9th ECD&I-4 Assignments
- Instructor
- Ms Denise Gill
- Term
- 2023-2024 School Year
- Department
- English
- Description
-
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
have a quiz on Act 1 and Shakespeare and his theater (slides are on my website under unit 2) for 10-15 points
write about character for 10-15 points
write a bit of reflection, including about your notebook for 10-15 points
write about character for 10-15 points
write a bit of reflection, including about your notebook for 10-15 points
Due:
have a quiz on Act 1 and Shakespeare and his theater (slides are on my website under unit 2) for 10-15 points
write about character for 10-15 points
write a bit of reflection, including about your notebook for 10-15 points
write about character for 10-15 points
write a bit of reflection, including about your notebook for 10-15 points
Due:
On a document, respond and upload here.
What foreshadowing is at the end of scene 4?
What does Romeo think of Juliet when he first sees her?
Why do Tybalt and Lord Capulet argue? What does Capulet say about Romeo? How does he respond to Tybalt's questioning of him? What does this reveal about his character?
What do Romeo and Juliet discuss when they meet?
What do Romeo and Juliet both realize by the end of Act 1? What is their attitude about it (include a couple of quotes from the LEFT, original side of the page)?
What foreshadowing is at the end of scene 4?
What does Romeo think of Juliet when he first sees her?
Why do Tybalt and Lord Capulet argue? What does Capulet say about Romeo? How does he respond to Tybalt's questioning of him? What does this reveal about his character?
What do Romeo and Juliet discuss when they meet?
What do Romeo and Juliet both realize by the end of Act 1? What is their attitude about it (include a couple of quotes from the LEFT, original side of the page)?
Due:
On a document, respond and upload here.
What foreshadowing is at the end of scene 4?
What does Romeo think of Juliet when he first sees her?
Why do Tybalt and Lord Capulet argue? What does Capulet say about Romeo? How does he respond to Tybalt's questioning of him? What does this reveal about his character?
What do Romeo and Juliet discuss when they meet?
What do Romeo and Juliet both realize by the end of Act 1? What is their attitude about it (include a couple of quotes from the LEFT, original side of the page)?
What foreshadowing is at the end of scene 4?
What does Romeo think of Juliet when he first sees her?
Why do Tybalt and Lord Capulet argue? What does Capulet say about Romeo? How does he respond to Tybalt's questioning of him? What does this reveal about his character?
What do Romeo and Juliet discuss when they meet?
What do Romeo and Juliet both realize by the end of Act 1? What is their attitude about it (include a couple of quotes from the LEFT, original side of the page)?
Due:
Used the linked site for definitions.
aside
connotation
denotation
figurative language
imagery
literal language
metaphor
monologue
rhyme
rhythm
simile
soliloquy (I won't make you spell it)
sonnet
stanza
aside
connotation
denotation
figurative language
imagery
literal language
metaphor
monologue
rhyme
rhythm
simile
soliloquy (I won't make you spell it)
sonnet
stanza
Due:
Used the linked site for definitions.
aside
connotation
denotation
figurative language
imagery
literal language
metaphor
monologue
rhyme
rhythm
simile
soliloquy (I won't make you spell it)
sonnet
stanza
aside
connotation
denotation
figurative language
imagery
literal language
metaphor
monologue
rhyme
rhythm
simile
soliloquy (I won't make you spell it)
sonnet
stanza
Due:
Due:
Due:
Read the right hand side of the page for Act 1, scenes 4 and 5. Read pages 8-10 of the book about Shakespeare's theater, and add some notes about it to your Shakespearean information in your notebook.
Due:
Answer the following questions on a doc and upload here:
Scene 1:
What is the setting (place and time period) of the play?
How does the fight begin?
What punishment does the Prince threaten for anyone who fights again?
Scene 2
What is Capulet's attitude about the fighting at this point?
What is Capulet's response to Paris's “suit”? What does this reveal about Capulet's character?
With whom is Romeo in love? Why does Benvolio want to crash the party?
Scene 1:
What is the setting (place and time period) of the play?
How does the fight begin?
What punishment does the Prince threaten for anyone who fights again?
Scene 2
What is Capulet's attitude about the fighting at this point?
What is Capulet's response to Paris's “suit”? What does this reveal about Capulet's character?
With whom is Romeo in love? Why does Benvolio want to crash the party?
Due:
Answer the following questions on a doc and upload here:
Scene 1:
What is the setting (place and time period) of the play?
How does the fight begin?
What punishment does the Prince threaten for anyone who fights again?
Scene 2
What is Capulet's attitude about the fighting at this point?
What is Capulet's response to Paris's “suit”? What does this reveal about Capulet's character?
With whom is Romeo in love? Why does Benvolio want to crash the party?
Scene 1:
What is the setting (place and time period) of the play?
How does the fight begin?
What punishment does the Prince threaten for anyone who fights again?
Scene 2
What is Capulet's attitude about the fighting at this point?
What is Capulet's response to Paris's “suit”? What does this reveal about Capulet's character?
With whom is Romeo in love? Why does Benvolio want to crash the party?
Due:
Read this and take brief notes on Renaissance ideas and Elizabeth I.
Make sure you are making progress with an independent read,
Make sure you are making progress with an independent read,
Due:
Read this and take brief notes on Renaissance ideas and Elizabeth I.
Make sure you are making progress with an independent read,
Make sure you are making progress with an independent read,
Due:
You should have some idea of what us going on in those scenes. Also, finish putting characters into "houses" in your notebooks.
Due:
Turn in the Doc here, and either show Ms. Gill your plot chart or turn it in.
Due:
Turn in the Doc here, and either show Ms. Gill your plot chart or turn it in.
Due:
Read pages 334-336 of A Different Mirror and complete a draft of the trauma and healing plot chart for Yellow Rose
You may leave A Different Mirror at home until after Romeo and Juliet. Bring Romeo and Juliet to class.
Due:
Read pages 334-336 of A Different Mirror and complete a draft of the trauma and healing plot chart for Yellow Rose
You may leave A Different Mirror at home until after Romeo and Juliet. Bring Romeo and Juliet to class.
Due:
What book are you reading independently? How much have you read so far, and what do you think of it? Explain a little.
This will be visible only to me.
Due:
Finishing reading Chapter 1 of A Different Mirror, and take brief notes on his major points. (In your notebook)
Due:
Your independent reading book (be ready to write about your notice/wonders/thinks so far in your reading)
A Different Mirror (you got it at registration!)
A Different Mirror (you got it at registration!)
Due:
(You should have done #2 already when the screen wouldn't work.)
Due:
THEN:
Read and take some notes on the Philippines from Encyclopedia Britannica: “Introduction” and then under “People” read about the “ethnic groups”, “languages,” and “religion.” the ID is spusd and password is tigers.
Read and take some notes on the Philippines from Encyclopedia Britannica: “Introduction” and then under “People” read about the “ethnic groups”, “languages,” and “religion.” the ID is spusd and password is tigers.
Due:
How does Zauner use detail to help you understand her feelings and thoughts?
Due:
How does Zauner use detail to help you understand her feelings and thoughts?
Due:
Complete AT LEAST 2 full pages.
Due:
Write at least two pages (double-spaced) of your personal essay. It's fine to be very rough; just keep writing
Due:
Due:
Using your first draft write (re-write) in paragraph form, a "Where I Am From" or "When I Grow Up" in a Google Doc
Due:
Do I notice/I wonder/I thinks and then identify purpose and audience.
Due:
PS I can't get rid of the random gap in there and I don't know why.
Due:
Due:
Either take a picture and upload or do as a doc.
Due:
Finish reading and annotating "Is Everyone Hanging Out Without Me?" and create another Say/Mean/Matter about the details that help you understand her perspective.
Due:
1. Who is the audience and what is her central purpose? What conflicts emerge?
2. Choose three quotes of specific detail that add to your understanding of the essay.
2. Choose three quotes of specific detail that add to your understanding of the essay.
Due:
1. Who is the audience and what is her central purpose? What conflicts emerge?
2. Choose three quotes of specific detail that add to your understanding of the essay.
2. Choose three quotes of specific detail that add to your understanding of the essay.
Due:
Including plot points, characterization, the central conflict.
Due:
First, in your notebook or on a google doc DEFINE:
external conflict
internal conflict
Then, decide what parts of the Poet X fit into the different stages
external conflict
internal conflict
Then, decide what parts of the Poet X fit into the different stages
Due:
READING STRATEGIES:
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Due:
READING STRATEGIES:
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Due:
First, complete with The Poet X characters, then add in other characters (Disney movies, your memoir, whatever story character that fits the description)
Due:
Upload your complete, thorough chart here.
Due:
1. Write at least 3 I notice/I wonder/I think statements
2. Highlight or underline SPECIFIC DETAILS that she gives that help you understand her perspective.
3. Who is her audience and what is her purpose?
2. Highlight or underline SPECIFIC DETAILS that she gives that help you understand her perspective.
3. Who is her audience and what is her purpose?
Due:
This essay first appeared in ESPN's The Body magazine.
1. Add "I notice..." "I wonder ... "I think..." statements to the Kami doc.
2. What is her purpose, and who is the audience?
1. Add "I notice..." "I wonder ... "I think..." statements to the Kami doc.
2. What is her purpose, and who is the audience?
Due:
Choose something you could write several sentences about, include page numbers, and make sure your comments on other's are thoughtful.
Due:
Choose something you could write several sentences about, include page numbers, and make sure your comments on other's are thoughtful.
Due:
Use one of the below strategies to explain some of your thoughts on the reading in Part 2. (Write A FEW sentences.)
READING STRATEGIES:
Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Due:
Use one of the below strategies to explain some of your thoughts on the reading in Part 2. (Write A FEW sentences.)
READING STRATEGIES:
Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Ask Questions: Asking questions keeps you aware of what is going on in a story. You may begin them as “I wonder . . .” statements. As you read further, try to seek out the answers to your questions.
Identify with a Character: This doesn’t mean you agree with or even like a character, but that you attempt to understand their motives and feelings.
Make Connections: Does the reading connect with your prior knowledge in any way? Record how it connects to what you know about history, science, other literature, or the real world. Does it connect with you personally?
Identify Writer’s Style: Find instances of figurative language and other literary devices that you think are evidence of the author’s unique style. What effect do these devices have on the overall story?
Identify Symbols and/or Motifs: After reading several chapters, record symbols or recurring motifs that the author uses and explain their significance to the overall story.
Learn Something New: Often a novel will spark questions that are not directly about the storyline itself but about something unknown to you such as a vocabulary term, a historical event, a connection. Stop reading for a moment to look up the unknown idea/term and learn something new. Please cite the page number.
Due:
Have 8 total notice/wonder/think statements for Part 1.
6 so far for Part 2
6 so far for Part 2
Due:
Share an "I notice/I wonder/I think" from either the later chapters of Part 1, or the early chapters of Part 2. Include a page number as reference. (And no spoilers if you read ahead, please.)
Due:
Share an "I notice/I wonder/I think" from either the later chapters of Part 1, or the early chapters of Part 2. Include a page number as reference. (And no spoilers if you read ahead, please.)
Due:
Share an "I notice/I wonder/I think" from either the later chapters of Part 1, or the early chapters of Part 2. Include a page number as reference. (And no spoilers if you read ahead, please.)
Due:
Share an "I notice/I wonder/I think" from either the later chapters of Part 1, or the early chapters of Part 2. Include a page number as reference. (And no spoilers if you read ahead, please.)
Due:
Keep adding notice and wonders and thinks!
Due:
If you have not already, print your synthesis essay for class. If you would like to bring snacks to share with the class, you may. (Ms. Gill will have Ginger Ale and glasses for toasting, napkins, and possibly snack foods.)
Due:
Finish reading Part 1, include at least 4 "I notice/I wonder/I think" notes for pages 48-end of Part 1, and be ready for a reading quiz on Part 1
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1. Trade with someone by sharing an essay (or a copy of the essay) with the reader via EMAIL.
2. Open the handout attached here and make a copy. Use copy paste to put in thesis statements and topic sentences.
3. Share via email the completed Reader #1 document, make sure you have their name to it, and THEN upload it here.
4. Share with a second reader, who can comment on the actual essay
2. Open the handout attached here and make a copy. Use copy paste to put in thesis statements and topic sentences.
3. Share via email the completed Reader #1 document, make sure you have their name to it, and THEN upload it here.
4. Share with a second reader, who can comment on the actual essay
Due:
For the last part of your book.
Upload to turnitin.com, please.
Upload to turnitin.com, please.
Due:
Due:
As long as you do your best, you will receive an A for the first one. I will also call you up to discuss your score throughout the next couple of weeks.
Due:
As long as you do your best, you will receive an A for the first one. I will also call you up to discuss your score throughout the next couple of weeks.
Due:
Don't forget to upload to turnitin.com
Due:
Don't forget to upload to turnitin.com
Due:
Complete the following in your notebook before class.
Due:
Complete the following in your notebook before class.
Due:
Watch the attached TED Talk from Maysoon Zayid. Then, respond to the following in a few sentences each:
What do you think is her central purpose? Explain.
How do you think Zayid might define success?
Reflect on her talk in general, and what you could possibly learn from it.
What do you think is her central purpose? Explain.
How do you think Zayid might define success?
Reflect on her talk in general, and what you could possibly learn from it.
Due:
Due:
Complete on a new document and upload here:
1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is, and explain why you think that is the purpose. 2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger. 3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.
1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is, and explain why you think that is the purpose. 2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger. 3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.
Due:
Complete on a new document and upload here:
1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is, and explain why you think that is the purpose. 2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger. 3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.
1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is, and explain why you think that is the purpose. 2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger. 3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.
Due:
Due:
Due:
Answer the following on a doc:
1. What is his central purpose or point? Explain.
2. Who was is his audience? Why do you think so?
3. How does he use specific details to support his point? Explain and include brief quotes.
1. What is his central purpose or point? Explain.
2. Who was is his audience? Why do you think so?
3. How does he use specific details to support his point? Explain and include brief quotes.
Due:
Answer the following on a doc:
1. What is his central purpose or point? Explain.
2. Who was is his audience? Why do you think so?
3. How does he use specific details to support his point? Explain and include brief quotes.
1. What is his central purpose or point? Explain.
2. Who was is his audience? Why do you think so?
3. How does he use specific details to support his point? Explain and include brief quotes.
Due:
On post-its or notecards (if not post-its, add page numbers) have at least 5 total "I notice . . . " "I wonder . . ." "I think . . ." statements
Due:
Read through, consider my comments, and add your own responses either on a new document or copy this one and write them.
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Study for a quiz on purpose and audience AND the Alma Mater. Start reading your memoir. (You should be at least 1/4 through by Friday.)
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Study for a quiz on purpose and audience AND the Alma Mater. Start reading your memoir. (You should be at least 1/4 through by Friday.)
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What memoir did you pick to read? Tell me the title, and write a few sentences about your first impressions.
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Read through--highlight what ideas you see multiple times and what you think is important.
At the bottom, write some responsibilities/rights that best sum up what you have decided is important to include.
At the bottom, write some responsibilities/rights that best sum up what you have decided is important to include.
Due:
Write a complete paragraph explaining what one or more of your personal anthems is. Use a topic sentence, supporting details, and commentary to support your points. Your supporting details could include lyrics or specific experiences you connect to the song.
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Write a complete paragraph explaining what one or more of your personal anthems is. Use a topic sentence, supporting details, and commentary to support your points. Your supporting details could include lyrics or specific experiences you connect to the song.
Due:
Introduce yourselves and create a shared document with everyone’s name on it. (top left of page)
Share (and take notes on the document) of what you each considered when writing about an ideal classroom. This should take some time! See if you have overlapping ideas, and if necessary, expand on others’ ideas.
After you have discussed all of this, discuss what sort of rules or guidelines would help create this classroom atmosphere. Take some notes.
Finally, start to come up with ideas about statements that begin: “We have a right to . . . “ or “We have a responsibility to . . . “
Share (and take notes on the document) of what you each considered when writing about an ideal classroom. This should take some time! See if you have overlapping ideas, and if necessary, expand on others’ ideas.
After you have discussed all of this, discuss what sort of rules or guidelines would help create this classroom atmosphere. Take some notes.
Finally, start to come up with ideas about statements that begin: “We have a right to . . . “ or “We have a responsibility to . . . “
Due:
Introduce yourselves and create a shared document with everyone’s name on it. (top left of page)
Share (and take notes on the document) of what you each considered when writing about an ideal classroom. This should take some time! See if you have overlapping ideas, and if necessary, expand on others’ ideas.
After you have discussed all of this, discuss what sort of rules or guidelines would help create this classroom atmosphere. Take some notes.
Finally, start to come up with ideas about statements that begin: “We have a right to . . . “ or “We have a responsibility to . . . “
Share (and take notes on the document) of what you each considered when writing about an ideal classroom. This should take some time! See if you have overlapping ideas, and if necessary, expand on others’ ideas.
After you have discussed all of this, discuss what sort of rules or guidelines would help create this classroom atmosphere. Take some notes.
Finally, start to come up with ideas about statements that begin: “We have a right to . . . “ or “We have a responsibility to . . . “
Due:
This is just for me and not shared with classmates