**ATTENTION 4th HAmLit: HW DUE/COMPLETED BY CLASSTIME TOMORROW TUES. 1/13**

4th Honors American Lit./Comp.

HW DUE TUES. 1/13:

1) In the WRITING SECTION of your binder as JOURNAL #2, complete ONE 150-200 word response to ALL THREE (3) QUESTIONS BELOW... 

• NOTE FIRST THING: from our reading/discussion today in class, use Conroy’s comments (YELLOW SHEET/WRITING SECTION of binder) from Lords of Discipline about his ‘GREAT TEACHER THEORY’ as the ‘inspiration’/guide for your own response to these THREE qu's:

• What qualities, in your opinion, make a GREAT TEACHER?

• Think back over the teachers you’ve had through your years in school. Have we [your teachers from any grade/school/etc.] "measured up" in your eyes academically, personally/supportively, and/or in any other way?  

• Finally, choose ONE of the THREE main 'chunks'/sections of CONROY'S EXCERPT (as noted in class) and briefly explain/talk about which of those section appeals to you the most, AND WHY you feel this way/what caught your attention. 

*****AGAIN, IMPORTANT SEMESTER JOURNAL REMINDERS*****

• AGAIN, PLEASE NOTE FOR THE REST OF THE SEMESTER: A HARD COPY ('physical' PRINTED or WRITTEN sheet) is REQUIRED for ALL JOURNALS to be placed in your BINDER WRITING SECTION
• **typed or written; either is fine (**but IF I NEED TO PRINT FOR YOU, please remember timeliness **by WELL BEFORE CLASS/no later than 3rd block, or NO PRINTING FROM ME!!)
• 150-200 words MINIMUM for the response
• answer the qu's with the prompt and/or text in mind
• BE READY TO SHARE YOUR RESPONSES IN CLASS TOMORROW TUES. 1/13 TO EARN **VALUABLE CCR GRADE DISCUSSION POINTS

**ATTENTION 1st/2nd AP/1102: J#11 HW RESEARCH/PREP FOR CLASS DUE READY BY CLASSTIME TUES. 1/13**

1st/2nd AP LANG/ENG 1102

HW STEPS for RESEARCH/PREP [ahead of IN-CLASS ASSIGNMENT] DUE TUES. 1/13:  

STEP 1) 

Tonight, READ/RE-read the excerpt/"Prologue" from Victor Herman's autobiographical memoir Coming Out of the Ice (JOURNAL #11) that you were given a HARD COPY OF TODAY (JOURNALS section of binder/also ATTACHED ON THE CLASSROOM AS A PDF).  

STEP 2) 

To broaden your understanding of the background behind Herman's harrowing experience in the USSR (**AND** to be ready for your IN-CLASS J#11 WRITTEN RESPONSE TO THIS MEMOIR PROLOGUE this week after we complete ANNOTATIONS TOGETHER tomorrow), PLEASE READ THE INFO ON THE FOLLOWING THREE LINKS (two quick, one longer--*these three are also linked on the Classroom*):

--Victor Herman, the USSR, and Ford: From Detroit to Siberia and Back  

--Victor Herman's Record-Setting Parachute Jump

--The Gulags: Stalin's Forced Labor Camps 

STEP 3) For class TUES. 1/13, BE SURE you're ready IMMEDIATELY IN CLASS to LOCATE and ANNOTATE (on the actual paper/post-its, etc.--y'all know what to do) TERMS AND LANGUAGE DEVICES/CHOICES THAT USE LOGOS (logical) APPEAL *ONLY*; you will be given TIME IN CLASS TO DO THIS (TIMED), but if you haven't read this "Prologue" ahead of time and completed the research STEP #2...well, you're screwed.  

• in other words, when you annotate, you need to think what choices does the author/narrator [Herman] make to reveal logical structure/order/etc. to his readers in his memoir's "Prologue"?  

**SOME CHOICES/DEVICES TO CONSIDER as you annotate:  

• examples of "____ DICTION" (*be specific here!!)
• SYNTAX (sentence order)/STRUCTURE; short, choppy, juxtaposition, etc.
• PUNCTUATION CHOICES (*VERY NOTICEABLE IN THIS EXCERPT!!! italics, ...ellipsis --dashes)
• **PARALLEL STRUCTURE/juxtaposition of IDEAS/WORDS
• **SPECIFIC repetition types (end of sentence/beginning/phrases/etc.)
• POINT OF VIEW (POV)/TENSE of narrative
• metaphorical/simile comparisons that would *MAKE LOGICAL SENSE* to readers   

*************************

****ALL IN ALL, HERE'S THE BREAKDOWN to be ready for TUES. 1/13:

• Re-READ Herman's Coming Out of the Ice memoir "Prologue" hard copy you received Mon. 1/12 and attached on the Classroom as a pdf 
• READ MY INSTRUCTIONS ABOVE FOR STEPS #2 and #3, so you'll be 100% READY TUES. 1/13 for QUESTIONS/DISCUSSION about what you read/learned with the research info & LOGOS ANNOTATIONS IN CLASS (*half of J#11 grade), and by WED. 1/14 an in-class J#11 WRITTEN RESPONSE (*half of J#11 grade)

DETERMINED TO KEEP YOUR GRADE SOLID RIGHT NOW? THEN ABSOLUTELY PUT YOUR BEST EFFORT INTO EACH PART OF THIS MULTI-DAY J#11 ASSIGNMENT, PLEASE. :o)

SEE Y'ALL IN 2026!