Week 3 English 9B

Day	Class work	Homework
Monday Skills: Students should be able to refute an Argument ☐ Use STEAL to complete a character analysis ☐ Skills:  Consider Multiple Points of View/perspective, observe and discuss tone of character and mood of a text or an excerpt of a text.  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Peer Review Essay to turnitin.com   ☐ Use Editing Marks ( Editing Marks guide in  Ninth Grade Box on Main page of Blog) ☐	Submit Essay to Turnitin.com  by 8am Tuesday
Tuesday Process Cognitive Psychological Physical Genetic Critical node Database Consortium The Human Connectome Project Sanguine Accelerating Optogenetics Non invasive Claustrophobia Flummox Inflections-a sound that changes in tone. Innuendos-a hint or suggestion, something that is implied but not stated outright Indecipherable-unsolvable, hidden or unknown Lucid-clear and filled with light Euphony-a nice, pleasing sound Pantomime	Inside the Teenage Brain Videos PBS 50 Minutes Part 1 http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/ What advice would you give your peers about doing homework or practicing their art form based on the “Use it or Lose it” principle?	Begin Reading New York Times Inside the Brain Highlight and Annotate Text
Wednesday	Take Cornell Notes on The Brain, in Exquisite Detail ☐ Watch Video and Read Article: http://www.nytimes.com/2014/01/07/science/the-brain-in-exquisite-detail.html Answer these GIST questions: What is Dr. Barch Working on? What motivated Dr. Barch’s work? Why did she decide to go into research? What is the central question the data might answer? What is the Human Connectome Project? Identify two techniques that have transformed brain imaging? How does an MRI machine work? What is characteristic of most new brain research efforts? What does the author consider the greatest challenge in “solving the brain”?	Finish Cornell Notes and Answering Gist Questions
Thursday	Read Thirteen Ways of Looking At A Blackbird by Wallace Stevens	Take Cornell Notes on Thirteen ways of Looking at a Blackbird☐
Friday	Based upon your watching the videos, reading of The Brain in Exquisite Detail and Thirteen Ways of Looking at A Blackbird, explain some of the challenges of understanding something from multiple points of view.  Be sure you discuss how teens, adults, scientists, and poets may look at a choice or a process.	Complete Graphic Organiz-er and Essay Template ☐  PBS Frontline Video Click on LinkThe Brain in Exqusite Detail

Week 2 English 9B

9th Grade Second Semester Week 2	Class Work	Homework
Monday Academic Vocabulary Words Synthesis Exposition Symbol Allegory Ambiguity Irony Verbal Irony Situational Irony Dramatic Irony Biographical Knowledge Biographical approach	Study for Quiz on Refuting an Argument Catcher in the Rye Quiz	Study for Quiz on Refuting an Argument Catcher in the Rye Quiz
Tuesday Objective: To be able to compare and contrast informational/expository articles.  Students should be able to analyze imagery, diction (word choice) tone, situation (context), and memories through lens such as race, religion, gender, and age.	Quizzes Begin Study Skills Packet	Finish Study Skills Packet
Wednesday Genres Theme Universal Themes Characters Motivations Imagery Figurative language Simile Metaphor Personification Historical setting or historical context Historical Approach	Analysis of Holden Caulfield’s decision’s Chapters 1-9	Complete Character Analysis Worksheet
Thursday Vocabulary Pre-frontal Cortex Synapses Synaptic pruning Social-emotional response fMRI Decision-making, planning meta-analysis meta Inhibiting	Sarah Blakemore’s TED Talk The mysterious workings of the adolescent brain. http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain.html Cornell Notes	Write a summary of Sarah Blakemore’s TED talk based on your Cornell Notes
Friday	Compare your notes with your teammates And revise your summary Complete Graphic Organizer	Reread Catcher in the Rye Chapters 10- 20 Essay: Based upon the Blakemore video and you reading of Chapter’s 1-10 write a 5-paragraph paper arguing that Holden’s behaviors indicate that he is not thinking about the consequences of his decisions. Mysterious Workings of the Teenage Brain

Tentative Syllabus English 10B 2014

Tentative Weekly English 9B Syllabus 2014

January 13- Catcher in the Rye    Turn in Dialectical Journals,  

Skills:  Develop a schedule, Cornell Notes, Refute an argument, annotate a text in Chunks, Close Reading of Texts, 

January 20^-  (Martin Luther King Day) Catcher in the Rye

Skills:   Identify consequences of meeting or not meeting schedule, Refute an argument, annotate a text in Chunks, Close Reading of Texts, Analyze a Character-using STEAL; examine a character’s motivation.

Driving Questions:  Why do teenagers struggle with thinking through consequences? Should teens be held responsible for their impulsive behavior?

January 27- Catcher in the Rye, Introduction to the Teenage Brain

Skills:  Consider Multiple Points of View/perspective, observe and discuss tone of character and mood of a text or an excerpt of a text. 

February 3- Looking for Alaska

Driving Questions: Why do teenagers struggle with thinking through consequences?

February 10- Looking for Alaska

February 17-  (President’s Day Vacation, Open House) Informational texts on the Teenage Brain. TED Talks

Driving Question:  How does the Biochemistry of the Teenage Brain Influence Decision Making? Mini-Team Presentations on Teen Brain Topics

Skills:  Demonstrate skilled use of presentation software, deliver information synthesized from multiple sources, establish direct eye contact with audience, project voice and speak clearly, use speaker notes or memory,

February 24-Informational texts on the Teenage Brain, The Expository Essay

Driving Question: Should teenagers be held responsible for their impulsive behavior?

Skill: Analyze an informational Article by Rhetorical Triangle identify exigence (issue/problem), speaker and audience.  Outline an Expository/Informational Essay.

March 3 Synthesis of Informational Texts, Expository Essay Due

Skills: Use of Standardized Editing Marks

March 10 Ancient Greek History and Mythology Review, archetypes, The Odyssey

Skills: Identify archetypes, detect stereotypes, understand the role of myth in society, and identify symbols and their impact.

March 17 The Odyssey by Homer

Driving Questions: How does Strategic Planning empower Odysseus?  How does temptation or recklessness distract Odysseus from his journey?

March 24 The Odyssey by Homer  

March 31 Oedipus Rex by Sophocles

 Driving questions:  Does Oedipus have free will—the ability to choose his own path—or is everything in life predetermined?  Based on your knowledge of the teenage brain, how does one decide when to act and when to reflect?

April 7 Oedipus Rex by Sophocles

April 14 Romeo and Juliet by Shakespeare

Driving Question: How does the Biochemistry of the Teenage Brain Influence Decision Making? Why do teenagers struggle with thinking through consequences?

Using evidence from the text and the informational articles listed on the class blog, write a well-developed essay explaining whether Romeo and Juliet should be held responsible for their impulsive behavior.

April 21 Romeo and Juliet

April 28 Romeo and Juliet   

May 5 Romeo and Juliet Romeo and Juliet Essay due

May 12   Sentence Diagramming and Creative Writing Narrative Essay Workshop

May 19 New Media Project Presentation Practice   Sentence Diagramming

May 26 (Memorial Day Vacation) Creative Writing Project Due

June 2 (Finals)

Summer Classes on College Campuses Financial Aid Information Links

Summer College Programs Financial Aid

Please check deadlines! First Come usually First served:

Please apply!


Note for most you will need to have ready: An official copy of your most recent High School Transcript

2. A recent copy of your parent/s or guardian/s W2s and 2012 or 2013 Federal (1040) and State Income Tax Form (

3. Letter of Recommendation Form from a teacher or school counselor commenting on your ability to successfully complete a rigorous academic or creative program. Please allow your recommender at least two weeks to complete a letter of support. Students applying for support for a creative program (e.g., dance) may ask a private instructor to write the letter on their behalf.

Keep a folder with these materails and any copies of awards you receive so you have ready for when you apply to college!

UCLA

The Summer Scholars Support Online Application (available on March 1) and the supporting documents listed above must all be completed and submitted for the official review process by the deadline of April 1.

http://www.summer.ucla.edu/FinancialAid/hsscholarship.cfm

USC

http://summer.usc.edu/4week/

lhttp://summer.usc.edu/general/overview/financial_assistance.shtml

The Financial Assistance Application Deadline is April 1, 2014. The Program Application must be completed in full before you can be considered for financial assistance (see below).

Stanford

http://summercollege.stanford.edu/programs/page/scholarships

LEAD  Includes programs at Stanford and Caltech

Business, Computers, Engineering Programs

9b Week 1 tentative Syllabus

9th Grade Second Semester Week 1	Class Work	Homework
Monday Academic Vocabulary Words Synthesis Exposition Symbol Allegory Ambiguity Irony Verbal Irony Situational Irony Dramatic Irony Biographical Knowledge Biographical approach	Catcher in the Rye Dialectical Journal Due Study Skills How to ask a Question?	Obtain Parent/guardian Signature on Parent/Guardian Letter Highlight and Annotate Handout on Catcher in The Rye
Tuesday Objective: To be able to compare and contrast informational/expository articles.  Students should be able to analyze imagery, diction (word choice) tone, situation (context), and memories through lens such as race, religion, gender, and age.	Mapping The organizational Structure of a Text	Map Assigned text
Wednesday Genres Theme Universal Themes Characters Motivations Imagery Figurative language Simile Metaphor Personification Historical setting or historical context Historical Approach	Mapping The organizational Structure of a Text	Map Assigned text
Thursday	Sarah Blakemore’s TED Talk Cornell Notes	Write a summary of  Sarah Blakemore’s TED talk based on your Cornell Notes
Friday	Compare your notes with your teammates And revise your summary	Reread Catcher in the Rye Chapters