English (Period Per. 3) Assignments

Speak test today.

Have your IR book almost done!

If you are missing any entries in your notebook, see below and attached.

 

(These ones are very fast; take five minutes for each.) 

describe:

1. A memorable holiday
2. A time you were frustrated
3. A time you were embarrassed
4. A time you were proud
5. A favorite place
6. A lesson you learned
7. A dream you have
8. A first time you did something (A first day of high school/middle school, first concert, first high school game, first dance . . .)
9. A goodbye

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?

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.

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?

Add a reading log for your IR book.

Read to page 41 of Speak.

Bring in your rough draft/peer reading notes AND the final draft of your essay.

Also, upload your final draft to turnitin.com!

Complete the four-five paragraph Romeo and Juliet essay by today. 

Romeo and Juliet test today. Review is attached.

If you haven't already, complete the Act 5 study guide.

Act V Study Guide (at least scenes 1 and 2)

Act 4 Study Guide due today.  

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.)

Complete the Act 3 Study Guide.

Read your Q4 IR book and write a reading log in your notebook. Have your notebook ready to turn in, as well. 

Scenes 1 and 2 of the Act 3 Study Guide.

Big Quiz today on Acts 1 and 2 (with a little of Shakespeare's biography and theater)

Finish IR book by today!

Act 2 Study Guide due today. 

Answer the questions from scenes 1 and 2 from the attached Act 2 Study Guide. 

If you have not already, in your notebook answer questions 1, 2, 5, and 7 from the Lurhman handout about the last party scene we watched (with Leonardo DiCaprio).

Read Act 2 (at least scenes 1-2).

Complete the attached Voice Lesson in your notebook.

Vocabulary quiz on the second set of R+J vocabulary words today. 

Also, complete the Voice Lesson if you haven't. 

(IR book due soon!)

The complete Act 1 Study Guide is due today. 

Vocabulary (all five parts) for these words:

844: pensive, vial, wayward, dismal, loathsome, pilgrimage

 

1. Nostalgic
2. Objective
3. Obsequious
4. Ominous
5. Patronizing
6. Pensive
7. Pious
8. Placid
9. Plaintive
10. Reflective
11. Regretful
12. Remorseful
13. Resigned
14. Reticent
15. Reverent
16. Sentimental
17. Skeptical
18. Solemn
19. Somber
20. Stern
21. Stiff
22. Supercilious
23. Tender
24. Tranquil
25. Vehement
26. Vindictive
27. Whimsical
28. Wistful
29. Witty

1. Gloomy
2. Grandiose
3. Hopeful
4. Hopeless
5. Hostile
6. Humorous
7. Incredulous
8. Indifferent
9. Indignant
10. Informal
11. Informative
12. Intimate
13. Introspective
14. Ironic
15. Jovial
16. Judgmental
17. Laudatory
18. Lighthearted
19. Macabre
20. Meditative
21. Melancholy
22. Menacing
23. Mischievous
24. Morose
25. Mournful

1. Finish "translations."

2. Study for spelling and vocabulary quiz (the 12 words from Romeo and Juliet).

1. Keep reading your IR book.
2. 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:

1. Complete the attached insults and compliments. 

2. Take notes on the theater (pages 764-765 of the textbook)

1. Consistent
2. Contemplative
3. Contemptuous
4. Critical
5. Cynical
6. Derisive
7. Despairing
8. Didactic
9. Disdainful
10. Disenchanted
11. Disgusted
12. Dispassionate
13. Dogmatic
14. Dreary
15. Earnest
16. Ebullient
17. Emphatic
18. Euphoric
19. Exasperated
20. Facetious
21. Fanciful
22. Fatalistic
23. Flippant
24. Foreboding
25. Forthright

Define each of the following words. Choose 10 among them, and write a sentence showing meaning.

1. Aloof
2. Ambivalent
3. Anguished
4. Antagonistic
5. Apathetic
6. Arrogant
7. Audacious
8. Belligerent
9. Biting
10. Bitter
11. Blissful
12. Brutal
13. Callous
14. Candid
15. Clinical
16. Comic
17. Complimentary
18. Conciliatory
19. Condescending
20. Confident

Read your IR book and add another log.

Have your notebook ready!

Complete two more Voice Lessons.

Word development: https://docs.google.com/document/d/1_6d04uHNLUEB8EedNzIXMitX_c2XfJxK1BbObhgNcoA/edit?usp=sharing

Complete the two attached Voice Lessons in your notebook. 

Quiz on poetry terms today.

Keep reading your IR book.

Read for at least a half an hour from your new independent reading book, and write a reading log in your notebook.

Bring in a hard copy of (classroom-appropriate) song lyrics to mark in class. 

For today:

1. Daily Bulletin

2. Poem of the Day, Maya Angelou, "Today I Rise" https://youtu.be/JqOqo50LSZ0

3. Reflection on a separate sheet of paper to be turned in. Write a few sentences in response to each.

   A. How did first semester go for you? What are your thoughts about it?

   B. Choose one thing from last semester (not necessarily in this class or academically) that you would do differently if you had a chance, and explain what you would do.
   C. Choose one thing (academic or otherwise) of which you are proud, and write about it.

  D. What are your goals for this semester?

4. Poetry terms. Use the textbook to define the attached terms.

5. In your notebook: QW: What do you think are "patriotic" songs? Do you know any? What would make a song "patriotic"? If time, the class can have a brief discussion at the end of class about this. 

6. Be ready to talk about your independent reading book next class!

You will write an essay about A Raisin in the Sun during the final period in addition to a brief terms test.

Terms to know for the matching/short answer part of the final:

 

direct characterization

indirect characterization

round character

flat character

dynamic character

static character

the parts of plot: exposition, inciting incident, rising action, climax, falling action, resolution

external conflict

internal conflict

theme

first person narrator

third person limited narrator

omniscient third person narrator

setting

symbol

aside

denotation

connotation

assertion

topic Sentence

thesis

concrete detail

commentary

symbols

Turn in (upload/email) your trailer by today. (Notice that the rubric says it should be 90 seconds-2 minutes long. It may be shorter than that, but if it is much shorter, that will influence your grade.)

Complete your planning guide by today. (Make sure you make a copy of the Google doc so you may edit it.)

Have some notes and a works cited page to bring to class.

Complete, final draft of essay due. You need to have a printed out copy AND upload it to turnitin.com.

Time with Mr. Parise:

Exchange essays and work on your peer reading. The instructions on are on my regular page (where the Segregation article was). Answer the questions for *at least one* person. Next class, you should bring your rough and your final draft, with the questions.

Afterwards, read the links (in the same place) about Lorraine Hansberry and Chicago. It's two brief articles, and I expect you to take some notes in your notebook. 

Mr. Parise will take you to the library to pick up A Raisin in the Sun, and you should be able to take a look and perhaps read a few pages.

To Kill a Mockingbird test today! Make sure you complete the review.

see attached

Finish the book and 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

Complete essay--printed and an electronic copy--due in class today.

Pick up To Kill a Mockingbird from the library and bring it to class. Have at least half of the essay done by today.

 

If you need to finish Malcolm X, here is the prompt:

Read the excerpt from Malcolm X’s autobiography. Write a one paragraph response explaining what his central purpose was and briefly explain how he develops and supports his purpose. Use details from the text to support your response, and make sure you focus your paragraph around a topic sentence.  

You should consider:

    What claims he makes and how he supports those claims. Does he use appeals to support those claims? How?

Write a rough thesis statement and outline for the below prompt. Also, create a Works Cited page based on the sources you plan to use.

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.

Unit 1 Test today! Know: the Alma Mater; purpose, audience, and context; connotation & denotation, rhetorical appeals; claims; argumentation terms including logical fallacies

Read (and listen!) to JFK's First Inaugural Address.

Then, answer these questions:

1. What is his central purpose?

2. Who was his audience? What is the context for his speech? 

3. What claims does he use to support his purpose, and how does he use all three appeals to support his claims and central purpose? (This answer should be extensive.)

If the video won't work in class: https://vimeo.com/83236126

Finish taking notes on the attached PPT about inductive and deductive reasoning. By the way, these notes will *not* be included on the Unit 1 test, but I may give an open-note quiz on them. Also, those students considering taking the honors course next year are encouraged to become familiar with these terms. 

Bring in all of your notes on African-American history and the Central Park 5 for an open-note quiz.

 

Read the following, and write a few sentences about what each's purpose is and how the writer defends it (what kinds of claims and appeals). 

Study the new words from the Claims PPT. 

Research your part of the African-American History handout (attached below). 

Groups A and B:

Group A: http://www.pbs.org/wgbh/americanexperience/features/general-article/grant-kkk/

Group A: http://www.pbs.org/wnet/jimcrow/stories_events_harlem.html

Group B: http://www.history.com/topics/black-history/freedom-summer

Group C:

Big quiz today! Including: Alma Mater, purpose & audience, writing terms, connotation & denotation, AND appeals.

Read/listen to FDR's "Peal Harbor Address to the Nation" and determine his purpose and audience. Then, look for the rhetorical appeals he uses and how he uses them. 

For class today:
1. In your notebook, write one more quickwrite from the Questions to Consider on your Unit 1 greensheet.

2. Read this Tiger sports article: http://tigernewspaper.com/wordpress/2016/09/cross-country-performs-well-woodbridge-invitational/. On a separate sheet of paper, write about what Williamson's purpose and audience is. What kind of information does she include to support her purpose?
3. Get out the Amistad handout from Thursday. On the same sheet of paper as the, determine his purpose and audience, then identify how he uses each of the three appeals (logic, emotion, and credibility). In paragraph form, explain how Adams uses the appeals to support his point. Include quotes to support each of the three. If you are productive, you may work with a neighbor. Turn in the paper when you are finished.

4. Read your independent reading book, study for Wednesday's quiz, or work on something quietly at your desk. By Wednesday, you should be over-halfway through your quarter one book. Bring in your book (or a new one if you are finished) to class Wednesday.

Take your plan to achieve your 9th grade goals to an adult in your life and have a conversation about it. Make sure you are coming up with personal behaviors that you control (for example, checking in with your Biology teacher once a week) and not results that you can only control parts of (a specific grade on a test, for example). Explain what you have read and learned about mindsets. Also, consider if you might like additional support and what it could be. How will you check in to see how you are doing? Have the adult write at least one comment about your goals/plans and sign it.

Finish reading "The Truth about Ability and Accomplishment," and answer a couple of the questions at the end. 

Watch two commercials (preferably online so you may watch multiple times). For each, write:

Who the intended audience is (and how you know);

What the purpose is;

What appeals they use AND how they use them. (Be specific!)

Watch this John Green video: https://youtu.be/t_N7MAr98CI

Answer the following questions:

1. Who is his audience? How could you determine his audience?

2. (At this point, you probably want to watch it again, and perhaps even a third time!) Write a paragraph explaining his main purpose and how he supports that purpose. Be specific. 

3. Is he convincing? Why or why not?

Read your IR book for at least a half an hour and add a reading log to your notebook.

Study for a quiz on the Alma Mater, SPHS writing terms, and connotation/denotation.

Take the Mindset quiz in this link: http://mindsetonline.com/testyourmindset/step1.php

Write down your results somewhere safe! (And, NO, you don't need to buy the book. We will talk about it class.)

Finish your business letter and bring in a (word processed/computer generated) draft. If you have problems printing, email me BEFORE class.

Bring in your first independent reading book. You may want to start reading it before class, but that is up to you.

Learn the Alma Mater. (No, you will *not* need to sing it!) However, it is easier for most people to learn it as a song, so this link will give you the audio of a former SPHS choir singing it: https://drive.google.com/file/d/0B_BA_A3uMRMCcENFYXlyWTRjWGlUemJIdU9ZREw4YVRvYzB3/view?usp=sharing

All hail, South Pasadena
Our Alma Mater strong.
We've come to pay you homage,
Emotion voiced in song.
We love you for your stateliness,
Your grace portraying truth.
The spirit so intangible,
Of love, of life, and youth.
Long years will never mar you,
But only add to your charm;
Our hearts will shield your memories,
And guard your name from harm
(4 thumps)
So hail, South Pasadena
Fortress of inspiration, defender of ideals.
Where lasting friendship seeds are sown,
Bound fast with Tiger seals.

Study for the first quiz, which will include purpose and audience, as well as essay writing terms.

Find the mailing address of an adult (not living in your house) from whom you would like a book recommendation.

Read/listen to Tony Hawk's "Do What You Love" essay: http://www.npr.org/templates/story/story.php?storyId=5568583

then read/listen to Ying Ying Yu's "A Duty to Family, Heritage, and Country" essay: http://www.npr.org/templates/story/story.php?storyId=5552257

(If the links aren't working, use the word documents attached below.)

Then, answer these questions:

1. Hawk and Yu have essentially the same audience, but very different purposes. For each of them, write what you think the central purpose of the essay is.

2. They both use personal details to support their points. For each of them, select at least two personal details given. Explain how the detail helps make their point stronger.

3. Which of them do you believe has the right idea? Or are they both correct? Explain your perspective.

1. Finish the John F. Kennedy speech excerpt/ answer the audience/purpose questions below. 

2. Read the excerpt from Rachel Carson's Silent Spring and audience/purpose questions below.

3. Come to class prepared to write about a book you read. (For those who attended SPMS last year, it should be one of the books from summer reading.) You don't need to do much to prepare, but make sure you know the author/title/main characters.

1. What do you think is his purpose?
2. Who do you think is his audience? Why do you think that?
3. What details help you understand his points? (Use quotes to explain.)

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 to explain.)

 

Bring in your textbook COVERED (see me if you need supplies) and, if you have one, your Tiger Guide.