Students are expected to record assignments as I announce them verbally before leaving class each day.  As a way that students and parents can verify assignments and due dates, I will also post them here.  Turquoise document titles are links to assignments. All homework is due on the following school day unless it is specifically stated to be due at another time. No late work is accepted by the Skyline humanities department. For your social studies assignments, visit www.mrdoran.net daily.
​10th Honors Block Syllabus 2019-20      10th Writing Rubric 2019-20     10th Critical Reading Rubric    Honors v Core: Expectations
​Literary Conventions and Eras Glossary       turnitin.com Class ID for 6/7: 22038078    enrollment key: ask Matheny (online trolls) 
DISTANCE LEARNERS, LET'S BEGIN!  Email me any late work you want to send--attachments, not file sharing links. Thanks!
Follow my classes on Instagram at @readwhilequarantined for updates there. 
Here is a video the admin team made to help support your distance learning during ENL. 

​**Essential New Learning** ( This work is required.) *****For the rest of the year, I will post class work, or Essential New Learning (ENL) each week. Follow the directions for each day's work, which is now required. Email me during office hours (T, Th 12-1pm) for rapid email response and video chat, or at any other time. We'll make it through this together. Stay healthy Spartans!*****
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Monday, 6.15.20
Objectives:
  • Consider the ways that the language you speak impacts your success
Your Tasks:
  • Watch this short (5 min) intro video for chapter seven
  •  Read chapter seven in Outliers
    • ​​This chapter is very long; apololgies. On the bright side, you're using today's ENL as well as next Monday and Tuesday's ENL today!! We're gonna wrap up real learning for LA at the end of this week. 
Turn in:
  • Nothing today. 
  • All late work from the past months needs to be submitted TODAY so I have time to grade it before the school year ends. Late work submitted after today via email will not be assessed.  Don't share links; send ATTACHMENTS (very important).
    • Please note--I will not enter your work scores as soon as you send them; it will take me several days to grade and process all the late work I'll receive. Wait to check in with me again about anything you send until the beginning of next week.
    • Also, everyone will have full SII paper feedback by the end of the week. Thanks for your patience; getting these graded with no childcare is very difficult. 

Tuesday, 6.16.20  Office Hours 12-1 PM today! 
Objectives:
  •  Consider the ways that the language you speak communicates numbers and the privileges that langauge can (or doesn't) confer in processing mathematics 
Your Tasks:​ Turn in:
Wednesday, 6.17.20
Objectives:
  •   Consider the ways that access to educational opportunities can impact success for various groups
Your Tasks: ​​Turn in
  •   Nothing today.

Thursday, 6.18.20 Office Hours 12-1 PM today!
Objectives:
  •  Consider that all narratives can be told from a variety of perspectives, and that perceptions of individual success will always vary based on who tells the story
Your Tasks: Turn in: 
  •  Nothing today, unless you haven't signed up for a final exam discussion or writing prompt for Friday. 

Friday, 6.19.20.
Objectives:
  •  Analyze your success and evaluate Gladwell's persuasive writing as a whole
Your Tasks/Turn in:
Monday, 6.22.20
  • As you know, Matheny is studying the narratives the ISD LA department is serving you up in a very meta-sort of way.  Complete this equity survey about Outliers one last time so I have complete annual data for my little imperfect study.​ You will get points in Skyward for having completed all these surveys and participated in my research.

​Tuesday, 6.23.30
  • Complete our required end-of-the-year block survey so we can make sure our block continually improves due to your important input. You will get credit in Skyward for doing this reflection. Have a great summer! 
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Monday, 6.8.20
Objectives:
  • Consider the extent to which IQ and EQ are both components in success 
Your Tasks:
  •  Read chapter four in Outliers
Turn in:
  • Nothing today. 

Tuesday, 6.9.20  Office Hours 12-1 PM today! 
Objectives:
  •  Compose a unique response using evidence from Outliers and history and/or your own lived experience
  • Analyze a historical figure or contemporary successful person (maybe it's your mom; maybe its Václav Havel or Beyoncé)  
Your Tasks:​ Turn in:
  • Submit your writing to turnitin.com by Wednesday, 6.10 at noon 

Wednesday, 6.10.20
Objectives:
  •  Understand the importance of your "antecedents" in success
Your Tasks:
  •  Read chapter five in Outliers 
​​Turn in
  •   Nothing today.

Thursday, 6.11.20 Office Hours 12-1 PM today!
Objectives:
  •  Analyze the role of honor in your/US/another group's culture
Your Tasks: Turn in: 
  •  Nothing today.

Friday, 6.12.20.
Objectives:
  •  Write reflectively about our cultural legacy as Washingtonians or your particular cultural legacy
Your Tasks:
  •  Journal to analyze Part I of Outliers: Opportunity (We were going to offer a zoom option this week but have to cancel for the senior "graduation" tunnel that is from 10-2. Apologies. You all are our only students after this week! #fullattention)
​​Turn in:
  •  In a page-length journal you submit to turnitin.com before noon tomorrow, answer the four questions ("Four Square Analysis" is the slide title) about Washingtonian cultural legacy at the end of the video about chapter five/six from Thursday using evidence from Outliers and your lived experiences. 
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Monday, 6.1.20
Objectives:
  • Analyze the impact of relative age and exponentially compounding experiences on your success and the success of others
Your Tasks: Turn in:
  • Nothing--tomorrow you'll respond to a couple of reflection questions about the prologue and chapter one :)

Tuesday, 6.2.20  Office Hours 12-1 PM today! 
Objectives:
  • Reflect on the advantages conferred by your/peoples' relative age and the privileges inherent in exponentially compounding experiences
Your Tasks:​ Turn in:
  • Just the online reflection and zoom sign-up is required today.

Wednesday, 6.3.20
Objectives:
  • Analyze, evaluate, and synthesize the case studies Gladwell presents in chapter two of Outliers
  • Reflect on the value of multitudinous hours of hard work
Your Tasks: ​​Turn inThursday, 6.4.20 Office Hours 12-1 PM today!
Objectives:
  • Reflect on what you've read either through collaborative synchronous online discussion or through a reflective journal
Your Tasks: Turn in: 
  • Your voice and thoughts via zoom or you writing via turnitin.com. 

Friday, 6.5.20.
Objectives:
  • Reflect on the gifts and the complications that real intellectual genius confers
Your Tasks:
  • Watch this lecture-video to introduce and reflect on chapter three and four which work together as an argument in the book
  • Read chapter three in Outliers
​​Turn in:
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Tuesday, 5.26.20  Office Hours 12-1 PM today! 
Objectives:
  •  Evaluate the bias inherent in Kinkaid's short work of creative non-fiction and the book club book you read
  • Sign up for a zoom call tomorrow (Wednesday) OR prepare for the alternative, online writing prompts for  A Small Place that will be live tomorrow if you can't or won't zoom
Your Tasks:
  • As you know, Matheny is seeking to find out what narratives the ISD LA department is serving you up in a very meta-sort of way. Please complete this bias survey TWICE TODAY (apologies, apologies, apologies for what is surely some extra ENL today--I, the ISD, my future students really need this reflection so I can use pandemic time and this data to analyze what I'm telling our learners using long-form narrative about race and gender etc.) Complete this equity survey twice today so I have good data for my little imperfect study.
    • Please analyze your reading experience with Kinkaid's "A Small Place"
    • Please analyze your reading experience with the book club book you read right before we went to distance learning
  • Sign up for a discussion group zoom call for your A Small Place Socratic Seminar tomorrow (Wednesday).
  • ​Review and prep (nothing will be collected) using these prompts for  A Small Place Socratic Seminar tomorrow (Wednesday).
Turn in:
Wednesday, 5.27.20
Objectives:
  • Analyze, evaluate, and synthesize A Small Place 
  • Participate in collaborative and enlightening discussion with your peers and teachers (or write thesis-driven literary analysis)
Your Tasks: ​​Turn in
  • Nothing, unless you wrote instead of zooming for the Soc Sem, in which case you should submit--by 8AM Thursday--the alternative, online writing prompts for  A Small Place


Thursday, 5.28.20 Office Hours 12-1 PM today!
Objectives:
  • Activate your prior knowledge and develop context for reading Gladwell's 2008 non-fiction book-length persuasive essay, Outliers: The Story of Success
  • Think about the extent to which you are responsible for your own success and the extent to which other factors have helped or hindered you
Your Tasks: Turn in: 
  • Nothing today :)

Friday, 5.29.20.
Objectives:
  • Activate your prior knowledge and develop context for reading Gladwell's 2008 non-fiction book-length persuasive essay, Outliers: The Story of Success
  • Reflect on your life and the ways you might be an outlier in your world. 
Your Tasks: ​​Turn in:
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Monday, 5.18.20
Objectives:
  • Analyze the cultural violence and interconnectedness in colonial relationships
Your Tasks:
  • Read the second half of part III in A Small Place (54-74). As that will take all your essential learning time for LA today, we'll work with that text on Wednesday.
Turn in: 
  • Nothing.

Tuesday, 5.19.20  Office Hours 12-1 PM today!
Objectives:
  • Analyze the 2004 foreign-language film "The Motorcycle Diaries" (dir. Walter Salles) to get context about the Argentinean early life and work of communist cultural icon and professional revolutionary, Che Guevara 
Your Tasks:
  • Watch the film (or do the alternative-to-film posted reading assignment, as the film is rated R and you might not be able to view it) using Doran's directions on his website. He has a whole thing to make the film available for you to watch online...
Turn in:
  • Nothing.

Wednesday, 5.20.20
Objectives:
  • Analyze and synthesize Part III of A Small Place
Your Tasks: ​​Turn in
  • Complete one prompt option about what you read in part III of A Small Place--submit to turnitin.com by Friday 5.22 morning at 8AM.

Thursday, 5.21.20 Office Hours 12-1 PM today!
Objectives:
  • Analyze A Small Place 
Your Tasks:
  • Finish reading the rest of A Small Place (p. 77-81)
  • Finish your Part III prompt option from yesterday and submit
Turn in: 
  • Complete one prompt option about what you read in part III of A Small Place--submit to turnitin.com by Friday 5.22 morning at 8AM.

Friday, 5.22.20. No School Monday for Memorial Day!
Objectives:
  • Reflect on your reading of A Small Place
Your Tasks: Turn in:  *************************************************************************************************************************************************

Monday, 5.11.20
Objectives:
  • Participate in collaborative Socratic discussion about WWII
Your Tasks: Turn in:
  • Nothing but the online conversation! Your words, verbally, via zoom.

Tuesday, 5.12.20  Office Hours 12-1 PM today!  Email to schedule a zoom if you want to chat about your S2 essay with us! 
Objectives:
  • Analyze what it means that Kinkaid "met the world" through England while evaluating the efficacy of writing about oppression in the language of the oppressors
Your Tasks:
  • Read part II in A Small Place (23-37) 
Turn in:
  • Nothing

Wednesday, 5.13.20
Objectives:
  • Analyze Kinkaid's use of symbolism: the Mill Creek Club, the bodies of tourists, etc. 
Your Tasks:
  • Respond to ONE of the Part II Prompts described here via turnitin.com--this is not a discussion but an individual literary analysis-style response assignment. 
​Turn in
  • Respond to one of the Part II prompts via turnitin.com by Thursday at 8AM. 

Thursday, 5.14.20 Office Hours 12-1 PM today!
Objectives:
  • Analyze the cultural violence and interconnectedness in colonial relationships
Your Tasks:
  • Read the first half of part III for day six (41-54). You'll finish the next half of the chapter next Monday. 
Turn in: 
  • Nothing.

Friday, 5.15.20
Objectives:
  • Polish your S2 essay
Your Tasks:
  • Submit an on-time essay that you're proud of! If you don't do so, you will be in "incomplete" territory for the semester for both LA and SS.
Turn in: 
  • S2 Integrated essay and works cited to turnitin.com 
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Monday, 5.4.20
Objectives: Your Tasks:
  • Complete a draft of your S2 Integrated essay
Turn in:
  • Submit the full draft, including citations, works cited, intro and conclusions, to turnitin.com before 8AM Tuesday morning for peer editing. 

Tuesday, 5.5.20  Office Hours 12-1 PM today!  Email to schedule a zoom if you want to chat about school with Doran and Matheny! 
Objectives:
  • Use your significant writing expertise to peer-edit another student's S2 Essay via turnitin.com
Your Tasks:
  • Log onto turnitin.com after 8:30 this morning to peer edit another student's S2 Integrated Essay before midnight tonight. 
Turn in:
  • Complete the S2 Essay peer edit on turnitin.com before midnight tonight. 

Wednesday, 5.6.20
Objectives:
  • Make useful notes about the background for our next memoir, Jamaica Kinkaid's 1988 work of Antiguan literary non-fiction called A Small Place. 
Your Tasks: ​Turn in
  • Nothing today. We'll start reading tomorrow!  
  • To get free online access to Kinkaid's text, create an account with the National Emergency Library (a collection of books that supports emergency remote teaching, research activities, independent scholarship, and intellectual stimulation while universities, schools, training centers, and libraries are closed).  Search for the text once you have an account and you can get it for free. The kindle edition is linked here if you prefer to own the book. 

Thursday, 5.7.20 Office Hours 12-1 PM today! Email for an appointment via zoom!
Objectives:
  • Read Kinkaid's A Small Place, considering style and ideas as well as impact on varied groups of readers.  
Your Tasks: Turn in: 
  • Nothing. You can choose to annotate or not as you read. I underlined many sentences as personally resonant, so if that reminds you of you grab a pen or highlighter. Otherwise, just read and think about Kinkaid might alter your prior conceptions of what "nativism" constitutes (or what an "indigenous population" means ) in the Caribbean as a result of the triangle of trade. 

Friday, 5.8.20
Objectives:
  • Participate in online discussion about Part I of Kinkaid's work of creative non-fiction A Small Place to broaden your perspective on the text by responding in writing other classmates' ideas
Your Tasks:
  • Go to turnitin.com and respond, in original posts you begin where you analyze quoted or paraphrased evidence from Kinkaid's text, to two of the prompts I initiated. Then, after you've done that, check back in a day later and respond to two other people's posts. 
Turn in: 
  • Show what you know about Part I of A Small Place by writing two original posts where you analyze quoted or paraphrased evidence from Kinkaid's text; later, write and two thoughtful, respectful, and collaborative responses to someone else's original post. Four total posts written by Sunday night at midnight will earn full credit.
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Monday, 4.27
Objectives:
  • Confidently accept feedback on your S2 paper outline from your peer editor's work last Friday
  • Consider what you learned from Weisel's memoir writing and reflect on how you'd like to use our Pandemic Memoir assignment--personal journal? creative fiction? prose? free verse? brevity or detail? You will use your lived experiences as evidence for writing! Your perception has value!
Your Tasks:
  • Remember that all late work from before 3.13 is due by May 1--late work from before ENL will not be accepted after 5.1
  • Review another student's hopefully constructive feedback on your three-level outline on turnitin.com
  • Write the first entry/piece/chapter/part of your own COVID-19/2020 Pandemic Memoir and submit it to turn.com before midnight tonight,
Turn in:
  • Submit your first one-page (fact or fiction, poetry or prose, single or double spaced, readable font of your choice--really it can be longer than one page but that is the minimum) pandemic memoir entry to turnitin.com by Monday, 4.27, at midnight. 
  • Your rough draft of your semester 2 essay will be due at 8AM on Tuesday, 5.5--fyi. No need to do anything today but check out your outline feedback.

Tuesday, 4.28 Office Hours 12-1 PM today!
Objectives:
  • Compose a first (likely awful, but it'll improve!) draft of the introduction and conclusion of your S2 essay
Your Tasks: Turn in: 
  • Nothing until your whole draft is due for peer editing at 8AM on Tuesday, 5.5

Wednesday, 4.29
Objectives:
  • Apply writing lessons from earlier this year to your second semester paper as you compose a draft
Your Tasks:
  • ​Spend any remaining time today drafting yourS2 essay intro, body paragraphs, and conclusion.
Turn in: 
  • Nothing until your whole draft is due for peer editing at 8AM on Tuesday, 5.5

Thursday, 4.30 Office Hours 12-1 PM today!
Objectives:
  • Compose a draft of your second semester paper
Your Tasks:
  • ​Today is the final essential new learning time you'll have to draft yourS2 essay intro, body paragraphs, and conclusion.
Turn in: 
  • Nothing until your whole draft is due for peer editing at 8AM on Tuesday, 5.5
  • Today is the last day to turn in all late work from before 3.13--late work from before ENL will not be accepted after 5.1. Send attachments; don't share links please. 

Friday, 5.1
Objectives:
  • Compose the second entry in your personal pandemic memoir.
Your Tasks:
  • For today's 25 minutes of ENL, please compose the second entry in your pandemic personal memoir.
  • You can choose to continue the writing style and tone you used last week or you can shift your writing. Up to you!
Turn in: 
  • Submit your second pandemic journal entry to turnitin.com before midnight tonight--Friday night, 5.1.20. 



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Friday, 4.24
Objectives:
  • Use your editing skills to help another student improve their S2 essay outline
  • Consider what you learned from Weisel's memoir writing and reflect on how you'd like to use our Pandemic Memoir assignment--personal journal? creative fiction? prose? free verse? brevity or detail? You will use your lived experiences as evidence for writing! Your perception has value!
Your Tasks:
  • Remember that all late work from before 3.13 is due by May 1--late work from before ENL will not be accepted after 5.1
  • Peer edit another student's three-level outline on turnitin.com before midnight Sunday night: the peer-mark assignment is posted online and will go live from 8AM today
  • Plan your approach for the first piece of your own COVID-19/2020 Pandemic Memoir--this writing assignment also will be part your ENL on Monday fyi.
  • If you you missed either the online Night resolution discussion or the three-level outline assignment, contact Doran and Matheny asap for another chance to do that work for credit
Turn in:
  • Submit your SII paper three-level outline to turnitin.com before 8AM Friday morning. We will use these outlines for peer editing through turnitin.com tomorrow. 
  • Submit your first one-page (fact or fiction, poetry or prose, single or double spaced, readable font of your choice--really it can be longer than one page but that is the minimum) pandemic memoir entry to turnitin.com by Monday, 4.27, at midnight. 

Thursday, 4.23
Today is Shakespeare's 456th Birthday! He lived through a pandemic--here's one set of thoughts on what his writing teaches us about living through a plague. ​ (optional read)
Objectives:
  • Advance your formal three-level outline and submit a draft to turnitin.com before 8AM tomorrow
  • Consider what you learned from Weisel's memoir writing and reflect on how you'd like to use our Pandemic Memoir assignment--personal journal? creative fiction? prose? free verse? brevity or detail? You will use your lived experiences as evidence for writing! Your perception has value!
Your Tasks:
  • Watch today's short video discussing where we're headed in language arts for our memoir unit
  • Complete your second-semester essay three-level outline
  • Create the first piece of your own COVID-19/2020 Pandemic Memoir 
Turn in:
  • Submit your SII paper three-level outline to turnitin.com before 8AM Friday morning. We will use these outlines for peer editing through turnitin.com tomorrow. 
  • Submit your first one-page (fact or fiction, poetry or prose, single or double spaced, readable font of your choice--really it can be longer than one page but that is the minimum) pandemic memoir entry to turnitin.com by Monday, 4.27, at midnight. 

Wednesday, 4.22.
Objectives:
  • Understand why and where you can use literary evidence in a historical essay
  • Advance your formal three-level outline
Your Tasks: Turn in:
  • Nothing, unless you didn't submit to the discussion board yesterday 
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Tuesday, 4.21
Objectives:
  • Reflect on what you learned this year about the Nazi genocide from Weisel's memoir and the other primary and secondary and historical fiction sources we studied.
  • Reveal that as a conscientious citizen of the world, you finished Weisel's memoir Night.  
    • Now, it has occurred to me that some of you didn't use the last six weeks to finish up the short memoir. You need to do that now even though it might seem like a lot. Let me know if you need more time to finish the reading and do the discussion and via email and you'll get more time.
    • Also, if you didn't take the time to listen to the lecture--a walk though of our trip to Auschwitz in 2018 with embedded narration you can listen to posted on his classwork page on 3/26-- that Doran and I created and posted about a month ago  you should download that and listen to that too.
    • Ask for more time if you need it, but hold yourself accountable now for reading, listening,  and responding to this important content. Thanks!!
Your Tasks: Turn in:
  • By 8AM on 4.22, have answered 3-4 of the six posted questions under the top "Discussion" tab on turnitin.com using honors-level evidence, diction, and editing. 
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Monday, 4.20.20
Objectives:
  • Re-integrate into the new classroom routine
  • Advance your second semester paper
Your Tasks:
  • Watch the welcome video we created to explain the norms of our distance-learning time working together
  • Complete this short online distance-learning check in form today
  • Spend the rest of today's 50  minutes of block work time advancing your three-level paper outline, which will ultimately be due on Friday. 
 Turn in:
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Thursday, 4.9.20
Doran and I had a long planning meeting today and are ready for Essential New Learning (ENL) to start Monday 4/20! We went over your literary submissions in detail and unless we have emailed you directly, if you submitted a a text for approval, consider it approved. The first few weeks back will involve about 1/2 paper, 1/2 content on each side of the block.

At this point the best things you can do to re-energize yourself for school are 1.) make sure you're in good shape research-wise on the paper and find a literary text to go with it if you haven't (we will not, however be going back to the survey and giving feedback) 2.) Visit the paper resources page of Doran's website and remember how to do an outline; it will be due at the end of the first ENL week 3.) finish Night 4.) review World War II per Doran's note on 4/7 and 5.) check our websites from anything from the enrichment that may help--we've posted lectures, readings, etc.

Check it out--Doran and Matheny's eighth international adventure will be in Japan from February 13-21, 2021. Click here to register!

Thursday, 4.2.20
Today's objective: practice comparing and contrasting a thematically-similar text across two mediums (novel/film)
  • Read Golding's Lord of the Flies, if you haven't already (more than half of you did for book club, fyi)
  • Watch Zemekis's 2000 film Cast Away 
  • Review this custom PowerPoint about comparing and contrasting
  • Email me a paragraph or paragraphs with your thoughts! (optional, obv, cause this assignment's a doozy!)

Wednesday, 4.1.20
  • Today's objective: share and hone what you've learned through our holocaust film, memoir, and primary sources unit.
  • Log on to turnitin.com and between now and the beginning of next week, respond to questions and comment on other's responses in a dignified and academic tone respectful of the victims of this genocide.
  • Using the following texts we've offered up for analysis, respond to any or all of the six posted discussion questions. The online discussion is open until 4.8.20 and is optional for those wanting to do school. :) 
    • Night (in translation from French) 1956 Elie Weisel
    • "The Pianist"
    • "Life is Beautiful"
    • "The Boy in the Striped Pajamas"
    • Primary Sources packet that includes, on the first two pages, a list of vocabulary you'll want to show in discussion you understand, Nazi medical experiments primary sources, Leon Hammer's account of his experience, and the UN Stages of Genocide list.

Thursday, 3.26.20

Essential Question: To what extent do orders from a higher-up officer justify and excuse soldierly violence? 
Today’s Film-Learning Recommendations: Both of these optional film-viewing experiences explore the same Holocaust-related question that so many have asked since—how can genocide happen? Why didn’t more individual people resist Nazi orders? Why don’t people resist the chain of command? This learning connects with our reading of Weisel’s Night.
 
To be clear, neither of these films will pass the Bechdel Test. If you’re not aware, the Bechdel Test/Rule/Measure is a simple test to measure the plurality of a film’s perspective. To pass, a film has to have the following three criteria:
  1. It has to have at least two women in it
  2. These women have to speak to each other
  3. These women have to speak to each other about something besides a man
 
  • “Experimenter”
    • 2015
    • PG-13
    • Written and directed by Michael Almereyda
    • Streaming on Hulu now—tbh it’s a little weird, film-wise, but it’s good if you don’t know about this important piece of research
    • Milgram (1963) examined justifications for acts of genocide offered by those accused at the post-World War II Nuremberg War Criminal trials. Nazis’ defense was often based on "obedience"—that they were just following orders from their superiors.
      • Research Question: Milgram devised his famous shock experiment to answer the question: Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" (Milgram, 1974).
    • Here is a quick-but-cited article about the ethical issues with Milgram’s experimentation
    • This film won’t pass the Bechdel Test because it is about high academia in the 1960s. We got those women-in-STEM initiatives you all know so well because women were marginalized from 1960s scientific experimentation.
   
  • The Science of Well-Being #yale:This week, my online Yale class is assessing our current levels of subjective well-being. If you took the Character Strengths survey I posted earlier this week, your goal is to increase your level of overall happiness by finding new and varied ways to use your top strengths in your daily life. This process of increasing your happiness by focusing on your inherent strengths is called, by Dr. Santos, “rewirement.”
  • Measure your Baseline Happiness Here are two validated, Yale-taught psychological surveys that can serve as a “baseline” of your happiness level. Later, you can redo the survey to see if your happiness and overall mood have changed. This process will help you understand your journey by understanding what your current happiness level is right now, how much room for growth you have, and whether you have changed over time. 
    • The first option is PERMA Profiler  (an acronym for Positive emotion, Engagement, Relationships, Meaning, and Accomplishment— the basic dimensions of psychological flourishing). The questionnaire is 23 questions and once you submit your responses, you will receive scores ranging from 0-10 for each pillar along with scores for overall well-being, health, and negative emotions. 
    • The second option is based on Authentic Happiness Inventory. It’s a quick set of 24 questions that provides an overall measure of your happiness levels. At the end of the survey you will receive a score between 1 and 5 based on your responses. 
      • When you receive your score, you will likely want to compare to others and will wonder “is my score “good” or “bad?” While these questions are fair, try to focus on your own score and your own improvement.
  • Then, apply Dr. Santos' rewirement practices for this week using this graphic organizer: To get you into the practice of doing intentional and effortful activities to boost your own happiness, try to use your top strengths this week. Each day for the following week, use your selected strengths in a new way. For example, if curiosity is one of your strengths, enroll in a course on a topic you know nothing about; if kindness is your strength, perform an anonymous favor for someone; and so on. Try to use your strengths at least once per day all week long. You can find suggestions on ways to use each strength here and here. 

Wednesday, 3.25.20
✒️Creative Writing Prompt🖋
📓60 minutes max writing time*
📓One page max*
📓Compose a memoir, written in the first person, as the Coronavirus-that-causes-COVID-19.🦠 Describe going viral in 2020 using a tone befitting your journey.
📓Email to Matheny by Monday and I’ll publish the best sentences here (or not, if you are into privacy😎)
*Or take as much space & time as you need 🦚 🦄

Tuesday, 3.24.20
  • I'm taking an online class that started yesterday--I go to Yale, btw. Oh, be quiet you purists, they're all online universities right now. Corona: #thegreatequalizer. It's called "The Science of Well Being" and it's giving me all these cool personality and character and strength surveys. I'll link those that might interest you here:
    • Via Institute on Character: Your character strengths are the qualities that come most naturally to you. Every individual possesses all 24 character strengths in different degrees, giving each person a unique character profile. When you know your strengths, you can improve your life and thrive. Research reveals that people who use their strengths a lot are 18x more likely to be flourishing than those who do not use their strengths.
      • ​My top four character strengths are Zest, Love of Learning, Love and Perspective. My four lowest strengths are Creativity, Forgiveness, Teamwork, and Spirituality. (omg!) What are yours? If you take the quiz email me and let me know.

Monday, 3.23.20
  • Hi sophomores! We miss you all already! If and when we go back to school, we will begin with a discussion of Night. Finish reading the memoir and compare it to others you've read, like Anne Frank, to be a good person.
    • I will post a few hours of honors humaniteis classwork work a few  times a week on my website; all this work is optional but it would have been taught to you in class this year and will help you prepare for Junior Year.
  • Review the Primary Sources packet and find on the last page the "Persecution Account of Leon Hammer"--he was a relative of one of my former SHS students whose life was tragically diverted by the Holocaust. Compare and contrast his one-page memoir with Weisel's book-length account. How do they differ in purpose and content and style? Which is more effective for you as a reader and why?
  • If you feel like learning through film today, watch one of these phenomenal films.
    • Tragi-comedy: "Life Is Beautiful" is a 1997 Italian comedy-drama fiction film that shows how one Italian family endured their internment. It is  directed by and starring Roberto Benigni, who co-wrote the film with Vincenzo Cerami. It is streaming on Hulu now.
    • Tragic Drama: "The Boy in the Striped Pyjamas" (released as "The Boy in the Striped Pajamas" in the United States) is a British 2008 historical tragedy film set in World War II, based on John Boyne's 2006 novel of the same name. It is streaming on Netflix now.
​
Friday, 3.13.20
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Monday, 3.9.20
Classwork: Homework: 
  • Critically read chapter 1 in Night for Wednesday's class. 
  • You have an SAT 10 list 8 vocab quiz Wednesday.

Tuesday, 3.10.20
Classwork: Homework: 
  • Critically read chapter 1 in Night for Wednesday's class. 
  • You have an SAT 10 list 8 vocab quiz Wednesday.

Wednesday, 3.11.20
Classwork:
  • SAT 10 list 8 vocab quiz
  • ​Discuss Night: chapter one--Group Work:
    • 1.Find and analyze a couple more instances of light and darkness imagery in chapter one.
      2.Write a thesis statement about the symbolic use of light and/or darkness imagery in Night.
Homework: 
  • Critically read chapters two and three in Night for Friday's class.

Thursday, 3.12.20
Classwork:
  • "The Pianist" film analysis
Homework: 
  • Finish watching "The Pianist".

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Monday, 3.2.20
Classwork: Homework:
  • Your Book Club culminating independent project is due Tuesday.
    • Essays: ​Submit any essays you write to turntin.com with an appropriate works cited. No paper copy submitted.
    • Creative Prose/Poetry: Submit any creative writing, with rationale and works cited, to turnitin.com.
    • Art: Submit your rationale/Works Cited to turnitin.com and bring a printed copy of the rationale for any physical art assignments to class.
    • Song: Be prepared to preform in class tomorrow. Submit your rationale/Works Cited to turnitin.com.
    • Trailer: Any videos must be uploaded online and will be considered submitted when I have a FUNCTIONAL link for your project in my email inbox. Submit your rationale/Works Cited to turnitin.com.
  • Your SAT 10 list 7 quiz is on Wednesday.
  • The next book we will read is Elie Weisel's memoir Night. Order your own copy if you do that.

Tuesday, 3.3.30.  Course Request Video 
Classwork: Homework:
  • Your SAT 10 list 7 quiz is on Wednesday.

Wednesday, 3.4.20
Classwork: Homework:
  • Your SAT 10 list 8 homework is due on Friday.  Your quiz over these words will be next Wednesday. 

Thursday, 3.5.20
Classwork:
  • Plato's "Allegory of the Cave" from The Republic, cont'd
Homework
Friday, 3.6.20
Classwork:
  • SAT 10 list 8 matching fast five
  • Introduction to Weisel's Night
Homework:
  • TBA
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Monday, 2.24.20
Classwork: Homework: 
Tuesday, 2.25.20
Classwork: Homework: 
Wednesday, 2.26.20
Classwork: Homework: 
  • ​Your SAT 10 list 7 homework is due on Friday

Thursday, 2.27.20
Classwork: Homework: 
  • Your Book Club culminating independent project is due Tuesday.

Friday, 2.28.20
Classwork:
  • SAT10 list 7 matching fast five
Homework: 
  • Your Book Club culminating independent project is due Tuesday.
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Monday, 2.10.20
Classwork: Homework: 
Tuesday, 2.11.20
Classwork:
  • First semester survey results review
​Homework: 
Wednesday, 2.12.20
Classwork: Homework: 
Thursday, 2.13.20
Classwork: ​Homework: 
Friday, 2.14.20 Homework:  *************************************************************************************************************************************

Monday, 2.3.20
Classwork: ​Homework: 
Tuesday, 2.4.20
Classwork:
  • Book Club--actual group planning period
    • Group planning guide
​Homework: 
  • Get your book club book if you need to get it. 
  • SAT 10 list 5 vocab quiz is tomorrow

Wednesday, 2.5.20
Classwork: ​Homework: 
  • Get your book club book if you need to get it. 

​Thursday, 2.6.20
Classwork: ​Homework: 
  • Finish your SAT 10 list 6 vocab homework for Friday's class. 
  • Have  read your first book club reading assignment for Monday

Friday, 2.7.20
Classwork: ​Homework:  *****************************************************************************************************
Monday, 1.27.20 No School--Teacher Professional Development Day

Tuesday, 1.28.20
Classwork: ​Homework: 
Wednesday 1.29.20
Classwork: ​Homework: 
  • Choose one option and complete your SAT 10 list 5 vocab homework for Friday's class.

​Thursday, 1.30.20
Classwork: ​Homework: 
  • Choose one option and complete your SAT 10 list 5 vocab homework for Friday's class.

Friday, 1.31.20
Classwork:
  • Fast Five: SAT 10 list 5 matching
  • Chris Van Allsburg's Two Bad Ants
​Homework: 
  • None
​*************************************************************************************************

Monday, 1.20.20  Dr. Martin Luther King Jr. Day--learn about his work and consider how you can be an advocate for others each day.

Tuesday, 1.21.20 Seven-Period Schedule for the last day of the semester
Classwork: Homework:
  • Review for your final exam tomorrow. 

Wednesday, 1.22.20. 5, 6, 7th Hour Final Exam Schedule Final exam--celebration of our learning.

Thursday, 1.23.20 3rd and 4th Final Exam Schedule--Half-Day No block today. 

Friday, 1.24.20 1st and 2nd Final Exam Schedule--Half-Day No block today. 

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Monday, 1.13.20 Snow Day!

Tuesday, 1.14.20 Snow Day.

Residual Ice & High Winds Day? #cabinfever

Thursday, 1.16.20
Classwork:
  • Final Exam details: objective and DBQ
  • Modernism: the short story--Borges, Argentina, and (1941) "The Library of Babel" [modern style; postmodern assumptions]
Homework:
  • Review for your vocab quiz tomorrow. 
  • Listen to your voice comment for your Semester I Integrated essay on turnitin.com as you review your rubric. 

Friday, 1.17.20
Classwork: Homework:
  • Review all the texts we've read and the vocab for our final exam next week.
  • Bring your fast five paper to be collected Tuesday.
​***********************************************************************************************************************************

Monday, 1.6.20
Classwork: Homework:
  • Choose one painting we discussed in the lecture about Western Art's progression today or yesterday--write one handwritten, thesis-driven, full-page journal entry reflecting on the form, purpose, content, audience, and the effect the art personally had on you for your chosen painting. You may need to do some informal research to support what you already know--use in-text citations for anything you look up but no works cited is needed. The full lecture is linked here for your review; this writing is due Wednesday and will be discussed in class and then collected so please bring a paper copy of your work.

Tuesday, 1.7.20
Classwork:
  • Introduction to Modernism: Western Art's progression from 1300-1900, cont'd--Suprematism and Expressionism
Homework:
  • Choose one painting we discussed in the lecture about Western Art's progression today or yesterday--write one handwritten, thesis-driven, full-page journal entry reflecting on the form, purpose, content, audience, and the effect the art personally had on you for your chosen painting. You may need to do some informal research to support what you already know--use in-text citations for anything you look up but no works cited is needed. The full lecture is linked here for your review; this writing is due Wednesday and will be discussed in class and then collected so please bring a paper copy of your work.

Wednesday, 1.8.20
Classwork Homework:
  • Critically read James Joyce's "Eveline"
  • Your SAT 10 list 4 homework is due on Friday. There will be a quiz over these words next Wednesday. 

Thursday, 1.9.20
Classwork:
  • Modernism: the short story-- James Joyce's (1904) "Eveline"
Homework:
  • Your SAT 10 list 4 homework is due on Friday.

Friday, 1.10.20
Classwork:
  • SAT 10 list 4: matching fast five
  • Modernism: the short story--Borges, Argentina, and (1941) "The Library of Babel" [modern style; postmodern assumptions]
Homework:
​***********************************************************************************************************************************

Monday, 12.16.19
Classwork: Homework: 
  • Read and annotate the rest of the novel for Tuesday's class​
  • Your collaborative or independent Heroes and Anti-Heroes Writing Prompt is due to turnitin.com by 10AM on Wednesday. One submission per partner pair.
  • Your culminating Socratic seminar over Frankenstein  is on Wednesday; your objective test questions are on Thursday's integrated test.

Tuesday, 12.17.19
Classwork: Homework:
  • Your collaborative or independent Heroes and Anti-Heroes Writing Prompt is due to turnitin.com by 10AM on Wednesday. One submission per partner pair.
  • Your culminating Socratic seminar over Frankenstein  is on Wednesday; your objective test questions are on Thursday's integrated test.

Wednesday, 12.18.19
Classwork:
  • Culminating Socratic Seminar: Frankenstein
Homework:
  •  Objective Frankenstein test questions are on Thursday's integrated test.

Thursday, 12.19.19
Classwork: Homework:
  • ​Remember your contribution to our class's potluck end-of-decade celebration tomorrow.

Friday, 12.20.19
Classwork:
  • Potluck end-of-decade celebration
Homework:
  • None. Have a wonderful break! #selfcare
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Monday, 12.9.19
Classwork:
  • Finish The Blame Game 

  • ​Discuss chapters 11-12: The creature--friend or fiend?
Homework:
  • Your Frankenstein list 3 homework is due on Tuesday. Your quiz over these words is next Friday in class.
  • 1831: Read  and annotate chapters 13 and 14

Tuesday, 12.10.19
Classwork: Homework
  • 1831: Read and annotate chapters 15 and 16

​Wednesday, 12.11.19
Classwork: Homework:
  • 1831: Read and annotate chapters 17 and 18

Thursday, 12.12.19
Classwork: Homework:
  • 1831: Read and annotate chapters 19 and 20

Friday, 12.13.19
Classwork: Homework:
  • 1831: Read and annotate chapters 21 and 22 (you will finish the novel for Tuesday's class so feel free to go ahead to do that.)
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Monday, 12.2.19
Classwork: Homework:
  • Your Frankenstein Vocab list 2 ​homework is due on Wednesday. Your quiz over these words will be on Friday. 
  • Critically read:
    • 1831: Read and annotate chapter five and six of Frankenstein for Tuesday's class.
    • 1818: Read and annotate chapter four and five of Frankenstein for Tuesday's class.
      • ​Purpose for Reading: Evaluate VF’s dangerous ambitions
    • You will present your Allusions in Frankenstein mini-poetry project commentary on Friday, 12/6.

Tuesday 12.3.19 Homework:
Wednesday 12.4.19
Classwork:
  • Fast Five Matching: Frankenstein list #2
  • Mostly SS--WWI trench warfare
Homework:
  • You will present your Allusions in Frankenstein mini-poetry project commentary on Friday, 12/6.
  • Critically read:
    • 1831: Read and annotate chapter nine and ten  of Frankenstein for Thursday's class.
    • 1818: Read and annotate chapter eight and nine  of Frankenstein for Thursday's class.

​Thursday, 12.5.19
Classwork: Homework:
Friday, 12.6.19
Classwork: Homework:
  • Your Frankenstein list 3 homework is due on Tuesday. Your quiz over these words is next Friday in class.
  • ​Critically read:
    • 1831: Read and annotate chapter eleven and twelve of Frankenstein for Monday's class.
    • 1818: Read and annotate chapter ten and eleven  of Frankenstein for Wednesday's class.
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Monday, 11.25.19
Classwork: ​Homework: 
  • 1831: Read and annotate chapter one and two of Frankenstein for tomorrow’s class.
  • 1818: Read and annotate chapter one  of Frankenstein for tomorrow’s class.
    • Purpose for Reading:
      • Introduce the two major characters and several minor characters.
      • Evaluate how Victor Frankenstein deals with his sense of personal responsibility
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