2012-2013+IBS+11

=Daily Assignments for IBS English 11=

Are you a writer or an author? Check here.
 * Writers ||= Hayoung ||= Medwin ||= Misaki ||= Amy ||= Raymond ||= Kai ||= Dung ||
 * = Authors ||= Shauna ||= Isaac ||= Brian ||= Kwang Jin ||= Alexandria ||= Kevin ||= Young Ho ||

Quarter 2
Please "like" the recycling video that the SJS Environmental Club took part in to win another $10,000 on top of the $7,500 they received for the Hyatt Thrive Grant. Tell your friends about it and have them "like" it too!

You can "like" it on the Hyatt Facebook Page (you will need to scroll down...look for the St. John's video) and on You Tube. Vote at least once a day until the end of the contest on 31 December 2012! Make sure you vote on the Hyatt Facebook page---if you have a Facebook account!

media type="youtube" key="ZJc9kNKy_YM?rel=0" height="315" width="560"

4 December, Tuesday
 * In-class: Volunteers shared their annotations of a chosen comic with the class. We discussed the messages conveyed in the images and the text. We discussed how the images and the text work hand in hand to create a message. Students then worked in groups of 4 or 5 to analyze a chapter from Gene Luen Yang's graphic novel, American Born Chinese. Students will present their findings to the class on Thursday.
 * HW: Revise your draft. The final paper is due on Friday, 12/7

30 November, Friday
 * In-class: Students turned in their Draft 2 for teacher edits. We finished watching "Becoming American: The Chinese Experience" and students wrote a reflection based on the following prompt: "How does the documentary contribute to your cultural understanding of //The Woman Warrior//? After, we started discussing the graphic novel elements and went over the handout.
 * HW: Choose two or three of the comics from the sheet you were given. Cut out the comics and glue/paste the comics on a blank sheet of paper. "Annotate" the comics using your newfound knowledge (from the handout) of graphic elements. Note what you are "thinking" or "seeing" between the panels or in the gutter. Identify the types of gutters, panels, and word balloons. What effect is achieved?

16 November, Friday
 * In-class: We went over the motifs chart for The Woman Warrior.
 * HW: Introduction to your paper on //The Woman Warrior// should be submitted in our shared folder in Google Drive.

8 November, Thursday
 * In-class: Mrs. Petra was out sick today. Students worked on the worksheets "Silence" and "Talking Story."
 * HW:Students wil examine the elements of the autobiography with regard to Kingston's work. Where do you see the challenges as described on the worksheet? Examine all the elements and type it up to submit in your Google Drive folder.

6 November, Tuesday
 * In-class: We discussed the differences and similarities between Moon Orchid and Brave Orchid. Students presented their cultural pizzas.
 * HW: Finish reading "Songs for a Barbarian Reed Pipe" (pp. 186-209) and complete the chart.

29 October, Monday
 * In-class: We went over the answers to "Brave Orchid's Story" and discussed the use of ghosts, food, talk story in the chapter. We also went over the different themes and topics presented so far. As a class we completed the "No Name WOman" portion of the motifs chart.
 * HW: Read "At the Western Palace" (pp. 113-135) and take notes in your book on some of the themes and topics on your sheet. Please complete the motif chart for "At Western Palace." Be ready to discuss the notes that you took during your reading.

25 October, Thursday
 * In-class: Students worked on their cultural pizza projects.
 * HW: Finish reading "Shaman" (pp. 87-109) and answer the questions. Boys will answer the odd questions and girls will answer the even questions.

23 October, Tuesday
 * In-class: We discussed the answers to the Fa Mulan worksheet. We read the Frank Chin foreword to the anthology, The Great Aieee and discussed the authenticity of Kingston's version of the Fa Mulan story. Students then responded to an interview response that Kingston stated about the challenge of determining truth.
 * HW: Read "Shaman" (pp. 57-87) and choose a quote and write a response to that quote.

15 October, Monday
 * In-class: We talked about the family stories handout and discussed the many different purposes of stories. We worked on the quote response for "No Name Woman." We worked on one as a class and students had to complete another on their own. Students turned this in before the end of the class. Students looked up their traits as described in a chart depicting the animals for the Chinese Zodiac. Students shared their good and bad traits.
 * HW: Read pp. 19-45 of "White Tigers"---stop at the part where the Fa Mu Lan story ends. Study for the quiz on the vocabulary from "No Name Woman." Start researching (asking, delving, pestering parents, relatives, grandparents) a story from your family. Write/Type it up and bring it to class on Friday.

end of Quarter 1
3 October, Wednesday
 * In-class: We went over the issues that need to be fixed on the second drafts of the //I Know Why the Caged Bird Sings// papers. We watched the video "Becoming American: The Chinese Experience."
 * HW: Final Paper for //I Know Why the Caged Bird Sings// is due on Friday, 10/08.

1 October, Monday
 * In-class: Students turned in their drafts of the //I Know Why the Caged Bird Sings// paper. We read and discussed the poem "The Past" by Ha Jin. In discussing the poem, we examined his use of metaphors to convey meaning. We watched part of the documentary "Becoming American: The Chinese Experience" in class in preparation for our reading of Maxine Hong Kingston's work //The Woman Warrior.//

27 September, Thursday
 * In-class: Students edited two papers. Once students received their edited drafts, they began revising their work. Students who were not able to have their drafts ready for editing on Thursday must have two students edit their paper before they try to turn in a second draft.
 * HW: Draft Two is due on Monday. Please print a clean copy of your draft. You will also turn in your first draft and edits on Monday.

25 September, Tuesday
 * In-class: We discussed the differences and similarities between works of fiction and autobiographical works. Students also discussed the questions they answered for the end of the work and talked about how to include the examination of literary elements as they explored their topics.
 * HW: Draft of essay for //I Know Why the Caged Bird Sings//. The draft should be at least 300 words in length. THe final draft should be about 500-750 words in length. Please turn in a hard copy of your draft as other students will edit it.

17 September, Monday
 * In-class: Students had an open-book reading quiz for chapters 26-29. We discussed some of the questions they had about the chapters they read. We started to fill out "Seeing Things Differently".
 * HW: Read pp. 226-255 and complete "Seeing Things Differently" and "Perceptions and Realities." Please make sure to be specific about the information you write down.

13 September, Thursday
 * In-class: Students worked in groups to analyze and interpret one of two poems: "Invictus" and "Lift Every Voice and Sing". Students presented their analysis to the class in a discussion. Students discussed how the ideas and themes in the poems related to the characters and situations depicted in the autobiography.
 * HW: Read pp. 201-225 chapters 26-29). You must type a response to the "mystery question" you chose. Please turn it in on GoogleDocs. Here are the color keys for the questions: red=chapter 26; blue=chpater 27; green=chapter 28; yellow=chapter 29.

11 September, Tuesday
 * In-class: We discussed the evidence of the different themes from the autobiography, //I Know Why the Caged Bird Sings.//
 * HW: Read pp. 169-200 (chapters 23-25) and typed response: Discuss how one of the themes is developed in these chapters.

7 September, Friday
 * In-class: We went over the different kinds of questions that you should be asking as you read. These questions stretch one to draw connections between the literature and life and literature and other works.
 * HW: Read pp. 133-168 (chapters 19-22) and complete the Theme chart.

31 August, Friday
 * In-class: We went over the questions for chapters 4-7. We talked about how to respons to a quote. Please look at the powerpoint slides below to review the elements which you must include in your response. There is a sample quote response on the last slide of the powerpoint presentation.
 * [[file:How to write a quote response.pptx]]
 * HW: Read pp. 70-103 and type up a quote response. Please turn it in on Google Docs.

29 August, Wednesday
 * In-class: Students took a reading quiz for chapters 4-7. We went over the answers to the quiz in class. We also discussed questions they had about events in the chapters. I shared the annotation tips with the students so that they would have a better idea about what to mark in their books.
 * HW: Read pp. 49-69 and answer your assigned question. We will share our answers in class, so please be ready to present your answer on Friday, 31 August.

27 August, Monday
 * In-class: Students presented the last two reports on Guinn v. US and Brown v. Board of Education. We discussed the annotations students marked in their books. We addressed questions students had about the reading.
 * HW: Read pp. 20-48 and continue to add to the character evaluation chart. For each of the chapters (4, 5, 6, 7) choose a significant quote. Place your quote in the Google Doc that I will share with you.

21 August, Tuesday
 * In-class: Outlines and bibliography turned in through Google Docs. We discussed the techniques of characterization. We also read through the IB Oral presentation rubric. Students worked with their group mates to prepare for the presentation.
 * HW: Presentations begin on Thursday. Please share the presentation with me if it is on Google Presentations. If it is not, please make sure that you have it ready to go on Thursday.

17 August, Friday
 * In-class: We went to the library to conduct research on the assigned topics. Students worked with their group members to look for information and read their sources.
 * HW: Students must turn in a complete bibliography with all the sources they have used to prepare their presentation. Students will also turn in an outline of their presentation. Both the bibliography and the outline must be turned in through Google Docs. Please share the documents with your group mates and place it in your folders so that it will also be shared with me.

15 August, Wednesday >> http://citationmachine.net/index2.php?page=instructions >> http://www.easybib.com/ >>
 * In-class: In groups, students shared their fictional stories, biographies, and autobiographies. Students took notes on the elements the author employed to create the particular genre type. We discussed the genre elements in class. Students chose partners and topics for the background info presentations that will begin on Thursday, 8/23.
 * HW: On a google document that you will share with me and your presentation partner, type up the bibliographic information for at least three sources and type up your notes from the research you have already completed. Make sure that you mark where you obtained each piece of information. Here are some links to internet sites to help you format the bibligraphy (please keep in mind that you want to be using the MLA format):
 * http://www.bibme.org/

13 August, Monday
 * In-class: We had a discussion about the following ideas about literature:
 * Why do people tells stories?
 * What is fiction?
 * What is biography? What elements identify a work as a biography?
 * What is an autobiography? What elements are typical of the autobiography?
 * Students then began working on the writing assignment for writing a biographical account, an autobiographical account, and a fictional account.
 * HW: Finish the writing assignment. Please make sure that you type your work.

9 August, Thursday


 * In-class: We discussed the syllabus and the IB Learner Profile. Students worked in groups to complete the literary terms quiz.
 * HW: Email Mrs. Petra (epetra@stjohnsguam.com) using your gmail account.