9th Grade English (Survey of Literature and Composition) (Period Per. 4) Assignments
- Instructor
- Ms. Denise Gill
- Term
- 2015-16 School Year
- Department
- English
- Description
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Peer Reader
- On a whole or a half sheet of loose-leaf paper, write your name in the normal spot and the writer’s name as the title. All of your feedback to the writer will be on this paper.
- Read the essay carefully. As soon as you are done reading, close the screen for a moment. Based on what you remember of what you just read, write what you think is the main idea or main conflict—what do you learn about the person or the experience?
- Go back to the essay and re-read it slowly check if the narrative is focused around this conflict. If you see parts that don’t seem related, write a note on your half-sheet. Maybe they included some other points that might be interesting, but don’t seem necessary to the essay. If you think parts are missing or something isn’t explained, write that down, too.
- Write down at least 5 questions that you have about the essay for the writer. In particular, write questions if you think it could have more detail. (“When was this? What were you thinking then? How old were you? Who was with you? What did you say? And so on . . .)
- Write down something you liked about the essay or you thought was well done.
- Give the notes back to the writer.
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Speak test today!
Have your notebook ready to turn in, as well!
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In class questions for example essays:
How does the writer begin the story?
How does writer end the story?
Explain the central conflict.
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Read to page 170. Then write in your notebook:
- Freeman, again! He tells Melinda that "nothing is perfect. Flaws are interesting" (153). He is literally talking about a drawing of tree, but what do you think he really means?
- David is a true friend to Melinda, but he tells her something she may not want to hear. He says that people have to speak up for their rights, referring to the suffragettes (159). What should his words mean to her? How is he a good friend?
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- Read to page 154:
- Soul: Mr. Freeman tells his class, "You must walk alone to find your soul" (118). What does this mean? Is it true? What is a soul?
- Mistakes: Mr. Freeman also says that "art is about making mistakes and learning from them" (122). Isn't that what life is also like? How could you use this in your own life?
- Now that you have heard Melinda's version of the story, what do you think she should do? What do you think it means that she has finally acknowledged—at least to herself—what happened that night?
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Read through page 119.
Two more QWs:
- (107) What should people value in a friend? What does Heather value? What do you value in a friend?
- Melinda wishes her science teacher would teach them about love and betrayal instead of about the birds and the bees (109). Where do we learn about things like that? Can we learn about love from a book? Explain.
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Read to page 84: "Word Work"
In your notebook
- Reflect on the situation with the immigrant discussion. Why is David a hero? What do you think of him?
- Secrets: Why do you think Melinda won't tell her parents what happened to her? Have you ever had a personal secret that you were afraid to tell? What makes it so difficult to tell the truth sometimes?
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Finish your notes from the Mayo Clinic link about Depression in teens.
Write a QW about the signs of depression you see in Melinda.
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Read your IR book and add a log to your notebook.
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Final draft due!
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Rough draft of essay due today.
By the way, here is a handy source for citing Shakespeare:
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You need to bring in your brainstorm and rough outline (make sure you pay attention to the instructions) for your essay.
Continue reading your Q4 IR book.
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Romeo and Juliet test today!
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Remember that due to AP testing, we will be in room 615 today and Wednesday! Please do NOT bother the test-takers in 314!
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Read your *last* IR book of the year and add a reading log to your notebooks.
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Act V Study Guide
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Finish the Act 4 Study Guide.
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Act 4 Study Guide, scenes 1 and 2.
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Read Act 4, sc. 1. In your notebook, write a QW about what advice you might give Juliet.
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Add a reading log and make sure you are ready to write about your Q3 book!
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Complete the Act 3 study guide.
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Don't forget to complete your figurative language image and explanation. (Include the quote in your image, and attach an explanation of when and where it is said and what it means.)
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Read Act 3, scenes 1 and 2. Start the scene 1 study guide questions.
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LAST DAY for Pennies for Patients is today during period 4. (No extensions.) If your parents write a check to the Leukemia and Lymphoma Society, it counts as a tax deductible donation. :-)
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Read your IR and add a reading log to your notebook.
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Finish Act 2 study guide and be ready for a quiz on Acts 1 & 2.
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Vocabulary test today!
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Act 2, scenes 1-2 of the Study Guide.
Keep reading your IR book!
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Vocabulary (all five parts) for these words:
818: gallant, fray, exile, eloquence, fickle
844: pensive, vial, wayward, dismal, loathsome, pilgrimage
860: remnants, haughty, ambiguities, scourge
Dear South Pasadena High School Students,
Two years ago, as part of the requirements under Education Code (EC 52060), the district was required to develop and implement a Local Control Accountability Plan (LCAP). South Pasadena Unified's LCAP has been developed with input from a variety of stakeholders (parents, teachers, classified staff, administrators, bargaining units, and students), has been implemented for two years, and has been annually updated.
As we begin this year's annual revision process, we would like your feedback through a survey.
As we begin this year's annual revision process, we would like your feedback through a survey.
This LCAP Stakeholder Survey serves two purposes:
1) To build awareness about SPUSD's current LCAP goals and actions
2) To seek input on the impact of these LCAP goals and actions
We recognize that you may not have first-hand knowledge of all the below LCAP goals and actions, but we still welcome your feedback on the actions for which you are familiar. Essentially, we would like to know the perceived impact (from your perspective) that our actions have had on helping us meet our goals. This survey is only one way we are seeking stakeholder feedback. The feedback you provide in this survey will be shared with our focus groups, including your ASB, to assist in the LCAP revision process.
To access the survey, please use this link and and please complete before the end of the day on Tuesday, March 15th: https://www.surveymonkey.com/r/C89XYM8
We really want your feedback and appreciate your time!
South Pasadena Unified's Instructional Services Department
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Read Act 2!
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Act I Study Guide due. Make sure you give complete answers.
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Read Act 1, scenes 2, 3, and 4. You may want to start on the study guide.
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Read the "translated" side of Act I, scene i and create a flow chart summary of all that happens. Be ready for a potential quiz on Shakespeare and his plays.
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Don't forget about today's vocabulary test.
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Read your IR book and add a reading log.
Study your vocabulary.
Finish the "translations."
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Do all five things (definition, part of speech, sentence/phrase from the play, your sentence, and image) for each of the vocabulary words. The first three parts will be IN your textbook, so go to the pages listed for more information:
Page 769: pernicious, augmenting, grievance, transgression
Page 794: cunning, procure, vile, predominant, sallow, waverer, lamentable, unwieldy
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1. Complete the attached insults and compliments.
2. Take notes on the theater (pages 764-765 of the textbook)
3. Keep reading your IR book!
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Study your poetry terms--matching quiz today.
Make sure you are making progress with your independent reading book.
Take some notes on the rest of Shkespeare's bio.
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Print out AND upload final draft of your research synthesis!
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See guidelines for paper.
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Vocabulary test today! Remember that you have to spell the words and know how to use them in sentences.
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1. Study your Raisin vocabulary.
2. Bring in the lyrics for your song.
3. Have a choice for Q3 Independent Reading.
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Make sure you have definitions and notes on Shakespeare.
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Vocabulary list:https://docs.google.com/document/d/1Mxm0uRLW7Mw8qG8owTWPOGZIYSWLdK2uvitu-bakrXQ/edit?usp=sharing
For each word, you need to:
1. Write a definition.
2. List the part of speech.
3. Find the word in the text and write the sentence as it appears in the play.
4. Create a sentence of your own, showing meaning.
5. Create or find an image to help you remember the word. (It's fine if it's a picture you found or stick figures, or some sort of symbol. It just needs to connect to the word.)
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UPDATE: You have until 11:59 this evening to email me a link to your trailer in order for it to be considered on time. Also--don't forget to update your characters and plot in your planning guide.
Book trailers due today! Remember to bring in a new, more detailed version of the planning guide.
Here are some example trailers:
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Collect all of your terms for the final.
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Continue working on your trailer and finish reading Act 2, scene 1 of A Raisin in the Sun.
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Complete your planning guide by today. (Make sure you make a copy of the Google doc so you may edit it.)
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Read IR book and define terms:
aside
monologue
soliloquy
figurative language/ figure of speech
metaphor
simile
symbol
https://www.aier.org/cost-living-calculator
http://www.dummies.com/how-to/content/remembering-what-a-buck-could-buy-in-the-1960s.html
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Attached is the info about databases from Jonathon.
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For class notes:
Make sure you have read some of your Q2 IR book and have done a reading log. Also, read to page 39 of A Raisin in the Sun.
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Complete, final draft of essay due. You need to have a printed out copy AND upload it to turnitin.com.
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Take notes on Lorraine Hansberry's biography from here: http://www.chipublib.org/lorraine-hansberry-biography/
Complete a draft of your essay.
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To Kill a Mockingbird test today! Make sure you complete the review.
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Keep up with your reading schedule and finish defining your terms (using the Handbook of Literary Terms in your textbook):
Plot and its parts
Atmosphere/Mood
Tone
Characterization
Indirect
Direct
Character types
Round
Flat
Static
Dynamic
Setting
Narrator/Point of view
First person
3rd person limited
3rd person omniscient
Symbol
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Read through chapter 7.
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Be ready to write about your Q1 IR book.
Be ready for a quiz on chapter 1-5 of TKAM.
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Finish reading chapters 1, 2, and 3.
Peer reading handout:
Print final draft of essay and bring with your rough draft and peer reading.
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Take notes on quote integration: http://www2.ivcc.edu/rambo/eng1001/quotes.htm
Add one more Q1 IR log in your notebook.
Study for Unit 1 test!
Bring To Kill a Mockingbird with you.
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Pick up To Kill a Mockingbird from the library (or bring in your own copy).
Finish another draft of your essay WITH a Works Cited page, print it out, and bring it to class.
Make sure you have all of the historical information for an open-note quiz.
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Complete your portion and bring to class! For the A and B sections, PBS just took down the timeline we had been using for years, so you can use the attached timeline for some questions, but will need to use Dr. Google to find some of your responses. Oy!
A&B Timeline: http://www.pbs.org/wnet/aalives/timeline/
Scottsboro information: http://www.pbs.org/wgbh/amex/scottsboro/timeline/
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Please remember that we need many things for Walking Shield--we volunteered to buy warm clothes and school for three little boys on the reservation who really need some things. Here is the chart again:
https://docs.google.com/spreadsheets/d/1rNwXiyStis7P6AyTYjp2YxL0-Bh_ZZ-E70JCMB4o8Uc/edit#gid
https://docs.google.com/spreadsheets/d/1rNwXiyStis7P6AyTYjp2YxL0-Bh_ZZ-E70JCMB4o8Uc/edit#gid
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Study (again!) and finish essay draft.
(Article for classwork: http://tigernewspaper.com/wordpress/?p=4728)
Synthesis Essay:
High School Success
Prompt: Write a persuasive essay, using multiple sources, that explains what a student should do to be successful in high school.
You should synthesize ideas from your reading (and possibly, viewing) to explain how a student could best set himself or herself up for success. One of your sources should be chapter three, “The Truth about Ability and Accomplishment,” from Carol Dweck’s Mindset: The New Psychology of Success.
Your essay should be centered around a clear thesis and have four or five paragraphs.
Your body paragraphs should include specific, cited references as evidence.
You should include a Works Cited page.Due:
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Here is a map of the field for tomorrow's disaster drill. Remember that you need to find your period 4 teacher/class!
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Study for a BIG quiz: writer's purpose, rhetorical appeals, the four main claims, definition of fallacy, connotation and denotation, Alma Mater, graduation requirements, and writing terms.
Read and take notes about the excerpt from How We Learn.
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Finish chapter 3 of Mindset and take notes throughout. Prepare for Color Day!
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Quiz today on purpose, appeals, claims, fallacies, and writing terms. Bring IR book to class.
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Bring IR book to class.
Read the excerpt from Malcolm X's autobiography. Write a thesis about his purpose and how he develops and supports it. Through an informal outline or bullet notes, identify his main claims and how he supports them. Be sure to show how he develops credibility and appeals to both logic and emotion. Include quotes as examples.
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Take notes (use the back of your fallacies handout to help) on the PPT.
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Read/listen to President Reagan's speech about the Shuttle Challenger disaster and General MacArthur's "Duty Honor Country" speech. Answer the four questions for each.
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Be ready for a quiz on: Alma Mater, graduation requirements, purpose and audience, rhetorical appeals, connotation and denotation, and claims.
Read your IR book and add another reading log in your notebook.
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Answer the four questions for the Eleanor Roosevelt speech. Do part 2 of the Connotation assignment (attached to the last assignment).
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Do Part 1 of the attached connotation assignment and answer the four questions for Ken Robinson's speech.
Ken Robinson transcript
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Study for quiz on Alma Mater, graduation requirements, purpose/audience, AND persuasion. (This one will be worth double what the others were!)
Read your independent choice book for at least 30 minutes AND bring it to class. Be ready to write about the part that you read.
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Bring in your draft of your business letter.
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Quiz on graduation requirements, the Alma Mater, AND purpose/audience.
Read and take notes on the education packet.
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Write up your "smarter" goals; have a conversation with a parent/guardian; have the parent/guardian sign it.
Read "Rachael Writes" and "Seeing in Beautiful Pictures." Take notes.
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Learn the SPHS Alma Mater and be ready for a quiz.
Read and answer the three questions about the passage from Jack Gantos's Hole in My Life.
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1. Read Tony Hawk and Ying Ying Yu's "This I Believe" essays, and answer the three questions about purpose and audience for each.
2. Answer the questions on the link below, and write down what results the test gave you. (Ignore the part about buying the book, though!)
3. Make sure you know the author, title, and main characters of your summer reading selection.
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Bring in your summer reading forms (signed by a parent/guardian).
Read the Sally Ride essay "Single Room, Earth View" and answer the 3 questions:
1. What do you think is her purpose?
2. Who do you think is her audience?
3. What details help you understand her points? (Use quotes.)
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Bring in your textbook COVERED (see me if you need supplies) and, if you have one, your Tiger Guide.