Honors English 9 (Period Per. 3) Assignments

We will present in the library's projection room. Go straight there. For odd periods, anyone wanting to read their personal narrative must print an additional copy of their third draft and have it handy by the beginning of class on Wednesday. 4th period will have the same opportunity on Monday, 6/8.

 

 

Try to meet with your groups over the weekend. Then, on Monday and Tuesday mornings, go directly to the library again. Projects will be presented on 6/3-4. See the attached suggestions for slide arrangement. This is the same thing handed out in class on the 27th and 28th.

Meet in the library to work on the research presentation. If you are participating in a reading or seminar activity for open house, please show five minutes before your scheduled performance if possible. I will be in the library's projection room the whole time, DO NOT GO TO OUR CLASSROOM. The seminar questions are "Is Romeo a strong individual?" And, "is Romeo a well developed character?"

Spirals are due Tuesday/Wednesday! You have one additional assignment to put in the spirals before then. Staple the anonymous personal narrative I gave you in class to the next page in your spiral. Annotate the first page with the letters d, I, f, and s to indicate all occurrences of the those elements you spot on the first page of the personal narrative. you do not need to do anything with the subsequent pages of the narrative except read them if you're interested. Then, on the next page of the spiral, do a half-page close reading of the narrative's first page. Which letter seems to be the writer's strength? Please back your claim up with two quotes from the narrative. Be sure to do your gyp steps for each.

 

We will meet in class on the 26th/27th to turn in spirals then head over to the library for the rest of the period. There we will work on research presentations. Remember that the prompts are as follows:

 

Groups Dido/Cleopatra/Helen: How have three artists treated these ladies? Considering DIFS and other artistic criteria, who portrayed her as the most "female" character?

 

Group Laura: Look at three translations of a single letter to Petrarch's Laura. Which translator portrayed her as the most "female" character?

 

Alternative criticism groups: Learn the basics of a different brand of literary criticism (something other than feminist criticism) and teach those basics to the class.Then, apply the criticism to three excerpts from Romeo and Juliet.

 

 

Finish act V, scene 3. Add the vocab and events boxes for this scene just below the act V, scenes 1-2 vocab and events. Also, prepare for the quiz on 3.2-5.3 and the Socratic seminar. See the previous posting for a list of the vocabulary words that could appear on the quiz. The seminar questions are as follows:

1. In your opinion, do the friar and the nurse live up to their job descriptions? If there were an act VI, do you envision that these two would keep their current positions, be promoted, be fired, or possibly do jail time?

 

2. Consider the parent/teen relationships in Romeo and Juliet? How important is communication? Is there evidence of abuse? Whose parents are more loving: Romeo or Juliet? 

 

For the seminar, you may prepare one single-sided page of notes. You should prepare two quotes for each question. You can pull evidence from the whole play, but there will be no penalty for only quoting from scenes 3.2-5.3.

 

*Finally, remember that a research project signup sheet for presentations will be available outside the classroom door by 8am on Wednesday.

Read act V, scenes 1-2 and do the top two boxes of a new 4-square. Also, do a third draft of the personal narrative. Bring drafts one and two back to class. Additionally, bring two copies of draft three; one should contain your name and student ID number, the other should just contain student ID number. Next, submit to turnitin.com by the beginning of the school day. Finally, you will find the vocabulary for this week's quiz attached.

 

*Remember that a research project signup sheet will be available outside the classroom by 8am on Wednesday. 

Read scenes four and five of act IV and do the top two squares of a new 4-square. Also, do a second draft of the personal narrative.

Read Act IV, scenes 1-3 and do the top two boxes of a new 4-square. Also, a typed first draft of the personal narrative is due. The prompt is attached. Periods 1 and 3 do not have to adhere to the part of the prompt that requires referencing another text FOR THIS FIRST DRAFT ONLY. Period 4's first drafts should meet the requirements detailed in the prompt.

Read 3.4-3.5 of Romeo and Juliet and do the top two squares of a new 4-square. Do two new free writes in your spiral. Potential topics are: language issues, name issues, trouble acquiring a new skill and attitudes about wealth. Also, start to think about your IR project/personal narrative. Check back once a day for prompt details to be revealed.

Finish the bottom two boxes for the 3.2-3.3 4-square. Also,do a free write of at least one half page in your spiral. The topic is connected to the "A Nose by Any Other Name" vignette that we read in class. Write about the things you wish, or used to wish, you could change about your physical appearance. You will not have to share this with anyone in the class. You will even be able to direct me not to read it. The topic is meant to get you thinking about potential topics for the IR project.

Read scenes 3.2-3.3 and do the top two squares of a new 4-square.

Finish the act II, scenes 5 and 6 4-square. Read act III, scene 1 and do the accompanying 4-square. Also, prepare for the quiz on 1.1-3.1. The vocabulary words are attached to the previous posting.

Read act II, scenes five and six and do the top two boxes of a new 4-square. The vocabulary words for the quiz on 5/1-4 are:

blank verse

cunning

procure

vile

predominant

intercession

sallow

waverer

lamentable

unwieldy

baleful

feign

soliloquy

aside

monologue

allusion

gallant

fray

martial

exile

 

Finish any spiral work not finished in class. Also, read act II, scenes 3 and 4 and do the top two boxes of a new 4-square. 

Read act II, scenes 1-2 as well as page 794. Then do the top two boxes of a new 4-square.

 

 

Be ready for a quiz on act I. The list of 20 vocabulary words is attached to the 4/17-18 posting. Also, finish the 3-square for act I, scenes 4 and 5. Lastly, do a line-for-line rewrite of lines 92-105 from scene 5 in your spirals.

 

 

Do the quick write in the top box of a new 2-square. Begin to study terms and vocabulary for act 1. The first quiz is Tuesday/Wednesday.

 

Vocabulary words and terms that could appear on the first quiz are:

 

couplet

Shakespearian sonnet

Petrarchan sonnet

dramatic foil

pun

bawdy

fray

pernicious

augmenting

grievance

transgression

heretics

covert

portentous

importuned

fortnight

visage

prodigious

disparagement

privy

Read scenes four and five of act 1 and finish a new 4-square. I will sign all act I 4-squares during the next class.

 

 

Read act I, scenes 1-3 and do the top two boxes of two new 4-squares, one for scene I and another one for scenes 2 and 3 combined.

Complete the spiral 3-square.

Read the prologue to Romeo and Juliet. Start bringing textbooks again until you hear otherwise. Also, have your new IR book (autobiography or memoir) in your possession on 4/6-7.

 

Happy break!

No new homework is due.

Draft two of the essay is due:) Be sure to submit to turnitin.com. 

Be ready for more poetry readings! Bring your completed and typed first draft of the essay back to class. Also, spirals are due. Spirals should include all LotF and Odyssey 4-squares as well as a few pages between. Be sure to resubmit anything on the back of the close reading I returned this week or anything that was stapled to that assignment. Additionally, include poem drafts 1 and 2. #2 is probably on a separate sheet of paper. Please cut it and staple it into the spiral.

 

If I do another quality check, I will make sure it is from one of the 4-squares from LotF or The Odyssey. I don't want you to try to perfect any close readings in the spiral at this point. Instead, perfect the close reading essay on which you are currently working.

Some of you are reading your poems tomorrow! Be sure to bring me a hard copy.

 

Also, a rough (very rough is okay) draft of your close reading essay is due tomorrow (Thursday/Friday).

 

Spirals aren't due until Monday/Tuesday.

1. There will be a quiz on part two of The Odyssey on Tuesday/Wednesday.

2. Complete the bottom right square from The Odyssey's last 4-square by making a fn-ft-fe spectrum and placing Penelope on it as she is in the last vignette. Explain where you place her with two to three sentences. PERIOD 3 DOES NOT YET HAVE ANYTHING IN THE BOTTOM LEFT BOX. THOSE STUDENTS CAN CHOOSE TO USE THE SPACE TO TAKE SOME NOTES FOR THE QUIZ OR LEAVE THE SPACE BLANK.

3. Continue to work on your poems. The third draft is due the day you present.

4. Begin to make some decisions about your last IR project for this quarter. Remember that the prompt reads "do we see positive character growth (movement toward the fe on the fn-ft-fe spectrum) via D, I, F, or S?" Decide what character you'd like to work with and whether you'd prefer to work with your IR partner or work alone. Bring your IR book to class.  

*YOU DO NOT NEED TO BRING YOUR TEXTBOOK ON TUESDAY/WEDNESDAY.

 

Complete the 4-square for pages 1021-1033. For the bottom right box, you must place Cinderella, Anna from Frozen, the sirens from The Odyssey, the sirens from the poem "Siren Song," Calypso, Circe, Scylla, and Charybdis on the feminine to female scale explained in class today. This will be difficult, but give it your best shot. We'll discuss it in class on Friday/Monday. Next, read pages 1035-1046 and do the top two boxes of the new 4-square. Reminder, periods 1 and 3 can signup for the opportunity to present their poetry early. A signup sheet will be posted outside room 3 by 7am on Friday.

 

 

 

Read 1021-1033 and do the top two boxes of a new 4-square. Also, do another draft of your poem. This one must be typed. Bring a copy to class.

 

Odd classes will present on 3/19, 3/23, and 3/25. 4th period will present their poems on 3/20, 3/24, and 3/26. A signup sheet will be posted outside room 3 (periods 1 and 3) this Friday (3/13); it will be up by 7am. A signup sheet for 4th period will be posted outside room 315 by 7am this Thursday (3/12). 

Prepare for a quiz on the first part of The Odyssey. Also, a draft of your poem is due on Friday/Tuesday. It can be handwritten or typed, but must go in your spiral notebook.

 

 

Finish the 2-square we started in class. This includes copying the below lines from page 1022 onto the bottom half of the 2-square. Start with the line "...From the air" and end with the line "to the face of the goddess. There she said to him:" Then answer these questions:

 

1. Is there an epic simile or extended metaphor?

2. If so, what word signals the comparison? And, what two things are being compared?

3. How many syllables are in each line? How many lines are there?

4. If Fitzgerald turned this in as his poem for the IR Q3 project in this class, what grade would he deserve? There's no rubric; you decide what's fair.

 

Also, read pages 1005-1017 and complete the top two boxes of a new 4-square.

 

Pair-share partners decide who will bring the textbook. One of you must bring the textbook until otherwise notified. This reminder will NOT continue to be posted.

 

Read 983-1004 (skipping the cyclops section). Then finish the two spiral pages. 

Which translation's diction does the best job of painting Odysseus favorably? Consider your assigned translation against the lines on page 981. This should go in your spirals and be approximately one full page. You must consider two diction examples from each of the two translations. Be sure to do all the DIFS steps for each diction example, but do not label the steps at this point. It should look a hand-written short essay response. 

Copy the 17 or 18 lines of The Odyssey from page 981 onto the next available page in your spirals. Then, as you read the lines, annotate the spiral page with as many d, I, f, and s's as possible. There's no need to do the g-y-p steps yet.

 

No one needs to bring textbooks on Tuesday/Wednesday.

Reread Atwood's "Siren Song" on pages 1054 and 1055. Then read "The Sirens" vignette from The Odyssey on pages 1005-1007. On the next page of your spirals, do the following:

 

1. What two interesting examples of diction do you spot in "Siren Song?" Be sure to do all the g-y-p steps for each example. And what is the theme of the poem?

 

2. Repeat the above steps for the second passage.

 

Also, have your spirals in class; I will take a page or two from your spirals to conduct a quality check.  

 

The following groups bring textbooks: Period 1= north side, Period 3= the middle, and Period 4= west side.

Read pages 1050-1060 in textbook. Do the assigned 4-square. South side needs to bring textbooks to class. I'll also take Honors English and Honors History paperwork beginning Wednesday.

Your homework is to do a close reading like the last two pages in your spiral. Your passage is the passage that starts with the words "Roger gathered a handful of stones..." on page 62 (page 56 in some editions). Starting with those words, copy the rest of the paragraph in the top square of a new two square. Then mark the passage up with as many d's for diction and s's for syntax as you can. On the bottom half of the page, do the following:

 

A. Pick one specific case of diction and do all the DIFS g-y-p steps.

B. Pick one specific case of syntax and do all the DIFS g-y-p steps.

And C., talk about how the diction and syntax work together to highlight either Roger's character or a theme.

 

PLEASE SEE THE ATTACHMENT. IT IS MY OWN ANSWER TO THE SIMILAR ASSIGNMENT WITH THE SENTENCE FROM PAGE 202 (the last spiral page). Comparing what you wrote to what I wrote may clarify understanding heading into the second seminar and help all prepare for the required close reading that will be a part of your IR Q3 project.

On Tuesday/Wednesday, I will sign the work originally assigned to be due on Friday/Monday -that is the two-square spiral page about the single sentence from page 202. In the top box, copy down the entire sentence that begins "And in the middle of them,..." (Golding 202). Mark it with d's and s's wherever you find interesting diction and syntax. On the bottom half of the page, do the following:

A. steps 2-4 for one diction example present in the sentence.

B. steps 2-4 for one syntax example present in the sentence.

C. Explain how diction and syntax work together to point us in the direction of some interesting theme. Make sure that your theme reads like a theme.

 

Additionally, there is a seminar on Tuesday and Wednesday. Everyone should prepare answers to both of the questions below:

 

1.Theme/s:

What matters more: food or shelter? Also, what are some of the positive themes in the text? Smaller themes are okay. You may pull themes from the entire book, but there will be no penalty for sticking solely to the last four chapters. Backup your claims with at least four quotes.

 

2. Style Analysis:

Be ready to talk about the diction and syntax of at least four powerful sentences of your choosing. Each of you was assigned a chapter in class. All four of your quotes must come from your assigned chapter. Remember that you must do all four difs gyp steps for each of your quotes.

 

The spiral work assigned for Friday/Monday is not due until Tuesday/Wednesday. Check back in 24 hours for more information. 

Read chapter 12 and do a complete 4-square. The bottom left box must contain one diction and one imagery example, each with all four g-y-p steps. The bottom right box should contain one figurative language and one syntax example, each with all four g-y-p steps. Also, remember to bring your current IR book to class each time we meet.

Read chapter 11 and do the top two boxes of a new 4-square. Also, choose a book for 3rd quarter's IR project and decide if you will work in a group or not. Have the book in your possession during class.

Read chapter 10 of LotF and do the accompanying 3-square. Address the following question in the bottom half page: Explain the role Simon's absence plays in the chapter. What does it do for the plot or the characterization of other characters?

Prepare for the continuation of the seminar. Submit your final essay to turnitin.com. Bring a hard copy of your final essay along with the typed single-paragraph explanation about how you arranged the body of your paper and why. Have your spirals handy; I need to sign 4-squares for chapters 6-8. Remember, if you plan to earn the bonus points on the final, each group of three must have four hard copies of the paper in class. Additionally, make sure that you and your group members work out ahead of time who is reading what part.

 

Things to keep in mind when finalizing your essay:

Your quiz on LotF chapters 5-8 is a seminar. The questions are the same as questions 1 and 3 from the Dec. 18/19 posting. The only difference is that for the characterization question, you must discuss one of the four main characters and one minor character. You may use your spirals (including DIFS notes) during the seminar. For homework, prepare for the seminar by completing the 4-squares for chapters 6-8 in the way discussed in class. 

Read LotF's chapter 8 and do the accompanying two squares. Also, draft one of your take-home final exam (IR quarter two project) is due. YOU WILL NEED A HARD COPY FOR EACH PERSON IN THE GROUP. Use a single font. Remember that this is a collaborative effort; responsibility should be shared, not divided, as much as possible. I will ask for your written comments about who helped with the typing, generating of ideas, and refined language use of each paragraph.

 

You may want to refer back to the 1/7-8 posting. There you will see the prompt.

 

Here is a sample thesis for the paper:

Though the bathroom talk and Biblical references present in Lord of the Flies could give teachers a headache, Golding's skillful syntax and powerful message about isolation make it a great companion text for To Kill a Mockingbird.

 

 

Read LotF, chapter 7 and do the vocabulary and events boxes of a new 4-square.

Read chapter 6 and do the top two squares of a new 4-square. Also, make progress on the IR project.

 

 

Read LotF, chapter 5 and do the accompanying 4-square. Start working on your IR project; it is your take-home final exam. The first draft is due 1/15-16. Bring LotF, TKaM, and your IR book to class for our next class meeting.

 

Help 9th-grade teachers find a companion text for To Kill a Mockingbird. Is your independent reading book the one? Does its D, I, F, or S appeal to teens without being age inappropriate? Does it contain at least one interesting and worthy theme also present in To Kill a Mockingbird?

 

Do your best to finish your Q2 IR book. I will announce the project on 1/5-6 and then you will get at least one week to do the project. Bring the IR book as well as LotF and TKaM to class.

 

Enjoy the holiday!

Prepare for a seminar on chapters 1-4 of LotF. You may use 1 1/2 pages of handwritten notes during the seminar and your book. You may also bring TKaM, but it's not required. The seminar questions are as follows:

 

1. Of D, I, F, and S, which element does Golding use most impressively so far? Share at least two quotes in support of a single element. Be sure to touch on all four steps for each example.

2. What topics and themes are present in LotF? Do any topics also appear in TKaM to some degree? Share at least two topics present in both texts. Directly quote LotF and paraphrase TKaM for each shared topic.

3. How does Golding characterize Piggy, Ralph, Jack, and Simon? Discuss two different characters with two quotes apiece.  

 

Additionally, finish the DIFS box for the chapter 4 4-square.

 

Finally, spirals are due!

 

 

 

Complete the chapter three 4-square. Read chapter four and do the top two squares of a new 4-square. Also, turn the "Summer Vacation Problem?" essay into a business letter. This is draft four (final) for periods 1 and 3. Period 4 must submit draft four OR five for grading. Be sure to submit to turnitin.com by 8am of the morning your essay is due and bring a hard copy to class that day.

 

Upcoming Homework: There will be a quiz and/or seminar on 12/18-19. Finally, spirals are due that day. All of your TKaM 4-squares through LotF's first five chapters must be included.

Read LotF chapter three and do the top two boxes of a new 4-square. Also, finish the DIFS box for chapter two; do the same letter you were assigned on the last 4-square.

Read LotF, chapter two and do the vocabulary, events, and theme boxes. In the theme box do the following: 1. Put a theme from the chapter in your own words. MAKE SURE THE THEME READS LIKE A FULL STATEMENT or message about life. 2. Find a direct quote that is consistent with the theme you identified for number one. And 3. Identify the theme as either implicit or explicit in the quote. If it's implicit, you will need to further explain.

 

4TH PERIOD MUST ALSO turn draft 3 of the summer vacation problem essay into a business letter. Be sure your letter is one page and only uses one direct quote. It is still necessary to have two concrete details for whatever number of body paragraphs you are able to include. Your letter must include your address as well as the recipient's address. Limit the use of the first and second person. It may help to see the business letter from page 197 in your textbook. Submit to turnitin.com by 8am on Thursday and bring a hard copy to class. The rubric for this assignment is attached.

 

ALL PERIODS:

Do the DIFS box in the bottom left corner of the chapter one LotF 4-square. Please remember that the exact thing you do in this box is dependent on the passage and letter you were specifically assigned. Have your IR book handy. Also bring LotF and TKaM to class.

 

PERIODS 1 AND 3 must also do the following in the bottom right box of that same 4-square:

1. Write your personal definition for the word theme.

2. Find some theme present in the first chapter. Use a direct quote.

3. Is the theme you identify implicit or explicit? Explain.

 

 

 

Read the first chapter of LotF and do the top two squares of a new 4-square. Be ready to discuss pages 373-4 of TKaM in class.

Be ready to present if you haven't already gone. Reread the last few pages of TKaM in preparation for discussion. Make progress on current IR book. 4th period needs to also read chapter 1 of LotF and complete the first two squares of a new 4-square.

4th period, someone in each IR group needs to email the following information to me before class on Thursday: Who is in your group? What book are you hoping to read? What human-issue connection do you believe exists between your chosen text and TKaM?

 

All classes, prepare to present your IR presentation if you haven't already gone. PLEASE REMEMBER THAT YOUR INTERNAL CITATIONS MUST NOW BE ACCURATE. Finally, begin to read your new IR book.

Be ready for the reading quiz. Know the 17 vocabulary words. Bring your new IR book to class. Be ready to present on your old IR book if you haven't already. PLEASE REMEMBER THAT ANY AND EVERYTHING ABOUT GOOD WRITING TOUCHED ON IN CLASS THIS YEAR APPLIES TO YOUR PRESENTATION. THERE IS JUST ONE EXCEPTION, YOUR PRESENTATION SHOULD INCLUDE NO FULL PARAGRAPHS AND ONLY VERY FEW FULL SENTENCES.

Finish TKaM and do the assigned spiral work. Also, prepare your IR presentation. See the homework posting for 11-5/6 for the detailed directions.

 

Read chapters 25-27 and complete the assigned spiral work (complete the 23-24 4-square and the top two squares of the 25-27 3-square). Make progress on your IR project presentation. Get to school as early as 7am on Friday (11/7) to have your pick of the best presentation dates. A sign up sheet will be posted outside room 3 for periods 1 and 3 and outside room 315 for period 4. Some people in 4th period have signed up to present as early as Wednesday, 11/12.

In your spiral, completely answer the analysis question about the Finch family earning the Cunningham family's respect. Read chapters 23 and 24 and do the vocabulary and events boxes of the next spiral page. Bring your IR quarter one book along with a flash drive to class for the rest of the week.

 

Directions for Independent Reading Project #1

Should the text you read be added to this summer’s suggested reading list of informational (non-literary) texts?

Make sure your PowerPoint or Prezi is 5-7 minutes long and does the following:

1. Demonstrates whether or not the text meets the teacher specifications of being age appropriate, non-literary, and having a worthy theme or message. Discuss how all three specifications are met or not, but only provide a single quote to support one of your three claims.

 

2. Demonstrates to what degree the author’s purpose is to inform, entertain, or persuade. You must discuss to what degree all three elements are present or not, but you only have to provide a single quote in support of the author's larger purpose.

 

3. Demonstrates whether or not the text meets your three criteria for a good non-literary read. Be clear about what your three criteria are, but you only have to provide a single quote to demonstrate how your book meets one of the three criteria.

 

You are limited to seven minutes and 14 slides. Beyond that, how you arrange your slide show is up to you. The following arrangement will work:

Cover/title slide                                          1 slide

Thesis slide                                                1 slide

Slides covering requirement #1                 1-3 slides

Slides covering requirement #2                 1-3 slides

Slides covering requirement #3                 1-3 slides

Concluding slide                                         1 slide

Works cited                                                 1 slide

Slide that thanks your audience                  1 slide

 

Finish reading through chapter 22 and complete the accompanying 1 1/2 spiral pages. Start your IR project. The first project presentations will be due 11/12 and 13. Directions will be attached at a later date.

There is no specific homework due on Tuesday/Wednesday. However, independent reading books must be finished by Thursday/Friday.

 

 

There is a quiz on Friday/Monday. The quiz will cover chapters 12-19 of TKaM and will be set up much like the previous quiz. Make sure you are comfortable with all 20 vocabulary words that could appear on the quiz. Also, we will hold our first Socratic seminar on Friday/Monday. The questions are as follows:

 

1. What makes a good parent? How good of a parent is Atticus?

2. Compare and contrast the treatment of various black men. Consider Tom Robinson, the Scottsboro Boys, George Stinney Jr., and Michael Brown. For this question you will need to read three additional articles. One was provided in class. The other two are entitled "Autopsy Shows Michael Brown was shot in Hand at Close Range" and "George Stinney was executed at 14. Can His Family Now Clear His Name?" A simple Google search for these exact titles should suffice.

3. What social issues beyond race are prevalent in the text and in 2014? What other works of fiction explore such issues?

 

Prepare at least one quote from TKaM for each of the three questions. Also, prepare at least one quote from each of the three specific articles mentioned above for the second question. Additionally, prepare very specific examples from real life for the first question and very specific references to other large works of fiction for the third question. You may use your books and one double-sided page of hand-written notes doing the seminar.

Read chapters 17-19 and do the accompanying 3-square. This is due on Wednesday/Thursday. Also, begin to prepare for Friday/Monday's quiz on chapters 12-19. The vocabulary list was/will be revealed on 10/20 and 10/21.

Read chapters 14-16 and do the accompanying 3-square. Do a third draft of the summer problem essay. Have a printed copy in class with you on Monday/Tuesday and submit the draft to turnitin.com by 8am of the next day our class meets (Monday/Tuesday).

Read chapters 12-13 and do the accompanying 3-square. Make progress in your IR book, and spend 20-30 minutes researching the Scottsboro boys. Read as many as three online articles. It isn't necessary to print the articles or write anything about them at this point. 

Read chapter 11 and do the corresponding 3-square. Study for a quiz on the first 11 chapters. Remember that all vocabulary questions will come from the 20 words shared in class on Thursday and will comprise no more than 25% of the available points on the quiz. Also, make progress w/ your IR book.

 

IMPORTANT NOTE: The list of 20 vocabulary words is attached because I forgot to give the words to 4th period. As a result, 4TH PERIOD ONLY will have their quiz broken up over two days: reading comprehension and analysis on Wednesday and vocabulary on Friday. As a final note, number 14 reads "obstreperous."

Read chapters 9 and 10 of TKaM and do the accompanying 3-square. Spirals are due. Also, spend a few minutes thinking of a class clap that might work. Period 4 should be prepared to talk about multiple explanations for Jem's tears at the end of chapter 7.

Read chapters 6-8 of TKaM and do 3/4 of the accompanying 4-square. 

Read chapters 4-5 of TKaM and do the top two boxes of a 4-square.

Read chapters two and three of TKaM on your own and complete the top two squares of a 4-square. Period 4 should complete the whole 4-square.

 

 

Keep draft two of the current writing assignment in your backpack. Always have TKaM and your independent reading book in your possession. Additionally, spend 20-30 minutes researching your assigned topic from the 1930's in the American South. Write down three compelling facts from 1-3 reputable sources. Be sure to note the URL for each source. This work goes on the next available page of your spiral.

Do a second draft of the "summer vacation" essay. The second draft should reflect  three changes from the first. Is your title awesome? If not, make it awesome and count that change as one of your three.  Bring a hard copy of the 2nd draft, along with the first draft and the editing done in class back to class with you on Thursday/Friday.

Type a first draft of an essay that addresses the prompt in the last homework posting. The essay must reference at least two sources. Additionally the essay must be at least four paragraphs long and include at least two body paragraphs w/ at least two quotes each. Bring a hard copy to class. Also, continue to bring your IR book to class daily. 

Bring your Q1 independent reading book to class. Also, do a one-page brainstorm or some kind of mapping of ideas for the first full essay. This should be done in spirals. The prompt is as follows: 

Defend, challenge, or qualify the claim that America/California/SPUSD has a summer vacation problem that needs to be addressed. After doing the brainstorm/mapping, create a thesis and write down the four quotes you want to use from two of the sources you've considered so far. There will be a "solutions" component at some point, but right now simply focus on establishing that the problem does or doesn't exist.

1. Identify a name and address for the business letter.

2. Find and print additional article about how students use down time.

3. One pair share partner must bring the textbook.

4. Create a turnitin.com account and electronically submit WA1, 2 or 3D3 to the site.

 

The period 1 Class ID is 8667306 and Password is 1Tiger.

The period 3 Class ID is 8667288 and Password is 3Tigers.

The period 4 Class ID is 8667312 and Password is 4Tigers.

 

Do a third draft of the current writing assignment. Make at least three changes to draft two. One of those changes should be to create a great title. Bring a hard copy of your draft to class and have your writing assignment on a flash drive. I will need the two previous drafts back as well.

Do a second draft of one of the first three writing assignments. I have shortened each of the prompts.

 

Defend, challenge, or qualify one of the following statements:

 

1. There is no such thing as a self-made man.

2. Students should be encouraged by the 10,000-hour rule.

3. If the income gap widens, social mobility will suffer and smaller numbers of people will experience success.

 

Avoid writing in the first person. Your first sentence must be your thesis. Include at least two specific concrete details. Each concrete detail should be backed by at least two sentences of commentary. Lastly, include a concluding sentence. This is a paragraph, not an essay. However, it must be typed. You must have a hard copy in class on Thursday.

Type your one paragraph response to the following prompt from the back of Outliers:

 

Gladwell writes about meritocracies influenced by advantages some people have over others by virtue of opportunities, education, and coaching. As the income gap in the United States continues to widen, do you think that social mobility, which is an essential part of achieving success, will continue to suffer?

Complete the vocabulary box for the Outliers, chapter 9 ("Marita's Bargain") 4-square. Also, access and read the following articles online:

 

"The Good and Bad Effects of TV on Children"

and "Proof that TV Doesn't Harm Kids" 

 

It isn't necessary to print them.

 

 

Read tv article and do the corresponding 4-square.

Read the MLK Jr. speech in your textbook. When you read, think about connections to Outliers and the following topics raised in class so far: information, success, opportunity, legacy/marginalized peoples, and the American dream. The following groups must bring books: period 1 -south side, period 3 -north side, period 4 -east side.

A typed paragraph response to The Outliers prompt discussed in class and spiral work are due. Also, be prepared for the Summer Reading test.