Miss Bass' Class

Contact Information

Miss Deborah Bass

dbass@salida.k12.co.us

530-5437

August 21-22, 2009 Our first week of school.

Here are the documents to introduce the class. You will find the Nitty Gritty document that explains your expectations and grading for English 11. We wrote letters to our parents in response to the letters that I wrote to you. These letters were to explain the expectations of English 11 to your parents/guardian. I asked that you have these letters signed.

The Necessary Nitty.doc
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August 24-28, 2009 The second week of school: Introduction to Immigration Unit in American Literature

We started with Frederick Douglass' Narrative (see me for a copy) and the topic of What is Education for? Here are the questions used to respond to Douglass' piece:

1. Brainstorm what tools helped make Douglass a free man?

2. According to Douglass, what was the single most important tool for becoming a free man? Explain why you believe this:

3. How does his story apply to your own life as a student?

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Then we focused on where we come from. We created family trees and used George Ella Lyon's poem "Where I'm From" to create our own "Where I'm From" poems. The first draft of these poems were due on Wednesday, 8/26. These poems were returned and another draft is due on Monday, 8/31 with a Writer's Memo.

Homework for Monday, 8/31: Another draft of "Where I'm From" poem and Writer's Memo. Bring an independent reading book. Bring a family picture. YOu can be in it but do not have to be.

Where I'm From Lyons.doc
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Writer Memo Where I'm From.doc
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Mini Lesson: Snapshots

We looked at snapshots. What are snapshots?

A snapshot is just what it sounds like. It is like a photograph from your memory. It describes in detail one small memory. Think of a memory that you would like to write about. It can be a birthday party, a car trip, a sports game, anything. Write about it in detail. Give all the facts.

Here are some questions to ask when writing a snapshot:

What do they see? What do they hear? What do they smell? What do they feel?

Practice writing a snapshot. If you can't think of something to write about. Write about a trip you took.

Here is an example of a snapshot from Jerry Spinelli's Maniac Magee:

Maniac had seen some amazing things in his lifetime, but nothing as amazing as that house. From the smell of it, he knew this wasn’t the first time an animal had relieved itself on the rugless floor. In fact, in another corner he spotted a form of relief that could not be soaked up by newspapers.

Cans and bottles lay all over, along with crusts, peelings, cores, scraps, rind, wrappers—everything you would normally find in a garbage can. And everywhere there were raisins.

As he walked through the dining room, something—an old tennis ball—hit him on top of the head and bounced away. He looked up—into the laughing faces of Russell and Piper. The hole in the ceiling was so big they both could have jumped through it at once. He ran a hand along one wall. The peeling paint came off like cornflakes.

Nothing could be worse than the living and dining rooms, yet the kitchen was. A jar of peanut butter had crashed to the floor; someone had gotten a running start, jumped into it, and skied a brown, one-footed track to the stove. On the table were what appeared to be the remains of an autopsy performed upon a large bird, possibly a crow. The refrigerator contained two food groups: mustard and beer. The raisins were even more abundant. He spotted several of them moving. They weren’t raisins, they were roaches (1990, pp. 131-132).

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Monday, August 31, 2009

WN: Use your family picture to generate a quickwrite

Collect 2nd draft of "Where I'm From" Poem

Read "The Kitchen" Alfred Kazin (see me for a copy) and make notes in the margin like we did for Douglass. Group discussion.

Independent Reading

Weekly Reading Log.doc
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"The Kitchen" Discussion Questions:

1. What are some examples of snapshots in this piece?

2. What is the line that tie this piece together? What is the one line that summarizes this piece?

3. How is this an immigration story?

4. How does this story relate to your life? Is there a place in your house where there is a lot of action?

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Tuesday, September 1, 2009

WN: What is an American?

Write in notebooks "What was an American Originally?"

Check out textbooks

Sustained Silent Reading

Homework: Read and annotate "What Is An American?" (see me for a copy)

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Wednesday, September 2, 2009

Sustained Silent Reading

Handback drafts

ML: Craft Choices -- What are the choices that we make in our writing?

Answer discussion questions from "What Is an American?".

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Thursday, Septemer 3, 2009

Sustained Silent Reading

Discuss "What Is an American?" questions (turn in)

WN: Use Immigrant poem to respond in Writer's Notebook.

Friday, September 4, 2009

Sustained Silent Reading (turn in reading logs)

Use Preface of Immigration to the United States Series to look at aspect of Immigration. Students will work in groups to read their section then they will present information to the class regarding their topic. (See me for copies of Preface.) This will include Vocabulary.

What Is an American Questions.doc
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“Immigrants”

by Pat Mora

wrap their babies in the American flag,
feed them mashed hot dogs and apple pie,
name them Bill and Daisy,
buy them blonde dolls that blink blue
eyes or a football and tiny cleats
before the baby can even walk,
speak to them in thick English,
hallo, babee, hallo,
whisper in Spanish or Polish
when the babies sleep, whisper
in a dark parent bed, that dark
parent fear, “Will they like
our boy, our girl, our fine american
boy, our fine american girl?”

vocab.doc
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Tuesday, September 8, 2009

Review Immigration information (Quiz)

Begin Immigration Wave posters

Wednesday, September 9, 2009

Sustained Silent Reading

Work on Posters

Immigration Quiz.doc
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Wave of Immigrants Poster.doc
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Thursday, September 10, 2009

Sustained Silent Reading

Work on Posters

Friday, September 11, 2009

Present Posters (take notes)

Sustained Silent Reading (turn in logs)

Monday, September 14, 2009

Took NWEA Test

Hmwk: Find an article about your group of immigrants you will present a summary of the information in class tomorrow.

Wednesday, September 16, 2009

Introduce American Final Project

Students will complete a project that represents who they are as an American as well as use the resources that we have accumulated in this unit such as: "What Is an American?", "The Kitchen", "What ___ Period had to say about Immigrants", your "Where I'm From" Poem, etc.

defining an american.doc
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What is an American rubric.doc
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Tuesday, September 15, 2009

Students Presented their articles

We have a new reading reflection rather than logs. After students read, they will be asked by me to do a reflection using the Reading Reflection sheet. It may not be every time we read.

Reading Reflection.doc
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Thursday, September 17, 2009

Read Independently and worked on projects

Introduced Letter to accompany Final Project.

This letter should include:

Correct Conventions: Spelling, grammar, capitalization, punctuation, etc.

Connections to resources that you have gained in this unit

Connections to you as an individual

Explain your project and why you chose the elements that you did

Friday, September 18, 2009

Work on projects independently

Read independently

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Monday, September 21, 2009

WN: We tend to judge people by their appearances, even though looks can be deceiving. Have you ever prejudged someone incorrectly based on their appearance or has someone ever prejudged you unfairly based on how you look?

Listen to "This I Believe" essays and respond

Hmwk: Read "Nacirema"

Tuesday, September 22, 2009

Discuss "Nacirema"

Agree/Disagree activity in class

Wednesday, September 23, 2009

Work on Letters for Project

Hmwk: Finish Letters

Thursday, September 24, 2009

Presentations of Projects

Due: Letters for Projects Everyone even if you aren't presenting

Friday, September 25, 2009

Presentations of Projects

BODY RITUAL AMONG THE NACIREMA.doc
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Nacirema QUESTIONS.doc
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Ethnographic Literature

Monday, September 28, 2009

Finish America Presentations

Begin Reading "House for the Homeless"

Tuesday, September 29, 2009

Discussed "House for the Homeless"

(See "House for the Homeless Questions" Document)

Read Tribe Apart (See me for handout)

Wednesday, September 30, 2009

Discuss Tribe Apart

Introduce double-entry notes

Thursday, October 1, 2009

Discuss double-entry notes -- what did you observe?

Fill in the right-side

Introduce mapping (draw a map of the classroom)

Read

Hmwk: Observe a place with people in it for 20 minutes. Only fill out the observation part. Then map the location. Don't forget the time, place, and location on your notes.

Friday, October 2, 2009

Discuss double-entry notes -- what did you observe? Fill in the right-side.

Brainstorm subcultures. WN: What subcultures do you belong to? See "List your subcultures" for how to categorize your subcultures.

A house for the homeless_ethnog lit.doc
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House for the Homeless Questions.doc
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Tribe Apart Questions

How does Hersch set up her study for her ethnography?

Who will she study?

What are her parameters? What methods does she use for her research?

Where does she do her observations?

How long does she do her study for?

Is she an insider or an outsider?

What makes this group appropriate for an ethnography?

List your subcultures

1.Group

2.Location

3.Behavior

4.Insider Phrases

5.Rules or Rituals

Jamacia Kincaid "On Seeing England for the First Time"

Chart Kincaids journeys, observations, and place descriptions on the map.

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Ideas for Ethnographic Studies

On Monday, October 5th, please have some ideas about what you would like to do for your Ethnographic group. See lists below for ideas.

•Outdoorsy

•Science Geeks

•Material Girls

•Jocks

•Martial Arts

•Yoga

•Gym

•Cafes

•Parks

•Stores

•Gambles

•Hylton Lumber

•Library

•Anime Lovers

•Band Geeks

•Laughing Ladies (specific restaurants)

•Basketball

•Stoners

•Art Class

•Family

•Cheerleaders

•Old People

•Preppy Chicks

•Foreign Language Stds

•Moms/Dads

•HS Rodeo

•Hicks

•Drama Club

•Key Club

•Student Council

•Tenderfoot Times

•Yearbook

•Classroom

•Gamers

•Internet Groups/Social networks

•Skateboarding

•Wrestling

•Dance

•Rodeo

•Snowboarding

•Skiing

•Fat People

•MRT Classes

•Volleyball

•Gamers

•Church group

•Lunch group

•Boys/Girls

•Soccer

•SHS Teachers

•Gangsters

•Posers

•Athletes

•Playground

•Wal-mart workers

•Hospital

•Alcoholics

•4th Street

•Retirement Home

•Wal-Mart

•The bottom F St.

•Dark side of 5th

•Under the bridge

•Homeless people

•Hippies

•Methodist Mt.

•Religions/Churches

•Youth groups

•Family (immediate and extended)

•FBLA club

•Lunch group

•Elk Lodge

•Smoking Jack’s

•Drama club

•Skateboard park

•Alpine Park

•By the tracks

•Monarch

•McDonald’s

•Patio

•Amicas

•Boathouse

•Bongo Billies

•Someone’s house

•Safeway

•McDonald’s

•Burger King

•Super 8

•Chamber of Commerce

•Book Haven

•Salida Rec Center

•Monarch Manufacturing

•Monarch Mt.

•Friends

•Sports

•Graduating Class

•Art

•Choir

•Band

•Gymnasium

•Lunch room

•The bottom of F St.

•Riverside Park

•Library

•Yolo

•Final Touch/Salon

•Tattoo Parlor – pt.

•Loaf-n-Jug

•Safeway

•Salida Trail

•7-11

•Sonic

•Taco Bell

Monday, October 5, 2009

Handout assignment sheet for ethnographic study.

Choose Ethnographic groups

Begin Proposals

Tuesday, October 6, 2009

Assumptions, Purpose/Goal of your ethnography

Work on Proposals/Conferencing

Read "Deconstructing the Horse"

Wednesday, October 7, 2009

Read "Deconstructing the Horse"

Due: Prosposal

Thursday, October 8, 2009

Watch Hoop Dreams

Friday, October 9, 2009

Watch Hoop Dreams

Due: Notes on Hoop Dreams

Prepare a Proposal.doc
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Ethnography Unit Handout.doc
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Deconstructing the Horse.doc
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Deconstructing the Horse Questions.doc
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Hoop Dreams_notes.doc
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Monday, October 13, 2009

No School

Tuesday, October 14, 2009

Read "Deconstructing the Horse" and answer questions

Conference about Proposals

Wednesday, October 7, 2009

Discuss "Deconstructing the Horse"

Due: "Deconstructing the Horse" Questions

Due: Proposal

Thursday, October 15, 2009

Watch Hoop Dreams

Friday, October 16, 2009

Watch Hoop Dreams

Due: Notes from Hoop Dreams

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Monday, October 19, 2009

Discuss Hoop Dreams

Double Column notes, fill in the right side

Tuesday, October 20, 2009

Silent Reading

Primary Research/Research Plan

Work on plans

Observation due by next Tuesday, Oct. 27

Wednesday, October 21, 2009

Silent Reading

Descriptive Writing -- What is it?

Use House for the Homeless and Deconstructing the Horse for descriptive language.

WN: Write about three items as descriptive as you can.

the school cafeteria
your closet
cereal box

Due: Research Plan

Thursday, October 22, 2009

Silent Reading

Continue Descriptive descriptions of art pieces

Share descriptive paragraphs from independent reading.

Friday, October 23, 2009

Silent Reading

Write descriptive pieces about subcultures that we belong to.

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Right column of notes:

What surprised me?

What intrigued/interested me?

What disturbed/upset me?

Questions you still have.

Predications of what happened with the boys next.

Research plan.doc
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Research Plan writeup.doc
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Monday, October 26, 2009

Silent Reading

ML: Revision

Voices of Democracy. Look at Sample essay

Due: Research Plan

Tuesday, October 27, 2009

Revise Voice of Democracy. Read out loud to a partner.

Read "Straw into Gold" (p.1128 in your literature book) finish as homework

Due: Observations on Double-entry notes

Wednesday, October 28, 2009

Fill in right column of observation notes

What surprised you?; what intrigued you?; what disturbed you?

Turning Observations into Verbal Portraitures

Due: "Straw into Gold" p. 1128

Thursday, October 29, 2009

Turn in Verbal Portraiture

WN: Road Map

Continue with discussing "Straw into Gold"

Due: Verbal Portraitrure from observation

Friday, October 30, 2009

Continue writing "Straw into Gold" narrative

Draft of "Straw into Gold" narrative (due on Tuesday)

Verbal Portraiture.doc
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Personal Narrative Qualities.txt
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Monday, November 2, 2009

Write/Conference Narrative

Tuesday, November 3, 2009

Introduce The Crucible, begin Act I

Due: "Straw into Gold" Narrative

Wednesday, November 4, 2009

Review Study Packet and what we have read in Act I so far

Continue reading The Crucible Act I

Due: Background information in Study Packet

Thursday, November 5, 2009

Continue reading The Crucible Act I

Due: Interview Questions and Observation #2

Friday, November 6, 2009

Review Dramatic Exposition from page 1252-55

Read The Crucible through Act I

Exit Card -- Give a brief summary of Act I (Characters, plot, and conflict)

MONDAY test on Crucible Act I

Due on TUESDAY -- Observation #3 and Interview #1

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Monday, November 9, 2009

Crucible Act I Quiz

Begin Background Information for Act II

Due: Act I Discussion Questions

Tuesday, November 10, 2009

"The Crucible" Act II (p. 1267-1271)

Complete Questions 12-14 (Act II Study Guide)

Due: Interview #1 and Observation #3

Wednesday, November 11, 2009

"The Crucible" Act II (p.1271-73)

Complete Questions 15-16 (Act II Study Guide)

Due: Questions 12-14 (Act II Study Guide)

Thursday, November 12, 2009

"The Crucible" Act II

Due: Questions 15-16 (Act II Study Guide)

Friday, November 13, 2009

We finished "The Crucible" Act II

Warm-up: What is an "allusion"? What does "allude" mean? What are examples of "allusion" in the book (p.1269; 1285)?

Due: Test Corrections due

MONDAY test on Crucible Act II and Study Guide for Act II

Monday's Test: Make sure you know a summary of Act II; Understand John Proctor and Elizabeth's relationship. How does Proctor feel? How does Elizabeth feel? What is the significance with the doll? Study the questions from the Study Guide. Know what an "Allusion" is; how do the stage directions tell more than the dialogue?

Plot Overview.doc
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Crucible unit student packet - questions09-10.doc
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Crucible.ppt
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Monday, November 16, 2009

Act II "The Crucible" Test

Due: Study Guide questions for Act II

Tuesday, November 17, 2009

Secondary Research

Annotated Bibliography

Due: Interview #2 and Observation #4

Wednesday, November 18, 2009

Read Act III

Answer questions 20-22 in Study Guide

Thursday, November 19, 2009

Read Act III

Friday, November 20, 2009

Open Book Quiz on Act III

(p. 1315 Questions 3-8 all parts and p. 1316 2 & 7 a))

Finish Study guide questions

Act III Overview.doc
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Secondary Research.doc
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Crucible Web Link

Click the link above. Choose the "witch hunt" you're going to research and click on that link. Take good notes, your goal is to explain in an in class essay what is happening in the modern "witch hunt" and compare it to Miller's play The Crucible and the Salem witch trials in the 1600's.

You will write you paper in class on Tuesday, November 23, 2009. You will be allowed notes to use notes from the above link and other research as well as your book.

Monday, November 23, 2009

Read The Crucible Act IV

Tuesday, November 24, 2009

Finish Act IV and Write In-class Essay on comparing The Crucible to a more modern day witch trial.

Act IV Overview.doc
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Monday, November 30, 2009

Review Crucible

Finish Study Guide Questions

In-class essay comparing The Crucible to a modern day "witch trial"

Tuesday, December 1, 2009

Criteria for ethnography

Work on ethnography and conference

Wednesday, December 2, 2009

Work on ethnography and conference

Sign-up for presentations

Thursday, December 3, 2009

Work on ethnography and conference

Hmwk: Finish ethnography

Friday, December 4, 2009

Work on Presentation for ethnography

Ethnography due on Monday

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Monday, December 7, 2009

Turn in Ethnography Project

Self-grade using rubric

Prepare and practice presentation