Greenhouse SPRING 21-22-Period 1 Assignments

Bring all your books.

Be prepared for a Book Talk on TKaM or FtM.

Be prepared for a Timed Write on TKaM or FtM.

Be prepared to answer some reflective questions about course and your performance in it.

You may decide if you polish up the 300 word (three quote) draft you already have or elongate the draft to 600 words. The top score you can get for a 300 word paper is a middle B/85%. If you want a starting value of more than that, you will need to turn in the 600 word version. 
 
The 600 word version will need to include 4+ quotes from 3+ sources. It must be 4+ paragraphs. This includes an introduction and conclusion. The thesis must encompass aspects of all quotes present in the paper. The topic sentences must encompass aspect/s of quotes present in the given paragraph. Additionally, the 600 word paper must follow the same in-text citation and works cited directions as the smaller paper.

Be sure to reference the rubric under the For Reference heading.

This assignment is worth 75 points. This final draft must be submitted to turnitin.com before class the day of your final exam. Turnitin.com will open for these submissions after class on Wednesday.

Bring all the books for this class to your final exam. You can use your books during the final activities and then return them to the textbook room at brunch or the end of the day.

1. Decide on a 3rd quote from a 2nd source. You can use any links I gave you or ADM, TKaM, or FtM.
2. Do SMM for the 3rd quote.
3. Look for aspects that connect your quotes in an interesting way.
4. Draft your thesis/topic sentence.
5. Pull the thesis and 3 SMMs together in a short piece of writing. It must be at least 300 words.
6. You must include proper in-text citations for your quotes and 2+ works cited entries underneath the paragraph. 
7. Submit to turnitin.com before class on Monday.
 *SEE THE ATTACHED WRITING SAMPLE.

1. Make sure you understand who is in your group. Mrs. Greenhouse/Mr. Whitacre will tell you.

2. Get into your Google doc and give your paper a creative title.

3. Share your paper with the three other students in your group. They should be people who are in your area. Do not move seats. Share with viewing permissions, not editing permissions.


4. Read the first student essay and answer the questions on the handout without conversation. Editors should not discuss the paper they are reading with the author or other editors. Everyone should make their own judgments.


5. Repeat the steps for all papers. 


6. Groupmates will not be penalized for groupmates who do not have the writing assignment. However, any student without the writing assignment to share, must still edit all other groupmates' papers. For example, if only 3 of the 4 people have the assignment to share, those who turned in the paper must edit the two papers that aren't their own. the unprepared person, must edit all three papers available.

7. All editing gets left with the teacher at the end of this activity. Writers can see comments on Wednesday.

1. Start new doc.

2. Select one of the available topics:
TKaM -Community reception of black/white relationships in the American South
FtM -Impact of executive order 9066 on FDR's legacy
RiTS -Minorities in medicine

3. Cut and paste the topic with associated sources into the doc. See the attachment.

4. USING ONLY THE FIRST OF YOUR TOPIC'S SOURCES, create an in-text citation just below the link.
(Author’s last name and page number)
(“Title of article”) or (Name of organization) IF there is no person named as the author.

5. Create a works cited entry just below the in-text citation. Use easybib.com for this. Include the url, but you CAN'T only do url.

6. Check to make sure that your in-text citation matches with the first word of your works cited entry.

7. Read the article whose works cited entry you just made.

8. Decide on 2+ quotes that could be helpful from the source.

9. Follow each quote with a mean and matter.

Be sure to see the sample ATTACHED TO THIS POST LATER TODAY.

Be sure to submit the document to turnitin.com before class on Thursday.

Bring the book, ADM, and A Raisin in the Sun to class on Tuesday.

In addition to the standard notebook check, you must have 100 words with parts of speech and definitions in your personal dictionary.

*It's ideal that you use the second third of the book for this page.

At the very top of the page, quickly note three social, political, or economic topics or references in the text. List page numbers if you have them.

Then, use the top two boxes for a SMM. Put your SAY on the left. Quote one S, P, or E reference that might be a reality of the time and place in which the book is set. I must have a page number here. On the right, do the mean and matter. The mean paraphrases the quote. For the matter, use one or both of the following two sentence starters: 1. This quote is interesting because... 2. One researchable question I have is...


In the bottom two boxes do a SMM based on an interesting character. Put your SAY on the left. It should include some interesting words of, description of, or actions of, an interesting character. I must have a page number here. On the right, do the mean and matter. The mean paraphrases the quote. For the matter, discuss how the author uses technique (difs) to portray the character as -, +, or neutral. 

*It's ideal that you use the first third of the book for this page.

In the top left box, write 3+ sentences about an interesting character. What is interesting about them? How does the author use diction to characterize them?

In the top right box, note three social, political, or economic topics or references in the text. Note page numbers if you can QUICKLY find them. Spend no more than 10 total minutes on this box.

Do a SMM at the bottom. Put your say on the left. Quote some S, P, or E reference that might be a reality of the time and place in which the book is set. I must have a page number here. On the right, do the mean and matter. The mean paraphrases the quote. For the matter, use one or both of the following two sentence starters: 1. This quote is interesting because... 2. One researchable question I have is...

Read 20 more pages in FtM or 30 more pages in TKaM.

Use A67 to brainstorm and A68 to answer the prompt with 3/4+ page.

Prompt: The characters in A Raisin in the Sun grapple with their dreams. In some cases, the characters’ dreams shift and change, while other characters’ dreams may be more consistent throughout. Choose a character and examine how the development of that character’s dream relates to a message (theme) in the play. Please include at least two concrete details in your response.

This page is for one SSMM. This page corresponds to the reading of pages 110-130 in A Raisin in the Sun. Focus on Walter, Lena (Mama), or Beneatha; it's your choice. The Say should have something to do with the character's dream. In the Matter box, you should answer the question: should audiences be confident at the end of this Act that the character's dream will eventually become a reality? Explain. Consider focusing on how the character is characterized by the author. ALSO, make sure you now have at least 40 words (each with a POS and definition) in your PD.

This page is for one SSMM. This page corresponds to the reading of pages 96-109 in A Raisin in the Sun. Focus on Walter, Lena (Mama), or Beneatha; it's your choice. The Say should have something to do with the character's dream. In the Matter box, you should answer the question: should audiences be confident at the end of this scene that the character's dream will eventually become a reality? Explain. Consider focusing on how the character is characterized by the author. 

This writing assignment should be 300+ words long. Submit it to turnitin by the end of class.

Prompt
40 minutes
Adolescence is known for being a time of “highs and lows”--a time of growth, change, and new opportunities as well as some tough experiences. The 2020s have been a unique time to be a teen.
Based on your experiences and observations as a teenager, what is the biggest challenge facing high school students today? Write a well-developed paragraph that supports your position. Include a topic sentence (claim), specific reasons backed by evidence, and elaboration to support your claim. Remember, your personal experiences and observations are valid sources of evidence.

This page is for one SSMM. This page corresponds to the reading of pages 76-95 in A Raisin in the Sun. Focus on Walter, Lena (Mama), or Beneatha; it's your choice. The Say should have something to do with the character's dream. In the Matter box, you should answer the question: should audiences be confident at the end of this scene that the character's dream will eventually become a reality? Explain. Consider focusing on how the character is characterized by the author. 
ALSO, make sure you now have at least 30 words (each with a POS and definition) in your PD.
Have you completed this page?

Be ready to participate in a graded discussion of Act I (pages 23-75). We'll do this in two groups. Each group will discuss the dreams of the characters. However, conversation will not be limited to this topic. 

You can use your notebooks and your books during the discussion. Top scorers will speak at least two times and offer a quote from the text each time.

This page is for one SSMM. This page corresponds to the reading of pages 54-75 in A Raisin in the Sun. Focus on the character I assigned to your area of the room. Everyone got either Walter, Lena (Mama), or Beneatha. The Say should have something to do with the character's dream. In the Matter box, you should answer the question: should audiences be confident at the end of Act I that the character's dream will eventually become a reality? Explain. Consider focusing on how the character is characterized by the author. ALSO, make sure you now have at least 20 words (each with a POS and definition) in your PD.
Have you completed this page?

Read these pages and be sure to add 10+ words, parts of speech, and definitions to your Personal Dictionary. You may also choose to read the introduction. It has many great words.

This page is a 4-square. 

In the top left box, write down 5+ historical events of interest. The event must be from American history and predate 2013. Consider the content of chapters 6, 13, 14, 15, 16, and 17 in ADM.

In the top right box, write the corresponding place and date for each of the 5+ events you wrote down.


In the bottom left box, choose ONE of the 5+ historical events and search for 2+ decent sources of information (non-fiction reading) about the event. You may find online articles or books. Record the titles and authors in this box.

In the bottom right box, for the same ONE event, identify 3+ potential fiction books that include the event or are set during the time and at the place you recorded for the ONE event.

This chapter will be read in class on Wednesday or as homework due Friday as it wasn't entered in Classroom on time. The two top boxes of A60 will go with this chapter.

Consider peer editing, passive vs. active voice, and my suggestions (in the Coursework Overview for 3/23) about staying under 800 words. 

This final draft is due to turnitin.com before class on Friday.

600+ words, 4+ quotes, a consideration of an opposing view must be built in and can count as one of your four quotes.

Defend, challenge, or qualify-

1. Marion and Ellie's relationship has improved for the better.
2. Anne's behavior is unforgiveable.
3. Friar should be fired.
4. The IR book theme is worthy. It should be read by the whole class next year with this caveat.

With the reading of ADM's chapter 14, do the bottom two boxes of a 4-square. Do 3+ vocab./terms on the left and 3+ pertinent points on the right.

With the reading of ADM's chapter 13, do the top two boxes of a 4-square. Do 3+ vocab./terms on the left and 3+ pertinent points on the right.

Read chapter 6 and be prepared to discuss it in small groups. Be sure to bring the book to class with you.
*Remember we're still ireadying so continue to have your charged Chromebook with you.

Please bring A Different Mirror and your charged Chromebook to class tomorrow.

We're taking the iready test these days. Got rest and have breakfast!

Get into this doc. Skip three spaces. Add an answer to the new question that corresponds to your prompt. With your answer, add an additional 100 words to your doc. These additional 100 words may be expanded or deleted at a future date. 


1. Did you say that E and M ended up in a + or - place? Now speculate what someone who wanted to make the opposite argument might say.


2. Did you say that Anne was a racist or not? Now speculate what someone who wanted to make the opposite argument might say.


3. Did you say that Friar should be fired or not? Now speculate what someone who wanted to make the opposite argument might say.


4. Is the theme/message you identified so positive and/or relevant that the whole class should read the text together next year? Explain.

See the attached prompt options. This first draft is due to turnitin.com 50 minutes into class. Turnitin.com won't open for submission until 9:10.

Be ready to participate in a graded discussion of the book up to page 128. One group will discuss Miah and the adults in his life and the other will discuss Ellie and the adults in her life. You can use your notebooks and your books during the discussion. Top scorers will speak at least two times and offer a quote from the text each time.

This notebook page is for two dialectical journals (say/mean/matter's) from pages 90-128. Remember that the mean must paraphrase the say and provide some context. The matter should include a characterization (use adjectives) of a teen-parent (or other significant adult) relationship followed by an explanation.

This notebook page is for two dialectical journals (say/mean/matter's) from pages 49-89. Remember that the mean must paraphrase the say and provide some context. The matter should include a characterization (use adjectives) of a teen-parent (or other significant adult) relationship followed by an explanation.

This page is for a SSMM using the following quote from chapter 2:


"Marion reached out for my hand again. This time I let her take it" (Woodson 29).


For the mean, paraphrase the say and provide some background on the mother-daughter relationship.


For the matter, characterize the relationship. Use adjectives and fully explain yourself.

Finish reading chapter 2 of IYCS and be ready to talk about Ellie's relationship with her mom. You do not need to do anything on page A54 yet.

KEEP your green textbooks at home. BUT do bring the Simply Shakespeare and any IR books you've finished reading; we'll return them to the library on Tuesday.

Be sure to also bring whatever IR book you are currently reading to class with you this day.

1. On one side of the green paper, list various topics that come up in your text.
2. Think of an important passage that touches on one of the topics.
3. On the other side of the paper, make four boxes for a Say/See/Mean/Matter.

-In the Say box = Quote an important line from the passage you chose. Include the page number.
-In the See box = Sketch the action in the quote. Take two minutes.
-In the Mean box = Paraphrase a theme/message present in the quote or larger passage. Provide some context. Make sure the theme reads like a statement about life. Starting with the words "people should" might help.
-In the Matter box = Answer the bigger question: how is this message/theme applicable to a teen's life in 2022? Be specific. 

4. Spend more time on the sketch if time allows. You will not be charged for the quality of your drawing.

You may choose to work alone or work with others who read the same book. If you work together, your work can be very similar to your group members, but you must each turn in a complete paper. Groups should staple their papers together after putting the best on top. All papers are due to Mr. Whitacre at 9:20.

The quiz will include vocabulary (parts of speech and definitions), comprehension (plot), and analysis (of dramas terms) questions. The quiz will be similar in set up to the quiz you took on Acts I and II. It will be worth about 40 points. To study, use the attached quizlet and the vocab. slides you created in groups. Remember that the group slides only cover 18 of the 25 vocab./terms.

Word List:
From page 818-
soliloquy
aside 
monologue
gallant 
fray
martial
exile
eloquence
fickle


From page 844-
dramatic irony
pensive
vial
enjoined
wayward
dismal
loathsome
pilgrimage


+equivocation


From page 860-
tragedy
remnants
penury
haughty
sepulcher
ambiguities
scourge

Have you finished the events for both Act IV (15+) and Act V (10+)?

Do the vocab and terms for A51. The words are on page 860. Start the events column too.

1. Write down your assigned word.
2. Quote the sentence in which the word appears. Note page number also. 
3. Write down both the part of speech and definition as provided by the text.
4. Write down the similar definition as found in the in-class dictionaries.
5. Create an original sentence that uses the word and teaches the meaning of the word. The more memorable the better.
6. Number items 1-5.
7. Draw a sketch illustrating the action in your sentence.

Everyone records each step on their own paper and hand me the hard copy today.

Pick the best and turn it into a slide. Be sure your group number and all group member names appear on your slide/s. This must be done in class today.

This notebook check is worth 25 points.

Read these pages and add to the events column on A50.

Complete the vocab./terms column. You need a total of 15+ words. See the 1/21 Coursework Overview for details. There, you will see the nine words I've given you.

Record 15+ events from Act III.

Do this reading and add some events to the right column of page A48.

Do the left (vocab./terms) column for Act III. Use the three terms at the top of page 818 and the six vocabulary words at the bottom. Skim the act for six more words for a total of 15. Write parts of speech and definitions.