9 Spring22-23-1 ECD&I Gill Assignments

Uploaded to turnitin.com and ready for PUBLISHING PARTY.

We will go to the textbook room during the final to return books (all your ones for this class, and any others you don't need for the rest of finals)

First, choose one of the following and write a response. (It could continue a thought from last time, but it shouldn't make the same comments!)
Synthesize Evidence: Use details and evidence 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:  Decide on symbols or recurring motifs that the author uses and explain their significance to the overall story.
THEN, in a paragraph, explain why or why not you would recommend this book to other students. Give specific detail and commentary.

Have an intro and at LEAST two body paragraphs and a Works Cited page

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.
How does the book connect to issues in the world today? To what underrepresented or oppressed groups do characters belong?  
What big idea (or possibly, even a message) does the author convey in the book about people or the world?

Include: What is your specific topic and why people should care about it.

Did you learn anything new about the world, people, or struggles from your book? Explain.
Would you recommend your book to other students? Why or why not? Write your response in paragraph form.

Include: What is your specific topic and why people should care about it.

Create a document and share a few of your latest notice/wonder/think statements
Discuss conflict, and then decide what real world issues and problems you notice in the novel. Write some notes about what you discuss, and be ready to discuss in more depth next time. 

First, write about the conflict your group chose last time. What, if anything, has developed in what you have read since? Then, choose one of the following and write a response.
Synthesize Evidence: Use details and evidence 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:  Decide on symbols or recurring motifs that the author uses and explain their significance to the overall story.

Look for problems, struggles, conflicts: everyone should jot down some that you find, either on post-its or in a notebook
Discuss and decide to focus on one. If you are a larger group, you could split and look at two different ones. 
Find a specific point or scene in the book's first half where the conflict or problem is apparent. Re-read it and then, on a document write the page numbers and conflict, and then write: 
    What EXACT, SPECIFIC emotions the character(s) feel
   What the effects of the problem are
   What the causes of the problem might be
   Are any lessons learned?
Finally, discuss and write down which characters you think are succeeding (whatever that might mean) and which characters are failing, briefly explaining why. 

Continue with I notice/I wonder/I think comments
Look for how the conflict your group discussed in the first 1/4 is developed or extended. 
Expect individual and group work in class today on the first half of the novel.

1. Create a document and write about a few (3-4) of what you have noticed/wondered/thought in the first half. Each one should reference part of the text and your comments. 
2. In a few sentences, explain a conflict from the book that you and/or your group noticed so far. 

You should start, and we will continue in class on Monday.
Look for references to the following. Write a quote (or paraphrase) from the text, and explain what you think it symbolizes or means: 
1. The alarm clock in the opening scene
2. Bennie's nickname from Asagai, Alaiyo (Act 1)
3. Mama's plant in a) Act 1   b) Act 2  c) Act 3
4. The title A Raisin in the Sun

If you have finished Chapter 13 notes, you may leave A Different Mirror at home for now.

If you have finished Chapter 13 notes, you may leave A Different Mirror at home for now.

Take your choice of notes AND relate it in some ways to Mama's background in A Raisin in the Sun.

Chapter 13 for Monday. 

1. Who was Karl Lindner, and why did he visit the Youngers' house?
2. What was Walter's reaction to Lindner? Bennie's? 
3. What presents did Mama get from the family?
4. What news did Bobo bring to Walter?

1. What was Beneatha's family doing when George came in?
2. What did Mama do with her money?
3. What was Walter's reaction to Mama's purchase? Ruth's reaction?

Scene 2 (you may finish this in class on Friday)
4. How did Ruth find out Walter hadn't been going to work? Where had Walter been going instead of to work?
5. What did Mama decide to do for Walter, and why do you think she does this?

Write your name and your first, second, and third choice

Either Sketchnotes or Cornell notes or another form you can justify/explain

What differences do you notice from what you watched?

Chapter Presentations:
Chapter 5: Erik, Eric, Kyle
Chapter 6: Lily, Maddie, Natalie
Chapter 7: Jasper, Bryce, James
Chapter 9: Lucia, Nick, Amara
Chapter 10: Cora, Alestor, Josh
Chapter 11: Sarah, Bea, Chanel
Chapter 14: Lizzie, Katelyn, Emily
Chapter 15: Mateo, Jugnesh, Will

Tell me how you would score your group on the presentation. Briefly describe what you, individually, did on the presentation. Do you think your group worked well together? Explain.

Create a chart (handwrite or use the document) 

1. Write a paragraph about how you would define and explain masculinity and/or what it means to be "the man of the house." 
2. Google what $10,000 in 1955 would be worth today. Then, search for the cost of college in the 1950s, the average cost of a house, the cost of a gallon of milk, the cost of a gallon of gas. Then, tell me what you found most surprising. 
Upload here

You have a choice of SketchNotes, Cornell Notes, or another note-taking technique -- you need to explain why that note-taking method works for you. 
Chapter 3 should be done by class time (if you have not yet shown me). Chapter 4 can be finished during class.

DO YOUR ESSAY FIRST. I WILL NOT MARK YOU DOWN IF THESE AREN'T DONE UNTIL LATER IN THE WEEK!

You need to return the information to the person

You should include: 

the title of the chapter
main points from each subheading
And incorporate:
color
symbols/images
text

Have a body paragraph for each of the characters and upload here. A reminder that each paragraph needs a specific topic sentence that is an assertion (commentary) and at least 2 specific details with commentary/analysis.

In your notebook\be ready to discuss
Define the “master narrative”
Explain a few critical points of the “A More Inclusive History” section.
Reflect on “Conflicts and Share Dreams” and “America’s Epic Story.” Have you considered these ideas before? What did you think?
Explain the “mirrors” of history idea near the end of the chapter.
Look at the Sketchnotes on the website. We will be starting them with Chapter 2.

Have a body paragraph for each of the characters and upload here. A reminder that each paragraph needs a specific topic sentence that is an assertion (commentary) and at least 2 specific details with commentary/analysis.

Go through the rest of the slides, and then complete the paragraph and upload it here. This will be your first body paragraph.

Finish reading the chapter and answer this question. (Others cannot see this answer; just me)

Explain.

Explain.

Explain.

Choose one of the below questions and write four-five in response. Make sure it's clear to what you are responding and elaborate with detail. NO SPOILERS, please, if you have read ahead.
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.
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?
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.

For part 1. Include concrete detail traits and commentary traits. (You may create a google doc or write it in your notebook.)

Annotate with "I notice/I wonder/I think . . ." and comment on HOW she uses poetic devices.

Annotate what you notice/wonder/think.
Comment on what poetic devices you see

Bring in the lyrics for a song that you could consider as a poem to annotate. (The song should be "school-appropriate" in subject matter.) Mark examples of imagery, figurative language, sound devices (rhyming, alliteration, assonance).

Read the interview excerpts that are included here. Then, in your notebook, write what you notice/wonder/think about it. 

Bring in the lyrics for a song that you could consider as a poem to annotate. (The song should be "school-appropriate" in subject matter.) Mark examples of imagery, figurative language, sound devices (rhyming, alliteration, assonance).

Rubric is attached. (8 points for first category; 5 each for other two)

Complete in your notebook

Read the right hand side of the page and then complete the study guide

Do your best; you won't receive a grade for accuracy, just for attempting

Do your best; you won't receive a grade for accuracy, just for attempting

You will be writing a letter (in business format) to an adult who does not live in your house asking for a book recommendation. You will also give them a recommendation. Yes, we will be sending them, so you need to find a mailing address for your person. I will provide envelopes, and WishNight is providing stamps. 

Write a draft and FIND THE ADDRESS before class today.

Annotate what you notice, wonder, and think

Initially, Juliet seems to want to slow down the relationship with Romeo, but before the scene is over, she changes her position. Write a paragraph evaluating Juliet’s decision to press for a commitment from Romeo in the balcony scene. What might have influenced her to push for one? Write a paragraph in response and upload here OR write on paper and bring in to show me.