H. English Ten period 3

1. Finish your Article of the week reading, academic summary, and SOAPS Sheet.
2. Browse over a few of the following teens/young adults who stood their ground. Many of them unfortunately, were killed. Many of them knew the danger and still acted in spite of it: Viola Liuzzo; Paul Guihard; Rev. Bruce Klunder; James Earl Chaney; Andrew Goodman; Henry Schwerner; Niya Kenny; Claudette Colvin; Cassius Clay (Muhammad Ali); Sylvia Mendez; Ron McNair; Ramsey Orta; Elias Gonzalez; Melba Patillo Beals. Many of the above participated in the Civil Rights Movement. Additional names will be added.  You may also self select an individual. I will approve all student names by Friday, November 4th.

H. Expository Composition period 5

1. Finish viewing the Ted Talk, The Power of The Sibling Bond. You may need to read the Ted Talk's transcripts to help you with your Reflective Journal.
2. Fully complete the Reflective Journal.
3. Answer the following: Are you the first, middle, or last born in your family? Are you the only girl or boy? Do you think either your birth order, or birth gender impacted your relationships with your parents or siblings? Do you have an estranged sibling, or a sibling that you do not know or live with? How hard would it be to contact them?  Do you agree with Jeffrey Klugger that most arguments between siblings are about property?
4. Complete Recovery Survey distributed in class!

AP English Literature Period 1

1. Carefully read and complete your Multiple Choice Monday AP English Literature Questions.
2. Create 2 Multiple Choice Questions with answer choices for Chapters 7,8,9
3. Add in important event, and quote to your Major Data Worksheet for The Fall of Rome.
4. Re-read the Chapters, if necessary, using post-it notes.
5. Review the testing the validity of interpretation notes.
6. review the character analysis vocabulary list.
7. Prepare yourself for a reading quiz (probably Friday; and a Character Analysis exercise tomorrow, and essay on Thursday).

AP English Literature Period 1

1. Use POST-IT-NOTES or some other noteaking method (including electronic) to take notes as you read Chapters 7-9 of The Fall of Rome.
2. Complete 4 Character Wheels  based on 4 characters. 1 Wheel per character.

H. English Ten Period 3

In verbal irony, what is said is the opposite of what is meant. Where in her "conversation" with her sister, Ismene does Antigone use verbal irony?  How does this make you feel about Antigone?
2. In the Parados (read by the chorus) what animal is Polyneices compared?

AP English Literature p.1

Creative Narrative Writing Topics. Select #4 and one additional topic. Your response must be three to four typed pages. Due Friday! (Note extension! However, #4 the Chapter 1 Rewrite from Rashid's point of view is due tomorrow!)

1.       Compare and contrast your favorite teacher with your least favorite teacher—or a strict teacher, with a more relaxed teacher. Include dialogue and description. Change names to protect the innocent.

2.       Write about a time, real or imagined when you realized that others that share your race or ethnicity came from a different social class as yourself or a group of students. How were you made aware of this painful distinction.  Use anecdote, descriptive language, dialogue. This may be real or imagined.

3.       Write about a confrontation (real or imagined) between you and a teacher. Change names. Include description, details. Decide which point of view this will come from.

4.       Write chapter 1 from Rashid’s point of view

    Read Chapters 4,5,6  of The Fall of Rome.  Make notes about each chapter. 

H. English Ten Period 3

Which of the character traits on the board do you feel describe Antigone? Which words describe her sister, Ismene? Why? Write a paragraph response in which you attribute three to four adjectives from the list to Antigone and three to four adjectives to Ismene. A paragraph in this instance should not be less than 6 sentences and you need two paragraphs.

Exploring Family Dysfunction: AP English Literature period 1

Exploring Sources of Family Conflict
Today, you will do some individual research and investigation to learn more about the cases alluded to in her essay, "Are Families Dangerous?".  You will do a wikipedia search of any two of the following cases: Menendez Brothers; OJ Simpson Murder Trial; Polly Klass Murder; Lorena Bobbit violence.  Use the reflective journal to record what you did, what you learn, how it is applicable to literature or supports "Are Families Dangerous?" 

Then, we will explore types of family dysfunction, specifically that of Sibling Rivalry and Parental Favorites.  We will watch a Ted Talk by Jeffrey Klugger: The Hidden Power of Siblings  
as well as read an article he wrote in Time Magazine.  Finally over the next few days, we will read several biblical stories including Cain and Abel  as well as Twice Tricked, The Story of Isaac, Rebekah, Jacob and Esau we will attempt to answer in narrative "What are sources for family danger? What specific sources exist that make families prone to dysfunction?

H. English Ten period 3

1. Finish reading, "Why Don't We Complain'' by William F. Bukley Jr.  Complete your SOAPS and your Academic Summary. Also, 2 right there questions; 2 author and you and 2 on my own. Be ready to share these.

H. Expository Composition

Finish reading the article, "Are Families Dangerous". Annotate and mark your text.  Be sure to complete the reading of chapter 3 of The Souls of Black Folk, if you didnt already do it!
Bring AofW to class. SOAPS will be done with partners tomorrow in class. 

AP English Literature p.1

1. Please carefully read, or re-read if necessary Chapters 1-3 of The Fall of Rome. Come ready to discuss a few details, or quotes, or passages. 
2. Additionally--answer the following close reading/thinking questions (you DO NOT) have to come up with multiple choice answers for them as previously discussed:
a. For what reason/s does the author give Mr. Washington's colleagues "white" sounding names?
b. Why might Mr. Washington love "the constant promise of renewal" that the fall season provides?  What might this reveal about him?
c. What might we infer about Mr. Washington and Rashid based upon their initial (first) classroom interactions. How is this ironic? (I'm asking two questions here, so there should be two answers).
d. Contrast how Mr. Washington begins class (pg. 10-11) with how Ms. Hansen begins her class (pg. 30). What might this suggest about their respective characters?
e. The author includes the shower scene between Rashid and Gerald to suggest what?
3. Bring today's multiple choice Monday Practice to class. Be sure to identify the knowledge domains for the questions assigned.

H. Expository Composition

Click here to answer today's answer garden. Why might families be dangerous?
Under what circumstances might families be dangerous?
Please now google and read about the following families: OJ Simpson; The Menedez Brothers; Polly Klaas; and Lorena Bobbit and Family.  Please google an image as well as conduct brief research about each family. 

H. English Ten period 3

Complete the Answer garden Question Here: Why DOn't We Complain?

AP English Literature Period 1

1. We read a short chapter on Point of View last week. Please visit the link on Point of View/Narration.  The narrator provides 17 different scenarios for narration. Please take notes on at least ten (10) different literary scenarios.  The narrator is extremely detailed and thorough and gives literary examples to support the narrative styles outlined in the video. Narrative Styles and Point of View
2. Finish Reading Chapter 2 and 3 of The Fall of Rome. Please take notes on the characters introduced: Rashid; Kofi Bryson; Rahsid and Kofi's parents; Janna Hansen. Pay attention to point of view switches in the novel.  Review literary terms for the novel and be able to identify them for this novel: Setting; Characters; Point of View; Conflict.
Next week prepare to select a novel to be read in literature circles.

H. English Ten period 3

1. Watch the following two videos that give visual aids and add to your understanding of The Greek Theater and The Origin of Tragedy. The Greek Theatre  and 2. Origins of Tragedy.
2. Be sure to complete the Antigone Anticipation Guide. Print it out for class discussion.
3. Review notes on Tragedy and Origin of Drama--quiz next week.

H. Expository Composition

As promised, our study of The Souls of Black Folk is winding down. Homework: Read Chapter 3, On Mr. Booker T. Washington. Respond: How can you the reader tell that W.E.B. Dubois disdains Booker T? Look for diction choices and tone, as well as what Dubois says about him.

H. period 5

Click the link and answer the question on Answer Garden! Why is the Atlanta Compromise Relevant Today?

AP English Literatur Period 1

Read The Fall of Rome Chapter 1. Come with five questions about Mr. Washington or Chelsea, or Rashid for class discussion. Hand-write these questions. Also bring your Oedipus materials (essay, etc; timeilne; major data worksheet.
2. Begin your Major Data Works Sheet for The Piano Lesson and Chronicle of A Death Foretold (not due till next week because of shortened schedule.

H. Expository Comoposition per. 5

In addition to answering the questions (both annotated and at the end of the speech), read the following poem, and write a reaction: with whom do you agree? How can there be compromise? https://www.poetryfoundation.org/poems-and-poets/poems/detail/47690

AP English Literature period 1

1. Carefully read and annotate your Multiple Choice Monday test selections. Read/Re-read the section on Our Seat on the Action--Narration (pages 22-27). Answer Suggestions for Essayists questions 1 and 2. Your response to each questions must be AP Length.
3. Review your Major Data Worksheet for Oedipus at Colonus, and your timeline, and anything else--your text, quotes, anything you feel you need. You will be writing an in-class essay on one of the four questions in which you use Oedipus at Colonus.

English period 3, 2, 6

Please complete the Anticipation Guide. Please save it on your computer. We will discuss it in class, and please print for homework.  Remember to select one statement you feel strongly about and write a page or half a page reaction to that statement and your thoughts about it.  Antigone Anticipation Guide

AP English Literature p.1

1. Finish reading the essay hyperlinked for Thursday on Analysis. It is five pages long.
2. Review the four essay prompts you selected for which Oedipus is well suited to write. You will write this essay in class on Tuesday.
3. Type your new and improved thesis statement from your 1972 Open Question essay, as well as one REVISED paragraph from that Essay. Be sure to type your name and heading on this assignment. Please print out.

AP English Literature Period 1

Silent work day. You will read and re-read several pieces related to Literary Analysis. The first is found here: http://apcentral.collegeboard.com/apc/public/repository/English_Reading_and_Writing_Analytically_SF.pdf
You will answer questions about the reading, perhaps in groups. Then, or perhaps first, you will read out loud the essay you submitted. You will then complete the following:
Write a thesis statement that is clear; not recycled from AP English Language; has a how or why; tells the reader what your essay will accomplish.
2. Then select a paragraph that is choppy or not well written. Re-write it using sentence combining strategies.  Due Today.

AP English Literature period 1

1. Fully complete ALL Sections of the major data works sheet for Oedipus at Colonus. It will be collected upon arrival to class.
2. Visit Ms. Effies AP English Literature Website, or visit the link to the AP English Literature Open Ended Questions as an online Google Doc AP English Literature Open Ended Prompts Since 1970
Select 4 possible AP Open Ended Prompts that Oedipus at Colonus could be used as a text to respond to. (Oedious does not have to be listed as one of the texts).
3. Re-read "Revise for Evidence" Please write a one page reflection of your understanding and the utility of the article.

AP English Literature p.1

1. Classify each of the questions from Today's Multiple Choice Monday into the knowledge domains you feel the questions assess. Remember, thus far, our domains are: Comprehension--Main Idea/Purpose; Characterization; Vocabulary; Tone; Literary Technique or Device; Vocabulary; Grammar: Pronoun/Antecedent.  Write your answers on a separate sheet of paper!
2. Carefully read the essay Revise for Evidence pages 112-119 AND page 128-131.  Please take notes on one sheet of notebook paper for each of the sections. Don't overdo it, but don't underdo it either.  Your notes should be a reflection of what you needed to know, or didnt know and learned, and how the content in the article will help you improve your writing.
Lastly, change the common noun in each sentence with a specific proper noun. You may write these on the same sheet as your multiple choice identification.
1. My sister and I went to the city last year for vacation.
2. I brought them fruit for smoothies.
3. We got tickets for the game next weekend.
4. We packed sandwiches for our trip.
5. The play is about redemption.

H. English Tenperiod 3

Homework: In preparation for next week's in class essay, Answer the following. Write out your responses.
Then, complete your Open Mind for Two character Foils in "Greenleaf" On each side of the line (draw one if there isnt one, select four quotes that reveal character.  Select 4 adjectives; 4 actions or inactions (something the characters did or acheived, or didnt); and 2 descriptive details about their appearance.

1. Discuss how Mrs. May and Mr. Greenleaf/Mrs. Greenleaf are opposites. Contrast the May boys with the Greenleaf boys.
2. Mr. Greenleaf specifically tells Mrs. May things that the bull doesn't like ot will make him go crazy.  Go back in the text and locate these things.
3. How does the exposition predict in some ways, the story's conclusion?
4. Why does the bull wear a "crown of thorns."
5. What do you think is the main message?

AP English Literature period 1

As discussed, complete a rhetorical precis of the poem, "We Real Cool" by Gwendolyn Brooks. The link for the formatting is now located under Important Class Readings and Handouts. Be sure to include the precis/summary; and the rhetorical terms section. Typed Precis are Welcomed; however, please print them out.  Additionally, bring a printed copy of your 1972 Essay and your "Throwback" Novel to class tomorrow.

H. Expository Composition period 5

The Civil War and the Emancipation Proclamation posed enormous problems for the United States. Leading up to the Civil War African-Americans comprised 25% of the population of the South. Once freed, blacks became in many ways a logistical problem. With a partner, create 20 questions that the United States Government had to answer or address once black slaves were free.

AP English Literature Period 1

1. Your final draft of your 1972 First AP (Semi) Process Essay is due tomorrow. Please email it to me no later than 8: 30 am to LGUY @ LAUSD.NET. Please print a copy no later than Friday morning, for sharing and publishing in our original literature circle groups.

AP English Literature Period 1

1. Work on your final draft of your essay for 1972.
2. Familiarize yourself with the AP English Rubric attached http://www.rhs.rcschools.net/teachers/welchl/AP%20Generic%20Writing%20Rubric.pdf   
as well as the A Course Descriptions.  
3. As discussed in class, please model the poem, "We Real Cool" by Gwendolyn Brooks. First, think of your message. Then, identify the poetic structure (we did this today in class). Then work to model the poem.  You may need more than one draft before you are satisfied.
4. Complete the SOAPS handout for "We Real; Cool".  Remember, 3 purposes and 3 subjects are needed in those sections.
5. Revisit the Time Line used for Oedipus..or another timeline. Identify 6 -7 pivotal moments in your life. Feel free to make this a Prezi or a powerpoint where you include pictures or images or maps.  This is not due until Friday of this week.

H. Expository Composition period 5

1. Your artistic representation of a statement from the first chapter of The Souls of Black folk is due on Tuesday (mask; collage; audiofile).
2. We will continue reading Chapter 2 on Tuesday, so please bring your books.

H. English Ten period 3

1. We will explore a bit of the life of famed American Writer Flannery O'Connor. First, we will read a written biography of her.  Then, we will view one or two short videos of her.  Our purpose is to understand Flannery's motif's and themes that Flannery found in her writing, to learn about her writing style and her gift for dialect, and to learn why she is such a well-respected writer. Record what you learned on the Flannery O'Connor Reflective Journal document.
 2. Continue your Say, Mean, Matter's for any two of the four statements that was written on the board from Greenleaf.
3. Journals are due on Wednesday.

AP English Literature Period 1

First, I would like to apologize for the delayed posting.  If you are reading this, please text your study buddy to inform them that Homework has been posted. 
1. Finish reading Oedipus at Colonus; up to page 185. Be sure to not skip the Choral Odes. Please also go back and either write down or use post it notes, to identify important quotes, and elements of the story. Familiarize yourself with the major characters. 
2. Use the Blank Timeline to trace the development of Oedipus' character. The Timeline has 16 lines at the top and bottom. Mentally divide Oedipus' character development in thirds. Describe Oedipus at the beginning of Oedipus at Colonus; the middle of the play; and the last portion. Provide 5 adjectives that describe him during the beginning, and then one piece of textual evidence (quote, etc.) for each adjective, then 5 adjectives to describe him during the middle with support; and five adjectives to describe him at/near the end.  You will have 15 adjectives, some may be synonyms, and 15 pieces of evidence/support on your timeline. 
2. Continue to work to complete/finish/re-read. edit your process essay based on the 1972 Free Response Prompt: In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write and essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.
3. Thesis statement assignment. For each statement that follows, tell me if it: A. Is or Isn't at thesis.
B. Why it is or isnt. C. If it is not--make it one!!
1. “Homeless people in Berkeley should be given access to services, such as regular food donations, public restrooms, and camping facilities, because it would improve life for all inhabitants of the city.”
2. Drug use is detrimental to society.  
3. In “I Stand Here Ironing,” one can draw parallels between the narrator’s situation and the author’s life experiences as a mother, writer, and feminist. 
4. Text of the Week: We Real Cool by Gwendolyn Brooks. Read the poem twice. Please create two questions based on the poem-- you may create one author and you? One on my own?