

Wednesday/Thursday 16/17

FINAL EXAMS