2014-2015+Daily+Assignments+for+IBS+English+11

Second Quarter
8 December, Monday
 * In-class: We discussed the answers to the chapter 5 prompts. Students also discussed the graphic elements they found interesting from chapter 5. We created a list of characteristics of mice and tried to see how effective the metaphor was in depicting the plight of the Jews during the Holocaust.
 * ~ Characteristics of mice ||~ Depiction of Jews ||
 * small ||  ||
 * quick || * quick-thinking and quick-acting as when Vladek is able to evade capture in the streets by hiding in a building ||
 * vermin || * Nazi propaganda depicts Jews as "vermin" who are dangerous to the general population ||
 * present everywhere || * Jewish populations were spread throughout Europe ||
 * despised || * long history of Anit-Semitism in Europe, especially in Germany and Poland ||
 * sneaky, smart, clever || * Nazi propaganda depicts them as corrupt and greedy
 * <span style="font-family: 'Times New Roman',Times,serif;">Miloch Spiegelman loses on purpose when he gambles with Nazi soldiers so that he can build a favorable relationship with them
 * <span style="font-family: 'Times New Roman',Times,serif;">Vladek deals in the "Black Market" in order to make money for his family
 * <span style="font-family: 'Times New Roman',Times,serif;">Vladek's family bribes officials to receive work permits and more rations
 * <span style="font-family: 'Times New Roman',Times,serif;">Jews created bunkers in order to hide from their Nazi oppresors ||
 * <span style="font-family: 'Times New Roman',Times,serif;">hide/ always looking for shelter || * <span style="font-family: 'Times New Roman',Times,serif;">Vladek and his family build bunkers in order to stay alive and to keep from being captured by the Nazis
 * <span style="font-family: 'Times New Roman',Times,serif;">Jews are relocated to the Ghettos; those who escaped from the ghetto are forced to seek shelter/safe haven at other locations ||
 * <span style="font-family: 'Times New Roman',Times,serif;">always looking for food || * <span style="font-family: 'Times New Roman',Times,serif;">once the war starts, the Jews receive small rations of food that barely keep them alive; Jews are constantly on the lookout for food ||
 * <span style="font-family: 'Times New Roman',Times,serif;">prey, not predators || * <span style="font-family: 'Times New Roman',Times,serif;">The Jews are completely helpless and at the mercy of their Nazi oppressors once they enter the concentration camp/ Ghettos. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">used for scientific experiments || * <span style="font-family: 'Times New Roman',Times,serif;">Jews were used in scientific/military experiments at the hands of Nazi doctors. Most of the experiments were cruel and inhumane. (Dr. Mengele's experiments on twins)
 * <span style="font-family: 'Times New Roman',Times,serif;">Jews were used for hard labor. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">can carry disease || * <span style="font-family: 'Times New Roman',Times,serif;">Nazi propaganda blamed the Jews for the spread of disease.
 * <span style="font-family: 'Times New Roman',Times,serif;">Nazi propaganda also blamed the Jews for the poor economy and high unemployment in pre-war Germany
 * <span style="font-family: 'Times New Roman',Times,serif;">While in the camps and living in close, unsanitary conditions, disease did spread quickly among the Jewish prisoners. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">live in groups || * <span style="font-family: 'Times New Roman',Times,serif;">Jewish families, such as the Spiegelmans and the Zybelbergs lived together as one large family unit; members of the family helped each other survive. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">strong survival skills || * <span style="font-family: 'Times New Roman',Times,serif;">Vladek believes: "To die, it's easy...but you have to struggle for life!"
 * <span style="font-family: 'Times New Roman',Times,serif;">Vladek and other survivors willing to take risks.
 * <span style="font-family: 'Times New Roman',Times,serif;">Vladek and others who survive are able to take advantage of opportunities that come their way. ||
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read chapter 6- Mouse Traps.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read chapter 6- Mouse Traps.

<span style="font-family: 'Times New Roman',Times,serif;">31 October, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed the questions students answered for chapter 3. We viewed a portion of "Schindler's List."
 * <span style="font-family: Times New Roman,Times,serif;">HW: Please read chapters 4-5 and type a response based on the question you randomly picked. If you were absent, please come by my room to take your random pick for a prompt.

<span style="font-family: 'Times New Roman',Times,serif;">15 October, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: No class today due to the PSAT/NMSQT
 * <span style="font-family: Times New Roman,Times,serif;">HW: Holocaust presentations will continue on Friday.

<span style="font-family: 'Times New Roman',Times,serif;">First Quarter
<span style="font-family: 'Times New Roman',Times,serif;">7 October, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Nazism, Jewish Ghettoes and the Gestapo presented. Click on the link to view the power point presentation. The Nazism group presented a tri-fold board as their visual, so there is no powerpoint presentation.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Prepare for your presentation.

<span style="font-family: 'Times New Roman',Times,serif;">6 October, Monday
 * <span style="font-family: Times New Roman,Times,serif;">No school today! Typhoon VongFong.

<span style="font-family: 'Times New Roman',Times,serif;">2 October, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Mrs. Petra presented on Laws Discriminating Against Jews, click on the link to view or view the attached PDF.[[file:Holocaust Discriminatory Laws.pdf]]
 * <span style="font-family: Times New Roman,Times,serif;">HW: Prepare for your presentations.

<span style="font-family: 'Times New Roman',Times,serif;">30 September, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Work with your partner to complete research and work on your visual aid.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Prepare your presentation.

<span style="font-family: 'Times New Roman',Times,serif;">26 September, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In class: We discussed the Holocaust terms. Students were given time to research and prepare their presentations. Outlines were checked.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Prepare presentations. You will be given time on Tuesday to work on your visual aid.

<span style="font-family: 'Times New Roman',Times,serif;">24 September, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We watched a video about the Holocaust. Students worked on conducting more research for their presentations about the Holocaust.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Continue researching your topic for the Holocaust presentation. Have an outline ready to show Mrs. Petra how you will organize the information you collected over the course of the research.

<span style="font-family: 'Times New Roman',Times,serif;">22 September, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students digitally submitted their papers for edits. We went over quote integration. Please refer to your handouts for information regarding the many different ways to effectively and smoothly integrate quotes. Students worked in pairs to practice quote integration. We went over sentence patterns from the text, //The Art of Styling Sentences// (pages 7-10 are referenced below)//.//
 * **<span style="font-family: Times New Roman,Times,serif;">Pattern 1: Compound sentence joined by a semicolon and no conjunction **
 * <span style="font-family: Times New Roman,Times,serif;"> SUBJECT VERB ; SUBJECT VERB.
 * <span style="font-family: Times New Roman,Times,serif;">"He who knows others is wise; he who knows himself is enlightened." ---Lao Tzu
 * <span style="font-family: Times New Roman,Times,serif;">"Singapore has 11,910 people per square mile; Mongolia has only three." ---Conde Nast Traveler
 * <span style="font-family: Times New Roman,Times,serif;">"My forefathers didn't come over on the Mayflower; they met the boat." ---Will Rogers
 * **<span style="font-family: 'Times New Roman',Times,serif;">Pattern 1A: Compound sentence joined by semicolon and conjunctive adverb **
 * <span style="font-family: 'Times New Roman',Times,serif;">SUBJECT VERB ; however, SUBJECT VERB.
 * <span style="font-family: 'Times New Roman',Times,serif;">She exercised every day and cut back on her food; however, she didn't lose any weight.
 * <span style="font-family: 'Times New Roman',Times,serif;">This car looks as if it has been wrecked; therefore it's not a good buy
 * <span style="font-family: 'Times New Roman',Times,serif;">**Pattern 1B: Compound sentence joined by coordinating conjunctions (for, and, nor, but, or, yet, so) and semicolons**
 * <span style="font-family: 'Times New Roman',Times,serif;">SUBJECT VERB; SUBJECT VERB, and SUBJECT VERB.
 * <span style="font-family: 'Times New Roman',Times,serif;">The rain kept falling; Joan saw the roof begin to leak, and she put out a bucket to catch the water.
 * <span style="font-family: 'Times New Roman',Times,serif;">SUBJECT VERB, but SUBJECT VERB; SUBJECT VERB.
 * <span style="font-family: 'Times New Roman',Times,serif;">He cheated on the test, but the teacher did not know; the teacher never suspected.
 * **<span style="font-family: 'Times New Roman',Times,serif;">Pattern 1C: Compound sentences joined by using two or more semicolons **
 * <span style="font-family: 'Times New Roman',Times,serif;">SUBJECT VERB ; SUBJECT VERB ; SUBJECT VERB.
 * <span style="font-family: 'Times New Roman',Times,serif;">John got an A; Jennie got an A; unfortunately George got a C.
 * <span style="font-family: 'Times New Roman',Times,serif;">Annie bumped; Bonnie set; Cassie spiked.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Research your Holocaust topic. Write a paragraph about your topic, making sure to include the following elements:
 * <span style="font-family: 'Times New Roman',Times,serif;">at least one integrated quote
 * <span style="font-family: 'Times New Roman',Times,serif;">at least one of the sentence patterns shown above should be evident in your paragraph
 * <span style="font-family: 'Times New Roman',Times,serif;">Your topics
 * <span style="font-family: 'Times New Roman',Times,serif;">Nazism: Yunseo, YooNa, Rachel
 * <span style="font-family: 'Times New Roman',Times,serif;">SS: Junmao, Dong, Jong Hwan
 * <span style="font-family: 'Times New Roman',Times,serif;">Auschwitz concentration camp: Hayley, Tom, Sherry
 * <span style="font-family: 'Times New Roman',Times,serif;">Crematoria: Jagger,Matthew M.
 * <span style="font-family: 'Times New Roman',Times,serif;">Einsatzgruppen: Alu, Fujin
 * <span style="font-family: 'Times New Roman',Times,serif;">Gestapo: SooJin, Ji Soo, Mi Yeon
 * <span style="font-family: 'Times New Roman',Times,serif;">Swastika: Gabby, Melissa
 * <span style="font-family: 'Times New Roman',Times,serif;">Heinrich Himmler: Ed, Thomas U.
 * <span style="font-family: 'Times New Roman',Times,serif;">Aryan race: Matthew A., Eun Jae

<span style="font-family: 'Times New Roman',Times,serif;">16 September, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class:We listened to the Here and Now article, "Would You Pay To Get Your Kid Into A Top College?" We discussed the article in terms of equality and a level playing ground. What are the implications of SAT coaching, extra-curricular counseling, etc. for a person like Esperanza who does not have the means to pay for these resources? Students edited two papers.
 * <span style="font-family: Times New Roman,Times,serif;">media type="custom" key="26549764"
 * <span style="font-family: 'Times New Roman',Times,serif;">If you'd like to read Peter Waldman's article in BloombergBusinessWeek and view the accompanying videos about college admissions, click on the link: "How To Get Into an Ivy league College Guaranteed"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Revised draft #2 due on Thursday.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Revised draft #2 due on Thursday.

<span style="font-family: Times New Roman,Times,serif;">12 September, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We watched the StoryCorps animated shorts for recordings from three people who lost loved ones in the 9/11 attacks. We discussed the different essay questions/prompts. Students started to plan their essay by brainstorming and outlining.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Essay draft---at least 350 words.

<span style="font-family: 'Times New Roman',Times,serif;">10 September, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class:We listened to the NPR Code Switch report on how immigrant men see their roles as men in American society. Students presented their theme topics and graphic representation to the class.
 * <span style="font-family: Times New Roman,Times,serif;">media type="custom" key="26525810"
 * <span style="font-family: Times New Roman,Times,serif;">HW: No homework, unless you work on your rewrite which is due on Friday.

<span style="font-family: 'Times New Roman',Times,serif;">8 September, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students finished up collecting quotes for their theme presentations. Students created a graphic to show the ties/links among the different themes.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Write up vignette #2.

<span style="font-family: 'Times New Roman',Times,serif;">4 September, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students worked on determining themes in The House on Mango Street. Students looked for textual evidence of the themes and then developed thesis statements for three of their chosen five themes.
 * <span style="font-family: 'Times New Roman',Times,serif; line-height: 0px; overflow: hidden;">[[image:homs.jpg width="636" height="481"]]
 * <span style="font-family: Times New Roman,Times,serif;">HW: Choose one of the vignette titles you came up with. Type up the vignette for that title. Make sure to include figurative language in your vignette. Develop your own style and voice by experimenting with the same literary devices Cisneros utilized in her novel. Choose the literary device (personification, symbolism, irony, understatement, simile, metaphor, etc) that you feel will best express the point you are trying to get across.

<span style="font-family: 'Times New Roman',Times,serif;">2 September, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students shared their answers to their assigned questions for the chapters on pp. 94-110.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Look through the titles of the vignettes for The House on Mango Street. Think about the people, places, experiences, neighborhoods in your life. Type up 10 titles for possible vignettes based on your life.

<span style="font-family: 'Times New Roman',Times,serif;">28 August, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed the "race card project." We listened to the NPR article about the project. Students finished presenting their chapter question answers.
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: Read pp. 94-110. Typed response: <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">To what extent does your cultural heritage define who you are? What is culture? Consider your language, religion, value systems, etc. How do these factors in your life differ from those of your parents? grandparents?

<span style="font-family: 'Times New Roman',Times,serif;">26 August, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: Students shared their answers to their assigned question for the pp. 67-93 reading assignment. We discussed the motifs in The House on Mango Street and we listened to the NPR article on race.
 * <span style="font-family: Times New Roman,Times,serif;">media type="custom" key="26477310"
 * <span style="font-family: 'Times New Roman',Times,serif;">HW: <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">Typed response: To what extent does your cultural heritage define who you are? What is culture? Consider your language, religion, value systems, etc. How do these factors in your life differ from those of your parents? grandparents?

<span style="font-family: 'Times New Roman',Times,serif;">22 August, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed the gender roles chart that the students created and worked on for homework. We went over how to write a quote response. Students worked on two quote responses during class---one quote had to come from the Gender Roles and Perception chart and the other quote had to come from pp. 46-66.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Please read pp. 67-93. Please answer the highlighted question on your question sheet. Your answer should be typed, clear, and provide insight and evidence.

<span style="font-family: 'Times New Roman',Times,serif;">20 August, Wednesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We discussed the essay they wrote about gender roles and expectations. Should parents raise their teenage girls in the same way they raise their teenage boys? What should be different? We read pp. 65-66 "Geraldo No Last Name" and listened to the NPR news article, "Undocumented Students Take Education Underground." We also looked at the interactive map of foreign-born workers in the US---check it out at the following link to "Immigration and Jobs: Where US workers come from."
 * <span style="font-family: Times New Roman,Times,serif;">media type="custom" key="26461686"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read pp. 46-66 and add quotes (textual evidence) to the Gender Roles and Expectations Chart. Please read the article excerpt "911 Disappeareds." We will discuss the article in class.

<span style="font-family: 'Times New Roman',Times,serif;">18 August, Monday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We examined the style of "Cathy Queen of Cats." Students discussed the gender roles chart they completed for homework and came up with general topics about gender roles for each gender.
 * <span style="font-family: Times New Roman,Times,serif;">Videomedia type="youtube" key="nXO8a6HYttw" width="420" height="315"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Personal response (typed)---To what extend does your gender define your identity? Cite evidence from your life to make your point. Please place your topics for the gender roles on the shared google doc---"2017 Gender Roles and Perceptions in The House on Mango Street."

<span style="font-family: 'Times New Roman',Times,serif;">14 August, Thursday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We finished annotating the vignette, "The House on Mango Street." Students worked in groups to examine questions about the author's style for the following vignettes: "Hairs," "Boys and Girls," and "My Name." Students presented their annotations and analysis to the rest of the class.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read pp. 26-45 of //The House on Mango Street// and use the T-chart you were given to record the depictions of gender roles in the novel.

<span style="font-family: 'Times New Roman',Times,serif;">12 August, Tuesday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We read Dr. Mortimer Adler's essay about how to mark a book. We listened to the NPR segment about the 25th anniversary of the book, The House on Mango Street. We annotated the first vignette. Students turned in their assignments about their names. media type="custom" key="26441974" width="80" height="80"
 * <span style="font-family: Times New Roman,Times,serif;">HW: Read pp. 14-25 and type a response (which you should print to turn into class) of about 250 words---Based on what you have read so far, what are your impressions of Mango Street?

<span style="font-family: 'Times New Roman',Times,serif;">8 August, Friday
 * <span style="font-family: Times New Roman,Times,serif;">In-class: We went over the syllabus and the class rules and regulations. Students examined the IB Learner profile and wrote about the characteristic which they had to work on becoming. We started to have a discussion about identity, but we ran out of time.
 * <span style="font-family: Times New Roman,Times,serif;">HW: Email Mrs. Petra and tell her about the last book you read. What made you pick it? Did you enjoy reading it? Why or why not? Please read pp. 6-13 of //The House on Mango Street//. In a typed response, write about your name. Where did it come from? What does it mean? Why was it chosen? Does it reflect who you are?