ECD&I P.7 Sem 2 2021-2022-7 Assignments

Dividing up the assignment will be considered cheating. You must discuss and work together.

First, discuss your final individual notes and thoughts. Write down some common ideas and differences among your thoughts. Then:

Discuss and then write your responses down:

How was a central conflict resolved?
To what degree did the main character(s) succeed? 
What groups were represented in book, and which ones had power and voice?
To what degree did you ultimately empathize with the main character? (I assume this will vary--note what different group members think?
What big idea (or possibly, even a message) does the author convey in the book about people or the world?

BEFORE CLASS BEGINS: at least two pages double spaced AND works cited

Attached is an example from a previous year--yours definitely does not need to be that long.

In January of 1986, schools across the country had their TVs on to watch the launch of the Space Shuttle Challenger. For the first time, a civilian was going with the astronauts; middle school science teacher Christa MacAuliffe had gone through an extensive screening and national competition to send a teacher to space. (Fun fact: Ms Gill's 7th grade science teacher, Mrs. Harris, was a finalist for Louisiana.) Ms MacAuliffe's school had everyone in their auditorium watching. A moment after lift-off, the Challenger exploded, immediately killing everyone on board. That night was supposed to be President Reagan's State of the Union, but it was cancelled following the disaster. Instead, he gave an address to the nation from the Oval Office.

Read the speech and write a paragraph about the effectiveness of the speech, considering purpose, audience, and his use of rhetorical appeals to back his claims.

Answer the following on a document to be answered here.
1.  Identify the conclusion (purpose) of the argument.

2.  Identify the audience.

3.  Identify the appeal(s) used in the argument and cite specific evidence from the argument to
illustrate and explain your point.

4.  Evaluate the effectiveness of the argument, again citing specific evidence to illustrate and
explain your point. Is it persuasive? This should be a paragraph.

1. Review your previous group work about characters succeeding/failing and conflicts. Take notes on any parts you see related to that in the last 1/4 and bring those notes to the meeting.
2. Complete the Reading Journal

What do you notice? What do you wonder? What do you think?

Tell me what you intend to research today. Just the topic!

Each person should share at least one of their notes from reading. Comment on similarities and differences among your notes (aloud and in your document).
Discuss a conflict. It could be the same or different from last time. Write down some of what you noticed about the conflict's development.
Again discuss and write down which characters you think are succeeding (whatever that might mean) and which characters are failing, briefly explaining why.

Add 4-5 I notice/I wonder/I think notes
Add notes when you see something related to the conflicts
Add notes when you see something related to the characters succeeding or failing

While you are free to discuss this with others, you should individually complete this assignment.

And have at least 6 "I notice/I wonder/I think" notes to share with your group.

Speak: P. 49 
Turtles:  TO Ch. 8
Patron: P. 79
This Time Will Be: P. 98 (TO chapter 13)
Ari and Dante: P. 89

1. Share a "one cool thing" 
2. List everyone's name and their one thing
3. Each person should share 1-2 of their I notice/I wonder/I think statements. 
4. Was there any overlap in the statements from #3? Discuss what you found most compelling, and then write a bit about it here. 
5. Discuss what you think might be the central conflict, and why you think so.

Common Assessment Argument 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.

In whichever form you choose.

Read and take YOUR CHOICE of notes on chapter 4. You could do Cornell Notes or SketchNotes OR another organized version.

Answer BOTH:
1. What kind of a person in George Murchison? Describe him with some detail.
2. Do you agree with Mama's decision? Why or Why not?

Why does Mama decide to give Walter the remaining money? How does this influence Walter's behavior and attitude?

Read whichever chapter your group has from A Different Mirror, and jot down some important notes so you are ready to start planning with your group.

On the attached document, you need to select "P. 7" on the bottom.

Bring in your SketchNotes for chapter 13. Make sure you include a connection to Mama and her comments in Act 1, scene 2 -- page 74.
Bring in your Raisin in the Sun.
Please bring a thank you note for either Ms Pagano, our presenter, and/or Ms Nina, our chat moderator. You could write these either on notecards or regular paper. I would like to send them all off to the museum over spring break.

answer one of the following questions. Explain in your response.
In Scene Two, what are all of the Youngers waiting for?
How does Ruth feel about her pregnancy?
Describe Beneatha’s relationship with Asagai.
How does Walter describe his frustration to his Mama?
How does Walter disappoint Mama at the end of Act I?

Answer one of the following questions and explain your response in a few sentences.
Why do you think Walter is such an angry person?
Why does Walter want Ruth to talk to Mama?
How does Mama feel about Walter’s owning a liquor store?

What does Ruth suggest that Mama do for herself when the check arrives?
How does Mama characterize Big Walter?
What do Mama and Beneatha argue about in Scene One?

1. What did you find most surprising about cost in the 1950s? 
2. What do YOU think Mama should do with the 10,000?

Publishing party with final drafts on Tuesday. More info on the essay is attached.

First, take turns reading each essay aloud . Then--

Some guiding questions for a partner: 
Highlight the thesis. Is it in the intro? Does it respond to the prompt—does it evaluate and compare the decisions? Is it clear commentary? Does the intro include other commentary about the concepts? Does the intro include titles, authors, and character names?
Underline the topic sentences. Do they give direction to each of the body paragraphs? Are they all commentary? Do they avoid repeating the same phrases and words? Do the body paragraphs have enough specific, relevant detail (at least two points) Does the detail PROVE the commentary/topic sentences? and do they include enough commentary?
Is the conclusion all commentary? Is there anything else you want the writer to know?

Peer Editing on Friday, publishing party with final drafts on Tuesday. More info on the essay is attached.

(We will peer edit essays today, and I will check chapter 3 SketchNotes)

Finish reading act 1, scene 1, and then use Google to research: 

How much did it cost?

Research, and write what you find in your notebook.

How much would $10,000 in 1955 be in today's dollars?

How much did a public college cost in the late 1950s?

How much did milk cost in the 1950s?

How much might a suburban house cost in the 1950s?

In a paragraph, write a description of the setting for A Raisin in the Sun and upload it here TODAY. If you forgot your book, see if you can borrow a neighbor's.

Reminder that you should have a rough draft ready for a peer edit in class today! Also, bring A Raisin in the Sun to class.

1. Bring A Different Mirror to class. 
2. Finish COMPLETE 5 paragraph rough draft of essay.

Read chapter 3 of A Different Mirror and create SketchNotes for it. The SketchNotes for the whole chapter will be due on Wednesday.


If you have not already done so, upload your 5 paragraph rough draft to the assignment "for class" today. I will quickly skim to make sure people are on track!

Have a rough draft of all three body paragraphs, plus a rough thesis.

Prompt: Evaluate and compare the decisions of Romeo or Juliet and two of the other stories’ lovers.
You will write about two or three different characters and each of those character’s decisions. Consider: Are the decisions wise? What are the influences on their decisions? What do the decisions reveal about their character? You may also want to consider if the decisions are realistic. Your final essay will be five paragraphs. 
Choose three characters from the list to evaluate and compare: (One must be Romeo or Juliet) 
Romeo Juliet  Ellie  Jeremiah  Tita  Pedro

You should have a rough draft of a thesis AND a rough draft of three topic sentences with potential CDs. You want to start by deciding on characters, some of the decisions that they make, and THEN work on topic and thesis sentences. 

On a Google doc: choose a decision each of the following characters makes and explain a bit about the influences on the decision, and the outcome of the decision. 
1. Jeremiah
2. Ellie
3. Pedro
4. Tita

Finish your Chapter 2 Sketchnotes for class. (You will receive a grade for them)
Bring in Romeo and Juliet AND If You Come Softly. You may leave A Different Mirror at home for today.

Reading quiz on IYCS today (through page 140/Chapter 18)
Please bring IYCS AND A Different Mirror to class today. If you like to use your own colored pencils/marker bring those.

Synthesize Evidence: Use the details and evidence you collected under the summary section to reach conclusions about the personality traits of a character or to make inferences about the plot.
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.

Find your book! (You got it at the beginning of the year) and read the introduction and first chapter. Be ready to do a related activity this week.

Read and be ready to apply and discuss

Use comment function to do I notice/I wonder/I think . . .

1. Mark the topic/thesis statement
2. Underline the details.
Comment on what you notice about the support---how does it connect to the thesis/topic, how does she explain it? (Use the COMMENT function in Kami. It will show up for me when you turn it in.)
3. What could you use in your own paragraph/essay building from this examples? (Again, use comment feature)

Optional review for today's test.

Read the right side of the page AND finish the study guide by class today.

Due HERE today.

Create a new document:

Read lines 107–114 aloud in your group, circling repeating verbs in the text.
How does Juliet’s description of “th’ inconstant moon” compare to Romeo’s description of the moon? What concern is Juliet expressing with this image?
Read lines 115–124 aloud.
What does Juliet refer to as “too rash”? Define rash, using the words and phrases in line 118-120 to help you.
What imagery is Juliet using in lines 120-122? What does this image represent for Juliet? What fears might these two contrasting images express?
Why does Juliet interrupt Romeo? What can you infer about Juliet’s opinion of Romeo based on her interruptions?
Read lines 125–136 aloud.
What, according to Romeo, is “satisfaction” and what do you think Juliet initially thinks he is asking? How does Romeo’s desire for satisfaction compare to Juliet’s concern in lines 116–124?

Whole scene:
How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene?

Annotate what you notice, wonder, and think.

Read Act 3, scenes 1 and 2 (the right hand side) and start the study guide. (On my website)

1. How do you think you did personally with the charter expectations? 
2. How do you think the class did? 
3. Do you think anything should change?