9th Grade English-'21-'22 Fall Semester Period 2 Assignments

Read Romeo and Juliet Act II, scenes 4-6 (pages 117-141 of the modern version).

Write a summary of the scenes.

Review the definition of a Shakespearean Sonnet and the first two acts of the play.
Bring your book.
Get a good night's sleep!

Upload the final draft of your personal narrative here.

Answer the questions in the document, but feel free to sketch the picture in response to the last question in whatever format you choose. You may then upload a digital copy or bring a hard copy to class.

Read pages 35-45 of Romeo and Juliet
Revise your personal narrative and bring hard copy to class.

Write your responses in a different font color on the attached document.

Read the essay by Mindy Kaling, and highlight and mark it up with your comments. Consider the following questions when doing so. What do you notice? What do you wonder? What connections do you see between this experience and your own? What techniques does the writer use to tell her story? Convey her message? And any other thoughts that come to mind.

During class on Friday, we will begin work on the Literary Terms Dictionary with the slides on "Elements of Plot" and "Character". We will continue with more of the literary terms next week and conclude during class on Friday, November 5.

This is a reminder that the "Big Quiz" is scheduled for Tuesday. The quiz will be about 25 questions in length and most of the questions will be about The Poet X. The rest of them will be about the literary terms. Leave me a comment or email if you have any questions.

Use one of the below strategies to explain some of your thoughts on the reading of The Poet X through page 178. (Write 3-4 sentences.) Then, reply to the responses of one or more other students.


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.

Quick Write: start with a prompt from the attached assignment sheet and write, as quickly as you can, the first things that come to mind. Don’t edit, or doubt yourself. Just throw stuff on the page! Then, repeat the process until you have responded to five prompts of your choosing from the assignment sheet. Write your responses in your own copy of the "Super Quick Writes" Google Document and submit your work here.


Later this quarter, you will be able to draw upon this work in writing a personal narrative.

Begin in class by adding detail and commentary for the first three characters, and then add more CD and CM each time you read. 

Read through page 134.

Reply with a quote from The Poet X and commentary to explain what this tells us about how Xiomara sees her voice and identity. Then, comment on at least one other reply. You may select your quote from any of the poems in the novel.

Reread aloud the first three chapters of The Poet X.
Respond to questions on handout.
Discuss and submit during class.
Continue reading novel and bring to class.

In  small groups, create a slide presentation of journal entries from your memoirs. Each member must contribute at least one slide from their journal, and each slide must focus on a different reading strategy. One student from the group will need to share their copy of the Google Slides for all to work on.

Before beginning, divide up the reading strategies each student will focus on. Then state your name, the title of the memoir and the pages read for the entry at the top of your slide. Write your summary on the left side of the slide, and record your reader response on the right side. Make sure to identify the reading strategy in your response. If time permits, include a slide for each reading strategy.

When the group is done with the presentation, take turns presenting the slides to your group. The goals are to learn more about each reading strategy and to learn a bit about the memoirs being read by the other members of the group. If time permits, your group may be asked to share some or all of the slides with the class.

Finally, each of your will need to submit the Google Slides for credit.

Submit your final draft of the synthesis essay in Google Classroom and on turnitin.com AFTER you have completed a final edit in class.

Complete the Anticipation Guide in your notebook and bring your copy of The Poet X to class.

Complete and submit the first draft of your essay in MLA format for peer response and review.

Outline your essay and write the introduction as the first step in your writing process. We will work on it during class on Monday, but you will want to familiarize yourself with the prompt and the directions before then. Also, make sure you have the notes you may need.

Add to your memoir journal by following the directions on the assignment sheet and upload it by midnight on 9/27.

Watch the linked TED Talk and take Cornel notes. You will need these notes for a synthesis essay.

Add to your memoir journal by following the directions on the assignment sheet and upload it by midnight on 9/15.

View "The Power of Belief - Mindset and Success" and take notes. A quiz will be given on Wednesday.

Compare and contrast the two "This I Believe" essays in one to two paragraphs. 

What do the two essays have in common?
How are they different?
What is your perspective and how is it different or similar to Yu and Hawk’s perspectives?

Follow the directions on the sheet.

Follow the directions in the attached document.

Listen to Temple Grandin's "Seeing in Beautiful, Precise Pictures" from the "This I Believe Series" and the Jackie Robinson "This I Believe" essay. Then, answer the following questions for each of the essays separately.

1. What is her intended purpose in writing this essay?
2. How do you know?
3. Who is her intended audience?
4. How do you know?

Take notes for each section of Shig's things. Write down the subtitle, and then using some brief quotes (perhaps some of the things), comment on what Chee shows us about Shig's character through these "things."

Finish listening to the podcast at home.
Write a paragraph about a personal anthem.

After your Read Around Group meeting, complete at least one response sheet for one of the other writers in your group.  If you have time to respond to two writers, make a copy of this document in order to respond separately to each of them.

The final draft for submission will be due on Wednesday, August 25th; however, you will need to bring your working draft to class on Thursday and have a complete first draft ready for review on Monday.

Respond to the attached prompt in your notebook/composition book. A class discussion will follow. 

Complete the "Sun Goes Down on Summer" Reader Response if you did not do so during class. Be prepared to discuss and to write about the poem.
Continue reading We Are Not Free if you did not finish during the summer.
Bring your copy of We Are Not Free and a notebook to class.

After reading "The Sun Goes Down on Summer multiple times, follow the the "Reader Response to Poetry" directions and answer all of the questions on the sheet before submitting your work.

To help me get to know a bit about you, please complete the form by the end of the day.