HonorsEnglish10_Mr.Triplett_(23/24SY)-7th Period Assignments

5 MC Analysis Questions

5 MC Analysis Questions

5 MC Analysis Questions

Please attach your final draft in MLA format to this assignment post.
Be sure to submit your essay into TurnItIn for an originality report

Please attach your final draft in MLA format to this assignment post.
Be sure to submit your essay into TurnItIn for an originality report

Please attach your final draft in MLA format to this assignment post.
Be sure to submit your essay into TurnItIn for an originality report

5 MC Analysis Questions

Please attach your final draft in MLA format to this assignment post.
Be sure to submit your essay into TurnItIn for an originality report

*Final Draft goes in a separate Google Doc to be submitted to Turn It In for originality report AND attached to this Google Assignment

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LESSON AGENDA……(100 total points):
Activity 1…………..……………...….10 points
Activity 2……………..…………....…10 points
Activity 3………………………..........…10 points
Discussion Questions………………20 points
Practice Essay…….……………....…..50 points

*Final Draft goes in a separate Google Doc to be submitted to Turn It In for originality report AND attached to this Google Assignment

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LESSON AGENDA……(100 total points):
Activity 1…………..……………...….10 points
Activity 2……………..…………....…10 points
Activity 3………………………..........…10 points
Discussion Questions………………20 points
Practice Essay…….……………....…..50 points

*Final Draft goes in a separate Google Doc to be submitted to Turn It In for originality report AND attached to this Google Assignment

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LESSON AGENDA……(100 total points):
Activity 1…………..……………...….10 points
Activity 2……………..…………....…10 points
Activity 3………………………..........…10 points
Discussion Questions………………20 points
Practice Essay…….……………....…..50 points

*Final Draft goes in a separate Google Doc to be submitted to Turn It In for originality report AND attached to this Google Assignment

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LESSON AGENDA……(100 total points):
Activity 1…………..……………...….10 points
Activity 2……………..…………....…10 points
Activity 3………………………..........…10 points
Discussion Questions………………20 points
Practice Essay…….……………....…..50 points

See slides 30-31

See slides 30-31

See slides 30-31

See slides 30-31

Review slides 30-31

Review slides 30-31

Review slides 30-31

Review slides 30-31

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LESSON AGENDA……(100 total points):
Activity 1…………..……………….10 points
Activity 2……………..………….…10 points
Activity 3………………………...…10 points
Discussion Questions………………20 points
Practice Essay…….………………..50 points

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LESSON AGENDA……(100 total points):
Activity 1…………..……………….10 points
Activity 2……………..………….…10 points
Activity 3………………………...…10 points
Discussion Questions………………20 points
Practice Essay…….………………..50 points

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LESSON AGENDA……(100 total points):
Activity 1…………..……………….10 points
Activity 2……………..………….…10 points
Activity 3………………………...…10 points
Discussion Questions………………20 points
Practice Essay…….………………..50 points

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LESSON AGENDA……(100 total points):
Activity 1…………..……………….10 points
Activity 2……………..………….…10 points
Activity 3………………………...…10 points
Discussion Questions………………20 points
Practice Essay…….………………..50 points

TurnItIn Login: 
Class ID: 41438212
Enrollment Password: Triplett

LESSON OBJECTIVES:
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

LESSON AGENDA……(140 total points):
Lecture Notes………………………10 point
Activity 1…………..……………….20 points
Activity 2……………..………….…20 points
Activity 3………………………...…20 points
Discussion Questions………20 points
Practice Essay…….………………..50 points

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

See slides 30-32

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

See slide 29

See slide 29

See slide 29

See slide 29

Objective: Compare and contrast characters in Things Fall Apart
Activity: In order for the reader to identify with the characters, the author creates a visual of his characters through description and detail. The first three chapters of Things Fall Apart reveal much about the protagonist Okonkwo and his father‚Unoka. 
A Venn diagram is a way to organize the similarities and differences between two people or things visually. In the center, write the similarities. On either side, write the differences. 
First, watch the following tutorial videos about characterization in literature:
Characterization in Literature
"What is a Foil?": A Literary Guide for English Students and Teachers
Characterization: Foil PairsThen, fill in the Venn diagram that follows to compare and contrast Okonkwo with his father Unoka. Consider their personalities, attitudes, relationships, and appearances. Then compose a minimum 1-2 paragraphs analyzing how Achebe is able to achieve his overall purpose for writing TFA through the use of characterization. Be sure to embed text evidence from the novel Things Fall Apart.

Objective: Compare and contrast characters in Things Fall Apart
Activity: In order for the reader to identify with the characters, the author creates a visual of his characters through description and detail. The first three chapters of Things Fall Apart reveal much about the protagonist Okonkwo and his father‚Unoka. 
A Venn diagram is a way to organize the similarities and differences between two people or things visually. In the center, write the similarities. On either side, write the differences. 
First, watch the following tutorial videos about characterization in literature:
Characterization in Literature
"What is a Foil?": A Literary Guide for English Students and Teachers
Characterization: Foil PairsThen, fill in the Venn diagram that follows to compare and contrast Okonkwo with his father Unoka. Consider their personalities, attitudes, relationships, and appearances. Then compose a minimum 1-2 paragraphs analyzing how Achebe is able to achieve his overall purpose for writing TFA through the use of characterization. Be sure to embed text evidence from the novel Things Fall Apart.

Objective: Compare and contrast characters in Things Fall Apart
Activity: In order for the reader to identify with the characters, the author creates a visual of his characters through description and detail. The first three chapters of Things Fall Apart reveal much about the protagonist Okonkwo and his father‚Unoka. 
A Venn diagram is a way to organize the similarities and differences between two people or things visually. In the center, write the similarities. On either side, write the differences. 
First, watch the following tutorial videos about characterization in literature:
Characterization in Literature
"What is a Foil?": A Literary Guide for English Students and Teachers
Characterization: Foil PairsThen, fill in the Venn diagram that follows to compare and contrast Okonkwo with his father Unoka. Consider their personalities, attitudes, relationships, and appearances. Then compose a minimum 1-2 paragraphs analyzing how Achebe is able to achieve his overall purpose for writing TFA through the use of characterization. Be sure to embed text evidence from the novel Things Fall Apart.

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

See slide 29

See slide 29

See slide 29

See slide 29

See slide 28

See slide 28

See slide 28

Objective: Students will be able to understand and describe the connection between various literary works
Chinua Achebe takes the title of his novel Things Fall Apart from “The Second Coming,” a poem by William Butler Yeats. Viewing the destruction and catastrophe of World War I, Yeats feared a rise in communism and future global tragedy. He wrote his poem as a glimpse into the world that could arise from the results of the war. 
Read and annotate Yeats’ “The Second Coming” and consider why Achebe would choose this as the title for his book. Based on your thoughts and feelings about the poem, indicate in the chart below any possible connections between the poem and Achebe’s novel. Then write a 1-2 paragraph response explaining your understanding of the connection between the novel and the poem.

Objective: Students will be able to understand and describe the connection between various literary works
Chinua Achebe takes the title of his novel Things Fall Apart from “The Second Coming,” a poem by William Butler Yeats. Viewing the destruction and catastrophe of World War I, Yeats feared a rise in communism and future global tragedy. He wrote his poem as a glimpse into the world that could arise from the results of the war. 
Read and annotate Yeats’ “The Second Coming” and consider why Achebe would choose this as the title for his book. Based on your thoughts and feelings about the poem, indicate in the chart below any possible connections between the poem and Achebe’s novel. Then write a 1-2 paragraph response explaining your understanding of the connection between the novel and the poem.

Objective: Students will be able to understand and describe the connection between various literary works
Chinua Achebe takes the title of his novel Things Fall Apart from “The Second Coming,” a poem by William Butler Yeats. Viewing the destruction and catastrophe of World War I, Yeats feared a rise in communism and future global tragedy. He wrote his poem as a glimpse into the world that could arise from the results of the war. 
Read and annotate Yeats’ “The Second Coming” and consider why Achebe would choose this as the title for his book. Based on your thoughts and feelings about the poem, indicate in the chart below any possible connections between the poem and Achebe’s novel. Then write a 1-2 paragraph response explaining your understanding of the connection between the novel and the poem.

See slides 22-23

See slides 22-23

See slides 22-23

Watch the tutorial video provided 
Complete a definition for hubris
Compose a paragraph showing your understanding of hubris with evidence from Things Fall Apart
Apply your understanding to a multiple choice question designed for analysis of literature

Watch the tutorial video provided 
Complete a definition for hubris
Compose a paragraph showing your understanding of hubris with evidence from Things Fall Apart
Apply your understanding to a multiple choice question designed for analysis of literature

Watch the tutorial video provided 
Complete a definition for hubris
Compose a paragraph showing your understanding of hubris with evidence from Things Fall Apart
Apply your understanding to a multiple choice question designed for analysis of literature

See slide 27

See slide 27

See slide 27

Create a story arc for TFA. 
First, map out the over-arching story being told
Second, create a Word Doc that expands the over-arching story map into more complex notes (i.e. following any additional minor story arcs that support the over-arching map). Organize these notes graphically in any form you prefer.

Create a story arc for TFA. 
First, map out the over-arching story being told
Second, create a Word Doc that expands the over-arching story map into more complex notes (i.e. following any additional minor story arcs that support the over-arching map). Organize these notes graphically in any form you prefer.

Create a story arc for TFA. 
First, map out the over-arching story being told
Second, create a Word Doc that expands the over-arching story map into more complex notes (i.e. following any additional minor story arcs that support the over-arching map). Organize these notes graphically in any form you prefer.

See slide 26

See slide 26

See slide 26

29 MC Questions:

12 Comprehension
12 Vocabulary
5 Literary Analysis

29 MC Questions:

12 Comprehension
12 Vocabulary
5 Literary Analysis

29 MC Questions:

12 Comprehension
12 Vocabulary
5 Literary Analysis

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 20-25 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 20-25 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 20-25 attached

Learning Outcomes 
Students will discuss “cultural worldview” and how it informs different cultural perceptions and  understanding of each other. 
Learning Objectives  
By the end of the activity, students will be able to… 

Identify and discuss a specific “cultural group” described in an anthropological study. 
Write their own anthropological study on the same cultural group. 
Use Kami to complete this assignment

Learning Outcomes 
Students will discuss “cultural worldview” and how it informs different cultural perceptions and  understanding of each other. 
Learning Objectives  
By the end of the activity, students will be able to… 

Identify and discuss a specific “cultural group” described in an anthropological study. 
Write their own anthropological study on the same cultural group. 
Use Kami to complete this assignment

Learning Outcomes 
Students will discuss “cultural worldview” and how it informs different cultural perceptions and  understanding of each other. 
Learning Objectives  
By the end of the activity, students will be able to… 

Identify and discuss a specific “cultural group” described in an anthropological study. 
Write their own anthropological study on the same cultural group. 
Use Kami to complete this assignment

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 14-19 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 14-19 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 14-19 attached

24 MC Questions:
12 Comprehension
12 Vocabulary (Context clues)

24 MC Questions:
12 Comprehension
12 Vocabulary (Context clues)

24 MC Questions:
12 Comprehension
12 Vocabulary (Context clues)

24 MC Questions:
12 Comprehension
12 Vocabulary (Context clues)

LESSON AGENDA……………………… (210 total points):
Group Roles………………………………….....5 points
Group Norms…………………………………....5 points
Researching the Author………………….…20 points
Historical/Cultural Context Pt.1 ……... 30 points
Historical/Cultural Context Pt. 2.........50 points
Group Reflection……………………………..…50 points
Individual Reflection…………………………..50 pointsLESSON OBJECTIVES:

SWBAT…
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

LESSON AGENDA……………………… (210 total points):
Group Roles………………………………….....5 points
Group Norms…………………………………....5 points
Researching the Author………………….…20 points
Historical/Cultural Context Pt.1 ……... 30 points
Historical/Cultural Context Pt. 2.........50 points
Group Reflection……………………………..…50 points
Individual Reflection…………………………..50 pointsLESSON OBJECTIVES:

SWBAT…
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

LESSON AGENDA……………………… (210 total points):
Group Roles………………………………….....5 points
Group Norms…………………………………....5 points
Researching the Author………………….…20 points
Historical/Cultural Context Pt.1 ……... 30 points
Historical/Cultural Context Pt. 2.........50 points
Group Reflection……………………………..…50 points
Individual Reflection…………………………..50 pointsLESSON OBJECTIVES:

SWBAT…
Initiate and participate effectively in a range of collaborative discussions 
Work with peers to set rules for collegial discussions and decision-making
Propel conversations by posing and responding to questions that relate to current discussion to broader themes or larger ideas
Actively incorporate others into the discussion
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details
Draw evidence from literary texts to support analysis, reflection, and research.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

Rubric Checklist for Grading Questions 1 & 2:
Must start with a topic sentence reusing the words from the prompt then answering the prompt.
Followed by commentary/elaboration
No less than 4-5 sentences for full credit!
Refers to the author by name

After reading Issue 2: Strategic Reading, choose one of the assignment options below to submit to this assignment post. These activities ask you to focus on the rhetorical dimensions of texts and visuals you might write about.


Choose one print text and one nonprint text that you are currently reading. Consider all of the ways you "notate" what you read, either in writing or in your head. Do you make real notes? Use stickies? Use digital stickies? If you primarily use "mental stickies," what kinds of questions do you ask about what you read? Write down some questions you might ask, or notes you might make, about the texts you have chosen. Include an example along with your responses to these questions in a Google Doc and attach it to this assignment post.
Consider how you might use some terms from Chapter 1 -- logos, ethos, pathos, and kairos -- to engage in active reading. Pick a work you are reading for a class and make a note of the following: the subject, how the text builds logos, how the writer establishes ethos, how the text demonstrates use of pathos, and how the writer shows an awareness of kairos. What do you discover? How might attending to these rhetorical dimensions improve your ability to read -- and summarize -- a text? Include the text along with your responses to these questions in a Google Doc and attach it to this assignment post.
Choose a text that you might be called upon to analyze, such as a journal article, a work of art, or a video or film. Make a list of all of the questions you have about it, as well as all of the points that you find interesting. Next, make a list of quotations, still images, characteristics of the work, or other information that has popped out at you during your reading of the text. Now group these pieces according to criteria that make sense to you, as Liz does with the images from Frederick Douglass's autobiography on page 91-93. Consider the questions you listed in light of your arrangement of pieces from the text. Rearrange questions and textual evidence as needed. What new insights emerge for you from this process? Include this analytical work (process) in a Google Doc and attach it to this assignment post. Be sure to make clear what text you have chosen.
Think about the book you're reading right now -- Understanding Rhetoric: A Graphic Guide to Writing. Look back at the discussion of pages 87-88 of Frederick Douglass's interest in controlling the way he appeared in images in print. Why do you think that this book uses Douglass as an example? What evidence do you find that indicates that the writers and illustrators of this book thought carefully about the images it includes? What choices might you have made differently? Include your responses in a Google Doc and attach it to this assignment post.

After reading Issue 2: Strategic Reading, choose one of the assignment options below to submit to this assignment post. These activities ask you to focus on the rhetorical dimensions of texts and visuals you might write about.


Choose one print text and one nonprint text that you are currently reading. Consider all of the ways you "notate" what you read, either in writing or in your head. Do you make real notes? Use stickies? Use digital stickies? If you primarily use "mental stickies," what kinds of questions do you ask about what you read? Write down some questions you might ask, or notes you might make, about the texts you have chosen. Include an example along with your responses to these questions in a Google Doc and attach it to this assignment post.
Consider how you might use some terms from Chapter 1 -- logos, ethos, pathos, and kairos -- to engage in active reading. Pick a work you are reading for a class and make a note of the following: the subject, how the text builds logos, how the writer establishes ethos, how the text demonstrates use of pathos, and how the writer shows an awareness of kairos. What do you discover? How might attending to these rhetorical dimensions improve your ability to read -- and summarize -- a text? Include the text along with your responses to these questions in a Google Doc and attach it to this assignment post.
Choose a text that you might be called upon to analyze, such as a journal article, a work of art, or a video or film. Make a list of all of the questions you have about it, as well as all of the points that you find interesting. Next, make a list of quotations, still images, characteristics of the work, or other information that has popped out at you during your reading of the text. Now group these pieces according to criteria that make sense to you, as Liz does with the images from Frederick Douglass's autobiography on page 91-93. Consider the questions you listed in light of your arrangement of pieces from the text. Rearrange questions and textual evidence as needed. What new insights emerge for you from this process? Include this analytical work (process) in a Google Doc and attach it to this assignment post. Be sure to make clear what text you have chosen.
Think about the book you're reading right now -- Understanding Rhetoric: A Graphic Guide to Writing. Look back at the discussion of pages 87-88 of Frederick Douglass's interest in controlling the way he appeared in images in print. Why do you think that this book uses Douglass as an example? What evidence do you find that indicates that the writers and illustrators of this book thought carefully about the images it includes? What choices might you have made differently? Include your responses in a Google Doc and attach it to this assignment post.

After reading Issue 2: Strategic Reading, choose one of the assignment options below to submit to this assignment post. These activities ask you to focus on the rhetorical dimensions of texts and visuals you might write about.


Choose one print text and one nonprint text that you are currently reading. Consider all of the ways you "notate" what you read, either in writing or in your head. Do you make real notes? Use stickies? Use digital stickies? If you primarily use "mental stickies," what kinds of questions do you ask about what you read? Write down some questions you might ask, or notes you might make, about the texts you have chosen. Include an example along with your responses to these questions in a Google Doc and attach it to this assignment post.
Consider how you might use some terms from Chapter 1 -- logos, ethos, pathos, and kairos -- to engage in active reading. Pick a work you are reading for a class and make a note of the following: the subject, how the text builds logos, how the writer establishes ethos, how the text demonstrates use of pathos, and how the writer shows an awareness of kairos. What do you discover? How might attending to these rhetorical dimensions improve your ability to read -- and summarize -- a text? Include the text along with your responses to these questions in a Google Doc and attach it to this assignment post.
Choose a text that you might be called upon to analyze, such as a journal article, a work of art, or a video or film. Make a list of all of the questions you have about it, as well as all of the points that you find interesting. Next, make a list of quotations, still images, characteristics of the work, or other information that has popped out at you during your reading of the text. Now group these pieces according to criteria that make sense to you, as Liz does with the images from Frederick Douglass's autobiography on page 91-93. Consider the questions you listed in light of your arrangement of pieces from the text. Rearrange questions and textual evidence as needed. What new insights emerge for you from this process? Include this analytical work (process) in a Google Doc and attach it to this assignment post. Be sure to make clear what text you have chosen.
Think about the book you're reading right now -- Understanding Rhetoric: A Graphic Guide to Writing. Look back at the discussion of pages 87-88 of Frederick Douglass's interest in controlling the way he appeared in images in print. Why do you think that this book uses Douglass as an example? What evidence do you find that indicates that the writers and illustrators of this book thought carefully about the images it includes? What choices might you have made differently? Include your responses in a Google Doc and attach it to this assignment post.

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 11-13 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 11-13 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 11-13 attached

See slide 25

See slide 25

See slide 25

See slide 24

See slide 24

See slide 24

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 8-10 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 8-10 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 8-10 attached

29 MC Questions:
12 Comprehension
12 Vocabulary
5 Literary Analysis

29 MC Questions:
12 Comprehension
12 Vocabulary
5 Literary Analysis

29 MC Questions:
12 Comprehension
12 Vocabulary
5 Literary Analysis

20 MC Questions
10 Comprehension
10 Vocabulary

20 MC Questions
10 Comprehension
10 Vocabulary

20 MC Questions
10 Comprehension
10 Vocabulary

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 5-7 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 5-7 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 5-7 attached

See slide 20

See slide 20

See slide 20

27 MC Questions:

11 comprehension 
12 vocabulary
4 analysis

27 MC Questions:

11 comprehension 
12 vocabulary
4 analysis

27 MC Questions:

11 comprehension 
12 vocabulary
4 analysis

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

Students were requested to make all edits and revisions on the same Google Document in order to ensure that there is a document history. 
Submissions without a document history will not be considered for a grade.
Please attach your document to this assignment post prior to the deadline. 
Be sure to review the rubric (attached) before you hit the submit button.

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 1-4 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 1-4 attached

PRE-READING VOCABULARY LIST-Things Fall Apart Chapters 1-4 attached

Add your name to the list and also let us know what you plan to bring to our publishing party on Friday!

Add your name to the list and also let us know what you plan to bring to our publishing party on Friday!

Add your name to the list and also let us know what you plan to bring to our publishing party on Friday!

Use this sign-up sheet to conference with Mr. Triplett this week about your personal narrative

Use this sign-up sheet to conference with Mr. Triplett this week about your personal narrative

Use this sign-up sheet to conference with Mr. Triplett this week about your personal narrative

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th/8th 
Part 2: Dialectic Journal + Story Arc Map....due before October 11th
Please Complete the Self-Reflection/Rubric as well (at the bottom of you dialectic journal

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th/8th 
Part 2: Dialectic Journal + Story Arc Map....due before October 11th
Please Complete the Self-Reflection/Rubric as well (at the bottom of you dialectic journal

Attached are the documents you will need for your Independent Reading Requirement. Please use Kami for any PDF files provided.
Part 1: Book Choice....due before September 7th/8th 
Part 2: Dialectic Journal + Story Arc Map....due before October 11th
Please Complete the Self-Reflection/Rubric as well (at the bottom of you dialectic journal

See slide 20

See slide 20

See slide 20

See slide 20

Using Kami: 
Complete a story arc for Kate Chopin's "The Story of an Hour"Annotate "Critical Strategies for Reading" Minimum of 2 annotations per page for each text *Remember: annotating means to write notes. Therefore, highlighting alone is not considered annotating
You should be able to define and discuss the following terms:

Literary Canon
Formalist Critics
New Critics
Biographical Strategies
Psychological Strategies
Oedipus Complex/Electra Complex
Historical Strategies
Literary Historians
Marxist Critics/Criticism
New Historicism
Cultural Criticism
Post Colonialism
Gender Criticism
Feminist Criticism
Gay/Lesbian Criticism
Mythological Strategies
Archetypes
Reader-Response Strategies
Deconstructionist Strategies

Using Kami: 
Complete a story arc for Kate Chopin's "The Story of an Hour"Annotate "Critical Strategies for Reading" Minimum of 2 annotations per page for each text *Remember: annotating means to write notes. Therefore, highlighting alone is not considered annotating
You should be able to define and discuss the following terms:

Literary Canon
Formalist Critics
New Critics
Biographical Strategies
Psychological Strategies
Oedipus Complex/Electra Complex
Historical Strategies
Literary Historians
Marxist Critics/Criticism
New Historicism
Cultural Criticism
Post Colonialism
Gender Criticism
Feminist Criticism
Gay/Lesbian Criticism
Mythological Strategies
Archetypes
Reader-Response Strategies
Deconstructionist Strategies

Using Kami: 
Complete a story arc for Kate Chopin's "The Story of an Hour"Annotate "Critical Strategies for Reading" Minimum of 2 annotations per page for each text *Remember: annotating means to write notes. Therefore, highlighting alone is not considered annotating
You should be able to define and discuss the following terms:

Literary Canon
Formalist Critics
New Critics
Biographical Strategies
Psychological Strategies
Oedipus Complex/Electra Complex
Historical Strategies
Literary Historians
Marxist Critics/Criticism
New Historicism
Cultural Criticism
Post Colonialism
Gender Criticism
Feminist Criticism
Gay/Lesbian Criticism
Mythological Strategies
Archetypes
Reader-Response Strategies
Deconstructionist Strategies

See slide 20

See slide 20

See slide 20

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

After reading Issue 1: Why Rhetoric?, choose one of the assignment options below to submit to this assignment post. The following assignment choices ask you to practice thinking about the rhetorical strategies of ETHOS, LOGOS, PATHOS and KAIROS:
Keep your eye out for published texts around school or around South Pasadena: newspapers, flyers, posters, zines, etc. When you find an interesting one, grab a copy or take a picture of it. Who is producing the text, and for whom? What does the text aim to do, how does it do it, and how effectively does it do it? Why might this text exist where you found it? (Hint: Luis and Cindy perform a similar analysis in the ReFrame section; how does the text you've found compare to the ones they've found?). Submit your response to this assignment choice on a Google Doc, then attach it to this assignment post.
Jot down some ideas about the rhetorical characteristics of informal and formal writing. In what ways are they similar? In what key ways are the different? Then, pick a kind of formal writing that you either are working on now or have encountered in the past. Think about how a consideration of logos, ethos, pathos, and kairos could help you compose a formal piece better. Complete this assignment option by making annotations (using the comment feature) on the original writing, then submit it to this post. You can also add new text to the document using a different font color to indicate what has been added for this assignment.
The internet brings together diverse groups of people and invites them to share their ideas and opinions, so conflicts, disagreements, and arguments are common online. Find a contentious or polarizing exchange on one of your favorite Internet haunts. Dissect the appeals used by the various parties in the exchange. Look specifically for places where people lean on their reputation or expertise (ethos), where the participants solicit specific emotional responses from one another or from their audiences (pathos), and where logic, facts, or evidence are used (logos). What are the effects of using the appeals? Whose arguments are most convincing in this exchange, and why? Compose your response on a Google Doc and attach it to this assignment post. 
Think of an issue at school that effects your experience on campus and that you would like to see changed. In whatever text you see fit --- an email, a text message, an open letter, a social media rant, an opinion piece for the school newspaper, a formal letter to a school administrator or someone else --- try to bring awareness to the issue so that the necessary changes can be made. Consider the rhetorical occasion and the context, and compose an effective rhetorical response. What appeals will be most effective for your audience? What genre feels most kairotic? Would it be helpful to add images appropriate to the rhetorical situation? Complete this task by using Google Docs and attach it to this assignment post.

See slide 19

See slide 19

See slide 19

See slide 18

See slide 18

See slide 18

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

See slides 11-17

See slides 11-17

See slides 11-17

See slide 17

See slide 17

See slide 17

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

See slide 16

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

See slide 16

See slide 16

Review slides 11-15

Review slides 11-15

Review slides 11-15

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read and annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

See slide 15

See slide 15

See slide 15

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

See slide 14

See slide 14

See slide 14

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Add the elements of description to your working draft. 
Be sure to highlight and annotate what you have added. 
Keep the draft and just mark this assignment as done.

Read Ch. 4: Action Figures from Elliot Page's memoir, Pageboy, an annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read Ch. 4: Action Figures from Elliot Page's memoir, Pageboy, an annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

Read Ch. 4: Action Figures from Elliot Page's memoir, Pageboy, an annotate for the 5 modes of storytelling (exposition, narration, interior monologue, dialogue, description). 
In your annotations, try to identify what function or purpose the mode is serving for the story (e.g. Is the dialogue building tension towards the climax? Is the description creating place or setting a mood? Is the interior monologue revealing something? If so, what specifically?) 
Then complete a story arc to identify the specific arc for the chapter.

See slide 12

See slide 12

See slide 12

Add the elements of dialogue to your working draft. Be sure to highlight and annotate what you have added.

Add the elements of dialogue to your working draft. Be sure to highlight and annotate what you have added.

Add the elements of dialogue to your working draft. Be sure to highlight and annotate what you have added.

Read the short story then plot its story elements on the story arc provided.

Read the short story then plot its story elements on the story arc provided.

Read the short story then plot its story elements on the story arc provided.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

Add the elements of exposition to your working draft. Be sure to highlight and annotate what you have added. Keep the draft and just mark this assignment as done.

If the relative clause in bold is nonrestrictive, set it off with a comma. If it is restrictive, submit the text without making any changes. See slide 11

If the relative clause in bold is nonrestrictive, set it off with a comma. If it is restrictive, submit the text without making any changes. See slide 11

If the relative clause in bold is nonrestrictive, set it off with a comma. If it is restrictive, submit the text without making any changes. See slide 11

What does the following sentence suggest? Slide 10

What does the following sentence suggest? Slide 10

What does the following sentence suggest? Slide 10

Read the attached short story and map out the story arc

Read the attached short story and map out the story arc

Read the attached short story and map out the story arc

combine the sentences by completing the relative clause. See slide 9

combine the sentences by completing the relative clause. See slide 9

combine the sentences by completing the relative clause. See slide 9

combine the sentences by completing the relative clause. See slide 9

In this lesson students will quick write a "fast draft" (10 minutes). Then there will be a mini-lesson on story pacing. Lastly, students will begin to work on draft 2 using a pacing guide. *Please attach a copy or a pic of your pacing guide for a grade

In this lesson you will begin to plan (map) your own personal narrative. You will also review the grading rubric for the final narrative assignment in this unit.

In this lesson you will begin to plan (map) your own personal narrative. You will also review the grading rubric for the final narrative assignment in this unit.

In this lesson you will begin to plan (map) your own personal narrative. You will also review the grading rubric for the final narrative assignment in this unit.

Consider (think about) how the information presented regarding story-telling can be applied to your life both immediately (with you upcoming narrative assignment) and in the future (professional goals or aspirations).

Consider (think about) how the information presented regarding story-telling can be applied to your life both immediately (with you upcoming narrative assignment) and in the future (professional goals or aspirations).

Consider (think about) how the information presented regarding story-telling can be applied to your life both immediately (with you upcoming narrative assignment) and in the future (professional goals or aspirations).

Choose which type of sentence it is. See slide 8

Choose which type of sentence it is. See slide 8

Choose which type of sentence it is. See slide 8

Watch any tv episode or movie of interest and fill out a story map for it. If you haven't already seen Barbie, this is a really great excuse to do so! It is a "perfect" story.

Watch any tv episode or movie of interest and fill out a story map for it. If you haven't already seen Barbie, this is a really great excuse to do so! It is a "perfect" story.

Watch any tv episode or movie of interest and fill out a story map for it. If you haven't already seen Barbie, this is a really great excuse to do so! It is a "perfect" story.

-Complete 3 story arcs (attached):
Room - 3D animated short film (attached)
Coca Cola Spot - Brotherly Love (attached)
Ch. 1: Smile (All Boys Aren't Blue) (attached)
*Please use Kami to fill in the PDF files given

Select the independent or dependent clause. See slides 7

Select the independent or dependent clause. See slides 7

Select the independent or dependent clause. See slides 7

In this lesson you will be asked to complete a story arc for a short story called "Frog" before brainstorming a story arc for your own personal narrative.

In this lesson you will be asked to complete a story arc for a short story called "Frog" before brainstorming a story arc for your own personal narrative.

In this lesson you will be asked to complete a story arc for a short story called "Frog" before brainstorming a story arc for your own personal narrative.

Select the appositive or appositive phrase. See slide 6

Choose your three best stories from the topics from today's class activity (Concentric Circles) below and write a quick summary of each one:

What is something important you learned in the past few years?
● Describe a time when you felt nervous.
● Have you ever had a nickname?
What's the story behind it?
● Describe a time when you got lost or lost something.
● What is your best memory about a holiday?
● Describe a time when you had to apologize.
● What was a really good gift you gave someone?
● Describe a time when you helped someone.
● What was the worst vacation you ever had?
● Describe a big mistake you made.
● Describe an argument you had with a family member.
● Describe a time when you wanted something but didn't get it.
● Describe a time when you felt homesick.
● What is something you have changed your mind about?
● Describe a time when you said something you regretted.

read CHAPTER 1: SMILE. 
Consider the following question: What makes this a "story"?

-Submit Google Form after the group activity 
-Follow along with the mini-lesson slides

Select the prepositional phrases. See slides 4-5

Requirements for your Letter of Introduction 
Take the personality test found HERE. 
This will take around 10 minutes to complete.
Be sure to go with your first gut response to each scenario. 
Try your hardest to not choose the neutral button too often (if at all). 
When you are finished, be sure to email the results to yourself (in the top right corner of the page). This way, you can come back to it tomorrow (and at a later time this quarter).
Read through your results then write your Letter of Introduction to me (Dear Mr. Triplett). 
Guidelines for typing your letter:
Start with the date and an opening salutation (Dear Mr. Triplett,)
Paragraphs:
Introductory Paragraph - First person. quick hello to me with anything you feel I need to know about you personally.
This could include: your pronouns, any extra-curricular activities or hobbies, jobs, responsibilities, special interests, number of siblings and your order (eldest, youngest, middle child), life goals, etc.
Body Paragraph 1 - Big Picture: First & Third Person.Your personality trait and how you feel about the introduction information for your trait describes you. How does this fit with the info in your introductory paragraph?
Body Paragraph 2 - First & Third Person.
Get specific: pick one of the strengths listed and explain why you agree or disagree with it. 
Get specific again: pick one of the weaknesses and explain why you agree or disagree with it.
Conclusion - First Person. Pick one of the people/characters listed at the bottom of the introduction page that is labeled the same personality trait as yourself. Why and how do you identify with that person? 
Closing Salutation + Signature - Example: “Kind Regards,” “Sincerely,” etc.
Proofread for spelling, grammar, and syntax errors 1 page typed (2 max), 12 pt font, Times New Roman font, 1.15 spacingFollow all of the guidelines of a Personal Letter (use mine as an example) Include small pieces of evidence from the personality results into each body paragraph.Balance “friendly letter” language with an awareness of your audience (your academic teacher).Include at the bottom a picture of yourself (no sunglasses, no mask, school appropriate). Make sure your face is clearly visible so I can match your letter to a face!Guidelines for submitting a video:
All the same requirements for the letter stated above must be included in the same order.
Have an outline of all of the above so that you can stay on task.
Must be done under 3 minutes.
You must be visible on screen the entire time (can use subtitles/text). 
Make sure you are following normal dress code guidelines (school uniform if appropriate).
Rewatch your video before you submit. 
This should be treated the same as the letter (language, organization, evidence, etc.).

Requirements for your Letter of Introduction 
Take the personality test found HERE. 
This will take around 10 minutes to complete.
Be sure to go with your first gut response to each scenario. 
Try your hardest to not choose the neutral button too often (if at all). 
When you are finished, be sure to email the results to yourself (in the top right corner of the page). This way, you can come back to it tomorrow (and at a later time this quarter).
Read through your results then write your Letter of Introduction to me (Dear Mr. Triplett). 
Guidelines for typing your letter:
Start with the date and an opening salutation (Dear Mr. Triplett,)
Paragraphs:
Introductory Paragraph - First person. quick hello to me with anything you feel I need to know about you personally.
This could include: your pronouns, any extra-curricular activities or hobbies, jobs, responsibilities, special interests, number of siblings and your order (eldest, youngest, middle child), life goals, etc.
Body Paragraph 1 - Big Picture: First & Third Person.Your personality trait and how you feel about the introduction information for your trait describes you. How does this fit with the info in your introductory paragraph?
Body Paragraph 2 - First & Third Person.
Get specific: pick one of the strengths listed and explain why you agree or disagree with it. 
Get specific again: pick one of the weaknesses and explain why you agree or disagree with it.
Conclusion - First Person. Pick one of the people/characters listed at the bottom of the introduction page that is labeled the same personality trait as yourself. Why and how do you identify with that person? 
Closing Salutation + Signature - Example: “Kind Regards,” “Sincerely,” etc.
Proofread for spelling, grammar, and syntax errors 1 page typed (2 max), 12 pt font, Times New Roman font, 1.15 spacingFollow all of the guidelines of a Personal Letter (use mine as an example) Include small pieces of evidence from the personality results into each body paragraph.Balance “friendly letter” language with an awareness of your audience (your academic teacher).Include at the bottom a picture of yourself (no sunglasses, no mask, school appropriate). Make sure your face is clearly visible so I can match your letter to a face!Guidelines for submitting a video:
All the same requirements for the letter stated above must be included in the same order.
Have an outline of all of the above so that you can stay on task.
Must be done under 3 minutes.
You must be visible on screen the entire time (can use subtitles/text). 
Make sure you are following normal dress code guidelines (school uniform if appropriate).
Rewatch your video before you submit. 
This should be treated the same as the letter (language, organization, evidence, etc.).

Requirements for your Letter of Introduction 
Take the personality test found HERE. 
This will take around 10 minutes to complete.
Be sure to go with your first gut response to each scenario. 
Try your hardest to not choose the neutral button too often (if at all). 
When you are finished, be sure to email the results to yourself (in the top right corner of the page). This way, you can come back to it tomorrow (and at a later time this quarter).
Read through your results then write your Letter of Introduction to me (Dear Mr. Triplett). 
Guidelines for typing your letter:
Start with the date and an opening salutation (Dear Mr. Triplett,)
Paragraphs:
Introductory Paragraph - First person. quick hello to me with anything you feel I need to know about you personally.
This could include: your pronouns, any extra-curricular activities or hobbies, jobs, responsibilities, special interests, number of siblings and your order (eldest, youngest, middle child), life goals, etc.
Body Paragraph 1 - Big Picture: First & Third Person.Your personality trait and how you feel about the introduction information for your trait describes you. How does this fit with the info in your introductory paragraph?
Body Paragraph 2 - First & Third Person.
Get specific: pick one of the strengths listed and explain why you agree or disagree with it. 
Get specific again: pick one of the weaknesses and explain why you agree or disagree with it.
Conclusion - First Person. Pick one of the people/characters listed at the bottom of the introduction page that is labeled the same personality trait as yourself. Why and how do you identify with that person? 
Closing Salutation + Signature - Example: “Kind Regards,” “Sincerely,” etc.
Proofread for spelling, grammar, and syntax errors 1 page typed (2 max), 12 pt font, Times New Roman font, 1.15 spacingFollow all of the guidelines of a Personal Letter (use mine as an example) Include small pieces of evidence from the personality results into each body paragraph.Balance “friendly letter” language with an awareness of your audience (your academic teacher).Include at the bottom a picture of yourself (no sunglasses, no mask, school appropriate). Make sure your face is clearly visible so I can match your letter to a face!Guidelines for submitting a video:
All the same requirements for the letter stated above must be included in the same order.
Have an outline of all of the above so that you can stay on task.
Must be done under 3 minutes.
You must be visible on screen the entire time (can use subtitles/text). 
Make sure you are following normal dress code guidelines (school uniform if appropriate).
Rewatch your video before you submit. 
This should be treated the same as the letter (language, organization, evidence, etc.).

Identify the groups of words in bold as either a phrase or a clause. See slide 3

Identify the groups of words in bold as either a phrase or a clause. See slide 3

Identify the groups of words in bold as either a phrase or a clause. See slide 3