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Examples: newspaper article, comic book, nonfiction, fiction, poetry

Create a log (can be similar to the one pictured above) of what you read AND write about what you learned, connections you made to yourself or the world, thoughts, questions, likes, dislikes, etc.

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Annotate whatever you read, both in class and outside. Consistency is key as well as displaying critical thinking through questioning, connections, research of terms or allusions you may not know and writing about how this new knowledge shapes the story for you.

Have hard copies to show for evidence. With enough notice, I can print out articles, etc for you.

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[Template] Annotate the COUGAR WAY Tinoco

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Let class assigned reading inspire you to read more works from the same author, same genre, opposing point of view, etc.

Create a log (can be similar to the one pictured above) of what you read AND write about what you learned, connections you made to yourself or the world, thoughts, questions, likes, dislikes, etc.

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Annotate whatever you read, both in class and outside. Consistency is key!

Have hard copies to show for evidence. With enough notice, I can print out articles, etc for you.

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[Template] Annotate the COUGAR WAY Tinoco

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Read about the author's we read in class

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Read about the author's we read in class

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How do you think their experiences shaped the stories they have written?

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Search for prompts about what we read in class and...

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Search for prompts about what we read in class and...

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Write a short paragraph or whole essay answering the prompt. Use a graphic organizer to help you keep your thoughts and paragraphs clear. You can also Google these prompts.

The attached pdf has excellent sources from brainstorming to the essay's breakdown. Use what you need. You do not need to use all of it.

Some prompt ideas:

1. Explain why you admire a particular person.

2. Explain why someone you know should be regarded as a leader.

3. Explain why parents are sometimes strict.

4. If you had to be an animal, which would you be and why?

5. Explain why you especially enjoy a particular teacher.

6. Explain why some cities have curfews for teens.

7. Explain why some students are forced to leave school once they are sixteen.

8. Explain how moving from place to place affects teens.

9. Explain why getting a driver's license is an important event in the lives of many teenagers.

10. Describe the major stressors in teens' lives.

11. Explain why you like or don't like working in a team.

12. Describe some nonmaterial things that make you happy.

13. Explain why some teens commit suicide.

14. Explain how music affects your life.

15. Explain the impact of different music genres on society.

16. Explain why students listen to a particular type of music.

17. Explain why some teens skip school.

18. Explain the likely consequences of skipping school.

19. Describe the likely consequences of doing poorly in school.

20. Explain why some teens do drugs.

21. Describe the likely consequences of selling drugs.

22. Describe the likely consequences of taking drugs.

23. Explain why some teens smoke cigarettes or vape.

24. Explain the likely consequences of being kicked out of school.

25. Explain the likely consequences of skipping classes.

26. Explain the likely consequences of siblings constantly fighting.

27. Explain why some teens wear makeup.

28. Explain the consequences of having alcohol on the school campus.

29. Explain the likely consequences of being sexually active without using protection.

30. Explain why some teens' parents do not like to be alone with their child's boyfriend or girlfriend.

31. Explain the likely consequences of increasing the time between classes from five to 15 minutes.

32. Explain why some teens join gangs.

33. Explain the difficulties teens have once they are in gangs.

34. Explain how life for a teenager changes once they have a baby.

35. Describe what you feel a boy should do if he finds out his girlfriend is pregnant.

36. Explain why you should or should not laugh at embarrassing moments.

37. Describe the effects of marijuana.

38. Explain the likely consequences of teens becoming sexually active.

39. Explain why it is helpful to organize your materials and activities.

40. Explain why your schoolwork is important.

41. Describe the ways you help out at home.

42. Explain the likely consequences of abolishing capital punishment.

43. Explain the consequences of adopting a pass/fail grading system.

44. Explain the likely consequences of enforcing an 11:00 p.m. curfew.

45. Explain the likely consequences of ending forced busing.

46. Explain why some teenagers dislike saying the Pledge of Allegiance.

47. Explain why some schools don't have open lunch policies.

48. Explain why some teenagers are materialistic.

49. Explain why some teens get jobs.

50. Explain the consequences of having a job while in high school.

51. Explain the likely consequences of dropping out of school.

52. Describe some productive ways students can spend their leisure time.

53. Explain why dealing with divorce can be difficult for many teens.

54. Explain why teens love their parents even when family situations are difficult.

55. Describe the things that bring you the greatest happiness.

56. Describe three things you would like to change about the world and explain why you would change them.

57. Explain why you prefer living in an apartment (or house).

58. Describe the likely consequences of requiring a childbearing license.

59. Describe three objects that symbolize your culture and explain why you selected them.

60. Explain why you are interested in a particular career.

61. Explain the likely consequences of requiring students to wear school uniforms.

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The focus of English 1 is the expository essay. Read about this essay. What is it? What does it entail?

Read example expository essays to clarify what goes in each paragraph.

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You can use the texts we read in class or your own chosen texts. Practice analysis of a particular scene, quotation, character trait.

Google methods of analysis and apply those to your writing.

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Analyze the message of a text we read in class or your own chosen text and write about how life, society, culture, or other ideas say something for a particular audience.

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Write an elevator pitch about something interesting you'v learned.

Give the speech to the class.

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Participate in the QoDs, class discussions, put yourself out there!

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Ask questions during discussions

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Memorize and recite any monologue in front of the class from any text.

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Write and perform a comedy sketch about a character we read about or a situation.

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Act out a scene from a text we read.

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Ask Questions and Research their Answers

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Ask Questions and Research their Answers

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Ask deeper level questions such as interpretive and open-ended question types. Research answers to these questions from different perspectives. For example, what does Fox News say about the presidential candidates versus MSNBC. Write about what you have learned from this research. When applicable, bring in your new knowledge to class discussions.

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Pays attention and contributes to both small group and whole group discussions.

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Reread directions and make sure you are doing what is asked.

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Do not use your cell phone or laptop for non-classroom related work

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Do not use your cell phone or laptop for non-classroom related work

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Stays on task and focused.

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Do not abuse the bathroom policy. Be mindful of the bathroom policy.

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Consistently reflects on their learning. They are aware of what they know and what they don't know. The make plans for improvement.

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Read about the author's we read in class

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Read about the author's we read in class

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Read about what inspired Sarah Zerwin to create and implement point-less grading, aka skills-based grading.

Read about other perspectives of this same topic.

What are some new insights gained?

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Put yourself in leadership positions during group work if you usually tend to allow others to do so.

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When providing peers with feedback, you pay careful attention to their work and provide quality and honest feedback. You avoid giving them an "A" or saying that "everything looks good", which is not helpful. Instead, you tell them what you noticed, what you liked, and what they can do to improve.

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You interact with your peers during partner work and group work. You avoid sitting and doing nothing.

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You meet all deadlines.

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How do historical events contribute to the plot? How do they contribute to the author's message?

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What are the author's personal experiences? How do you think it shaped their work?

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The student reflects on their own for their own progress.

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The student see's their teacher for help during HR. They attend with specific questions and an intent to discuss progress both with goals and the class.

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Engage in writing that you normally avoid. Some ideas can be- poetry, arguments, personal narratives, etc.

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Read genres that you normally avoid. What did you learn?

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Avoid using filler words during class discussions or presentations. Make eye contact with the room.

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Read about the importance of audience of a text. 

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Read about the importance of audience of a text. 

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Practice #1:

You just received a text message from given audience (you decide who that is; celebrity, sibling, friend, family member, political leader, etc.) that said that the new official curfew for minors is 9 o clock.

Respond with a text attempting to convince your audience (whoever texted you) that the new curfew is unfair. When responding, consider the the language used (colloquial, formal, casual, emoji-based, etc.), and tone (another good opportunity to practice skills-based grading is to review what tone is) that would best convince them.

Analyze your text message by writing about why you used the language you did, how would it help persuade the audience, why did you refrain from using certain words with your audience in mind.

Next, reflect on how your text message would be different if you were texting someone who is the complete opposite of who you intially texted. Elaborate on your rationale.

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Choose an excerpt from something that is currently making headlines and...

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Choose an excerpt from something that is currently making headlines and...

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Analyze that excerpt by paying attention to the form (are the sentences long and flowy, short and choppy), based on the aforementioned above, who do you think is the audience and why? (Use specific evidence from the excerpt to solidify your thoughts.), What is the purpose of that particular excerpt? How do you know?

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Analyze that excerpt by paying attention to the form (are the sentences long and flowy, short and choppy), based on the aforementioned above, who do you think is the audience and why? (Use specific evidence from the excerpt to solidify your thoughts.), What is the purpose of that particular excerpt? How do you know?

Remember that you may use anything for analysis.

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Reflect on what you struggle most with when it comes to essays and write multiple paragraphs practicing that skill.

For example, if you struggle with the claim, review what makes a strong claim and write multiple introductory paragraphs since this is where the claim is.

As you continue to practice, reflect on where you are improving, where there is still confusion, what your next steps are.

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The topics that you write about can be anything!

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The topics that you write about can be anything!

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Does pineapple belong on pizza?

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Ask for help when you need it. What do you need to complete the assignment? How can I help? Be honest with yourself and me.

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During class discussions or when you are called on, you have to contribute something. You do know something and if you don't, these are all the steps you can take to get some information to share.

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What are the top three scientific explanations for ghost sightings?

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A great many people claim to have witnessed ghosts and ghouls. Neil Dagnall explores the possible reasons

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Read an additional short story that was not assigned to your group and annotate it. Located in Canvas.

1. The Cask of Amontillado

2. The Lottery

3. The Veldt

4. A Vendetta

5. Little Match Girl

6. The Most Dangerous Game

7. Tell Tale Heart

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Write an argument where you address whether it is moral or legal to withhold information about a haunted house. 

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Write an argument where you address whether it is moral or legal to withhold information about a haunted house. 

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Listen to the podcast and use evidence from it to justify your stance on whether it is moral and or legal to withhold information about a house being sold.

(buildingbooklove. Bible, Ashley.)

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How to Sell A Haunted House

Episode #145

2020-08-07 12:02:04
Download
In 1989, Helen Ackley decided to sell her old Victorian house in Nyack, New York at 1 Laveta Place. It didn't go as planned. There were stories of ghosts, and the house became the center of a case that's referred to as "The Ghostbusters ruling." The judicial opinion read: "as a matter of law, the house is haunted."

We speak to Mark Kavanagh, Cynthia Kavanagh, Richard Ellis, University of Chicago law professor Lior Strahilevitz, and Randall Bell, who specializes in real estate damage economics. Randall Bell has consulted on the property where 39 members of the Heaven's Gate cult died by suicide in 1997. He also consulted on Nicole Brown Simpson's condo, and one of the sites of the Manson family murders. Part of his work is evaluating how the psychological stigma attached to these properties affects their value.

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Episode 145: How to Sell A Haunted House (8.7.2020)

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In 1989, Helen Ackley decided to sell her old Victorian house in Nyack, New York. It didn't go as planned. The house became the center of a case that's referred to as "The Ghostbusters ruling." The judicial opinion read: "as a matter of law, the house is haunted."

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What are the top three scientific explanations for ghost sightings?

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A great many people claim to have witnessed ghosts and ghouls. Neil Dagnall explores the possible reasons

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The tagline for the movie is, "There's one in all of us."

1. Do you agree/disagree?

Write an essay in which you argue your stance.

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Refer to the land of the wild things in the book and analyze the colors, creatures, dialogue, or lack thereof in order to convey the message of the story. Be sure to elaborate how you know and explain why you think what you think.

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Create and construct a mobile showing different characters, scenes, themes, quotes from the book. On a separate sheet of paper explain why these things are important in the story and how your interpretation is correct.

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Choose a controversial topic or issue from the book.  Research and report on it from an investigative perspective—i.e. explore why this topic is controversial, how it is relevant today, where you have observed it, what can be done about it, etc. Be sure to include a bibliography of sources you used in your research.

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Design a children’s book telling a child’s version of your lit circle novel. Not all novels will work for this project (consider whether the theme of the novel is one small children would understand). Books should have illustrations and a cover, too.

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1. Make a table or bookmark and include the title and author of the work.

2. Add what you learned from the text.

3. Add questions that have come up for you or what additional research has been sparked through the reading you completed.

4. Answer the specific questions for the text you read.

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Analyzing and Crafting Argument 2/3/25 Assignment

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Analyzing and Crafting Argument 2/3/25 Assignment

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In this assignment, you will analyze President Trump's executive orders on education, focusing on critical race theory (CRT) and school choice. You will write a persuasive essay that not only addresses the specific orders but also considers their broader implications for life, society, and culture.

Prompt: Write a claim that addresses Trump's executive orders on education and persuade your audience as to whether you agree or disagree and why. in your rationale, be sure to write about the impact of these executive orders on life, society, and culture.

Writing Guidelines:

1. Introduction: Clearly state your position or main idea, including the broader societal implications you will explore.

2. Body paragraphs: Use evidence from the article and additional research to support your arguments. Connect your points to larger societal issues and cultural values.

3. Conclusion: Summarize your main points, restate your position, and offer a meaningful message or call to action for your audience.

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Trump issues executive order impacting education through federal power

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1/21/25 Reading Habits: Read a Non-Fiction Article 

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1/21/25 Reading Habits: Read a Non-Fiction Article 

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1. Is the banning of tik tok similar to the banning of books? Why or why not?

2. What has happened with this issue since it was published? What are your thoughts?

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1. What are your thoughts about the message of this short story? Do you have any experiences similar to the author or have you seen appropriation in the real world? What was it? What are your thoughts?

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Percival Everett the appropriation of cultures PDF

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1. What do you think the message is?

2. Do you agree or disagree with this message?

3. What line stands out to you and why?

4. How does the layout of the poem contribute to the meaning?

5. How does the repetition of "And" contribute to the meaning?

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1. Listen to the audio and jot down anything that stands out.

2. Answer the question posed by the author. "If AI is so good, why are there still so many jobs for translators?"

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If AI is so good, why are there still so many jobs for translators?

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If AI is so good, why are there still so many jobs for translators?

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1. Listen to the video and jot down anything that stands out.

2. Do you agree with the message? Why or why not?

3. Write about a time when you experienced either the growth mindset or the fixed mindset and what you gained from that experience.

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The power of believing that you can improve | Carol Dweck | TED

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1/27/25 Learning Through Risks Practice Option 1

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1/27/25 Learning Through Risks Practice Option 1

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Learning Through Risks: The student learns to take risks, try new things including seeking out help from peers they do not usually talk to - for writing, reading, thinking, for form or rhetorical situations - and uses those interactions to grow their own understanding.

Taking Risks with the type of genre you typically read can mean reading work that is out of your comfort zone. From poetry to politics to science fiction, any genre that makes you a little uncomfortable should cause you to pause and engage with that genre. Below are some texts that stand out to me. You may choose one to engage with or you can do a Google search and find your own.

Step 1: Engage with the text (read, watch, listen)

Step 2: In your notebook, fill out SOAPStone for the text. Here is a reference, but you should also have this in your notebook. Completing this accomplishes the "rhetorical situation" mentioned in this goal.

Step 3: If you get stuck on SOAPStone, seek help from peers you don't usually talk to. Document who you approached AND reflect on what you learned about yourself and/or others from this experience. // The other option if you don't need help with Soapstone is to talk with someone you don't usually talk to and share what you wrote. In turn, ask them to share what they wrote. Document who you approached AND reflect on what you learned about yourself and/or others from this experience.

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After being sworn into office, President Trump signed a whole host of executive actions and orders that affirm his campaign promise to crack down on immigration.

Trump's border czar has said Chicago is at the top of the list of places to be targeted. The city is expecting immigration raids, detentions and deportations. In the Little Village neighborhood, where the majority of residents are Mexican or of Mexican descent, people are on edge as they await what's next.

Beyond the many people personally affected, past research suggests everyone could feel the impacts of mass deportation.

On this episode of Planet Money, we visit Little Village to see how the new administration is already having an impact. And then, we hear from an economist who looks to a recent chapter in mass deportation for insight into what the future could hold.
Today's episode was hosted by Erika Beras and Amanda Aronczyk. It was produced by Willa Rubin with an assist from Emma Peaslee. It was edited by Kenny Malone, engineered by Cena Loffredo and fact-checked by Sierra Juarez. Alex Goldmark is our executive producer.
Help support Planet Money and hear our bonus episodes by subscribing to Planet Money+ in Apple Podcasts or at plus.npr.org/planetmoney.
Music: Universal Music Production- "Quiescent," "Love Still"; Audio Network - "Sunshine Beat"

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The "chilling effect" of deportations : Planet Money

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After being sworn into office, President Trump signed a whole host of executive actions and orders that affirm his campaign promise to crack down on immigration.Trump's border czar has said Chicago is at the top of the list of places to be targeted. The city is expecting immigration raids, detentions and deportations.

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1/27/25 Learning Through Risks Practice Option 2

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1/27/25 Learning Through Risks Practice Option 2

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Learning Through Risks: The student learns to take risks, try new things including seeking out help from peers they do not usually talk to - for writing, reading, thinking, for form or rhetorical situations - and uses those interactions to grow their own understanding.

Taking Risks with the type of genre you typically read can mean reading work that is out of your comfort zone. From poetry to politics to science fiction, any genre that makes you a little uncomfortable should cause you to pause and engage with that genre. Below are some texts that stand out to me. You may choose one to engage with or you can do a Google search and find your own.

Step 1: Engage with the text (read, watch, listen)

Step 2: In your notebook, fill out SOAPStone for the text. Here is a reference, but you should also have this in your notebook. Completing this accomplishes the "rhetorical situation" mentioned in this goal.

Step 3: If you get stuck on SOAPStone, seek help from peers you don't usually talk to. Document who you approached AND reflect on what you learned about yourself and/or others from this experience. // The other option if you don't need help with Soapstone is to talk with someone you don't usually talk to and share what you wrote. In turn, ask them to share what they wrote. Document who you approached AND reflect on what you learned about yourself and/or others from this experience.

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B. Sakura Cannestra | San Jose Spotlight

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‘It’s getting worse’: Silicon Valley wages lag behind cost of living

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Santa Clara County’s ballooning cost of living has exploded.

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1/27/25 Learning Through Risks Practice Option 3

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1/27/25 Learning Through Risks Practice Option 3

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TLearning Through Risks: The student learns to take risks, try new things including seeking out help from peers they do not usually talk to - for writing, reading, thinking, for form or rhetorical situations - and uses those interactions to grow their own understanding.

Taking Risks with the type of genre you typically read can mean reading work that is out of your comfort zone. From poetry to politics to science fiction, any genre that makes you a little uncomfortable should cause you to pause and engage with that genre. Below are some texts that stand out to me. You may choose one to engage with or you can do a Google search and find your own.

Step 1: Engage with the text (read, watch, listen)

Step 2: In your notebook, fill out SOAPStone for the text. Here is a reference, but you should also have this in your notebook. Completing this accomplishes the "rhetorical situation" mentioned in this goal.

Step 3: If you get stuck on SOAPStone, seek help from peers you don't usually talk to. Document who you approached AND reflect on what you learned about yourself and/or others from this experience. // The other option if you don't need help with Soapstone is to talk with someone you don't usually talk to and share what you wrote. In turn, ask them to share what they wrote. Document who you approached AND reflect on what you learned about yourself and/or others from this experience.

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Trans musical ‘Emilia Pérez’ is winning awards and igniting controversy

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The genre-defying film about a cartel boss who undergoes a life-changing transformation racked up four Golden Globe wins, 13 Oscar nods and a chorus of critics.

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1/27/25 Clear, Concise, Confident Practice Option 1

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1/27/25 Clear, Concise, Confident Practice Option 1

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Clear, Concise, Confident: The student can be heard throughout the room, their speech is organized, and they appear at ease in front of the class.

Step 1: Read the article

Step 2: Summarize the tips provided to improve public speaking

Step 3: Create a To-do list, mind map, etc that shows what you will practice beginning next class.

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PUBLIC SPEAKING ANXIETY - National Social Anxiety Center

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The fear of public speaking is the most common phobia ahead of death, spiders, or heights. The National Institute of Mental Health reports that public speaking anxiety, or glossophobia, affects about 40%* of the population. The underlying fear is judgment or negative evaluation by others. Public speaking anxiety is considered a social anxiety disorder. *... Continue reading

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1/27/25 Clear, Concise, Confident Practice Option 2

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1/27/25 Clear, Concise, Confident Practice Option 2

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Clear, Concise, Confident: The student can be heard throughout the room, their speech is organized, and they appear at ease in front of the class.

Step 1: Read the article

Step 2: Summarize the tips provided to improve public speaking

Step 3: Create a To-do list, mind map, etc that shows what you will practice beginning next class.

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Overcome Your Fear of Presenting in Class

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Do you feel nervous presenting in class? These 7 tips can help you improve your presentation skills and get over a fear of public speaking.

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1/27/25 Clear, Concise, Confident Practice Option 3

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1/27/25 Clear, Concise, Confident Practice Option 3

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Clear, Concise, Confident: The student can be heard throughout the room, their speech is organized, and they appear at ease in front of the class.

Step 1: Listen to the Youtube Video

Step 2: Summarize the tips provided to improve public speaking

Step 3: Create a To-do list, mind map, etc that shows what you will practice beginning next class.

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 1, (See next post for Part 3 and 4)

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 1, (See next post for Part 3 and 4)

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 2 See next post for part 3

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 2 See next post for part 3

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 3

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Analyzing and Crafting Argument 2/3/25 Graphic Organizer Part 3

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Critical Thinking and Synthesizing Research 2.3.25 Assignment

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Critical Thinking and Synthesizing Research 2.3.25 Assignment

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Read the article and choose an option below. As you read, ask questions (interpretive and open-ended). If the article does not answer your questions, you must research additional articles. Note the titles and author(s) of those articles. Answer each question thoughtfully and carefully.

Option 1: Analyzing the CRT Executive Order and Its Societal Impact. Research CRT.

Address the following points:

- What is critical race theory, and why is it controversial?

- How might removing federal funding impact schools that teach CRT?

- What are the potential benefits and drawbacks of this executive order?

- How does this order reflect or challenge societal values and cultural norms?

- What message does this order send about how we approach difficult conversations about race and history in our society?

Option 2: Evaluating School Choice and Its Effect on Society. Research the executive orders on education.

Address the following points:

- What is school choice, and how might it affect the current education system?

- How could this order impact students, families, and communities?

- What are the arguments for and against expanding school choice?

- How might school choice policies influence social mobility and equality in our society?

- What does the push for school choice say about our cultural values regarding education and opportunity?

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Trump issues executive order impacting education through federal power

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Trump signs sweeping executive orders that overhaul U.S. education system

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Trump signs sweeping executive orders that overhaul U.S. education system

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Instructions

Part 1: Active Reading

1. Read the provided news article carefully.

2. As you read, underline or highlight key information.

3. In the margins, write down questions you have about the content.

4. Circle any words or phrases you don't understand.

Part 2: Vocabulary Building

1. List 5 words or phrases you circled during your reading.

2. Use a dictionary or online resource to find and write down the definitions.

3. Write a new sentence using each word or phrase in context.

Part 3: Comprehension Questions

Answer the following questions in complete sentences:

1. What is the main topic of the article?

2. Who are the key people or organizations mentioned?

3. What are three important facts presented in the article?

4. How does this news event impact society or individuals?

5. What questions do you still have after reading the article?

Part 4: Critical Analysis

Write a short paragraph addressing one of the following prompts:

- Summarize the main points of the article in your own words.

- Explain why this news story is important or relevant.

- Discuss any potential biases or different perspectives on the issue.

- Conclude with your personal thoughts or opinions on the topic, supported by evidence from the article.

To submit evidence:

You will need to open the article in Kami in order to annotate it.

Print out your annotations OR email them to me tinocoj@esuhsd.org and I will print it for you.

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What Is Book Banning_ Definition, Meaning & Impact of Book Bans

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Instructions

Part 1: Active Reading

1. Read the provided news article carefully.

2. As you read, underline or highlight key information.

3. In the margins, write down questions you have about the content.

4. Circle any words or phrases you don't understand.

Part 2: Vocabulary Building

1. List 5 words or phrases you circled during your reading.

2. Use a dictionary or online resource to find and write down the definitions.

3. Write a new sentence using each word or phrase in context.

Part 3: Comprehension Questions

Answer the following questions in complete sentences:

1. What is the main topic of the article?

2. Who are the key people or organizations mentioned?

3. What are three important facts presented in the article?

4. How does this news event impact society or individuals?

5. What questions do you still have after reading the article?

Part 4: Critical Analysis

Write a short paragraph addressing one of the following prompts:

- Summarize the main points of the article in your own words.

- Explain why this news story is important or relevant.

- Discuss any potential biases or different perspectives on the issue.

- Conclude with your personal thoughts or opinions on the topic, supported by evidence from the article.

To submit evidence:

You will need to open the article in Kami in order to annotate it.

Print out your annotations OR email them to me tinocoj@esuhsd.org and I will print it for you.

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1. Read and annotate the article using the Cougar Way annotation book mark (see first post under goal 3). I am looking for consistent annotation representative of each throughout the article.

To submit evidence:

You will need to open the article in Kami in order to annotate it.

Print out your annotations OR email them to me tinocoj@esuhsd.org and I will print it for you.

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What Is Book Banning_ Definition, Meaning & Impact of Book Bans

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1. Read and annotate the article using the Cougar Way annotation book mark (see first post under goal 3). I am looking for consistent annotation representative of each throughout the article.

To submit evidence:

You will need to open the article in Kami in order to annotate it.

Print out your annotations OR email them to me tinocoj@esuhsd.org and I will print it for you.

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1. Watch Disney's, Pocahontas and read the attached text.

2. Complete the Graphic organizer (posted below) to help you gather ideas.

3. Once the graphic organizer is complete, write your essay that includes an introduction and claim, body paragraph, and conclusion.

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Pocahontas might be a household name, but the true story of her short, powerful life is buried in myths that have persisted since the 17th century.

First, Pocahontas wasn't her actual name. Born around 1596 in present-day Virginia, she was really named Amonute, and she also had the more private name Matoaka. Pocahontas-which translates to "playful one" or "ill-behaved child"-was her childhood nickname.

Pocahontas was the favorite daughter of Powhatan, the formidable chief of more than 30 Algonquian-speaking tribes that lived in and around the area claimed by English settlers as Jamestown, Virginia, in 1607. Years later, when few firsthand witnesses were around to dispute his version of events, an English colonist named John Smith wrote about how Pocahontas, the beautiful daughter of a powerful Native leader, rescued him from execution at the hands of her father.

How Pocahontas Redefined How Europeans Saw Native Americans

This narrative of Pocahontas turning her back on her own people and allying with the English, thereby finding common ground between the two cultures, has endured for centuries. But the truth of the matter was different from what Smith and mainstream culture say. And historians are divided over whether Pocahontas, then about 11 or 12 years old, rescued the mercantile soldier and explorer at all. Smith might have misinterpreted what was actually a ritual ceremony or even just lifted the tale from a popular Scottish ballad.

In 2017, 400 years after Pocahontas' death in 1617, the Smithsonian Channel documentary Pocahontas: Beyond the Myth strove to tell its subject's story accurately. In the film, authors, historians, curators and representatives of the Pamunkey tribe of Virginia, which descends from Pocahontas, paint a picture of a spunky, cartwheeling girl who grew up to be a clever and brave young woman, serving as a translator, ambassador and leader in her own right in the face of European colonization.

Camilla Townsend, author of the authoritative Pocahontas and the Powhatan Dilemma and a historian at Rutgers University, is one of the experts featured in Beyond the Myth. To mark the documentary's release in 2017, she talked to Smithsonian magazine about why Pocahontas' story has been distorted for so long and why her true legacy is vital to understand today. Read a condensed and edited version of the conversation below.

Discovering Pocahontas' history
How did you become a scholar of Pocahontas?
I was a professor of Native American history for many years. I was working on a project comparing early relations between colonizers and Natives in Spanish America and English America when they arrived. I thought that I would be able to turn to other people's work on Pocahontas, [her husband] John Rolfe and John Smith. There are truly hundreds of books over the many years that have been written about her. But when I tried to look into it, I found that most of them were full of hogwash. Many of them had been written by people who weren't historians. Others were historians, [but] they were people who specialized in other matters and were taking it for granted that if something had been repeated several times in other people's works, it must be true. When I went back and looked at the actual surviving documents from that period, I learned that much of what had been repeated about her wasn't true at all.
During your extensive research, what were some details that helped you get to know Pocahontas better?
The documents that really jumped out at me were the notes that survived from John Smith. He was kidnapped by the Native Americans a few months after he got here [in spring 1607]. Eventually, after questioning him, they released him. But while he was a prisoner among the Native Americans, we know he spent some time with Powhatan's daughter Pocahontas and that they were teaching each other some basic aspects of their languages. And we know this because in his surviving notes are written sentences like "Tell Pocahontas to bring me three baskets," or "Pocahontas has many white beads." So, all of a sudden, I could just see this man and this little girl trying to teach each other, in one case English, in another case an Algonquian language. Literally in [late] 1607, sitting along some river somewhere, they said these actual sentences. She would repeat them in Algonquian, and he would write that down. That detail brought them both to life for me.

The myths of Pocahontas
As you point out in the documentary, it's not just Disney-with its 1995 animated film Pocahontas-that gets the story wrong. This goes back to Smith, who marketed their relationship as a love story. What class and cultural factors have allowed that myth to persist?
That story that Pocahontas was head over heels in love with John Smith has lasted for many generations. He mentioned it himself in the colonial period, as you say. Then it died, but it was born again after the American Revolution, in the early 1800s, when we were really looking for nationalist stories. Ever since then, it's lived in one form or another, right up to the Disney movie and even today.

The reason it's been so popular-not among Native Americans, but among people of the dominant [Western] culture-is that it's very flattering to us. The idea is that this is a "good Indian." She admires the white man, admires Christianity, admires the culture, wants to have peace with these people, is willing to live with these people rather than her own people, marry him rather than one of her own. That whole idea makes people in white American culture feel good about our history: that we were not doing anything wrong to the Indians but really were helping them, and the "good" ones appreciated it.

In real life, Pocahontas was a member of the Pamunkey tribe in Virginia. How do the Pamunkey and other Native people tell her story today?
It's interesting. In general, until recently, Pocahontas had not been a popular figure among Native Americans. When I was working on the book, and I called the Virginia Council on Indians, for example, I got reactions of groans, because they were just so tired. Native Americans for so many years have been so tired of enthusiastic white people loving to love Pocahontas and patting themselves on the back because they love Pocahontas, when in fact what they were really loving was the story of an Indian who virtually worshipped white culture. They were tired of it, and they didn't believe it. It seemed unrealistic to them.

I would say that there's been a change recently. Partly, I think the Disney movie ironically helped. Even though it conveyed more myths, the Native American character is the star-she's the main character, and she's interesting, strong and beautiful, and so young Native Americans love to watch that movie. It's a real change for them.

The other thing that's different is that the scholarship is so much better now. We know so much more about her real life now that Native Americans are also coming to realize we should talk about her, learn more about her and read more about her, because, in fact, she wasn't selling her soul, and she didn't love white culture more than her own people's culture. She was a spunky girl who did everything she could to help her people. Once they begin to realize that, they understandably become a lot more interested in her story.

The lesson passed down by mainstream culture is that by leaving her people and adopting Christianity, Pocahontas became a model of how to bridge cultures. What do you think are the real lessons to be learned from Pocahontas' life?
Largely, the lesson is one of extraordinary strength even against very daunting odds. Pocahontas' people could not possibly have defeated or even held off the power of Renaissance Europe, which is what John Smith and the colonizers who came later represented. They had stronger technology, more powerful technology in terms of not only weapons but also shipping and book printing and compass making-all the things that made it possible for Europe to come to the New World and conquer, and the lack of which made it impossible for Native Americans to move toward the Old World and conquer. So, Native people were facing extraordinarily daunting circumstances. Yet in the face of that, Pocahontas and so many others that we now read about and study showed extreme courage and cleverness, sometimes even brilliance in the strategizing that they used. The most important lesson is that she was braver, stronger and more interesting than the fictional Pocahontas.

Telling the real story of the Native "princess"
Four hundred years after Pocahontas' death, her story is being told more accurately. What has changed?
Studies of TV and other pop culture show that in that decade between the early 1980s and the early 1990s is when the real sea change occurred in terms of American expectations that we should really look at things from other people's point of view, not just dominant culture's. That had to happen first. So, let's say by the mid- to late 1990s, that had happened. Then, more years had to go by. My Pocahontas book, for example, came out in 2004. Another historian wrote a serious segment about her that said much the same as I did, just with less detail, in 2001. So, the ideas of multiculturalism had gained dominance in our world in the mid-1990s, but another five to ten years had to go by before people had digested this and put it out in papers, articles and books.

Since the shift in mainstream scholarship is so recent, do you think there's more to learn from Pocahontas' story going forward?
There's more to learn about her in the sense that it would help modern politics if more people understood what Native people really went through, both at the time of conquest and in the years after. There's so strong a sense in our country, at least in some places among some people, that somehow Native Americans and other disempowered people had it good-they're the lucky ones, with special scholarships and special status. That is very, very far from a reflection of their real historical experience. Once you know the actual history of what these tribes have been through, it's sobering, and one has to reckon with the pain and the loss that some people have experienced far more than others over the last five generations or so. It would help everybody, both Native and mainstream culture, if more people understood what Native experience was really like both at the time of conquest and since.

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The True Story of Pocahontas Is More Complicated Than You Might Think

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Historian Camilla Townsend separates fact from fiction in the life of the Powhatan "princess"

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Read any document that explains "The Trail of Tears." Place the title and author in your table or bookmark.

Include what you learned and ask questions about what has come up from the reading.

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Follow directions on the doc.

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Goal work practice Goal 4 Focused Writing

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1. Read the blog about Aristotle's Tragedy and complete a SOAPStone chart for it. Write in complete sentences.

2. Write a brief reflection about how SOAPSTone helped you understand the concept of tragedy in literature.

3. Using the information you've gathered from your SOAPStone chart, write a one-page explanation of why the play, Romeo and Juliet fits Aristotle's definition of tragedy or does not fit it. Cite evidence from the article to strengthen your claim. Your claim will be your first sentence followed by your rationale.

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As part of my graduate studies I was assigned various contemporaries of Shakespeare, and of those whose came after him, but for some unfathomable reason we were never assigned Aristotle. This is a …