Creative project Assistance with The Playlist and The Letter

 Creative Projects for The Fall of Rome 

1. We all know that music speaks to us across cultures and generations.  In fact, interestingly enough, in The Fall of Rome, both Jerome and Jana share a love for Motown Artists including Stevie Wonder.  This assignment allows you to demonstrate your understanding of PIVOTAL scenes, characters and elements of conflict by creating a PLAYLIST of at least 10 songs (no more than 14) to demonstrate the personality, background, conflicts, outlooks as well as moments of tension or happiness in the novel, The Fall of Rome. Essentially, this is in many ways a Character AND Song Analysis. Songs should match characters, themes, generations and genres. This means at least 20% of the songs you choose should NOT all be the same genres.     For each song you select, type a justification that includes the Name of the Song, Performer/Artist, and a 3-6 sentence rationale which may point to symbolism, connections, and themes found in the song.  Type up this list and print to turn in.  Be sure that your list includes the name, artist, and song title, as well as the genre.  

2.  Interested in writing a letter to the author, Martha Southgate? Be sure that your letter first follows the conventions of letter writing. This means you must have a salutation/opening, that you introduce in the first paragraph your name,  who you are, and that you attend King Drew Magnet High School. Introduce that you read the novel as part of your English class. Then, compose a well written LETTER in which you discuss the following--not necessarily in this order: What di you like about the novel? How did you react/relate to the characters? What lesson does the novel teach us? What specific themes does the novel address? What does the novel teach 21st century readers who have witnessed the racial injustices during the summer of 2020?  Which characters or situations did you relate to? Why? Your letter si STILL a demonstration of your reading!  NO letters under two typed pages will be accepted. 

The Fall of Rome Socratic Discussion

 First, we will review discussion protocols. Then we will all have a chance to post on our Padlet just in case the question posed by students are so engrossing, that we do not all get a chance to speak.  Completion of the pallet and responding to a peer ensure that we will all "be heard"

Period 4 padlet link: Click here: https://padlet.com/lguy2/xzrzuuyxdclh8hgp

Period 5 padlet link Click here: https://padlet.com/lguy2/d0842bvvjtwydx1f

Period 6 padllet discussion link click here: https://padlet.com/lguy2/cs7viv8dkofoss0t

The Fall Of Rome Culminating Creative Tasks!

 We've finished or almost finished in some classes, The Fall Of Rome! I am happy and I sincerely hope that you enjoyed bonding with the novel.  We will engage with the novel before break by reflecting on the parts of the novel that resonated with us and adolescent readers, we will have a Socratic discussion using questions YOU create; we will write responses to themes and pick one for a final essay and we will have a creative assignment.  Click here for creative assignment list: http://teachingnz.com/2017/08/30/finished-your-class-novel-now-what-activities-your-students-will-love/ 

You will pick one task. I will provide some guidance. Additionally we will write character letters to demonstrate engagement, and transfer skills.  Here is the Google Form to indicate your selection after reading the choices: https://forms.gle/Y9Kfj87P2p6s46VQ9

Thanksgiving Break Journal Topics-- All Classes are welcome periods 6, 5, 4

Select any ONE of the following Journal Topics and write in your journal.  If you left your journal at home, write on a sheet of paper and then place in your journal upon return to school: 

1. If you could create a Thanksgiving Dinner Party list that allowed you up to ten guests, and those guests could be a combination of family-- even those who passed away--friends, as well as public figures, entertainers, educators, politicians, leaders, artists or otherwise people whom you admire, who would you invite? Create a list of 10 invitees and then share the rationale for inviting them. Be clear, precise, specific and thoughtful. The assignment should take more than ten minutes as your response to each invitee should specifically highlight something they have done and traits or skills you admire in that person.  

2. Select an article and read and complete your weekly SOAPS Analysis. You should choose a commentary on an important issue, or a podcast, or even an article from the online text Patterns For College Writing.  This is a paper assignment. It is due on Monday, November 29th at the beginning of the period.  

3. Period 5-- You have your Identity Puzzle Assignment. The sharing settings for the exemplars have now been changed. Exemplars are just that-- bring your own ideas, creativity to the assignment. 

Expos Comp period 4 and 6

 Today, we will have a silent work period for a portion of the class. During the first 40 minutes of the class, you will have the opportunity to work on your College Applications. Following, we will apply A Dozen Demons to The Fall of Rome, and do some reading. Enjoy this time.  If you have already applied to your schools, you may SILENTLY work or read. 

Exemplars: Identity Puzzle

 "But as we've seen black America isn't just as fissured as white America; it is more so.  And the mounting interracial disparities mean that the realities of race no longer affect all blacks in the same way."  Henry Louis Gates Jr.  

What are the fissures in your ethnic/racial/or other group to which you belong? An identity puzzle is an acknowledgement that our identities are often compressed of competing mirco-groups that can be a source of complexity and also a cause for celebration.  Construct an identity puzzle in which you clearly identify the pushes and pulls, distinctions, and factions that make up your racial, gender, or other group. You must use color, words and clear identification of the various groups.  Here are two entirely different exemplars. 

Exemplar #1. and Exemplar #2. The sky is truly the limit.  Think about and plan your identity puzzle. 

Due: Tuesday November 30, 2021 upon return from break. 

Exemplar #1 Link: https://drive.google.com/file/d/1AvQJEm2ge1BVIzaRdubloSDtIbcq6vuQ/view?usp=sharing 

Exemplar #2 Link https://drive.google.com/file/d/1ZJNSeeiZBcqrkP0DxjAaYfkA7FNXQwuj/view?usp=sharing

Friday, November 11, 2021 Character Analysis Exemplar Essays

 After writing in your journal, you may--complete the SOAPS Analysis for last week on an article or podcast if you didn't complete it and submit by paper.  Read two or three character analysis exemplar essays, or read The Fall of Rome. Lastly, period 5/6 you can complete the A Dozen Demons activity posted in Schoology.  Link to exemplar essays: Exemplar #1. Exemplar #2 and Exemplar #3

Peer Editing Reflection Link

 Please visit the following link to reflect on your peer editing experience. https://forms.gle/pdgmEfrwrTGn6TmA9 

Need to read another sample: Visit here: https://www.tcc.edu/wp-content/uploads/archive/writing-center-handouts/essay-types-character-analysis-essay.pdf

Parent Conferences Today! Thursday, October 22, 2021 5-7 pm

 Dear Students, kindly encourage your parents to hop on Zoom for Conferences this evening. This is a perfect time for those students who have had extended absences to work out a plan for make up work! 

No judgement! Here is the Zoom Link: https://lausd.zoom.us/j/6975840293

Perior 6 Homework

 Complete activities 1 (page 286), 2, 5, 7 8, 9 an 10 of the Subjective versus Objective Writing Packet. Be ready to submit in class on Wednesday.  

Week 11

 Objectives:  Objectives: Students will write responses to literature about characterization and theme. Students will connect literature to themselves and discussion their connections in peer groups.  Students will continue to read and analyze descriptive essays in preparation for their own.  Students will use the Dialectical journal writing procedure to analyze quotes from The Fall of Rome.

The Worlds of Fiction: Why Do We Explore and Study Literature?

 Complete the warm-up here:  https://padlet.com/lguy2/sw3wwqzcppfqf156 Read more about why we study fiction and the construct of characters here: The Worlds of Fiction. 

Agenda Periods 4,5,6

 Agenda-- Good Morning/Afternoon! Today, you will have guest teacher Mrs. Morris! Please follow the agenda as directed: 1. Silent Journal Writing on 550 Prompts for Personal and Narrative Writing.  You should have enough time to get your journals, respond and then return them before COVID-19 Testing today.  Homework: Carefully read the article attached/hyperlinked to your journal response and complete a DIGITAL SOAPS.  Of course, you may also decide on a podcast from Radio rookies or other source. have a great weekend. Be on your best behavior. Be well!

Agenda Period 6: Chapter 4 Analysis Past is Prologue

 1. Be sure you have read and responded to the essay, The Secret Life of Garbage on page 188 (12th Edition Patterns for College Writing; pg 297 14th Edition). Answer questions 1-5 of Style and Structure. 2.  Respond to the following questions based on your understanding of Chapter 4 Past is Prologue.  Please HANDWRITE or TYPE this assignment, but it will be accepted as a hand-in assignment only.  Chapter 4 Analysis Questions: How does Chapter 4 explain the following about Mr. Washington: His lack of a reaction when Mr. John Hays said he (Washington) was a credit to his race (8) His lack of empathy shown towards his Black male colleagues when suggesting students take a class in Black American history. (9) His resistance to mentoring young Black male students at Chelsea (12). His admiration for the white students and Latin culture.  His unease at meeting Rashid (13) His surprise at Rashid's asking for extra credit (13) His desire to remain unattached and single in terms of a relationship.   

Question #8 Explain the irony in Washington's desire to coach Rashid in cross country.    P.S. You do not need to write each question, simply respond to each on your paper.  There are a total of eight questions. 

Agenda Period 5

Today, you will work to solidify understanding of Objective and Subjective Writing by doing a series of exercises in a packet that is available in paper copy and online. Click here to access the packet: Subjective versus Objective Writing.  You will first read pages 286-287. Then complete the following exercises on the paper.  You are encouraged to work SILENTLY on your OWN, and then discuss your choices with your partner.  Complete Activity #2; Activity #5 and Activity #7. Be sure to read the information on page 289 before completing exercise 7.   Next, continue reading The Fall of Rome to finish Chapter 3. You may begin Chapter 4 if time permits.   Lastly, work to refine/revise your list poem. 

Agenda: Expository Composition Period 4

 1. Silently read the article discussed, "The Hidden Life of Garbage" on page 188 of Patterns for College Writing (12th Edition. It is on page 297of the 14th Edition). After reading, answer and upload questions 1-5 under Style and Structure.  2.  Write a rough draft of a list poem of items that you need to "throw away" or discard.  See agenda dated Mon. 10/4/21 for more details. This can be done on paper.  3. Complete exercises #1 Labelling Subjective and Objective Writing  and #5 in our packet from yesterday. If you need a copy, see Ms. Merrick.  Please complete the exercise on your copy. 

Lesson Plan and Objectives for Thursday, October 7, 2021

 Objectives: To demonstrate ability to discern from Subjective and Objective Description. To understand inferences and how they influence thought.  To use the revision process to improve writing clarity. 

Objective and Subjective Take #3

Objectives: To fully understand and be able to state the benefits to using objective and subjective description as a writer. To understand & communicate the rhetorical impact subjective description has on readers. To understand and communicate the rhetorical impact objective description can have on readers by reading several descriptive essays-- The Hidden Life of Garbage; Pain by Joan Didion and Rice.

To determine the focus for an extended writing combining the methods. 

A List Poem: What Do YOu Need to Throw Away or Discard?

Write a rough draft of a list poem  of items that you need to throw away or discard.  Without revealing too much-- you will create a list poem of at least 15 lines of stuff-tangible things that you need to throw away or rid yourself of.  OR you may also include traits and dispositions that you need to "throw away".  You may begin each line with " I need to throw Away......" if you need some structure.  Remember you may include in your poem the tangible things that cluster around your backpack, drawers and room and the intangible emotions, or feelings or personality traits that no longer serve you.  Your rough draft may be typed, but must be printed before arrival to class. If you are unable to print, please do by hand.  Include imagery of the five senses. 

The Hidden Life of Garbage Subjective or Objective Description

 Carefully read the essay, The Hidden Life of Garbage by Heather Rodgers. It appears in our online text, Patterns For College Writing in both the 12th (pg 188) and 14th editions. After reading silently, simply answer the questions under Style and Structure 1-5.  Then begin brainstorming a descriptive poem or essay about the trash, waste, by products you discard or have observed being generated at home or at school.  Write in a whimsical way using connotation, imagery--the five types: auditory; visual; gustatory; olfactory; tactile.  Use specific details with vivid adjectives/verbs/specific nouns. 

Ways to Engage With Texts

 1. Warm-up: Which aspect of Rashid's identity do you will be most important at Chelsea: Race; Gender; or Social Class? Why? 

2. Which aspect of your identity: Race/Ethnicity, Class, Education, Gender do you think plays the greatest roll in who you are or how you are seen? After doing the circles Self Awareness Exercise, write a page about which aspect of you exerts the most importance on you. 

3.  Carefully read the opening two quotes to the novel, The Fall of Rome.  What do they mean? What does the Henry Louis Gates quote mean? What does it mean to be fissured? Substitute your own ethnicity where it says Black Americans. 

4. Based on #3, construct an Identity Map.  An Identity Map is  creative Visual representation of all of the fissures and groups and factions in your race or ethnicity. You are to clearly identify your race and at least 15 different fissures. 

Description: Objective and Subjective--A Review and additional practice

Warm-up: Compare and Contrast Objective description with Subjective description. Be sure to NOT use notes and be sure that each includes at least three components. 

What role does Connotation play in Subjective Description ? Then, Describe each of the following subjectively and objectively 1. King Drew Magnet High School of Medicine and Science 2. Pizza 3. Netflix 

Finally, write your final draft of your new paragraph on cardstock. Submit with the first 30 minutes of class today. 

Friday Routines

 Good Morning! Our routine to assist us in reading 2 millions words per year, demonstrating reading comprehension and posing student generated questions is to write: 1. Find your journal prompt from 550 Prompts for Personal Narrative Writing and respond in a page.  2.  Select your Article of the Week from either your prompt or your choice podcast and complete your SOAPS Analysis +Summary+2 Rt Questions, 2 Author and You Questions and 2 On Your Own Questions. 

Link for SOAPS Analysis Electronic Version: https://docs.google.com/document/d/11WdKZ_m_wR6RQVoC98FRk6kAuWyAXTWqW7mIQPKQ1Ek/copy

Asking Student Generated Questions; Reviewing Subjective and Objective Description

 1. Warm-up: How did it feel reading a text out loud? 2. Review: Description: Subjective and Objective/Connotation

3. Introduce Levels of Questions

Welcome to Wednesday!

 Welcome to Wednesday block! Our goals/objectives: --To understand description and the TWO specific types of description--their similarities and differences.  To briefly understand what connotation and denotation are--any why they are so important on us.To demonstrate understanding of grade level reading The Fall of Rome --To rewrite a passage using a different method of description. 

Friday, September 17, 2021

Happy Friday! Objectives: Revise our "favorite paragraph using: 1. An example of figurative language--a comparison (simile or metaphor); and 2 specific types of imagery pertinent to the subject. Must read a loud to correct diction, sentence length and style.  2. Student Choice AoW (or podcast) and 3. Journal response from 550 Prompts. All students received mark of "M". Any student who has not submitted more than 4 assignments received grade of "D" even if that was due to quarantine/isolation.  New link: Patterns For College Writing. 

Period 4 Homework

 Finish plotting the descriptive details in your chart for passage two. Then write a paragraph answering the following: What impression of the subject or speaker do you get based on the use of description and the denotative or connotative meanings of the words chosen and/or the figurative language? Please also bring your paragraph that you wrote about your favorite cousin, shoes or restaurant to revise in class. 

Period 6 padlet link: https://padlet.com/lguy2/p9cwcprf2swh8bfp

Homework period 5 (09/14/21)

 Write a NEW paragraph either describing your favorite cousin, favorite pair of shoes or favorite restaurant. This time, include at least ONE SIMILE OR METAPHOR, at least TWO Examples of the imagery that best fits, and diction choices that present a favorable impression of the subject.  Be ready to re-write your descriptive paragraph on card stock paper in class in your best handwriting. It should be obvious that you are using the mode of description.   I will stamp your last draft before we write our final draft on card stock. Feel free to bring a thin sharpie or decorative marker to write your paragraph. 

Description in Action

 Objectives: To continue to gain facility scoring student SOAPS Analysis to allow us to transfer expectation and skill in our own SOAPS Analysis.  2. To analysis descriptive passages of individuals to analyze how diction (word choice) and the connotation of that diction, as well as the five types of imagery and figurative language create an impression of a person. 3. To transfer strategies as we work to REVISE our paragraph description of a person that creates an impression of them using at least one example of connotation, figurative language and at least two types of the five types of imagery. 4. Finally, to create a SOAPS Analysis (if needed) and respond to questions about form on "Ground Zero the article found in our online text, Patterns for College Writing. 

Welcome to Week 5

Welcome to Week 5! In honor of grading week, today we will focus on understanding grades by way of reading and discussing the Abbreviated Rubric for Scoring Reading. After reading, we will use that rubric to score two student samples SOAPS Analysis generating both a numeric score, commentary and feedback for the two student samples.  Then, we will work to complete a SOAPS Analysis of "Ground Zero" and/or the comprehension questions that follow the essay.  If time permits, we will view Learning Targets for Grades 11 and 12.  (Focus: Understanding rubrics and scoring of SOAPS + Connotation and Active Writing + Descriptive Exercises). 

Description: The How, The What, the Why

 Today, we will take some time to actually do some describing.  Describe either: (1). Your favorite pair of shoes (you may own them already or be saving up for them). (2). Your favorite cousin (3). Your favorite restaurant--it can be take-out or fancy, a hole in the wall or elaborate place.  

Goal: to help someone see or understand why the shoes, your cousin or restaurant is your favorite. 

2. Once you've done the above and shared with a neighbor, view the slide deck, slides 1-11, including the short video on imagery. Then answer the following.  In your descriptive paragraph did you use figurative language such as a metaphor or simile? Language to appeal to sight, taste, hearing, smell or touch? Where? Complete the sensory detail chart for your own paragraph and upload your chart and response in schoology. 

Beginning Expository Composition: What and why and how do we use description?

 Welcome to Week 4. The focus for this week and next is an exploration of descriptive writing. We will discuss description and what it helps us do. We will compare passages written on the same topic, and will read several essays in our Patterns For College Reading Text that are descriptive. We will read texts paying careful attention to their use of sensory description using writing strategies of adjectives, adverbs and adverbial phrases; figurative language, to enhance description. We will write about an object two ways: subjectively and objectively.  We will also engage in a variety of writing exercises to fine tune our use of description to see how it adds vigor, specificity, clarity and concern to writing. We will produce two longer pieces of descriptive writing as well as engage in several activities to make dull, boring language more descriptive as we gain more appreciation of the genre. 

What is Description and Why Should Writers Use It? Period 4

Period 5 link: What is description? Why/How Do Writers Use it? 

Period 6 link: What is Description? Why/How do writers use it? 

Article of the Week: Student Choice periods 5 and 6 Expos Comp

Since I began teaching the course, the scope of expository texts has exploded.  Truly, there is expository writing on almost any topic, subject, hobby, interest and disposition. That is why I seem so tentative so far--there is so much good writing to explore and share! As stated in our Academic Procedures, each week  you will find YOUR OWN individual Expository Text of the Week. You may choose from Magazine Articles and Op-Eds or Commentaries;  Podcasts or Editorials, or an occasional movie/film (provided that you viewed it recently). To help guide you, here are some resources, likes and places you might want to check out as you begin your journey. 

18 New York Times Articles to Read Before Eighteen 
Radio Rookies: Youth Radio from New York
Latino USA: Radio Journal of News and Culture from A Latino Perspective
Very Smart Brothas
The Huffington Post: communities Black Voices; Queer Voices; Women's Voices; Latino Voices
The Root: Black News, Culture, Opinion

50 Best Podcasts for High School Students

550 Prompts to Inspire Personal and Narrative Writing 

NPR Podcast Listing

I enjoy and love listening to podcasts and encourage you to explore podcasts and argumentative writing for your first Independent Reading SOAPS Analysis due Tuesday night at 10pm.  You may choose to read or listen to the same podcast at times. 

Exit Slip for All Classes

Please complete the Exit Slip Today! Link is here to go to the google form: https://forms.gle/RkNShRSzEw5mCA3b6

Gearing Up For Expository Independent Reading

As you know, a hallmark of the Expository Reading and Writing Course is INDEPENDENT Reading.  With Independent reading, you will self select a text that is in some ways expository. It can be pure exposition: Writing to inform; it can be narrative: autobiography or biography; or book length argument/mixed method.  To help you decide which book you would like to check out from the public or King Drew library, or obtain through Amazon or Target or Walmart, start to browse the following curated lists to see which if any books catch your eye.  Then complete the Google Form for accountability. 

75 Non Fictions Titles to Read over the Summer 

https://explorethearchive.com/nonfiction-books-for-teens

https://www.slj.com/?detailStory=28-ya-nonfiction-titles-young-adult-teen-summer-reading-2021

H/Expository Composition periods 4,5,6

Welcome to Week 3! This week will will continue to build community by Getting to Know You Socially and Academically! We will engage in a getting to know each other exercise; getting to know more about this blog; sharing our Non-Print SOAPS Analysis; getting to know and understanding Expository Composition and social issues we care about. We will read our first Class Article of the Week; Practice Rules and Procedures/Academic Routines  including Journal Writing; SOAPS Analysis and Summary Writing. 

Period 6: A Social Issue I Care About Padlet Link: https://padlet.com/lguy2/wutrpslvajwoyqlw

SOAPS Stone Handout (Forced copy) Link here: https://docs.google.com/document/d/1GDZUyikgQU9CATl2CFII7RLXCEjNo9OR/copy

Dear Students 2021-2022

 Here we go!!! Click this link to be taken to the letter: https://docs.google.com/document/d/1VfzpHbxUBtBQQztg-_N07CMNBl00oMTN12wV_OFZSak/edit?usp=sharing

Senior Writing Check In Prompts (periods 4,5 and 6) Expository/H Expository Composition

Select one of the following prompts and hand-write a response to discuss and submit tomorrow during the beginning of your class: 

When have you re-invented yourself and how is COVID-19 causing you to do so?

What is the biggest or most meaningful lesson that COVID-19 has taught or revealed to you? How will you “do life” differently as a result?

What 2-3 ineffective habits do you have? Have you ever Tried to Change Them? How might you go about it this time and obtain success?

What Are You Grateful for? Write a list of ten SPECIFIC and complete things you are grateful for. Then choose one or two to elaborate on in two or three paragraphs.

How has technology and virtual learning changed your expectations of learning? Write about a positive experience or negative experience you had with distance learning and why you think it was this way.

Senior Grades and Schoology

 Dear Seniors! Please reminder that the MISIS and Schoology systems are different. Many of you are panicking because you continue to look on Schoology.  Dont do that for a day or two.  The overwhelming majority of you have AMAZING GRADES and have worked your butts off! A few of you in each class slacked off and you are wondering if you will pass. I dont make many promises, but when I do, I keep my word.  Not ONE Senior who turned in a complete Senior Reflective Essay will fail.  Those who did not submit will fail, until they submit. It is as simple as that.  I am sending this note, to reassure you, especially those who were in danger of failing, that if you submitted--no matter what the schoology grade says, you will graduate.  I should have my classes finalized a little later this evening! In the meantime, be well! 

Seniors in Danger of Failing/Not Meeting Promotions Standards

Students who received a grade of "D" or "F" or are in danger of repeating the course due to absences, assignments not completed and uploaded by the due date are eligible to demonstrate their reading and writing ability by doing/completing NEW assignments. Students are NO LONGER able to re-submit or submit the same missed assignment that is often weeks old.  Students will have the chance to demonstrate their understanding by reading several articles or texts chosen by me from Common Lit, Completing SOAPS Analysis and Academic Summary, OR responding to essay prompts, and answering questions from Common Lit. This assignment will be posted on Friday by 11:00 PM. In most cases the assignments will have lock times. If you are unable to complete the assignments by the lock time, they will not be unlocked.  The goal is to have all students who complete the intervention assignments to have a grade of a 56% or higher, so that moving forward, if no assignments are missed, and there is no evidence of plagiarism, the students will pass with a grade of D or C (or better depending on mastery). 

Expository Composition and Honors World Literature period 6 Assignment

 Today, students, I am in a Local District South ELA Training.  Please find your agenda here: 

Agenda for Today.  Also, here is the assignment as well: Expository Composition 

1. Complete the Google Form For Attendance: https://forms.gle/CN1vaKXEuE3zsBr67

2. Listen to the Podcast: Why Is It Still Okay to Trash Poor White People?

3. Then, complete a SOAPS Analysis of the Article. 

4. Next read pages 489-492 in the our online text Patterns for College Reading (please note these are the bold pages on the actual book. The section begins: DEFINITION)

5. Then you may work on two assignments that I have unlocked if you have not done them. 

6. On Thursday, be prepared to share your group Slide on DEFINITION. 

Honors World Literature 

1. Please complete the Google Form for Attendance: https://forms.gle/CN1vaKXEuE3zsBr67

2. Then, in honor of Womens History Month you may read a poem by a female poet (Nikki Giovanni; Sonia Sanchez; Amanda Gorman; Slyvia Plath; or ANY Female Poet)  or ANOTHER TEXT Written by a woman OR read a text written about Womens History Month) and then complete a SOAPS Analysis and ACADEMIC Summary 

Literary Techniques found in Beowulf

 Click link here to review the powerpoint on Beowulf.  Click here to review a really good review video on Beowulf.  Lastly, seniors, do not forget to answer the comprehension questions based on Beowulf's fight with Grendel's mother. 

Expository Composition period 4

Today, period 4, you will work to complete assignments that were not submitted in Schoology that I have unlocked.  These include the Exploring Digital Learning Platforms, and the DEEP Dive. The Exploring Digital learning requires you to simply BROWSE the Blog, do a search and browse other places.  The Deep DIVE asks you to use the 12th or 14th edition of our ONLINE text-- Patterns for College Writing Which is hyperlinked here https://drive.google.com/file/d/0B4BLVnt1qsfkdkR2SEYtc281RXc/view?usp=sharing

Lastly, if you did not finish your--write about a social justice issue in three different ways, you may work to submit that as well.  Be sure to submit your Google Form Attendance. Link here: Distance Learning Attendance Jan. 28th

Period 5, and 6 Unit 1 Exploration: Forging A Hero--Warriors and Leaders. Period 5 and period 6

Browse, peruse the Unit 5: Forging A Hero-Warriors and Leaders.  Complete the Reflective Journal by making a copy and saving it with your name: First Name Last Name Unit Reflective Journal. Then upload it as a PDF or WORD Doc into Schoology.  The assignment is found here: Unit Reflective Journal Template

Asychronous Assignment: Reviewing Archetypes; Defining Heroism and Exploring Unit 1 period 5.

 Today we will explore and complete the following assignments asynchronously: 

1. What characteristics define a hero to you? Identify three characteristics that define a hero, and include them in a sentence or two on our PADLET. Please be sure to include your first and last name. Padlet link is here: https://padlet.com/lguy2/hlhjuc41sf2drnnh. Please complete PADLET by 2:30 PM

2.  Please read the article A World of Heroes in our Unit 1 on page 6 and 7. It is hyperlinked here: https://iquaney.weebly.com/uploads/4/2/0/6/42067393/unit_1.pdf.  Complete a SOAPS Analysis and academic summary. Please complete SOAPS by 9pm Tuesday evening. 

3. Browse the Unit, again hyperlinked here: https://iquaney.weebly.com/uploads/4/2/0/6/42067393/unit_1.pdf.  What stories, poems or text catch your attention? Why? Which stories, texts or poems would you like to read? 

Celebrating the Life of Dr. Martin Luther King, Jr. Extra Credit Options

 Good Morning! I sincerely apologize for the delay-- so the deadline is extended until Thursday or possibly later as I may add more choices. Carefully read this list of activities--some of them virtual. Select an option that is best for you.  Events that require registration and logging on may gain more extra credit than watching a film or speech segment. Nevertheless, pick what interests you! Please write notes and at least a page reaction: What is the issue? What and how are the issues in the videos still relevant TODAY? 

1. Virtual King Day Event: Long Beach California. Requires Registration. Starts today at 10 am. http://www.dreamkreator.org/ 

2. The California African-American Museum is offering a day on online events. Click to learn more and register. Events begin at 10:00 am. Link here: https://caamuseum.org/programs/special-events/mlk-day-celebration-2021 

3. The Civil Rights Museum in Memphis Tennessee: A Virtual Celebration of Dr. Martin Luther King's Birthday TODAY at 10:00 am California Time AND 4:00 PM California Time! Registration Required. Link and information here: https://www.civilrightsmuseum.org/king-day 

4. Watch an hour long segment of the Award Winning Program Eyes on The Prize. Link here: https://www.youtube.com/watch?v=CgSIB01Nw3U