Letter of Recommendation Form

If you would like Ms. Santiago to write you a letter of recommendation, then please fill out THIS FORM

Ms. Matthews' Agendas

Please find the daily agendas HERE.

Douglass 4.2

Douglass 4.2

Do now: Douglass does not describe how he escaped.  Why do you think he omitted this from his autobiography?

Objectives:

• examine the importance of education, the hypocrisy of religion, and the use of persuasion in slave narratives

Agenda:

1. do now
2. In table groups: what is Douglass’s stance on the Southern Church and its relationship with the slave trade?  Identify 2-3 quotes from which you can infer Douglass’s view of the Southern Church.
3. Individual: skeleton outline assignment
4. Summarizer

HW: Finish skeleton outline assignment.  Douglass annotations need to be uploaded to student folder by FRIDAY.

Slave Narratives

Do now: take out your 12 Years a Slave viewing guide

Objectives:

• identify similarities and differences between the two slave narratives

Agenda:

1. do now

2. Graphic Organizer- individual (15 minutes)

3. Table groups: review graphic organizer

4. Read/Annotate the remainder of the Douglass packet

5. Summarizer

HW: Finish reading/annotating Douglass excerpt.  Annotated packets must be uploaded to your GOOGLE STUDENT FOLDER by Friday, Feb 12th.

Housekeeping

1) You will receive your essay, note card rubric, and progress reports.
2) If you have a BLUE HIGHLIGHTED assignment missing on the progress report:

• you have 24 hours to produce a HARD COPY of the missing assignment (electronic copies/sharing will NOT BE ACCEPTED)
• if you do not hand it in within 24 hours, it will remain a zero for Quarter 3

3) If you qualify for a rewrite of the Gatsby essay (refer to original essay assignment for the qualifications) 

• you must HIGHLIGHT ANY CHANGES ON THE GRADED HARD COPY 
• you must PRINT A CLEAN HARD COPY OF THE REVISED ESSAY
• you must ATTACH THE NEW ESSAY TO THE ORIGINAL ESSAY- WITH RUBRIC
• Revision will be due MONDAY FEBRUARY 22nd

Letter from English Department Head about Ms. Santiago's maternity leave

Please find Mrs. Rinder's letter about Ms. Santiago's maternity here.

Douglass 3.2

Do now: In table groups, answer chapter 1 discussion questions for Douglass (10 minutes)

Objectives:

• identify plot details of the opening chapter of Douglass and analyze his use of rhetoric
• actively watch 12 Years a Slave  and identify similarities between text and film

Agenda:

1. do now
2. Review discussion questions
3. Preview viewing guide for film
4. Watch film
5. Summarizer

HW: Write 3-5 sentence reflection: how was watching the opening of the film?

Douglass 2.4

Douglass 2.4

Do know: Get into assigned discussion groups

Objectives:

• Use close reading skills to analyze Douglass’s use of rhetorical devices to reveal meaning
• use the medium of film to enhance understanding of the Slave Narrative

Agenda:

1. do now
2. (discussion groups): Using the "Unpacking Discussion Questions," have a conversation about the "Unpacking the Invisible Knapsack" article (10-15 minutes)
3. (Original Table groups) Review the first two paragraphs of chapter 6. How is his mistress described in the first one (highlight a quote)? In the second (highlight a quote)?
4. (individual) Write 3-5 sentences comparing and contrasting the two depictions; be sure to analyze how this enhances Douglass’s rhetoric.
5. Class discussion: Douglass’s use of rhetoric
6. Summarizer: How did the conversation on the article go?

HW: GREEN and PURPLE: Read/annotate the first 1/2 of chapter X HAVE PARENTS SIGN PERMISSION SLIPS AND RETURN BY MONDAY!!

Douglass 2.3

Do Now: Complete the survey on Socrative

Objectives:

• Use close reading skills to analyze Douglass’s use of rhetorical devices to reveal meaning

Agenda:

1. Do Now

2. Review survey

3. Invisible Knapsack article:

1. silently read
2. discuss in table groups
3. informal socratic seminar

4. how do the current events (Ferguson, Staten Island, etc.) change our discussion on race/racism in America?

5. Summarizer: (socrative) how did you feel about the socratic seminar?  

HW: GREEN: Read/annotate chapters 6&7
PURPLE: Read/annotate ½ of chapter X. Have parents sign the permission slip

Douglass 2.2

Do now: Based on our audience and the topic, what should the tone of the letter be?

Objectives:

• work collaboratively to articulate the value of watching 12 Years a Slave
• understand who Frederick Douglass was and how he fits into the curriculum

Agenda:

1. do now

2. Groups: draft paragraphs

3. Class: read and edit group letter

4. Review Rhetoric

5. Identify Douglass's use of rhetoric in chapters 1 and 2

6. Summarizer

HW: Read and annotate chapters 6 & 7

Douglass 1.2

Douglass 1.2

Do now: Based on our audience and the topic, what should the tone of the letter be?

Objectives:

• work collaboratively to articulate the value of watching 12 Years a Slave
• understand who Frederick Douglass was and how he fits into the curriculum

Agenda:

1. do now
2. Essay hand-in-- black table
3. Letter- elect a leader and as a class compose a letter to your parents articulating the key points as to why we should watch 12 Years a Slave
4. Review the unit’s objectives and essential questions, and read the bio on Frederick Douglass
5. Begin to read and annotate chapters 1&2
6. summarizer

HW: Read and annotate chapters 1&2

Douglass 1.1

Do now: How have you studied the history of slavery in America before?

Objectives:

• examine the role of prejudice in America
• understand the importance of the slave narrative in the canon of American literature
• work collaboratively to articulate the value of watching 12 Years a Slave

Agenda:

1. do now
2. Can prejudice ever be good?
3. TED Talk
4. Introduce film; read the accompanying article
5. class discussion: why should we watch it?
6. summarizer

HW: brainstorm what we should write in our class letter

Requirements for the submission of The Great Gatsby research literary analysis essay

Requirements for the submission of The Great Gatsby research literary analysis essay

HARD COPIES:

• annotated article (each student submits his/her own)
• printed copy of essay WITH works cited page (make sure name is at the top)

IN GOOGLE DRIVE STUDENT FOLDER:

• Note cards document (can be one combined document or separate for primary and secondary note cards)
• electronic copy of the essay

REVISION REMINDER:

In order to qualify for revisions of this essay, you must demonstrate independent revision PRIOR to submitting the final draft (you can either show this in Google Docs history, or you can create two essay documents-- labelled rough draft and final draft).  Late essays are disqualified from revision rights.  THE ORIGINAL GRADE AND REVISED GRADE WILL BE AVERAGED.

Gatsby 4.2

Do now: Take out your primary source note cards.  Using the rubric in the packet, assign yourself a grade (Type or copy and paste the rubric with grade into your note card document)

Objectives:

• identify effective textual evidence to support thesis statement
• organize textual evidence in a logical multi-paragraph organizational structure
• draft body paragraphs

Agenda:

1. do now

2. Find textual evidence for essay

3. Decide on an organizational method for the essay

4. Draft body paragraph 1

5. Watch Gatsby

6. Summarizer

HW: Finish outline/ draft body paragraph 1

Gatsby 4.1

Do now: Take out your secondary source note cards.  Using the rubric in the packet, assign yourself a grade (Type or copy and paste the rubric with grade into your note card document)

Objective:

• effectively self-evaluate practice secondary source note cards
• draft thesis statement
• draft primary source note cards

Agenda:

1. do now

2. draft thesis statement

3. draft primary source note cards

4. summarizer

HW: primary source note cards due TUESDAY (PURPLE) or WEDNESDAY (GREEN)

Gatsby 3.3

Do now: Email your research question to: tlockwoodsantiago@belmontschools.net

Objectives:

• revise research question based on commentary
• use available technology to locate an appropriate secondary source
• effectively identify a critic's argument and supporting details by close reading and annotating

Agenda:

1. do now

2. Teacher: respond to research question

3. Individual: revise research question as needed

4. Use school databases to locate a secondary source.

5. Individual: print, read, and annotate the secondary source

6. Summarizer

HW: Finish reading and annotating the secondary source

Gatsby 3.2

Do now: which prompt(s) seem interesting?

Objectives:

• identify one prompt for the Gatsby essay
• brainstorm research question for selected prompt

Agenda:

1. do now

2. Class: walk through the essay assignment and expectations.  Answer any clarifying questions.

3. Individual: brainstorm possible prompt selection and research questions.

4. Think-pair-share: in table groups, share ideas for prompts/research questions

5. Continue to draft research questions.  Conference with Ms. Santiago as needed

6. Watch film

HW: Draft research question and possible answer to question for THURSDAY. We will meet in the ENGLISH WRITING LAB

Gatsby 3.1

Gatsby 3.1

Do now: Can you think of one question/idea/topic you had while reading Gatsby that you could hypothetically write an essay about?

Objectives:

• use technology to locate secondary source articles

Agenda:

1. do now
2. Presentation- Ms. Landry
3. Download and read “Santiago Gatsby Literary Research Essay”
4. Summarizer

HW: Read the essay prompts and start to brainstorm which prompt you would be interested in doing.