Thursday, May 17
Class Objective:
*Students will be able to analyze One Flew Over the Cuckoo's Nest for its message about counterculture and conformity in American society in the 1970s.

Class Agenda:
1. F451 Reading Quiz
2. Continue watching One Flew Over the Cuckoo's Nest

Homework:
1. For Tuesday, May 22: Finish the book and answer the final reflection questions
**Use Post-it Notes to track Montag's conflict
2. F451 books with Post-It Note annotations due Tuesday, May 22
**You cannot take the final until this book is returned or paid for!
3. Final Exam Study Guide (terms handout) - due Thursday, May 24
4. Notebooks due Thursday, May 24
5. Essay Question Drafts - due Friday, May 25

Wednesday, May 16
No class meeting

Tuesday, May 15
Class Objective:
*Students will be able to analyze One Flew Over the Cuckoo's Nest for its message about counterculture and conformity in American society in the 1970s.

Class Agenda:
1. Final Exam Study Guide + Essay Questions
2. Continue watching One Flew Over the Cuckoo's Nest

Homework:
1. Read p. 139-160 - expect a reading quiz on Friday
**Use Post-it Notes to track Montag's conflict
2. Final Exam Study Guide + Essay Questions - due Thursday, May 24

Monday, May 14
Class Objective:
*Students will be able to analyze One Flew Over the Cuckoo's Nest for its message about counterculture and conformity in American society in the 1970s.

Class Agenda:
1. Reading quiz on p. 101-139
2. Begin watching One Flew Over the Cuckoo's Nest

Friday, May 11
Class Objective:
*Students will be able to understand the historical context of One Flew Over the Cuckoo's Nest in American society in the 1970s.

Class Agenda:
1. Submit Invasion article homework
2. Lecture notes on the counter culture of the 1960s

Homework:
1. Read p. 101-139 by Monday > Use Post-It Notes to track Montag’s conflict and expect a reading quiz

Thursday, May 10
Class Objective:
*Students will be able to analyze characterization of key characters in F451.

Class Agenda:
1. F451 reading quiz on p. 80-100
2. Term 3 Top 3 + Most Improved
3. Character discussion in F451

Homework:
1. Read article about Invasion of the Body Snatchers and answer questions – due Friday
2. Read p. 101-139 by Monday > Use Post-It Notes to track Montag’s conflict and expect a reading quiz

Wednesday, May 9
Class Objective:
*Students will be able to analyze Invasion of the Body Snatchers for its message about communism and conformity.

Class Agenda:
1. Finish watching Invasion of the Body Snatchers

Homework:
For Thursday > Read p. 80-101 (bottom of the page) in F451 - expect a reading quiz : )

Class Agenda:
1. F451 reading quiz on p. 63-80
2. Continue watching Invasion of the Body Snatchers

Homework:
For Thursday > Read p. 80-101 (bottom of the page) in F451 - expect a reading quiz : )

Monday, May 7
Class Objective:
*Students will be able to analyze Invasion of the Body Snatchers for its message about communism and conformity.

Class Agenda:
1. F451 Reading Quiz
2. Submit and present movie trailers
3. Begin watching Invasion of the Body Snatchers

Homework:
1. Read p. 63-80 in F451 > Post-It Notes to track Montag's disillusionment with his society. Expect a reading quiz on Tuesday!

Friday, May 4
Class Objective:
*Students will be able to understand the conflict between communist and capitalist ideas.

Class Agenda:
1. Book discussion
2. Finish notes and discussion of communism

Homework:
1. Rd. p. 40-63 in F451 - expect a reading quiz on Monday. Use Post-It Notes to track Beatty's explanation about why the job of the fireman is necessary. Be sure to include what you think about the logic of his arguments on each of your notes.
2. Movie Trailer Projects - due Monday, May 7

Thursday, May 3
Class Objective:
*Students will be able to understand the conflict between communist and capitalist ideas.

Class Agenda:
1. Movie Trailer Reminder
2. Notes on communisim and the Cold War

Homework:
1. Movie Trailer Projects - due Monday, May 7

Wednesday, May 2
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects

Homework:
1. Movie Trailer Projects - due Thursday, May 3

Tuesday, May 1
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Reading Quiz
2. Working on movie trailer projects

Homework:
1. Movie Trailer Projects - due Thursday, May 3

Monday, April 30
Class Objective:
*Students will be able to analyze the message of each of the films we watched in our unit on the Women's Movement and relate the message to historical events.

Class Agenda:
1. In-class test on the Women's Movement
2. Notes on the Women's Movement

Homework:
1. Read p. 18-40 (top of the page) in F451 > use post-it notes to track details that show Montag's growing uneasiness in his world.
**Expect a reading quiz tomorrow

Friday, April 27
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects

Homework:
1. Movie Trailer Projects - due Thursday, May 3
2. In-class essay test - Monday, April 30

Thursday, April 26
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects

Homework:
1. Movie Trailer Projects - due Thursday, May 3
2. In-class essay test - Monday, April 30

Wednesday, April 25
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Submit and discuss F451 homework
2. Working on movie trailer projects

Homework:
1. Movie Trailer Projects - due Thursday, April 26
2. In-class essay test on Women's Movement -Friday, April 27

Tuesday, April 24
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Term 3 Grade Reports
2. Working on movie trailer projects

Homework:
1. Read p. 1-18 (to the middle of the page) in F451 by Wednesday

• Use Post-It Notes to mark details about the novel's futuristic setting.
• Write a one-paragraph response about two events in these pages that ignite a change in Montag.

2. Movie Trailer Projects - due Thursday, April 26
3. In-class essay test on Women's Movement -Friday, April 27

Monday, April 23
Class Objective:
*Students will be able to understand the social/historical context of Farenheit 451 and elements of the science fiction genre.

Class Agenda:
1. Submit 9 to 5 homework
2. Opening reflection
3. Background Notes on Fahrenheit 451
4. F451 Character List and Book Sign Out

Homework:
1. Read p. 1-18 (to the middle of the page) in F451 by Wednesday

• Use Post-It Notes to mark details about the novel's futuristic setting.
• Write a one-paragraph response about two events in these pages that ignite a change in Montag.

2. Movie Trailer Projects - due Thursday, April 26
3. In-class essay test on Women's Movement - Friday, April 27

Friday, April 13
Class Objective:
*Students will be able to analyze 9 to 5 for its underlying feminist message.

Class Agenda:
1. Submit homework
2. Read the article about 9 to 5 and answer the questions throughout the article - due Monday

Homework:
1. Finish reading 9 to 5 article and responding to questions - due Monday
2. Movie Trailer Projects - due Thursday, April 26
3. In-class essay test on Women's Movement - Friday, April 27

Thursday, April 12
Class Objective:
*Students will be able to analyze 9 to 5 for its underlying feminist message.

Class Agenda:
1. Finish watching 9 to 5
2. Submit Always Running books

Homework:
1. Answer each question in detail. Your responses should at minimum be one page.

1. How would you describe the film’s main characters?
   o Hart, Doralee, Violet, and Judy
2. What is the message of the movie / filmmakers?
3. Is 9 to 5 a feminist film

Wednesday, April 11
Class Objective:
*Students will be able to analyze 9 to 5 for its underlying feminist message.

Class Agenda:
1. Always Running books for annotations grade
2. Continue watching 9 to 5

Homework:
1. Movie Trailer Projects - due Thursday, April 26

Class Agenda:
1. Always Running paper check-in
2. Return notebooks
3. Begin watching 9 to 5

Homework:
1. Movie Trailer Projects - due Thursday, April 26

Monday, April 9
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects
2. Always Running essays

Homework:
1. Always Running Essay - due Monday, April 9 by 11:59 PM to turnitin.com
2. Notebooks - due today > click here to see the Table of Contents for Term 3
3. Movie Trailer Projects - due Thursday, April 26

Thursday, April 5
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects

Homework:
1. Always Running Essay - due Monday, April 9
2. Notebooks - due Monday, April 9
3. Movie Trailer Projects - due Thursday, April 26

Wednesday, April 4
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Working on movie trailer projects

Homework:
1. Always Running Essay - due Monday, April 9
2. Notebooks - due Thursday, April 5
3. Movie Trailer Projects - due Thursday, April 26

Tuesday, April 3
Class Objective:
*Students will be able to understand how movie trailers convey information about a film and its themes and content.

Class Agenda:
1. Submit Stepford Wives homework
2. Review sample movie trailers
3. Overview of movie trailer project

Homework:
1. Always Running Essay - due Monday, April 9
2. Notebooks - due Thursday, April 5
3. Movie Trailer Projects - due Thursday, April 26

Monday, April 2
Class Objective:
*Students will be able to analyze The Stepford Wives for its depiction of women and underlying cultural ideology.

Class Agenda:
1. Submit Always Running final reflection
2. Read “The Stepford Wives: The re-created woman” and answer the questions
3. Working on Always Running essay

Homework:
1. Stepford Wives article questions due Tuesday, April 3
2. Always Running Essay - due Monday, April 9

Friday, March 30
Class Objective:
*Students will be able to analyze The Stepford Wives for its depiction of women and underlying cultural ideology.

Class Agenda:
1. Review vocabulary from The Stepford Wives article
2. Read “The Stepford Wives: The re-created woman” and answer the questions

Homework:
1. Stepford Wives article questions due Tuesday, April 3
2. Finish reading Always Running and complete the Final Reflection Questions due Monday, April 2
3. Always Running Essay - due Monday, April 9

Thursday, March 29
Class Objective:
*Students will be able to analyze The Stepford Wives for its depiction of women and underlying cultural ideology.

Class Agenda:
1. Continue watching The Stepford Wives

Homework:
1. Finish reading Always Running and complete the Final Reflection Questions due Monday, April 2
2. Always Running Essay - due Monday, April 9

Wednesday, March 28
Class Objective:
*Students will be able to analyze The Stepford Wives for its depiction of women and underlying cultural ideology.

Class Agenda:
1. Submit Killing Us Softly homework
2. Begin watching The Stepford Wives

Homework:
Always Running and complete the Final Reflection Questions due Monday, April 2
2. Always Running Essay - due Monday, April 9

Tuesday, March 27
Class Objective:
*Students will be able to analyze advertisements for their underlying ideological messages with respect to perceptions of women.

Class Agenda:
1. Finish watching and discussing Killing Us Softly
2. Always Running Essay

Homework:
1. Killing Us Softly questions due Wednesday
2. Finish reading Always Running and complete the Final Reflection Questions due Monday, April 2
3. Always Running Essay - due Monday, April 9

Monday, March 26
Class Objective:
*Students will be able to analyze advertisements for their underlying ideological messages with respect to perceptions of women.

Class Agenda:
1. Submit homework
2. Chap. 9 Reading Quiz
3. Finish advertisement analysis
4. Watch Killing Us Softly documentary > answer reflection questions

Homework:
1. Find an advertisement that deals with or depicts body image in a certain way.
** Analyze it using: SURFACE MEANING, INTENDED MEANING, and CULTURAL OR IDEOLOGICAL MEANING
** Hand in the ad and your analysis tomorrow

Friday, March 23
Class Objective:
*Students will be able to understand the social and historical context of the Women's Movement.
*Students will be able to analyze advertisements for their underlying ideological messages with respect to perceptions of women.

Class Agenda:
1. Always Running Chap. 7-8 Reading Quiz
2. Finish Women's Movement lecture notes
3. Analysis of advertisements

Homework:
1. Read Chap. 9 for Monday - Post-It Notes to track changes in Rodriguez' character
**Expect a reading quiz on Chap. 9!
2. Answer Chap. 8 Reflection Questions - due Monday

Thursday, March 22
Class Objective:
*Students will be able to understand the social and historical context of the Women's Movement.

Class Agenda:
1. Women's Movement lecture notes

Homework:
1. Read Chap. 7-8 in Always Running by Friday, March 23
**Expect a reading quiz
**Use Post-It Notes to track changes in Rodriguez's character

Tuesday, March 20-Wednesday, March 21
No class meetings due to field trips and senior portfolio work!

Monday, March 19
Class Objective:
*Students will be able to demonstrate their understanding of key concepts in our unit on Race and Culture.

Class Agenda:
1. Submit Test Study Guide
2. Race and Culture Unit Test

Homework:
1. Read Chap. 7-8 in Always Running by Friday, March 23
**Expect a reading quiz
**Use Post-It Notes to track changes in Rodriguez's character

Friday, March 16
Class Objective:
*Students will be able to analyze the character of Luis Rodriguez in Chap. 5-6 of Always Running.

Class Agenda:
1. Submit and discuss homework
2. Chap. 5-6 discussion and group work

Homework:
1. Race and Culture Unit Test on Monday, March 19
2. Unit Test Study Guide due Monday, March 19

Thursday, March 15
Class Objective:
*Students will be able to analyze the political message of Spike Lee's Do the Right Thing.

Class Agenda:
1. Always Running Chap. 5-6 Reading Quiz
2. Finish watching DtRT
3. Answer DtRT key questions in notebook on p. 67
* Did the main character(s) do the right thing? Or-what is the right thing?
* Does the incident at Howard Beach play a predominant role in the message of the film?
* Does the film reflect the ideas of MLK or Malcolm X?
* Who is more sympathetic, Sal or Mookie?
* What kind of place is Brooklyn in 1989?
* Why do you think this movie was so controversial? Why does this movie provoke so many questions?
4. Movie discussion / Read Ebert's Review

Homework:
1. Choose one of the questions you responded to in your notebook and expand into a 1- page response. Your response should include references to both the film AND the Ebert review.
2. Race and Culture Unit Test on Monday, March 19
3. Unit Test Study Guide due Monday, March 19

Wednesday, March 14
Class Objective:
*Students will be able to analyze the political message of Spike Lee's Do the Right Thing.

Class Agenda:
1. Continue watching DtRT

Homework:
1. Read Always Running Chap. 6 and answer the reflection questions. Continue to use Post-It Notes to track positive and negative influences on Rodriguez's life - due Thursday
**Expect a reading quiz on Chap. 5-6 on Thursday
2. Race and Culture Unit Test on Monday, March 19
3. Unit Test Study Guide due Monday, March 19

Tuesday, March 13
Class Objective:
*Students will be able to analyze the political message of Spike Lee's Do the Right Thing.

Class Agenda:
1. Continue watching DtRT

Homework:
1. Read Always Running Chap. 6 and answer the reflection questions. Continue to use Post-It Notes to track positive and negative influences on Rodriguez's life - due Thursday
**Expect a reading quiz on Chap. 5-6 on Thursday
2. Race and Culture Unit Test on Monday, March 19
3. Unit Test Study Guide due Monday, March 19

Monday, March 12
Class Objective:
*Students will be able to analyze the political message of Spike Lee's Do the Right Thing.

Class Agenda:
1. Always Running Post-It Note check
2. Finish background notes on Do the Right Thing
3. Begin watching Do the Right Thing

Friday, March 9
Class Objective:
*Students will be able to analyze the external factors influencing Rodriguez' life in both negative and positive ways in Always Running.

Class Agenda:
1. Chap. 3-4 Reading Quiz
2. Present posters to the class
3. Background notes on Do the Right Thing

Homework:
1. Read Always Running Chap. 5 - continue to use Post-It Notes to track positive and negative influences on Rodriguez's life - due Monday
**Expect a Post-It Note check on Monday :)

Thursday, March 8
Class Objective:
*Students will be able to analyze the external factors influencing Rodriguez' life in both negative and positive ways in Always Running.

Class Agenda:
1. Finish Chap. 3 Poster Group Work
2. Present posters to the class

Homework:
1. Read Chap. 4 > Use Post-It Notes to track positive and negative factors/influences in Rodriguez' life. Expect a brief reading quiz on Chap. 3 and 4 on Friday

Wednesday, March 7
Class Objective:
*Students will be able to analyze the external factors influencing Rodriguez' life in both negative and positive ways in Always Running.

Class Agenda:
1. Post-It Note book check
2. Chap. 3 Poster Group Work

Homework:
1. Read Chap. 4 > Use Post-It Notes to track positive and negative factors/influences in Rodriguez' life. Expect a brief reading quiz on Chap. 3 and 4 on Friday

Tuesday, March 6
Class Objective:
*Students will be able to understand reasons why Rodriguez joined a gang in Always Running.

Class Agenda:
1. Chap. 1-2 Reading Quiz
2. Chap. 2 discussion
3. Return work
4. Begin reading Chap. 3

Homework:
1. Read Chap. 3 for Wednesday > Use Post-It Notes to track positive and negative influences in Rodriguez’s life.

Monday, March 5
Class Objective:
*Students will be able to understand the theme of displacement and otherness in Always Running.

Class Agenda:
1. Submit Preface + Chap. 1 homework
2. Chap. 1 discussion
5. Begin reading Chap. 2

Homework:
1. Read Chap. 2 for Tuesday - expect a reading quiz on all reading to date! > Use Post-It Notes to track factors that influenced Rodriguez to join a gang.

Friday, March 2
Class Objective:
*Students will be able to understand the theme of displacement and otherness in Always Running.

Class Agenda:
1. Submit homework
2. Always Running background information
3. Sign out Always Running
4. Reading the preface together

Homework:
1. Finish reading the preface
2. Read Chap. 1. > use Post-It Notes to track instances of Rodriguez displacement or instability.
3. Answer Preface and Chap. 1 Reflection Questions

Thursday, March 1
Class Objective:
*Students will be able to understand the development of gangs in Los Angeles and their connection to the Civil Rights Movement and the Black Panthers in the 1960s and 1970s.

Class Agenda:
1. Class discussion of Bastards of the Party

Wednesday, Feb. 29
Class Objective:
*Students will be able to understand the development of gangs in Los Angeles and their connection to the Civil Rights Movement and the Black Panthers in the 1960s and 1970s.

Class Agenda:
1. Finish watching Bastards of the Party

Tuesday, Feb. 28
Class Objective:
*Students will be able to understand the development of gangs in Los Angeles and their connection to the Civil Rights Movement and the Black Panthers in the 1960s and 1970s.

Class Agenda:
1. Continue watching Bastards of the Party

Monday, Feb. 27
Class Objective:
*Students will be able to understand the development of gangs in Los Angeles and their connection to the Civil Rights Movement and the Black Panthers in the 1960s and 1970s.

Class Agenda:
1. Submit homework
2. Begin watching Bastards of the Party

Friday, Feb. 17
Class Objective:
*Students will be able to analyze Boyz in the Hood for its social/historical context.

Class Agenda:
1. Submit late Pinky projects
2. Finish watching Boyz in the Hood

Homework:
1. Read the article “Between Apocalypse and Redemption: John Singleton's Boyz N the Hood”
2. Answer the questions about the article and the film

Thursday, Feb. 16
Class Objective:
*Students will be able to analyze Boyz in the Hood for its social/historical context.

Class Agenda:
1. Submit late Pinky projects
2. Continue watching Boyz in the Hood

Wednesday, Feb. 15
Class Objective:
*Students will be able to analyze Boyz in the Hood for its social/historical context.

Class Agenda:
1. Submit Pinky Project
2. Begin watching Boyz in the Hood

Tuesday, Feb. 14
Class Objective:
*Students will be able to understand the historical context of the L.A. Riots.

Class Agenda:
1. Continue notes on events leading up to the L.A. Riots
2. Working on Pinky Project

Homework:
1. Pinky Project- due Wednesday, Feb. 15

Monday, Feb. 13
Class Objective:
*Students will be able to understand the historical context of the L.A. Riots.

Class Agenda:
1. Submit homework
2. Notes on events leading up to the L.A. Riots

Homework:
1. Pinky Project- due Wednesday, Feb. 15

Friday, Feb. 10
Class Objective:
*Students will be able to understand the changing roles for African American actors in Hollywood film in the past 80 years.

Class Agenda:
1. Finish watching Small Steps, Big Strides
2. Stormy Weather finale!
3. Read, annotate and respond to "Being a Maid"

Homework:
1. "Being a Maid" article responses - due Monday
2. Pinky Project- due Wednesday, Feb. 15

Thursday, Feb. 9
Class Objective:
*Students will be able to understand the changing roles for African American actors in Hollywood film in the past 80 years.

Class Agenda:
1. Begin watching Small Steps, Big Strides

Homework:
1. Pinky Project- due Wednesday, Feb. 15

Wednesday, Feb. 8
Class Objective:
*Students will be able to understand the historical context of Pinky and reflect on the connection between film events and historical reality.

Class Agenda:
1. Pinky Project

Homework:
1. Pinky Project- due Wednesday, Feb. 15

Tuesday, Feb. 7
Class Objective:
*Students will be able to understand the historical context of Pinky and reflect on the connection between film events and historical reality.

Class Agenda:
1. Submit Emmett Till responses and papers!
2. Pinky Project

Homework:
1. Pinky Project- due Wednesday, Feb. 15

Monday, Feb. 6
Class Objective:
*Students will be able to analyze the film Pinky for its historical context and its depiction of race relations in the United States in the 1940s.

Class Agenda:
1. Print papers
2. Watch Emmett Till segment from Eyes on the Prize
3. Pinky Project

Homework:
1. Emmett Till reflection questions - due Monday

Friday, Feb. 3
Class Objective:
*Students will be able to understand the historical context of Pinky and reflect on the connection between film events and historical reality.

Class Agenda:
1. Term 2 Top 3 and Most Improved
2. Pinky background notes
3. TTTC Essay

Homework:
1. TTTC Essay due tonight by 11:59 PM
2. TTTC books with annotations due Monday

Class Agenda:
1. Continue watching Pinky

Homework:
1. TTTC Essay - due Friday, Feb. 3

Wednesday, Feb. 1
Class Objective:
*Students will be able to understand the historical context of Pinky and reflect on the connection between film events and historical reality.

Class Agenda:
1. Continue watching Pinky

Homework:
1. TTTC Essay - due Friday, Feb. 3

Tuesday, Jan. 31
Class Objective:
*Students will be able to understand the historical context of Pinky and reflect on the connection between film events and historical reality.

Class Agenda:
1. Politics of Race background notes continued
2. Begin watching Pinky

Homework:
1. TTTC Essay - due Friday, Feb. 3

Monday, Jan. 30
Class Objective:
*Students will be able to understand race as a social construct.

Class Agenda:
1. Politics of Race background notes
2. Racial classifcation sorting exercise

Homework:
1. TTTC Essay - due Friday, Feb. 3

Friday, Jan. 27
Class Objective:
*Students will be able to analyze The Things They Carried for key themes in a five-paragraph essay.

Class Agenda:
1. Return notebooks
2. Working on TTTC Essay

Homework:
1. TTTC Essay - due Friday, Feb. 3

Thursday, Jan. 26
Class Objective:
*Students will be able to demonstrate their understanding of key concepts from our unit on the US as world power.

Class Agenda:
1. Submit Notebooks and Test Study Guides
2. Unit Test

Homework:
1. TTTC Essay - due Friday, Feb. 3

Wednesday, Jan. 25
Class Objective:
Students will be able to demonstrate their understanding of key concepts from our unit on the US as world power.

Class Agenda:
1. Quiz show review for Thursday's Test

Homework:
1. Unit Test Study Guide - due Thursday, Jan. 26
2. Unit Test - Thursday, Jan. 26
3. Notebooks - due Thursday, Jan. 26 - click here to see the Table of Contents

Tuesday, Jan. 24
Class Objective:
Students will be able to demonstrate their understanding of key concepts from our unit on the US as world power.

Class Agenda:
1. Quiz show review for Thursday's Test

Homework:
1. Unit Test Study Guide - due Thursday, Jan. 26
2. Unit Test - Thursday, Jan. 26
3. Notebooks - due Thursday, Jan. 26 - click here to see the Table of Contents

Monday, Jan. 23
Class Objective:
*Students will be able to demonstrate their understanding of key themes in TTTC.

Class Agenda:
1. Submit homework
2. TTTC Essay - due Friday, Feb. 3

Homework:
1. Unit Test Study Guide - due Thursday, Jan. 26
2. Unit Test - Thursday, Jan. 26
3. Notebooks - due Thursday, Jan. 26 - click here to see the Table of Contents

Friday, Jan. 20
Class Objective:
Students will be able to analyze The Best Years of Our Lives for the effects of WWII on the returning veterans and compare these effects to the soldieres in Platoon, TTTC, and The Soldier's Heart.

Class Agenda:
1. Finish class discussion of BYOL
2. TTTC Essay - due Friday, Feb. 3

Homework:
1. Read "Heroes and Misfits: The Troubled Social Reintegration of Disabled Veterans in The Best Years of Our Lives" by David Gerber and answer the questions about the article - due Monday
2. Unit Test Study Guide - due Thursday, Jan. 26
3. Unit Test - Thursday, Jan. 26
4. Notebooks - due Thursday, Jan. 26 - click here to see the Table of Contents

Thursday, Jan. 19
Class Objective:
Students will be able to analyze The Best Years of Our Lives for the effects of WWII on the returning veterans and compare these effects to the soldieres in Platoon, TTTC, and The Soldier's Heart.

Class Agenda:
1. Submit homework
2. Chap. 21-22 reading quiz
3. Continue watching TBYOL

Homework:
1. Unit Test Study Guide - due Thursday, Jan. 26
2. Unit Test - Thursday, Jan. 26
3. Notebooks - due Thursday, Jan. 26

Wednesday, Jan. 18
Class Objective:
Students will be able to analyze The Best Years of Our Lives for the effects of WWII on the returning veterans and compare these effects to the soldieres in Platoon, TTTC, and The Soldier's Heart.

Class Agenda:
1.Continue watching TBYOL

Homework:
1. Finish TTTC > "Night Life"and "The Lives of the Dead" (p. 219-246) by Thursday - expect a reading quiz on Chap. 21-22
2. Chap. 20-22 Reflection Questions - due on Thursday

Tuesday, Jan. 17
Class Objective:
Students will be able to analyze The Best Years of Our Lives for the effects of WWII on the returning veterans and compare these effects to the soldieres in Platoon, TTTC, and The Soldier's Heart.

Class Agenda:
1. Quiz on "The Ghost Soliders"
2. Continue watching TBYOL

Homework:
1. Finish TTTC > "Night Life"and "The Lives of the Dead" (p. 219-246) by Thursday - expect a reading quiz on Chap. 21-22
2. Chap. 20-22 Reflection Questions - due on Thursday

Friday, Jan. 13
Class Objective:
Students will be able to analyze The Best Years of Our Lives for the effects of WWII on the returning veterans and compare these effects to the soldieres in Platoon, TTTC, and The Soldier's Heart.

Class Agenda:
1. Begin watching The Best Years of Our Lives

Homework:
1. Read "The Ghost Soldiers" in TTTC from p. 189-218. Use Post-It Notes to track how the war has changed O'Brien's character. Expect a reading quiz Tuesday.

Thursday, Jan. 12
Class Objective:
*Students will be able to understand the social/historical context of The Best Years of Our Lives and its connection to PTSD

Class Agenda:
1. Reading quiz
2. Background notes on WWII and TBYOL

Homework:
1. Read "The Ghost Soldiers" in TTTC from p. 189-218. Use Post-It Notes to track how the war has changed O'Brien's character. Expect a reading quiz Tuesday.

Wednesday, Jan. 11
Class Objective:
*Students will be able to analyze the depiction of war and soldiers in several WWII movies.

Class Agenda:
1. Submit / discuss homework
2. Finish Hero or Zero: depictions of soldier in WWII movies

Homework:
1. Read "In the Field," "Good Form," and "Field Trip" (p. 162-188) for Thursday. Expect a reading quiz! : )

Tuesday, Jan. 10
Class Objective:
*Students will be able to analyze the depiction of war and soldiers in several WWII movies.

Class Agenda:
1. Reading quiz make-up reminders
2. Finish Hero or Zero: depictions of soldier in WWII movies

Homework:
1. Read "Ambush," "Style," "Speaking of Courage," and "Notes - complete reflection for Wednesday

Monday, Jan. 9
Class Objective:
*Students will be able to analyze the depiction of war and soldiers in several WWII movies.

Class Agenda:
1. Reading Quiz
2. Hero or Zero: depictions of soldier in WWII movies

Friday, Jan. 6
Class Objective:
*Students will be able to compare the effects of war on Vietnam veterans in TTTC vignettes with the Iraq veterans in A Soldier's Heart.

Class Agenda:
1. Reading quiz
2. Finish watching "A Soldier's Heart"

Homework:
1. Read "Stockings," "Church" and "The Man I Killed" p. 117-130> expect a reading quiz on Monday

Contact Information / Schedule
Wendy McPherson - wmcpherson@techboston.org - 617.635.1615 ext. 31116
Steve Ensdorf - sensdorf@techboston.org - 617.635.1615 ext. 31105
TechBoston Academy - 9 Peacevale Road, Dorchester, MA 02124