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Please note that I do not control and am not responsible for the accuracy, relevance, timeliness or completeness of any documents on this web page containing hypertext points to information created and maintained by other public and private organizations. The inclusion of pointers to particular items in hypertext is not intended to reflect their importance nor to endorse any views expressed or products or services offered by the author, the referenced material, or the organization operating the server. (Adapted, Library of Congress Disclaimer.)
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American Heritage: Term 4 Archive of Weekly Syllabi
- Below is a list of assignments and assessments completed thus far in the current marking period. Whenever possible, hyperlinks to resources useful in the completion of the assignment or assessment have been provided. Look at your X2 online grade report to check on which assignments you have completed for this term.
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Assignments/Assessments & Available Online Resources
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This work was completed during the week of...
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The Grapes of Wrath
The Grapes of Wrath
The Grapes of Wrath
- Literature Circle Discussion # 2
- Continue Vocab. Log # 3 - Words in Context for The Grapes of Wrath(hard-copy due at the end of class on Monday 4/12).
- Continue following reading and reader's response schedule: Read Chapter 9 (pages 117-121) An Intercalary Chapter and Chapter 10 (pages 122-156) A Chapter Focused on the Joads. Use sticky-notes to annotate your response to the reading.
Guidance Seminar for Juniors
The Grapes of Wrath
- View selected scenes from film version of The Grapes of Wrath & complete viewer's response for the film version of The Grapes of Wrath
- Whole Class Discussion of Chapters 1 – 10 & preparation for essay test on Chapters 1 - 10 of The Grapes of Wrath.
- Finish Vocab. Log # 3 - Words in Context for The Grapes of Wrath(hard-copy due at the end of class on Monday 4/12).
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4/5/10 - 4/9/10
4 days of class &
1 guidance day
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The Grapes of Wrath
- Discuss Chapters 1 - 10 and review reader's responses
- Begin essay test on The Grapes of Wrath (Chapters 1 – 10)
The Grapes of Wrath & SAT Preparation
- Finish essay test on The Grapes of Wrath (Chapters 1 – 10)
- The May and June SATs are just around the corner. Click here to get ready.
- Follow reading and reader's response schedule: Chapter 11 (pages 158-159) An Intercalary Chapter,Chapter 12 (pages 160- 166) An Intercalary Chapter , Chapter 13 (pages 167-203) A Chapter Focused on the Joads; Recommended: Use sticky-notes to annotate your response to the reading.
- BE PREPARED to participate in an upcoming online discussion (www.turnitin.com)of these chapters (in -class). This will count as Entry # 3. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath & SAT Preparation
- Explore and discuss the scoring rubric for SAT 25 minute timed essay.
- Practice #1 of SAT 25 minute timed write (along with scoring).
- Share responses to reading
- Points to Ponder as you read chapters 11 - 13:
- What message is Steinbeck communicating by juxtaposing the death of machines (tractors) with the death of living beings (horse)?
- What does the song "Route 66" reveal about this road's place in our culture? How does this song offer a contrast to the Joads' experience with route 66?
- What is the “promised land” at the end of route 66? Is there a biblical allusion here? What is Psalm 32 and why is it significant?
- Follow reading and reader's response schedule: Chapter 11 (pages 158-159) An Intercalary Chapter,Chapter 12 (pages 160- 166) An Intercalary Chapter , Chapter 13 (pages 167-203) A Chapter Focused on the Joads; Recommended: Use sticky-notes to annotate your response to the reading.
- BE PREPARED to participate in an upcoming online discussion (www.turnitin.com)of these chapters (in -class). This will count as Entry # 3. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath
- Entry # 3 Participate in the www.turnitin.com discussion of chapters 11 - 13. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
- Share responses to reading.
- Points to Ponder as you read chapters 14 - 15:
- Follow reading and reader's response schedule: Chapter 14 (pages 204- 207) An Intercalary Chapter, Chapter 15 (pages 208- 221) An Intercalary Chapter
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath & SAT Preparation
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4/12/10 - 4/16/10
5 days of class
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The Grapes of Wrath
- Play Fruit Basket Upset & ponder how it relates to a central theme in The Grapes of Wrath.
- Share responses to reading
- More Points to Ponder as you read chapters 16 - 17:
- How does “Our Town” performed by James Taylor, written by Randy Newman and featured in the Pixar film Cars connect to this section of The Grapes of Wrath?
- Why are people being compared to “bugs”?
- Why does Steinbeck focus on the structure of these roadside camps? What is he hoping to convey indirectly?
- Follow reading and reader's response schedule for The Grapes of Wrath.
- Read:Chapter 16 (pages 222- 263) A Chapter Focused on the Joads and Chapter 17 (pages 264- 273) An Intercalary Chapter
- Complete: Entry # 4 literature circle role of your choice for Chapters 14 - 17.
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath
- Lit. circle discussion # 3 for responses to chapters 14 - 17 (entry # 4).
- View clips from MovieTone news - consider how the arts (novels, films, poems etc. ...) when compared to news or history can have a different impact on an audience
- Points to Ponder as you read chapter 18:
- What is an Okie? Is that a perjorative term?
- How do the gas station attendants treat the Joads and what does how many may have perceived the Okies?
- Follow reading and reader's response schedule for The Grapes of Wrath.
- Read Chapter 18 (pages 274- 314) A Chapter Focused on the Joads. Recommended: Use sticky-notes to annotate your response to the reading. BE PREPARED to participate in an upcoming online discussion (www.turnitin.com )of these chapters (in -class). This will count as Entry # 5. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath
- View selected scenes from the film version of The Grapes of Wrath
- Share responses to reading
- Discuss chapter 16 and Tom's approach to life/philosophy as expressed to the one-eyed man.
- Follow reading and reader's response schedule for The Grapes of Wrath.
- Read Chapter 18 (pages 274- 314) A Chapter Focused on the Joads. Recommended: Use sticky-notes to annotate your response to the reading. BE PREPARED to participate in an upcoming online discussion (www.turnitin.com )of these chapters (in -class). This will count as Entry # 5. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
- Optional: Click here to continue your preparation for the SAT.
The Grapes of Wrath
Pep Rally Day
Tracking Thoreau
- What kind of detail should be in your nature journal entry? Click here and see an example of an "A" nature journal entry.
- Review the "tips and tricks" for a successful nature journal experience.
- Head outside to complete April Nature Journal Entry
- Complete work not completed in class.
- Optional: Click here to continue your preparation for the SAT.
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4/19/10 - 4/23/10
4.5 days of class pep rally
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| Spring Break! |
4/26/10 - 4/30/10
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The Grapes of Wrath
- *Mrs Juster is absent today. Use class time to complete homework.
- Follow reading and reader's response schedule for The Grapes of Wrath: Begin reading Chapter 21 (pages 385 – 388) An Intercalary Chapter and Chapter 22 (pages 389- 443) A Chapter Focused on the Joads. Recommended: Use sticky-notes to annotate your response to the reading. BE PREPARED to participate in an upcoming online discussion (www.turnitin.com )of these chapters (in -class). This will count as Entry # 7. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
The Grapes of Wrath
- *Mrs Juster is absent today. Use class time to complete homework.
- Follow reading and reader's response schedule for The Grapes of Wrath: Finish reading Chapter 21 (pages 385 – 388) An Intercalary Chapter and Chapter 22 (pages 389- 443) A Chapter Focused on the Joads.
- Recommended: Use sticky-notes to annotate your response to the reading. BE PREPARED to participate in an upcoming online discussion (www.turnitin.com )of these chapters (in -class). This will count as Entry # 7. To earn full credit, your participation must reflect an engaged and developing understanding of the reading.
The Grapes of Wrath
- Collect completed April Nature Journal Entries
- Literature Circle Discussion for Entry # 6, a response to chapters 19 - 20
- Whole Class Discussion of Chapters 11 – 20
- Share responses to reading and explore the following points to ponder for chapters 21- 22:
- How does Steinbeck use Chapter 21 to convey the growing fears and anxieties related to unionism?
- What “text to text” connections can be established “Union Maid” by Woody Guthrie & Chapters 21 & 22?
- Research to discover a valid, reliable and accurate source for images of Hoovervilles and compare those images to these images from the Weedpatch Camp , the Arvin Federal Government Camp. What can you intuit from these images? What message is Steinbeck conveying with this juxtaposition?
- Complete Entry # 7 - Online discussion of Chapters 21 - 22 at www.turnitin.com
- Follow reading and reader's response schedule for The Grapes of Wrath: Begin reading Chapter 23 (pages 444 – 451) An Intercalary Chapter and Chapter 24 (pages 452- 462) A Chapter Focused on the Joads
The Grapes of Wrath
- View selected scenes from film version of The Grapes of Wrath & explore contrasts with novel version of The Grapes of Wrath
- Follow reading and reader's response schedule for The Grapes of Wrath: Finish reading Chapter 23 (pages 444 – 451) An Intercalary Chapter and Chapter 24 (pages 452- 462) A Chapter Focused on the Joads
The Grapes of Wrath
- View and discuss this review of the film version of The Grapes of Wrath.
- View selected scenes from film version of The Grapes of Wrath & explore contrasts with novel version of The Grapes of Wrath
- Share responses to reading and explore the following points to ponder for chapters 23- 24:
- What value does entertainment have? Shouldn’t the migrants only be concerned with working and surviving?
- How does the “Committee” prepare for trouble?
- Why did the deputies want to cause a riot?
- How is the “Committee” successful in “handling” the “rioters”?
- What’s the essence of the debate between Pa and “Black Hat” about the issue of a “twenty-cent” man?
- Follow reading and reader's response schedule for The Grapes of Wrath: Begin reading Chapter 25 (pages 473 – 477) An Intercalary Chapter and Chapter 26 (pages 478- 553) A Chapter Focused on the Joads
- Entry # 8 Complete the literature circle role of your choice for Chapters 23 - 26
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5/3/10 - 5/7/10
5 days of class
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The Grapes of Wrath
- View selected scenes from film version of The Grapes of Wrath & explore contrasts with novel version of The Grapes of Wrath
- Follow reading and reader's response schedule for The Grapes of Wrath. As you read Chapters 25 & 26, consider the following:
- Chapter 25 (pages 473 – 477) An Intercalary Chapter- What is “pellagra” and why is this reality for so many people living in California (at this moment in time) when there is more than enough food for everyone? How does the “Battle Hymn of the Republic” by Julia Ward Howe connect to this chapter?
- Chapter 26 (pages 478- 553) A Chapter Focused on the Joads- How does “For What It’s Worth”- words and music by Buffalo Springfield” connect to this chapter?
The Grapes of Wrath
- View selected scenes from film version of The Grapes of Wrath & explore contrasts with novel version of The Grapes of Wrath
- Follow reading and reader's response schedule for The Grapes of Wrath. As you read Chapters 25 & 26, consider the following:
- Chapter 25 (pages 473 – 477) An Intercalary Chapter- What is “pellagra” and why is this reality for so many people living in California (at this moment in time) when there is more than enough food for everyone? How does the “Battle Hymn of the Republic” by Julia Ward Howe connect to this chapter?
- Chapter 26 (pages 478- 553) A Chapter Focused on the Joads- How does “For What It’s Worth”- words and music by Buffalo Springfield” connect to this chapter?
NECAP TESTING
The Grapes of Wrath
- Follow reading and reader's response schedule for The Grapes of Wrath. Read chapters 27 & 28 and consider the following:
- Chapter 27 (pages 554 - 557) An Intercalary Chapter- Consider the sequence of events in the film and how the sequence in these remaining chapters differs. What impression does the climax and conclusion of the film create?
- Chapter 28 (pages 558- 588) A Chapter Focused on the Joads - How does Ecclesiastes 4 connect to events in this chapter?
- No homework - NECAP Testing.
NECAP TESTING
The Grapes of Wrath
- Follow reading and reader's response schedule for The Grapes of Wrath. Read chapters 27 & 28 and consider the following:
- Chapter 27 (pages 554 - 557) An Intercalary Chapter- Consider the sequence of events in the film and how the sequence in these remaining chapters differs. What impression does the climax and conclusion of the film create?
- Chapter 28 (pages 558- 588) A Chapter Focused on the Joads - How does Ecclesiastes 4 connect to events in this chapter?
- No homework - NECAP Testing.
The Grapes of Wrath
- Literature Circle Discussion for Entry # 8
- Follow reading and reader's response schedule for The Grapes of Wrath. Read chapters 29 & 30 and consider the following:
- Chapter 29 (pages 589- 592) An Intercalary Chapter- How does Chapter 29 relate to Chapter 1 (pages 6 - 7)? How does Chapter 29 connect to the title of the novel?
- Chapter 30(pages 593- 603) A Chapter Focused on the Joads- Why does Rose of Sharon help a starving man? What message is Steinbeck sending here?
- Complete Entry # 9 the literature circle role of your choice for Chapters 27 - 30
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5/10/10 - 5/14/10
3 days of class & 2 NECAP Days
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The Grapes of Wrath
- Last lit. circle discussion (entry # 9)
- Discuss The Grapes of Wrath
- Read excerpts from forward by DeMott
- Prepare for upcoming essay test.
The Grapes of Wrath
- Begin essay test on The Grapes of Wrath
The Grapes of Wrath
*Note: Mrs. Juster was absent today so Mother Goose was at the helm!
- Finish essay test on The Grapes of Wrath
- Follow reading and reader's response schedule for The Great Gatsby Chapter 1
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
The Great Gatsby
*Note: Mrs. Juster was absent today so Mother Goose was at the helm!
- Discuss reading and share responses by participating in online discusssion of chapter # 1 at www.turnitin.com
- Continue reading and discussing The Great Gatsby
- Prepare for Gatsby Party on Monday 5/24
- Follow reading and reader's response schedule for The Great Gatsby Chapter 2
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
Tracking Thoreau
*Note: Mrs. Juster was absent today so Mother Goose was at the helm!
- What kind of detail should be in your nature journal entry? Click here and see an example of an "A" nature journal entry.
- Review the "tips and tricks" for a successful nature journal experience.
- Head outside to complete May Nature Journal Entry
- Complete work not completed in class. Prepare for Gatsby party on Monday and follow reading and reader's response schedule for The Great Gatsby Chapter 3.
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
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5/17/10 - 5/21/10
5 days of class
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The Great Gatsby
- Table/whole class discussions topics for chapter 4 of The Great Gatsby:
- What's so significant about the moment described in the following passage? “She wouldn’t let go of the letter. She took it into the tub with her and squeezed it up into a wet ball and only let me leave it in the soap dish when she saw that it was coming to pieces like snow” (Fitzgerald 81).
- Why is Gatsby so interested in Nick and what inferences can readers make about Gatsby following his encounter with Meyer Wolfshiem?
- When and in what context did Daisy and Gatsby first meet?
- What are the various "Text to World/Text" connections between chapter 4 and this article from the Smithsonian.
- Follow reading and reader's response schedule for The Great Gatsby: Read Chapter 5.
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
The Great Gatsby
- Table/whole class discussions topics for chapter 5 of The Great Gatsby:
- What's so significant about the moment described in the following passage? “‘They’re such beautiful shirts’, she sobbed, her voice muffled in the thick folds. ‘It makes me sad because I’ve never seen such – such beautiful shirts before’” (Fitzgerald 98).
- Why is Gatsby so nervous before meeting Daisy again?
- What’s his ultimate goal in renewing this relationship?
- Follow reading and reader's response schedule for The Great Gatsby: Read Chapter 6.
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
Guidance Seminar for All Juniors:
Preparing for Senior Year and the College Application Process
- Follow reading and reader's response schedule for The Great Gatsby: Read Chapter 7.
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
The Great Gatsby
- Begin revision work on research paper - follow these steps precisely.
- Revision work deadline: 6/7/10
- Table/whole class discussions topics for chapter 6 of The Great Gatsby:
- What's so significant about the moment described in the following passage? “He stayed there two weeks, dismayed at its ferocious indifference to the drums of his destiny, to destiny itself…” (Fitzgerald 105).
- What’s the significance of the connection between Dan Cody and James Gatz?
- What does the scene where Tom and his friends drop in on Gatsby indicate about Tom and his motivations/concerns?
- Complete a special 3 panel comic strip for chapter 7 and while you're working on this, engage in a table discussion for chapter 7 of The Great Gatsby:
- What's so significant about the moment described in the following passage? “The grocery boy reported that the kitchen looked like a pigsty and the general opinion in the village was that the new people weren’t servants at all” (Fitzgerald 120).
- What impact does meeting Daisy and Tom’s daughter have on Gatsby?
- How does Tom effectively emasculate Gatsby during the confrontation at the Plaza?
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- Follow reading and reader's response schedule for The Great Gatsby: Read Chapter 8.
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
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5/24/10 - 5/28/10
4 days of class & one guidance day
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The Great Gatsby
- Table/whole class discussions topics for chapter 8 of The Great Gatsby:
- Consider the significance of this passage- "Standing behind him Michaelis saw with a shock that he was looking at the eyes of Dr. TJ Ecklberg which had just emerged pale and enormous from the dissolving night. “God sees everything”, repeated Wilson"(Fitzgerald 167).
- What is a holocaust? (Not the holocaust – remember the time period for this novel.) What does Gatsby’s reaction to Wilson indicate? What does Nick think it indicates?
- Compare/contrast film version of selections from chapter 8 with close read of Fitzgerald's original text.
- Follow reading and reader's response schedule for The Great Gatsby: Read Chapter 9
- Note: Be prepared to demonstrate depth of thinking and a developing critical understanding of this reading. Use one of the literacy strategies we explored this year (reader's response, sticky-notes, etc.…) to hold your thinking.
The Great Gatsby
- Table/whole class discussions topics for chapter 9 of The Great Gatsby:
- What's significant about the following passage- "Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that’s no matter – tomorrow we will run faster, stretch out our arms farther … And one fine morning----- .So we beat on, boats against the current, borne back ceaselessly into the past" (Fitzgerald 189)?
- How does the listing of the names of party goers in chapter 4 provide a connection (irony/foreshadow) to the significant event of Chapter 9?
- When Tom meets up with Nick once again, which one has changed and which one has remained unchanged? Why?
- Discuss novel as a whole
- Review & begin work on take-home essay test for The Great Gatsby.
- Work on take-home essay test for The Great Gatsby - due to Turn-It-In digital portfolio by the end of class tomorrow. No extensions.
- Concerned about the LHS Academic Integrity Policy? You may discuss the novel and the questions with your peers. I encourage you to do this. It should help you brainstorm and plan your own own unique essay response. This response will be submitted to www.turnitin.com for the purposes of originality verification and to ensure compliance with the LHS Academic Integrity Policy.
The Great Gatsby/Writing Workshop
Writing Workshop
- Follow these steps carefully and precisely and continue revising your scored research paper. Deadline for revisions - in-class Monday, 6/7/10.
- Work on semester portfolio project - due at the start of class on Tuesday, 6/8/10.
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6/1/10 - 6/4/10
Memorial Day & 4 days of classes
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