The Five Cs and the Southwest

Like Arizona, next door, SW New Mexico earns its keep through the Five Cs: copper, cattle, cotton, chiles (citrus in AZ), and climate. (Arizona also has the Canyon--as in the Grand Canyon.)

This article explains how federal subsidies make the drought--the one that has plagued the West as long as you've been alive--worse.

Please read it. The source is scrupulous. No profit-making, vested interest supports ProPublica. In this way it's a departure from all other media. Advertisers have zero influence on what the reporters cover and write. ProPublica reporters can follow the money in their reporting because what they find will not cost them their jobs.

Holy Crop: how federal dollars are financing the water crisis in the West

Post Perfect Storm survey

Audio Version of The Perfect Storm

Click here to get the Audio Version of the Perfect Storm.

Summer opportunities...

Click on the following links for opportunities for high school students, then respond in your One Note bell work section.

From the Bow Seat http://fromthebowseat.org/index.php

New York Times Academy

https://nytedu.com/pre-collegiate/nyc-summer-academy/

Perfect Storm Quiz I

Ugh. Sick. Sorry. Shakespeare and Iambic Pentameter Still Matter

1. In pairs, watch and listen to this short, five and a half minutes, video about iambic pentameter.

2. In your Pearson OneNote folder on a page entitled Iambic Pentameter Step 1, write at least one line of iambic pentameter describing your favorite breakfast. 10-15 minutes.

3. Watch Julius Caesar.

4. Share and add to the Scene Log--three scenes per person. Make sure to share with those who haven't had a chance.

4. Follow the script on your computers to save paper. The link to the PDF is in OneNote, here, and also in the post below this one.

Someone in each class may need to show/read this plan to the substitute. Thanks for your cooperation.

Post Essay Survey

Story of an Hour Quiz

Venn Diagram Project

Fate vs. Free Will

For Thursday, 3rd of March, 2016

Goal: Describe characters over Unit 1 using a Venn Diagram on a Fate v. Free Will poster.

Make a sketch of ALL the texts and characters the class discussed in Pearson Unit 1. Look to Pearson Unit 1; Lesson 20 for guidance.

Poster:

Due Wednesday, 9th of March, 2016

1. Must have a legible border of all texts and characters with at least two design characteristics (color, shape, lettering, etc.) (30 pts)

2. One Venn circle will be for Fate the other for Free Will. Each (or the shared space) will contain characters or symbols of characters. (50 pts)

3. Include a clear, logical key: (15 pts)

4. Use a minimum of five different colors (15 pts)

Fresh Spring Grading Period Number Five

For Wednesday 2.March.2016:

Goal: Understand the background of a short story.

Click here: to read this slide show/document and answer any questions or prompts.

Define the "Words You Should Know" and fill in the plot diagram.

You may put this on OneNote under your Pearson tab with the title "One Thousand Dollars," or print the document and write on it.

For Thursday 3.March.2016

Goal: Comprehend and explore the plot/character/purpose of a short story, "One Thousand Dollars," well enough to respond coherently to a claim made about a character.

Read the story, "One Thousand Dollars," by O. Henry in your Pearson program: Unit 1; Lesson 18 or by clicking here for the searchable pdf version.

Turn to page 3 in Lesson 18 and read the WHOLE page carefully. Respond to a claim by gathering evidence.

For Friday 4.March.2016

Goal: Describe characters over Unit 1 using a Venn Diagram on a Fate v. Free Will poster.

Make a sketch of ALL the texts and characters the class discussed in Pearson Unit 1. Look to Pearson Unit 1; Lesson 20 for guidance.

Poster due Thursday 10.Mar.16:

1. Must have a legible border of all texts and characters with at least two design characteristics (color, shape, lettering, etc.) (30 pts)

2. One Venn circle will be for Fate the other for Free Will. Each (or the shared space) will contain characters or symbols of characters. (50 pts)

3. Include a clear, logical key: (15 pts)

4. Use five different colors (15 pts)

Story of an Hour Questions

Bell Work Page

Kate Chopin Bio Quiz

Feb. 16-26, "The Story of an Hour;" Respond to a Claim; "One Thousand Dollars"

 Kate O'Flaherty Chopin 1850-1904

Read author Kate Chopin's short biography in class Thursday 18.Feb.16. You will take a quiz about her life as soon as you are finished.

Friday

I can question literature to increase my understanding.

Open Unit 1, Lesson 15.

The super short story "The Story of an Hour," by Kate Chopin is available both on Pearson and here on the blog--click here, or look in the list to the right. 

On a One Note page entitled Story of an Hour 1, under a Pearson tab, answer all 10 questions, as a group or individually, regarding the story in Lesson 15, using evidence from the story. If you work as a group--no more than three people--make sure to list all participants on the page and make sure all members understand the questions and answers because you will each write an essay using the evidence you find.

Tuesday

I can identify and understand dramatic irony.

Unit 1, Lesson 16 finishes the story with a dramatic twist.

As above, answer all 11 questions in a group or individually, again using language from the story that proves your points.

Wednesday

I can use evidence to effectively respond to a claim.

FISHBOWL

Thursday

In Unit 1, Lesson 17, in a timed essay, you will respond to a claim by agreeing, disagreeing or qualifying and demonstrating your ideas smoothly embedding evidence from the story into your essay.

Friday

I can question literature to increase my understanding.

To cover Unit 1 Lessons 18-20, you will read "One Thousand Dollars" by O.Henry, in Pearson or here on a PDF, and you will use THIS DOCUMENT to increase your understanding of the story.

Plan for 9.Feb.16

I'm out unexpectedly today.

Pair up and work on the following:

Bell work/Ringy Dingy: Define dramatic irony and literary tone

1. In PAIRS go to Pearson Unit 1, Lesson 13, page 1 and re-read and/or re-listen, the last part of Araby together.
2. Make a single document w/ both names that answers ALL of the questions on subsequent pages, 2,3,and 4 that completely prepares you for a Fishbowl discussion Thursday.
3. Regarding the dramatic irony in the story: Though the reader knows the object of the narrator’s desire is not going to give him the time of day, the narrator is oblivious to this. Look for clues to her disinterest and his blindness and denial.
4. Take quiz together. (You'll have to each take it on separate computers.) If you've already taken it and want to retake it after the above process, I've reposted it under these instructions.
5. Once you ensure that you're both prepared to participate fully in the conversation, Thursday, continue your independent reading,

Araby Quiz, first half of story

Narrator Quiz--take before the end of the day

Sonny's Blues Timeline Assignment

Post in comments below a timeline or a link to a timeline that includes all the plot turns and important events in chronological order.

Note: this is NOT in order of the story

Pairs are acceptable, however BOTH names must be on your timeline.

One online option is ReadWriteThink.org's timeline generator.

Sonny's Blues Quiz I

Take this Harlem Renaissance survey before 12.Jan.16

Harlem Renaissance; Context for Sonny's Blues; LP 5Jan; 11Jan

Sunday, January 10, 2016

3:26 PM

ELA Honors II/ ELA II

Ms. Roberts

Unit 1, Episode 2: Choices and Happiness

                 

Monday.11.Jan.2016

Moody Monday

Objective:  

In small and large group discussion, I can reflect on my successes and failures and express myself about them articulately.

CCSS:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

From <http://www.corestandards.org/ELA-Literacy/SL/9-10/1/>

Analyze a particular point of view or cultural experience reflected in a work of literature , drawing on texts/media available on the web.

From <http://www.corestandards.org/ELA-Literacy/RL/9-10/

Ringy Dingy: Find HR groups; find survey on blog; discuss answers

SW Open Pearson to Unit 1 Episode 2

TW Provide role cards to group

Follow prompts on Pearson Unit 1, Episode 2, Lesson 7

TW introduce the story, “Sonny's Blues"

Level of Blooms:

Creating Understanding

Analyzing Remembering

Applying

ELA Honors II/ ELA II   Draft...  

Ms. Roberts

Unit 1, Episode 2: Choices and Happiness

                    

Tuesday, 5.Jan.2016

Terpsichore Tuesday

Objective:  

I can explore mid-20th century Harlem culture, beginning with music and dance.

CCSS:

CCSS.ELA-LITERACY.RL.9-10.6

From <http://www.corestandards.org/ELA-Literacy/RL/9-10/>

Analyze a particular point of view or cultural experience reflected in a work of literature , drawing on texts/media available on the web.

From <http://www.corestandards.org/ELA-Literacy/RL/9-10/>

CCSS.ELA-LITERACY.RL.9-10.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

From <http://www.corestandards.org/ELA-Literacy/RL/9-10/>

Bell Ringer: (Organize in gender separate lines)

Describe the best food you ate over the break.

TW teach basic steps for Eastern Swing; listen to bebop and swing jazz

Daily Activity: Introduction to Lesson 7

1. Explore the fruits of Harlem dance and music in the mid/early 20th century
2. Choose two musicians to teach us about or two dance forms to teach us
3. Describe two foods you might eat in 1940/50 Harlem

TW introduce the story, “Sonny's Blues"

Level of Blooms:

Creating

Analyzing

Applying

Understanding

Remembering

Rubric: Harlem Renaissance PPT