Caged Bird Reading Calendar

Caged Bird Reading Calendar

Caged Bird Reading Calendar

Thursday, September 28th: pp. 1-14; pp. 20-33
Friday, September 29th: pp. 46-60

Monday, October 2nd: pp. 61-76
Tuesday, October 3rd: pp. 77-92
Wednesday, October 4th: pp. 93-111
Thursday, October 5th: pp. 133-146
Friday, October 6th: pp. 176 (“The school band struck up a march…”) – 193

Monday, October 9th: pp. 194 – 208
Tuesday, October 10th: pp. 214-225
Wednesday, October 11th: pp. 226-242
Thursday, October 12th: pp. 256-263
Friday, October 13th: pp. 273-289

Caged Bird Reading Calendar

Thursday, September 28th: pp. 1-14; pp. 20-33
Friday, September 29th: pp. 46-60

Monday, October 2nd: pp. 61-76
Tuesday, October 3rd: pp. 77-92
Wednesday, October 4th: pp. 93-111
Thursday, October 5th: pp. 133-146
Friday, October 6th: pp. 176 (“The school band struck up a march…”) – 193

Monday, October 9th: pp. 194 – 208
Tuesday, October 10th: pp. 214-225
Wednesday, October 11th: pp. 226-242
Thursday, October 12th: pp. 256-263
Friday, October 13th: pp. 273-289

Homework: 9/27

Please read and analyze the poem, Sympathy, by Dunbar.

Answer the questions on the back of the sheet, and be prepared to discuss your answers tomorrow.

Don't forget to bring Caged Bird tomorrow!

For tomorrow, please bring your copy of I Know Why the Caged Bird Sings.

In addition, please locate and bring in your list of literary devices that we discussed before the short story unit.

If you will be absent tomorrow, please drop by my classroom at some point during the day tomorrow to pick up your homework for tomorrow night (poem analysis of Sympathy). I will leave some copies in a folder taped outside my door.

Homework: 9/25

Tonight, please prepare for "The Stomas Educating the Masses?"

You may use ANY notes you compile for your 50 minute writing sample for tomorrow.

Remember, you rubric scores on this writing sample will be compared to your rubric scores for "Culture Matters." You will earn a high grade by demonstrating improvement in writing and argumentation!

Homework: 9/21

ASSIGNMENT #1 : Candy Wars REFLECTION

Based on your notes from the "Candy Wars" activity, write a claim in response to the following question: "Which 'Candy Wars' argument was most effective?"

Then, write one paragraph supporting how/why this argument is true.

* Make sure your paragraph is based on ONE element of effective argumentation (reasons, evidence, explanations or warrants). *

This will be assessed to determine your understanding of effective argumentation, and will consequently be worth 10 points.

ASSIGNMENT #2:

To begin our short exploration of how parenting can affect the construction of one's identity, please complete the parenting survey for tomorrow. Be prepared to discuss your thoughts on the matter!

Homework: 9/21

ASSIGNMENT #1 : Candy Wars REFLECTION

Based on your notes from the "Candy Wars" activity, write a claim in response to the following question: "Which 'Candy Wars' argument was most effective?"

Then, write one paragraph supporting how/why this argument is true.

* Make sure your paragraph is based on ONE element of effective argumentation (reasons, evidence, explanations or warrants). *

This will be assessed to determine your understanding of effective argumentation, and will consequently be worth 10 points.

ASSIGNMENT #2:

To begin our short exploration of how parenting can affect the construction of one's identity, please complete the parenting survey for tomorrow. Be prepared to discuss your thoughts on the matter!

Homework: 9/20

For homework, write a claim regarding which "Candy Wars" argument was most effective.

Then, write one paragraph that supports why your claim is true. Be sure to stay focused on one reason why your claim is true.

You are writing an argument about an argument. Cool, huh?

This assignment is due TOMORROW and will be worth 10 points.

Homework: 9/14

FOR MONDAY:

Please look over the "Candy Wars" packet. You have the option to purchase a real version of your candy bar, print a picture of it off the Internet, etc. However, none of these options are necessary to successfully meet with your marketing team in class on Monday.


FOR TUESDAY:

Please read and rank the "Culture Matters" essays in the "Quality of an Essay" packet. For now, disregard the directions on the front page. Just rank them from 1 to 3 (best to worst). Be prepared to discuss the quality of these essays on Tuesday and Wednesday!

Homework: 9/8

Please finish your analysis of both the short story packets. Be prepared to discuss any one of these stories on Monday, as you will be randomly assigned to a discussion group.

Make sure your analysis answers the following question:

"What does this text suggest about identity and/or the construction of identity?"

Homework: 9/7

Please read the last two short stories in the second packet you received.

In addition, please remember to invite your parents to Open House this evening.

Enjoy your early dismissal...see you tomorrow!

Homework: 9/6

Read the first story in your second packet of short stories ("If I Were a Man"). Be prepared to continue working with your small groups tomorrow in class.

Remember - our goal is to figure out what each text suggests about identity and/or the construction of one's identity.

Homework: 9/5

Please read the three stories in your first short story packet. Be prepared to discuss, analyze, and annotate these stories with your group over the next couple of days.

Tomorrow, we will go through the application of our literary devices to our sample short story. This activity will prepare you to be successful in your group work this week.

End of Week 1

I just wanted to thank you for your energy, vitality, and participation in class this week. It's a pleasure to come to school and see your smiling faces every day. Furthermore, I look forward to reading your letters of introduction this weekend!

Reminders:

* If you haven't left your blog comment yet, please click on the homework from 8/29 and read the directions.

* Open house is next Thursday evening at 7:00pm. Please encourage your parents to come and visit.

* No homework this weekend. Have a safe and fun Labor Day. Make good choices!

Here is a copy of our class syllabus for future reference:


English 10H Classroom Policy Statement * York Community High School * 2006-2007

Ms. Lefebvre
slefebvre@elmhurst205.org
630-617-2400 ext. 7132

Internet resources:
www.lefebvre10h.blogspot.com
www.elmhurst205.org

My responsibilities: Help you improve your reading, writing, thinking, and communication skills through quality instruction and effective support.

Your responsibilities: Improve your reading, writing, thinking, and communication skills through hard work, critical thinking, self-reflection, integrity, and creativity.

English 10H Course Description - English classes are organized conceptually around a particular emphasis. English 10 focuses on the concepts of Identity, Maturity, and Character. A number of key questions provide focal points for in-depth inquiries (see below). Students will utilize literature, writing, listening, and speaking opportunities both to construct meaning for the related inquiry and to improve literacy skills.

Units of Study in English 10H

I. Identity
-When we say someone has an identity, what do we mean by that?
-What influences who you are?
-To what extent do family and friends influence who you are?
-To what extent does cultural background or family history influence who you are?
-To what extent is your identity defined by gender and other social factors?
-To what extent are we judged by how smart we are perceived to be?
-To what extent can you shape your future? Can I change who I am?

II. Maturity
-To what extent are the choices people make a reflection of their acceptance, or rejection, of the societal laws/rules/norms to which they are subjected?
-What distinguishes someone as a mature person?
-To what extent are people conditioned to obey authority?
-To what extent should we question or obey authority?

III. Character
-Which characteristics does society most value?
-How should people respond when desired characteristics are challenged?
-What does it mean to be a leader?
-What does it mean to be a person of good character?

Classroom Policies and Procedures

Classroom Environment:
As in all classes, students are expected to treat themselves and others with respect. Students have the right and responsibility to make our class and our school both safe and productive. The key to a successful year is creating an environment where you can speak, listen, and act with thoughtfulness and intelligence. To help facilitate this environment, all York High School Student Handbook Rules will be enforced.

Starting Class- You should begin class each day with your materials set out on your desk. Class Materials:
1) Pen (Blue or Black Ink Only) & Pencil
2) Paper –notebook and looseleaf
3) Folder or Binder- must be designated for English class only
4) Texts – I will keep you updated.

Classroom Exits- During class, classroom exits (use of washroom etc.) will be granted only in the case of extreme need. When the final bell sounds, please wait to be excused before you exit and make sure you push in your chair.

Assignments- students will assume responsibility to complete and turn-in all assignments according to due dates. If you foresee a problem, please consult me. Assignments not turned in at the beginning of class will be considered late and will receive a 10% deduction per day for each day they are late. Please format all papers following MLA guidelines.




Make-up Work- In accordance with the school policy, students will normally be given one day for each day absent to make-up any class assignments. If you miss class, it is your responsibility to consult me, the “absent folders,” the Lefebvre English 10H blog (www.lefebvre10h.blogspot.com), and/or a classmate to determine missed work.

Grading - Student grades will be based on the percentage of total points earned for the quarter. You will be evaluated on your homework, in-class writing, group and individual projects, essays, tests, and participation.
I use the following scale:
100-90% A
89-80% B
79-70% C
69-60% D

Students receive letter grades. The letters are based on a point total and converted to a letter grade. Students’ semester grades will be a combination of their two quarter grades (40% for each quarter) and the semester exam (20%).

Plagiarism and Cheating:
There will be a zero tolerance policy for any types of cheating in our class. This includes, but is not limited to, copying homework, copying and pasting from the Internet/books/magazines/etc., and not keeping your eyes on your own work. This is to be taken extremely seriously, and there will be consequences for those who do not comply with this policy. If there are any questions regarding whether an outside source should be cited, please ask!

A Final Note:
Help yourself and your classmates succeed by being a positive member of this class. Also, please remember that my job is to help you find success. I will check in with you as often as I can, but you have a responsibility to let me know how I can help you to be successful. Ask questions; ask for help; set up conferences. Let me help you find the success that you desire and deserve.

You are welcome and encouraged to visit me in the English office before school or by appointment. I sincerely look forward to our shared experiences!