zilongwang/ReadingBank huggingface dataset:
We recommend that the CRPD Committee asks: review of the framework for mental capacity and Deprivation of Liberty Safeguards in England and Wales, what steps has the UK Government taken to ensure that all professionals involved in the care of vulnerable adults are aware of and implementing the requirements of the Mental Capacity Act? Participation in political and public life (Article 29) As noted in Disability Rights in the UK, disabled people experience barriers to exercising their right to vote, and are under-represented in political life across the UK, and on the boards of public bodies. This section provides additional information and a suggested question relating to participation at local government level in England. Representation and participation in local government At local government level in England disability data is collected, although response rates from councillors can be low. 13% of councillors in England declared they had a disability in 2013. Equality legislation requires LAs to ensure reasonable adjustments are made for disabled councillors. Article 29(b)(ii) requires the UK Government to enable people with disabilities to participate in non-governmental organisations and associations concerned with the public and political life of the country. Community participation and ‘civil society’ have been encouraged by the UK Government in England and Wales through Department for Communities and Local Government funded projects and the Localism Act 2011 which introduced new rights for communities to take greater control in their local areas. Evidence indicates that LAs could do more to ensure disabled people can participate. In 2010, the Speaker’s Conference found that ‘many disabled people are deterred from any sort of involvement in politics or public life by problems at the most local level, with their councils. LAs play an important role along the pathway to politics, but they do not always make it easy for disabled people to get involved. Despite, at the time, being required to do so under the Disability Discrimination Act 1995, the Councillors Commission reported in 2007 that some LAs were failing to make sure that practical help for councillors with disabilities – such things as sign language interpretation at official meetings, induction loop systems and accessible meeting rooms – was available and publicised. We recommend that the CRPD Committee asks:
101 PTO 2 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ STAFF NEW SCHOOL A FOR SCHOOLS LEADERS VERY FACEBOOK PARENT
EXERCISE: Features and Benefits Features Descriptive and static Customer Benefit Motivating and active Ask “So what?” or add”… means that …” EXAMPLE: Experienced mobile hairdresser EXAMPLE: If, for any reason, you are unable to your home you don’t have to miss out, because I bring the full hair salon to you.
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vaccine saves money Ukutofa kulondoloza imali Moriana o thibelang mafu e boloka chelete vaccine works well Isitofu sisebenza kakuhle Moria o thibelang o sebetsa hantle EUTHANASIA isilalisi euthanase (put to sleep) Lalisa Hoqetela phoofolo we will have to euthanase the dog/ sheep/ horse Kuza kufuneka siyilalise inja/igusha/ihashe Re tlameha ho qetela ntja/nku/pere it is dead ifile E shoele can we eat it? Singayitya? E ka jewa? no you can't eat it Hayi sukuyitya Ha e jewe disease isifo lefu contagious ukosulela tsoaetso it has contagious disease Sisifo esosulelayo Ke lefu le t`soaetsanang it will make you sick/ other animals Izakwenza ugule/ezinye izilwanyana U tla kula the carcass must not be opened Isdumbu masingaqaqwa Seka e buoa? the carcass must be burnt Isidumbu masitshiswe E tlameha ho chesoa POST MORTEM the animal is emaciated Isilwanyana sibhityile Phoofolo e otile skin ufele Letlalo skin is burnt ufele olutshileyo Letlalo le chele skin is bald Letlalo le lebe muscle/ isihlunu mosifa
lungs amaphaphu matsoafo pneumonia Lefu la mat`soafo adhesions Matsòafo-a -t`soarahane le sefuba heart intliziyo Pelo sac Ingxowa yentliziyo Lera la pelo trachea Umbhobho womoya Qoqotho lymph nodes Lit`soelesa amaqhuma Maqhutso/kuru REPRODUCTION semen Mali a poho test hlahloba test the semen for quality Hlahloba boleng test bull/ ram for fertility Hlahloba poho/ramo bakeng sa ntlafalo prepuce phendla Leqobo scrotum Ingxowa yamasende Sesete testicles amasende Makoalata rectal examination Hlahloba mohlamu cow is pregnant Imazi imithi Khomo e emere test cows for pregnancy Hlahloba kemaro ea khomo scan for pregnancy/ twins Hlahloba kemaro ea nku/ mafahla fertile Matlafalo ram is fertile (works) Ramo e ntlafetseng mme e ka nehela heat ubushushu Ho palesa ewes do not come into season Linku ha li palese mate khwela Monehelo
broom umtshayelo Lefielo mop imopu clean the floor/ kennel/ van Hlamba umgangatho/indlwane/iveni Hloekisa faat`se/serobe/vene FEEDING dam idami Letamo grazing ukufula Ho fula food ukutya Lijo maize umbona Lucerne iluseni Lesere Hay ihabile Protein/ Lihaha mmele high energy food Limatlafatsi salt lick/ilitye ilitye Letsoai flushing Phepo ea monehelo perinatal feeding Phepo ka mora ho tsoalisa creep feeding Phepo ea kholo e ntle concentrate Lijo thollo mineral supplement Matsoai e li mineral a tlatsetsang
Read pages 24 7. What did Liesel steal? ________________________________ Read pages 25 – 26 8. What does Himmel mean? ________________________ What does this make you think? ____________________________________ Read 26 – 29 9. Do you like Rosa? Why or why not? _____________________________ ___________________________________________________________ 10. What is the name of the book Liesel took? _________________________ Why do you think she took it? ______________________________ Did you remember to write some quotes? Growing Up Saumensch Pages 30 – 33 (Inferring) Before you read you need to know: Profanity – means cursing Vehement – strong, aggressive Read page 31 “Liesel had a starving What does this mean? ____________________________________________________________________________________
How did Rudy and Liesel have to free the Aryan Shopkeeper? What couldn’t they afford to purchase? What did they purchase? How did Rudy and Liesel feel about the situation and the day itself? The Struggler, Continued (157- 160) Prior Knowledge: Max is referred to as ‘the struggler.’ He is leaving Stuttggart to travel to the Hubermann house. He is carrying a copy of Mein Kampf with him. Read pages 157- 160 and answer the following questions as you read. Analyze the first paragraph on page 158, that begins with, “Look proud, he advised himself…” Why was Max saying these words to himself? Interpret the following quote from page 158. “It could be worse.” He looked his friend in his Jewish eyes. “I could be you.”
The Long Walk to Dachau( 389 – 396) Prior Knowledge/Before Reading: Make a connection with the of this passage and what you read about in Night Vocabulary: Convoy - a group of vehicles (cars. trucks, boats…) traveling together Remember As you begin to read Death is speaking Use the strategy visualization to help you understand what is going on. Read page 389 and complete. Analyze and interpret the following: Poke at the package of Jews. ___________________________________________________ His beard was a ball and chain. ________________________________________________ They could all smell me. ____________________________________________________ Read page 390 It is perfect weather for a parade________________________________________________ How far will they walk? (You may need to check back on 389) ______________________ Read page 391
2 multiple-choice questions ( /2) 1 written-response question ( /19) Based on passages 2 and 3 above “The True Story of Lake Ontario” and “Sharon Wood: No Limits.” Making Connections Through Reading Multiple choice…highlight the correct answer 26. How are Marilyn Bell Di Lascio in “The True of Lake Ontario” and Sharon Wood in “Sharon Wood: No Limits” different in their feelings about their challenges? A. Marilyn was reluctant Sharon was self-motivated. B. Marilyn resented the media attention while Sharon valued it. C. Marilyn felt she needed help Sharon sought independence. D. Marilyn desired personal gain while Sharon hoped to help others. 27. How are the experiences of Marilyn Bell Di Lascio in “The True of Lake Ontario” and Sharon Wood in “Sharon Wood: No Limits” similar? A. They both nearly died in the attempt. B. They both inspired patriotic sentiments. C. They both became temporarily disoriented. D. They both abandoned others in to succeed. Part B Written Response Assignment Response Question Who would be the better role model, Marilyn Bell Di Lascio or Sharon Wood? In making your argument, you must discuss both passages equally throughout. Paragraph Marking Rubric link Requirements~ two well-developed paragraphs, each 8-10 sentences minimum, spell/grammar checked, clear, descriptive, specific and supporting detail relate back to response question. Support is evident from direct quotes/lines from the stories. Type your paragraphs below (add lines where needed – or take these out if they bug you…)
By Neruda The street filled with tomatoes, midday, summer, light is halved like a tomato, its juice runs through the streets. In December, unabated, the tomato invades the kitchen, it enters at lunchtime, takes its ease on countertops, among glasses, butter dishes, blue saltcellars. It sheds its own light, benign majesty. Unfortunately, we must murder it: the knife sinks into living flesh, red viscera a cool sun, profound, inexhaustible, populates the salads of Chile, happily, it is wed to the clear onion, and to celebrate the union we pour
Little But for me His daughter With hair that swings Like jump ropes They’re free: Papa drives a of helados and snow cones The music of arrival Playing block After block It’s summer now The sun is bright As a hot dime. You need five Shiny ones For a snow cone: Strawberry and root beer Grape that stains The mouth with laughter, Orange that’s a tennis ball Of snow You stab With a red-striped straw We have green lime And dark-cola And we have An umbrella of five colors. When the truck stops, The kids come running. Some barefoot, Some in t-shirts That end at the Cyclone knot Of belly buttons. Some in swimming Trunks and dripping from a sprinkler On a brown lawn. I’m twelve going On thirteen And I know what’s what When it comes to snow cones Packed with the flat Of a hand and laced With a gurgle Of surgary water
First offense = Phone will be confiscated and returned at the end of the period. Second Offense = Phone will be confiscated and turned into the office. Parent phone call. Grades: Grades will be posted once a week. It is your responsibility to check and keep up with how you are doing in the course. By checking your grades, you can also see if you are missing any work due to absences. If you require assistance; you must attend tutoring before or after school. Class time is not the time to discuss grades or make-up work, so please do not ask. Please sign up for Infinite Campus to help you stay up to date on your current average and missing assignments. Please allow 7 days for major assignments to be posted! Point Break Down Homework = 15 points Quizzes = 30 points Tests = 75 points Essays/Projects = 100 points Make-up Work due to Absences: Missing Work: You are in high school, and that means you are responsible for getting any make-up work turned in to me. District policy states that a student has as many days that the absence covers plus one to turn in all make-up work. To receive make-up work, you must record what assignments you need on a make-up request form (I will show you where these are located) and submit it to me before or after school. This form must be stapled to your missing work. I will not remind you what you owe me; so be sure to check your grades through IC (Infinite Campus) and keep up with your assignments. Pop quizzes are not subject to make-up policy. If you exceed the amount of time allotted to complete make-up assignments; a grade deduction will take place as follows: 1 day past- 10 points 2-days past -20 points 3 days past -30 points 4 days past- 40 points
Course Outline and Assignments Week #1 Narrative Monday 29 August INTRODUCTION Course Introduction; Plagiarism review; Turnitin login Bluebook: Narrative Wednesday 31 August READING QUIZ Narrative (4-39), Brainstorming (308-14) Friday 2 September READING QUIZ Workshop: Narrative NOTE: Bring a copy of your essay for yourself, one for me, and one for each member of your workshop group. This applies to ALL workshops. Week #2 Narrative Monday 5 September No Class Labor Day 7 September READING Grammar day Nouns; semi-colon; colon Friday 9 September WORKSHOP Workshop: Narrative revision Week #3 Report Monday 12 September READING Report (40-56), essay reading Smart day
QUIZ Reading (317) Narrative essay due September LIBRARY ASSIGNMENT Citation Friday 16 Workshop: Report (remember copies)Writer’s (330) Week #4 Argument Monday 19 September READING QUIZ Argument Report short essay due September READING Grammar day: Verbs Friday 29 September WORKSHOP Workshop: argument Experts (325) Week #5 Evaluation Monday 1 October READING QUIZ Evaluation Thesis (336) Wednesday 3 October READING Workshop: Evaluation Friday 7 October WRITING CENTER DAY 30 minute minimum
Week #6 Causal Analysis Monday 10 October WRITING CENTER DAY Get the rest of the 30 minutes or take a 10% hit on your final grade Wednesday 12 October GRAMMAR DAY Adjectives and adverbs Friday 14 October WORKSHOP READING QUIZ Causal analysis Organization (340) Week #7 Causal Analysis Monday 17 October READING QUIZ Causal analysis workshop Wednesday 19October GRAMMAR DAY Pronouns Friday 21 October Long Weekend Week #8 Rhetorical analysis Monday 24 October READING QUIZ Rhetorical Analysis Causal analysis paper due Wednesday 26 October DAY Grammar day: agreements Friday 28 October MIDTERM Grammar midterm
Week #9 Rhetorical Analysis Monday 31 October READING WORKSHOP Rhetorical Analysis due Paragraphs (346), Transitions (350) Wednesday 2 November READING Grammar day: phrases Friday 4 November STUDENT MEETINGS Meetings by appointment Week #10 Workshops: Revised Paper #1 Monday 7 November READING WORKSHOP ADMINISTRIVIA Titles (362), Revising Your Own Work (386 Last to withdraw from class Wednesday 9 November GRAMMAR DAY Grammar day: clauses Friday 11 November READING Peer Editing (392) Week #11 Workshops: Revised Paper #2 Monday 14 November READING WORKSHOP High, Middle and Low Style; Inclusive and
Friday 9 December ORAL REPORTS ORAL REPORTS ORAL REPORTS 16-20 Week #15 INDIVIDUAL STUDENT MEETINGS Monday 12 December EVALUATIONS MEETINGS Individual meetings Wednesday 14 Individual meetings Friday 16 December FINAL PAPERS 1-4 DUE Individual meetings Week #16 Date TBA FINAL EXAM Grammar final exam, cumulative Extra stuff
English 11 Honors Vocabulary Set1 Concur Genuine Novice Dissent Extemporaneous Lucrative Digress Inter Suffice Exonerate Punctual Felicitous Intricacy Vernacular Terse Set 2 Edifice Restrain Congregate Evasive Evoke Laudable Lucid Initiate Calamity Set 3 Cordially dubious Embellish Relinquish Brevity Nostalgic Intimidate Tolerate Set 4 Din Incense Divulge Inundate Set 5 Timorous Maladroit Subsequently Tenacious Set 6 Infallible Superfluous Pilfer Craven Set 7 Picayune Conceal Facetious Citadel Set 8 Belligerent Conspicuous Denizen Docile Abdicate Set 9 Blunder Controversy Diminutive Procrastinate Set 10 Ambidextrous Malinger Avarice Indigence Set 11 Aptitude Affluent Aloof Feign Connoisseur Asunder Milieu Beleaguer Irascible Prosaic
Tuesday, September 3-Friday, September 6 Essential Questions: In what ways can a study of focused themes provide readers with better insight to the Self and Life? What is an effective literary process for analyzing poetry and/or literature? Continue and finish with stanza analysis of “A Psalm of Life” Assessment: Hand out poem analysis worksheet explaining how to construct formal responses in relation to “A Psalm of Life” Six-Step Vocabulary: Transcend Essential Questions: In what ways can a study of focused themes provide readers with better insight to the Self and Life? How do the themes and messages in Poe’s short stories reflect Poe’s tormented mind? How can understanding conflict through multiple perspectives help the reader connect with the dark side of individualism presented in 19th century literature? Begin Edgar Allan Poe Unit. Discuss Poe’s biography. Read an Author Study. “The Cask of Amontillado” Monday, September 9-Friday, September 13 (Early Out, Wednesday) Essential Questions: In what ways can a study of focused themes provide readers with better insight to the Self and Life? How do the themes and messages in Poe’s short stories reflect Poe’s tormented mind? How can understanding conflict through multiple perspectives help the reader connect with the dark side of individualism presented in 19th century literature? Watch 20 minute video of “The Cask of Amontillado” Short Answer responses: #2, 3, 8. Read and discuss worksheet “The Black Death” to build background understanding for next short story (which was Poe’s inspiration for “Masque of the Red Death”). Read “The Masque of the Red Death.” Assignment Worksheet for “The Masque of the Red Death.” Read Poe’s famous poem, “The Raven” Six-Step Vocabulary: Lucrative, Permeate Vocabulary Quiz=5 words Monday, September 16-Friday, September 20 (Parent Conferences, Friday) Essential Questions: In what ways can a study of focused themes provide readers with better insight to the Self and Life? How do the themes and messages in Poe’s short stories reflect Poe’s tormented mind? How can understanding conflict through multiple perspectives help the reader connect with the dark side of individualism presented in 19th century literature? Six-Step Vocabulary: Conspicuous the 1960’s classic, Vincent Price version of “The Fall of the House of Usher.” Read “The Pit and the Pendulum.” Watch the Simpson’s clip of “The Raven”
I try to build strong relationships with parents because I know that we need to work together in order for your student to be as successful as he/she possibly can in my class. As a result, I have an open door policy. Parents are always welcome into the classroom, and can always feel free to reach out to me with any questions, comments, or concerns regarding students. My contact information can be found at the top of this document, and I have attached a parent survey to this syllabus to learn your preferred method of communication. The more I know about your child, the better I can teach them, so please do not withhold any important information that may impact (good or bad) your student’s ability to learn. Parent Survey Attached to this syllabus is a parent survey. It is important that you fill out the survey in its entirety as it is an easy way for me to get to know your child better. At the end of the survey you will find a place for you and your child to sign acknowledging that you have read this syllabus. You are asked to sign that sheet in addition to signing the bottom of this one. Signature By signing this document, I acknowledge and agree that I have read this syllabus in its entirety and understand all of the expectations and requirements of the course. ______________________________________ _______________________________________ Parent Signature Date Student Signature Date
Complete the following for each word: write down the part of speech, definition, and use the word in a sentence. Espouse: (v) to support; to advocate Fabrication: (n) a lie; something made up Hyperbole: (n) an exaggeration used as a figure of speech; exaggeration Implement: (v) – to carry out Incense: (v) to make very Integral: (adj) essential Maxim: (n) a fundamental principle; an old saying Noxious: (adj) harmful; offensive Pacify: (v) to calm someone down; to placate Premise: (n) an assumption; the basis for a conclusion Note the meaning of any prefixes, suffixes, root words, and root origins: Due: Friday, December 6 Quiz 5: Encompasses Lists 9 & 10: Wednesday, December 11 English 11 Vocabulary List #11
Complete the following for each word: write down the part of speech, definition, and use the word in a sentence. Renaissance: (n) a rebirth or revival Rogue: (n) a criminally dishonest person; a scoundrel Secular: (adj) having nothing to do with religion or spiritual concerns Squander: (v) to waste Viable: (adj) capable of living; workable Avow: (v) to claim; to declare boldly; to admit Awry: (adj) off course; twisted to one side Belabor: (v) to go over repeatedly, usually to an absurd extent Burgeon: (v) (BUR jun) to expand; to flourish (adj) universal; embracing everything [Please note this word is not capitalized. “Catholic” with a capital “C” refers to Catholicism the religion, “catholic” with a lowercase “c” “universal” and is not necessarily religious] Note the meaning of any prefixes, suffixes, root words, and root origins: Due: Thursday, December 19 English 11 Vocabulary List #12
Name: __________________________ The Word Within The Word English 11 SLO Vocabulary Assessment KEY Directions: Fill in the blanks for the meanings of the stems of numbers 1-27. over flu: flow ous: full of per: through plex: weave sub: under ate: cause ab: away port: carry ject: throw re: again/back de: down ob: against a: not/without im: not pend: hang 17. tang: touch tort: in: in/not ex: out able: able pro: before/forward fus: pour dis: away ten: hold sequ: follow tion:
Marking Key for Paragraph Assignment on “My Nine-Volt Heart” Below Expectations Minimally Meets Expectations Meets Expectations Exceeds Expectations Form Structure of a paragraph Connections between ideas “How you say it…” No topic sentence and unfocused No concluding sentence that summarizes points No varied sentence starters Short, choppy sentences sentence is vague or too brief and may summarize story Concluding sentence is weak Ideas are not well connected to topic sentence Little variety in sentence structure Clear, focused topic sentence Sentence structure and style have some variety Concluding sentence summarizes and revisits topic sentence Main body clearly supports main ideas Robust and well written topic sentence Varied sentence structure adds to flow Strong transitions between ideas and conclusion are thoughtful and have sense of purpose Content The information you use to prove your point “What you say…” No quotes or quotes are too long and irrelevant Not focused on the topic Plot summary Ideas not well develop Quotes are not well integrated Quotes not connected to topic are underdeveloped and not explained well Too much plot summary not enough analysis Quotes are relevant and well integrated are well supported and focused on topic sentence Has some depth of ideas Engaging and thought provoking ideas sense of purpose and direction Often has an element of uniqueness Quotes expertly integrated and add to the flow of writing
What do you think of your housing? So that we can improve our services, we would like to know what you think. The questions are about the support you receive in your housing. There are seven questions. Whether or not you want to answer the questions is up to you. It is important that you are the one who answers. If you want help answering the questions, a support person can help you. Everyone's answers are combined so that no one can see what you personally have answered. 1. Are you female or male? Female Male 2. Are you allowed to decide about things that are important to you at home? Yes Sometimes No 3. Who decides what you get help with at home? I do The staff and I together Staff
English 123—Rosichan Discussion of A Raisin in the Sun Consider the application of Postcolonial Theory to A Raisin in the Sun by discussing as many of the following terms as you can in depth: ambivalence, hegemony, language abrogation and/or appropriation, mimicry, alterity/otherness, subaltern, worlding. Discuss how they appear in the play and find evidence (including characters and specific scenes and lines as well as behaviors and descriptions, etc.) that exemplifies them. Take note of how the evidence means what you say it does and why, for what purpose. Apply Deconstruction to A Raisin in the Sun by making the arguments that the play has a happy ending and that it has an unhappy ending, that the Younger family overcomes racist oppression and that it succumbs to it. Find evidence of one interpretation in the play (including but not only the ending). Then find evidence of the other interpretation in the play (again including but not only the ending). Does a particular interpretation require the audience or reader to focus on a particular character or characters and their perspective? How and why? What purpose do these conflicting interpretations/perspectives have? What might Hansberry be saying about (coping with) racism in America? Apply New Historicism to A Raisin in the Sun. Read Langston Hughes’ poem “Harlem (A Dream Deferred),” and then find evidence of it in the play. Find characters and dialogue that show their dreams and their different perceptions of and reactions to their deferral. Why do you think Hansberry chose to title her play after Hughes’ poem? What do you think Hansberry is saying about African Americans’ dreams of and for America and the way to achieve them or the possibility or impossibility of achieving them? Harlem (A Dream Deferred) What happens to a deferred? Does it dry up Like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— Like a syrupy sweet? Maybe it just sags Like a heavy load. Or does it explode? --Langston Hughes
English 123—Yanover Your Name: Take-Home Quiz #2: Integrating Quotations (Part 1: Short Answer Definitions/Descriptions = 10 points) Refer to “Everything You Need to Know about Integrating Quotations” in the English 123 Reference (A PowerPoint is on my webpage: .) Instructions: Answer the following questions (in your own as much as possible). Answer all parts of each question. (Typed or handwritten in the space below or separately in which case number each answer.) What is critical thinking, and why is it important when it comes to integrating quotations? What are dropped-in quotations? How can you recognize them? Why is it important to avoid them, and how can you avoid them? What is the purpose of a quotation? How can you select meaningful ones? What should you look for in a quotation? Where are quotations most effective (in what types and what parts of paragraphs)? Why?
UNIT FIVE: Argumentative Research Essay with individual presentation: My Side of the Story 10/24 Introduction to Argument. Read: Ch. 10. Arguments, 197-210. Discussion of elements and purposes of argument essays and how the readings exemplify these considerations. Argument as a writing strategy; the rational appeal. Discuss the emotional appeal, the ethical appeal, and fallacies in argument. Read: Ch 22. Argumentative Strategies 439- 454 In class: Brainstorm potential topics for essay. Pick three potential topics for an argument essay and free write for 7-10 minutes on each. 10/27 Continue reading Ch. 10 Arguments. Due: Find an example of an argument in a magazine or newspaper and bring to class, along with your analysis that identifies the article’s purpose, thesis, audience, tone, diction, and pattern of organization. 10/29 Read: In Defense of Torture 214-217. In class: Identify its purpose, thesis, tone, diction, and pattern of organization. Write a rebuttal in class. Lab: Read BNCH Ch 30 “Misplaced and Dangling Modifiers,” 414-417. Due: Group presentation: Comparison Article: Two Political Systems 10/31 Read: Barack Obama, A More Perfect Union, 698- 699. Identify its purpose, thesis, tone, diction, and pattern of organization. 11/3 Continue Obama Due: Journal 8: Reflect on the assigned readings: Obama and/or In Defense of Torture 11/5 Until Death Do us Part Read: Whitehead, The Making of a Divorce Culture, 712-719. Due: Make an outline. Journal 9: Reflect on the assigned readings: Divorce Lab: Read BNCH Ch.6. “Constructing and Evaluating Arguments” 70-95 11/7 Library - How to do research online Class meets in L-110 11/10 Read: Ch. 13 Research Paper. Inquiring: Defining your topic, angle, and purpose. Due: Make a list of at five key points. Due: Group Presentation: Causes and Effects of Divorce 11/12 Read: Nervous Nellies 328-331. In class: State in writing the main point of the essay in your own words.
7 T 2/28 “Why Prisons Don’t Work,” Aims “Consuming Faith,” Aims 239-243 “The Factories of Lost Children,” Aims 243-245 “Genetically Modified Athletes,” Aims 506-509 Discuss readings. Begin work on Essay #3 (research proposal) and #4 (5-source literature review), and #5 (1,250-word Classical Argument in the style of John Oliver’s Last Week, Tonight) Forum Post #4 TH 3/02 Chapter 4: “Critiquing an Argument,” Aims 51-72 Bring research topic and question(s) to class. Discuss reading. work on research proposals. 8 T 3/07 research proposal to conference. Conferences TH 3/09 research proposal to conference. Conferences 9 T 3/14 & 3/16 SPRING BREAK No class. 10 T 3/21 draft of Essay #3 (Research Proposal) to class. Peer review. Essay #3 (proposal) due by midnight. TH 3/23 Peruse Chapters 8-11 (“Arguing to Inquire, Convince, Persuade, and Mediate”), Aims 175-299 Discuss how to shift from proposal to Essay #5 (Classical Argument research paper). 11 T 3/28* Chapter 2: “Reading Arguments,” Aims 17-38; Chapter 3: “Analyzing Arguments: The Toulmin Model,” Aims 39-49 Bring five secondary sources to class. Work on Essay #4: Literature Review of 5 secondary sources Bring draft of Essay #4 to class. Peer review. #4 (Literature Review) due by midnight. 12 T Bring thesis, outline, and sources for Essay #5, as well as The Bedford Handbook. Peer review. Draft of Essay #5 due. Peer review. #5 (Research paper with literature review) due by midnight. 13 T Part XI: Writing in the Disciplines,” BH 805-833. work on Essay #6: Write for a specific e-magazine (e.g. Texas Monthly, Texas Parks and Wildlife,
Texas Highways) with 2 secondary sources and 750 words. “Global Warming: An Overview” (National Geographic), Aims 347-351 “Who’s ‘Most to for Global Warming?” (ABC News Online), Aims 353-358 “Play with Your Food, Just Don’t Text” (New York Times), Aims 459-462 Discuss reading. Forum Post #5 (genre and audience analyses) 14 T Bring sample texts from your targeted publication and your Essay #6 topic. Perform genre and audience analyses. Drafting workshop Bring thesis, outline, and sources for Essay #6. Peer review. 15 T Bring draft of Essay #6. Peer review. Discuss presenting. Prepare for final exam (5/03-5/10): presentations of Essay #6. Essay #6 due. *Last day to drop with an automatic “W”
Notebook Entry #17 Title- Poverty Facts and Stats Author- Anup Shah Date of publications –July 20, 1998 UPDATED January 7, 2013 Venue – Global Issues Anup Shah is the founder of the website Global Issues. He has written many articles on various subjects, which tells me that his articles could hold more a general standpoint and not personal views. His work is currently being used as a reference worldwide in many different publications and institutions. Title -The Research SUPPLEMENTAL POVERTY Author –Kathleen Date of publication –November 2012 Venue- United States Census Bureau Kathleen Short has been a working with the United States Census Bureau since 1984. According to the United States Census Bureau Short has published several professional journal articles on measuring material hardship, poverty and housing, poverty and medical expenses, poverty measures that take account of assets and debt, and methods of measuring poverty. These journals include American Economic Review, Journal of Social Policy, Journal of Housing Economics, Journal of Income Distribution, and the Review of Income and Wealth.
Friday: Exam Prep Week #4 17 September Monday : Exam# 1 The Restoration Wednesday : Swift, “Poems, 227-236; “A Modest Proposal” Friday: The Mock Form 291-309 Week #5 24 September Monday: Alexander Pope, “Essay on Criticism” #1 due: The Restoration Wednesday: Pope, “The Rape of the Lock” Cantos 1-3 Friday: Pope, “Rape of the Lock” Cantos 4-5 Week #6 1 October Monday: Pope, 350-365 Wednesday : Pope, 365-386 Friday: Pope, 386-393
Vocabulary Workshop Units 13-15 • Vocabulary in context • Vocabulary for comprehension • Choosing the right meanings/synonyms/antonyms • Idioms, denotation, connotation, and classical roots One Independent Novel • Students one novel to read for the fourth quarter based on their ZPD (Zone of Proximal Development determined by STAR testing) • Socratic seminar planning and discussion – students write generic, open-ended questions and participate in a group discussion based on their independent novel Standardized Assessments • EXPLORE (English and Reading) • STAR (Reading) Methods of Assessments: 30% Summative Assessments (unit tests, major projects/writing assignments, grammar and vocabulary unit tests) 25% Formative Assessments (reading, writing, and vocabulary quizzes) 25% Classwork 20% Homework Grading Scale: Percent Letter Grade 92% – 100% A 84% – 91% B 76% – 83% C 70% – 75% D 0% – 69% F Classroom Expectations: BE SAFE. There should be no talking during morning, afternoon, or any other announcements. We all need to listen to important information that is being given. BE RESPECTFUL. Respect yourself, classmates, and me. We will be a lot of class discussion, partner and group work. You will have plenty of opportunities to speak, but please do not talk while I’m talking or your classmates are presenting information. It is rude and the number one way for you to earn a detention. BE RESPONSIBLE. You will need to come prepared to class with your binder, planner, required reading material, and pen or pencil. All assignments MUST be turned in on-time, or you will not receive credit and could earn an academic detention after school. *For all other school related rules, please refer to the Student Handbook. Consequences for not Meeting Classroom Expectations 1st Consequence – Verbal warning and / or parent contact (phone call or e-mail) 2nd Consequence – Detention
36 Lee rose and went out while the names were being called and the word present added its period to each name. Perhaps, Nancy Lee thought, the reporters from the papers had already come. Maybe they wanted to take her picture before assembly, which wasn’t until ten o’clock. (Last year they had had the photograph of the winner of the award in the morning papers as soon as the announcement had been made.) 37 Nancy Lee knocked at Miss O’Shay’s door. 38 “Come in.” 39 The vice-principal stood at her desk. There was no one else in the room. It was very quiet. 40 “Sit down, Nancy Lee,” she said. Miss O’Shay did not smile. There was a long pause. The seconds went by slowly. “I do not know how to tell you what I have to say,” the elderly woman began, her eyes on the papers on her desk. “I am indignant and ashamed for myself and for this city.” Then she lifted her eyes and looked at Nancy Lee in the neat blue dress sitting there before her. “You are not to receive the scholarship this morning.” 41 Outside in the hall the electric bells announcing the first period rang, loud and interminably long. Miss O’Shay remained silent. To the brown girl there in the chair, the room grew suddenly smaller, smaller, smaller, and there was no air. She could not speak. 42 Miss O’Shay said, “When the committee learned that you were colored, they changed their plans.” 43 Still Nancy Lee said nothing, for there was no air to give breath to her lungs. …. 46 “Nancy Lee, I am very sorry to have to give you this message.” 47 “But my speech,” Nancy Lee said, “was about . . .” The words stuck in her throat. “. . . about America.” 48 Miss O’Shay had she turned her back and stood looking out the window at the spring tulips in the school yard. 49 “I thought, since the award would be made at assembly right after our oath of allegiance,” the words tumbled almost hysterically from Nancy Lee’s throat now, “I
'Is that all?' he asked politely. 'Yes,' said the voice. 'Here.' There was a sigh, a pop. The back door of the police car sprang wide. 'Get in.' 'Wait a minute, I haven't done anything!' 'Get in.' 'I protest!' 'Mr. Mead.' . As he passed the front window of the car he looked in. 'Get in.' He put his hand to the door and peered into the back seat, which was a little cell, a little black jail with bars. It smelled of riveted steel. It smelled of harsh anti¬septic; it smelled too clean and hard and . There was nothing soft there. 'Now if you had a wife to give you an alibi,' said the iron voice. 'But - ' 'Where are you taking me?' The car hesitated, or rather gave a faint whirring click, as if information, somewhere, was dropping card by punch-slotted card under electric eyes. He got in. The door shut with a soft thud. The police car rolled through the night avenues, flashing its dim lights ahead. The car moved down the empty river- bed streets and off away, leaving the empty
Steven Pinker, “In Defense of Dangerous Ideas” Maya Angelou, the Dentist, and Me Kate Chopin, The Story of an Hour Grammar Quiz #2 (Compound Sentences) Due: Essay #2 Thesis/Outline Week 7 9/30 Salman Rushdie, “The Taj Majal” Ackerman, “Why Leaves Turn Color” 10/2 Peer Workshop: Bring 3 typed copies of essay draft Week 8 10/7 Due: Essay #2 10/9 Mark Twain, “Two Ways of Seeing a River” Myriam Marquez, “Why and When We Speak Spanish in Public” Week 9 10/14 ES&L: Introduction - the 7th 10/16 ES&L: The tractable apostrophe Week 10 10/21 Due: Essay 3 10/23 Mary Sherry, “In Praise of the F Word” Week 11 10/28 Conferences 10/30 Discuss Assessment Essay Week 12 11/4 ES&L: That'll do, comma 11/6 ES&L: Airs and graces Week 13 11/11 Veterans Day – No Class 11/13 Write Assessment Essay in Class (Essay #4) Week 14 11/18 ES&L: Cutting a dash 11/20 Due: Revision Project Week 15 11/25 ES&L: A little used punctuation mark 11/27 ES&L: Merely conventional signs Week 16 12/2 12/4 Week 17 12/9 Peer Workshop: Bring 3 typed copies of Essay #5 draft 12/11 Due: #5
remained rather unknown internationally until the years after World War I, when his works were translated into English. Chekhov's brother Aleksandr, who married the author's mistress Natalia Golden, had problems with alcohol. His son Mihail in the 1920s first to Germany and then in the United States, where he worked as a teacher of acting and acted among others in Alfred Hitchcock's Spellbound (1945). It has been said that during WW II the German army saved Chekhov's house in Yalta because Mihail's wife Olga, whose aunt was married to Chekhov, had been photographed with Adolf Hitler and Hermann Göring. She also was a Soviet agent and knew Stalin. The Cold Equations – activity Mind Map A Mind Map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key idea/topic. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. Instructions for creating a Mind Map: Use a piece(s) of copy paper for this activity. 1. You will create a mind map over The Cold Equation. 2. Mind maps use visuals/pictures, colors, graphics, and very few words and stick people to display ideas. 3. Mind maps use color-coded arrows and links to show how ideas are related. 4. You will need to begin with a center – Topic/Subject. 5. From the center, draw BIG branches/Main Idea (s) that link to the topic about the scene. You will have to decide what these Main Idea (s)/Big branches are. 6. From the BIG branches – draw smaller branches/supporting idea (s) that reach out from the Main Idea/Big Branches. These smaller branches add supporting idea (s) to the Main Idea (s)/Big branches. 7. If there are links between Main Idea (s), draw arrows or linking lines between them. 8. Remember Key are printed.
Combination Note-Taking Source: Classroom Instruction That by Marzano, Pickering, & Pollock Title/Sub-Heading/Caption Notes –Main/Big Ideas Visual/Picture/Image etc. – for each note Summary Instructions and Rubric for a Comic Strip
I (something you actually dream about). I try (something you really make an effort about). I hope (something you actually hope for). I am (the first line of the poem repeated). B. List Poem: Some of the most interesting poems are nothing more than lists of things. Start by thinking of an interesting placer in your house that has an unusual assortment of things in it to write about. Consider one of these suggestions (What’s on the top shelf of my closet? What’s under my bed? What’s in the corner of the basement? What’s in the pocket of my winter coat? What’s in that old box in the garage? What’s in the kitchen junk drawer?) or come up with one of your own. Make that your opening line. The rest of the poem is just a list of the items you find there. Write one of these poems using the below format – remember you will need to be able to find 3 poetic term examples and underline them and label them. List Poem: Line 1 – What’s in the (name the place) Line 2 – name and describe item 1 Line 3 – name and describe item 2 Line 4 – name and describe item 3 Line 5 – name and describe item 4 Line 6 – name and describe item 5 Line 7 – name and describe item 6 Line 8 – name and describe item 7 Line 9 – name and describe item 8 Example: What’s in the kitchen junk drawer One bag of AA batteries from 1984 A Scotch tape dispenser that Pieces of curly, dried out contact paper Twisty ties that will again Stained Domino’s Pizza menus Expired coupons and old Acme receipts Sticky pennies Dusty tic tacs melted onto a paper clip can be either rhyming or not. It is up to you to decide which style you use. You can make your list poem humorous or far-fetched, too, and then in the final line, give the poem a serious turn. Ideas for List Poems: The Sources of: Things That: Things: grayness ring to do waiting for the bus stiffness light to do trying to fall asleep softness you find in the grocery you should have done
English 9/10 Reading List: Author texts: (at Washington High) The House on Mango Street The Odyssey Sold A Step from Heaven Romeo and Juliet English 9 &10 Reading list from State requirements. Teachers choose from a list of suggested readings. See the DOE website for on-line reading guides. Stories The Odyssey Homer Metamorphoses Ovid The Nose Nikolai Gogol Candide, Or the Optimist F.A.M. De Voltaire Fathers and Sons Ivan Turgenev The Gift of the Magi O. Henry The Metamorphosis Franz Kafka The Grapes of Wrath John Steinbeck Fahrenheit 451 Ray Bradbury I Here Ironing Tillie Olsen To Kill a Mockingbird Harper Lee Drama Oedipus Rex Sophocles The Tragedy of Macbeth William Shakespeare A Doll’s House Henrik Ibsen The Glass Menagerie Tennessee Williams Poetry “Sonnet 73” William Shakespeare “Song” John “Ozymandias” Percy Bysshe Shelley “The Raven” Edgar Allen Poe “We Grow Accustomed to the Dark” Emily Dickinson “Loveliest of A.E. Houseman “Lift Voice and Sing” James Weldon Johnson “Yet Do I Marvel” Countee Cullen “Musee des Beauz Arts” Wystan Hugh Auden “Women” Alice Walker “I Am Offering This Poem to You” Jimmy Santiago Baca
(1) (2) 10. (a) School Education (i) G.C.E. (Ordinary Level) Year :- ………………….. Index No.:- …………………….. S.No. Subject Grade 1 2 3 4 5 6 7 8 9 10 G.C.E. (Ordinary Level) Year :- ………………….. Index No.:- ……………………. S.No. Subject Grade 1 2 3 4 5 6 7 8 9 10 (ii) G.C.E. (Advanced Level) Year :- ………………….. Index No.:- ……………………. S.No. Subject Grade
END OF TERM ENGLISH 6 (School letterhead/logo) (Date) Dear Parents/Guardians, School finishes on ................................................. (day) ...................................................................... (date) at ..................................... (time) for the term/end of year holidays. School will recommence on ...........................................( day)....................................( date) at.......... a.m.(time) Signed……………………………………… Date............................................................... END OF TERM ENGLISH 6
ENGLISH COMPULSORY For Class-X CONTENTS 01. Hazrat Muhammad (SAW) an embodiment of justice 02. Chinese New Year 03. Try Again 04. First Aid 05. The Rain 06. Television vs Newspapers 07. Little by Lillte One walks Far! 08. Peace 09. Selecting the Right Career 10. A World Without Books 11. Great Expectations 12. Population Growth and World Food Supplies 13. Faithfulness RECOMMENDED REFERENCE BOOKS FOR CLASS IX English 10 Caravan Book House, Lahore English Grammar & Composition 9-10 Punjab Textbook Board, Lahore Federal SSC-II Examination Roll No: Answer Sheet No: _____________ Signature of Candidate: ____________