Examining Cultural Diversity & Identity Through ELA (9th) (Period 2) Assignments

Be ready to define, identify, and explain the rhetoric and argumentation we have covered in class. 

 

Be ready to write an argument essay, incorporating ideas you have been learning about this semester. (You will not receive the prompt until the final.)

See attached.

The essay prompt is attached.

Bring A Different Mirror. Make sure you have some version of notes for all the required chapters (the last couple could be post-it I notice . . . I wonder . . .)

 

Finish defining any fallacies from last class.

 

Be ready to finish your literature circle assignment. 

Take notes on inductive and deductive reasoning.

Finish lit circle book!

 

Make final edits, print out, and upload Research Summary to turnitin.com.

Complete Research Summary, including Works Cited, by today.

3rd book checkpoint.

 

Have information from A Different Mirror that you plan to use for your Research Summary. (Page number and paraphrase or quote.)

 

Have the information from at least one database source that you plan to use.

 

Have the information from at least one more credible source. 

Do a reading log for your lit circle book.

Bring your lit circle book AND A Different Mirror to class today.

Finish first 1/4 book (as determined by your group)

Finish symbols handout. Read any part of Raisin you haven't read yet.

Rank the reading books for lit circles.

Do notes for chapter 11.

Add Sketchnotes/Cornell Notes for Ch. 10 of A Different Mirror.

Vocab test on all of the tone words today!

Big vocab test on all three lists.

Read and take notes on chapter 9.

Tone 3 vocabulary test today.

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?

Read the last couple of pages of Act 1, scene 1 of A Raisin in the Sun. Include connections to how this chapter gives better understanding of the background of A Raisin In the Sun's Mama. SketchNotes for Chapter 13. (Yes, we are going out of order for a minute.) 

 

 

Read through chapter 7.
SketchNotes for chapter 6.
Cornell Notes for chapter 7.

 

Bring your IR book AND A Different Mirror to class.

SketchNotes for chapters 4 and 5.

 

Final draft of essay. Please print out a copy and upload to turnitin.com

Complete draft of essay with introductory and concluding paragraph.

 

Read chapter 5.

1. Complete draft of at least two body paragraphs for your essay; make sure handout from class is complete.

2. Complete the Sketch Notes for at least chapter 2.

 

Prompt: Evaluate and compare the decisions of Romeo/Juliet and at least one of the other stories’ lovers.

You will write about two or three different characters and each of those character’s decisions. 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 four to five paragraphs. All CDs should include (Act. scene. lines) or (page) at the end.

Read chapter 4 of A Different Mirror and be ready to SketchNote it.

 

Write at least one body paragraph for your essay, and start on the second one. 

 

Prompt: Evaluate and compare the decisions of Romeo/Juliet and at least one of the other stories’ lovers.

Test on Tone Vocabulary 2 today. 

Read Chapter 3 of A Different Mirror.

Add a reading log for an IR book. 

Read Chapter 2 of A Different Mirror.

1. Fatalistic
2. Flippant
3. Foreboding
4. Forthright
5. Grandiose
6. Incredulous
7. Indifferent
8. Indignant
9. Introspective
10. Jovial
11. Laudatory
12. Menacing
13. Morose
14. Obsequious

Tone words 1 vocab test.

Romeo and Juliet test today.

If you didn't add a reading log, add one before class. (IR books need to be finished in a few weeks!)

Finish definitions, sentences, and images for each of the 14 tone words.

 

1. Aloof
2. Ambivalent
3. Apathetic
4. Belligerent
5. Candid
6. Conciliatory
7. Contemplative
8. Derisive
9. Didactic
10. Dreary
11. Ebullient
12. Empathetic
13. Euphoric
14. Facetious

Act 5 study guide.

Create an image for your figurative language quote. 

Bring your IR book to class.

Act 4 Study Guide due. 

Read Act 4. Study Guide due Wednesday.

 

Keep reading your IR book. 

Re-write your Juliet changes paragraph. Bring in a copy of your original AND re-written. (Keep reading your IR book.)

1. Complete the Act 3 Study Guide if you have not already.

2. Read more of your IR book and complete a reading log. 

Add a reading log for your new IR book to your notebook.
Read scenes 1 and 2 of Act 3 and finish numbers 1-15 of the the Act 3 Study Guide.

1. Complete the close reading handout.

2. Pick an IR book for this quarter.

1. Open the attached "ToneDictionSyntax . . . " and keep the page open to the tone words.

2. Do the attached Voice Lessons in your notebook. 

3. Start Reading Act 3 of Romeo and Juliet. 

4. Read your IR book.  

Terms to know for the test

Writing terms: concrete detail, commentary, thesis statement

connotation, denotation

code switch

literary terms:

setting

plot

conflict (internal & external)

point of view/narrator (1st period, 3rd person limited, 3rd period omniscient)

mood

tone

characterization

diction

literal

figurative language

metaphor

simile

imagery

stanza

lyric poetry

sonnet (English & Italian)

rhyme scheme

rhythm

quatrain

couplet

alliteration

aside

dramatic irony

Finish the Act 2 Study Guide.

Complete the handout with "Holy Palmers" and the Act 2 Prologue.

Read the translated side of Act 2 by today. (You may have a quiz this class or next class.)

Finish the questions for scenes 1, 2, and 3. We should have time in class to finish the questions for scenes 4 and 5. 

Please, if you are able, bring something new to add to the backpacks for the kids on the reservation in North Dakota. We have a backpack for a first grade girl and a 12th grade boy, but there are backpacks all over campus that need filling, and we need them filled by this Friday! This is to the reward the kids for continuing to go to school. We could use more school supplies (even little things like crayons, pencils) and cozy warm mittens and hats. https://docs.google.com/spreadsheets/d/1lY1E-Wm5KjNXzN-RHkzK7UhqfGu8APiL14QNNjEW-BE/edit?usp=sharing

Finish reading the "translated" side of Act 1.

 

Survey: http://bit.ly/survey9th
Website for devices:

Annotate the poems given in class. For each, consider how the devices we've considered--detail, diction, figurative language, and/or imagery--contribute to emotions being "enacted," themes, or ideas. This should be in both your annotations and some reflective sentences at the end (or on a separate sheet of paper). The main focus of the sentences should be the emotions, ideas, or themes in the poem, but they should be supported by the annotations of the devices. (Look back at the "Voice Lessons" questions if you need ideas for what to address.) 

Read Act 1, scene 1 of Romeo and Juliet.

 

Complete the attached Voice Lessons. 

Finish taking notes on Shakespeare's Bio.

Try to do the "translations" of the attached Shakespearean lines. 

Finish If You Come Softly by today. 

 

Bring in your write-up of your growth mindset plan, signed by an adult, today!

Read to page 141 of If You Come Softly by today. 

Read to page 102 of If You Come Softly by today. 

 

 

You should have your IR book finished by today. If you don't have your book anymore, make sure you have title author, and characters' names for an in-class writing assignment today. If you have read more than one book, please bring in author/title for all that you can. 

 

Final, final draft of personal narrative essay due today. Have a conversation with an adult about your mindset goals by next week. 

A re-written draft of the personal essay due today (consider your peer edits as well as the details we discussed in other essays). Bring If You Come Softly to class! Also, bullet note or informally take note of how you have been doing with your growth mindset so far. (Also, your self-compassion.)

A re-written draft of the personal essay due today. Bring If You Come Softly to class!

Complete draft of personal essay due in class today.

Very rough first page of personal essay due in class today. 

 

If you need the questions for your notebook: 

1. How does Kaling start her personal essay (be specific)?
2. For at least three moments in the story, find an example of a specific detail Kaling gives, include the quote, and explain how it helps your understanding of her essay.
3. How do one of more of the Unit 1 questions apply to her essay?

For Temple Grandin's "This I Believe," answer #3 above.

Test on The Poet X today.

Questions about “They’re Loyal Fans and They Bake” to be answered in your notebook:

1. How does the essay begin? What is in the opening paragraph?
2. What details does Carlip give? Looking at page one, list three quotes that include descriptive detail and explain how they help you understand who she is.
3. How does Carlip use dialogue?

Create a plot chart for The Poet X.

Use your literary term definitions:
On the same page of the plot chart, explain what kind of narrator tells the story.
Explain the mood of pages 300-312. Use a couple of brief quotes to explain.

Read through page 308 of The Poet X. 

1. Finish part 2 of The Poet X and write a reading log.

2. Quiz today on the Alma Mater, SPHS writing terms, and the literary terms.

Read to page 178 of The Poet X. 

 

Define the below terms using this link: https://web.cn.edu/kwheeler/lit_terms.html
(You may write the terms and definitions on a separate sheet of paper, notecards, or another method you find helpful.)

setting
mood
tone
characterization
diction
literal
figurative language

metaphor 

simile

imagery
stanza

Finish Part 1 of The Poet X and write a reading log about it in your notebook.

Finish any notebook work from today (Poet X Anticipation Guide; purpose of A Different Mirror Introduction).
Read to page 45 of The Poet X, and bring the book to class.

1. Complete your final draft, print it, and upload it to turnitin.com. (You will turn in the printed version with the draft marked by a peer reader.)

2. Write a QW about how you see the characters in Bend It Like Beckham as windows, sliding glass doors, or mirrors. (See below for an explanation.) You could consider any of the characters and how you relate to them. 

3. Bring A Different Mirror and your earbuds/headphones to class. 

 

1. Bring your complete, printed essay to class. and 2. If you have them, bring earbuds or headphones to class for the next few classes.

Prompt: Write a synthesis essay, using multiple sources, that explains what a student should do to be successful in high school.

You should first decide what you define as successful in high school. Take into account our readings and discussions about success. Then synthesize ideas from your reading and viewing to explain how a student could best set themselves 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, and another should be from other texts we have examined, possibly including the “Eleven Essential Questions” excerpt from Benedict Carey’s How We Learn: The Surprising Truth about When, Where, and Why It Happens, Edward Briceno's TEDx Talk, "The Power of Belief," or any of the other readings or videos we have considered in class.

Read your independent choice book for at least 30 minutes, then add a reading log with your reflections in your notebook.

Write a thesis statement and at least two topic sentences for body paragraphs for the below prompt. Then find at least six total supporting details from the Mindset chapter and one or two other sources, to support your thesis and topic sentences. (So you should have 2-3 from the chapter, 2-3 from the other sources.) You should include page numbers or time references (for videos) with each detail.

Prompt: Write a synthesis essay, using multiple sources, that explains what a student should do to be successful in high school.

You should first decide what you define as successful in high school. Take into account our readings and discussions about success. Then synthesize ideas from your reading and viewing to explain how a student could best set themselves 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, and another should be from other texts we have examined, possibly including the “Eleven Essential Questions” excerpt from Benedict Carey’s How We Learn: The Surprising Truth about When, Where, and Why It Happens, Edward Briceno's TEDx Talk, "The Power of Belief," or any of the other readings or videos we have considered in class.

Finish reading and taking notes on chapter 3 of Mindset. 

1. Read "Two Kinds." Determine what you think is her purpose and audience, and make notes on the handout. 

2. Define the below terms using this link: https://web.cn.edu/kwheeler/lit_terms.html
(You may write the terms and definitions on a separate sheet of paper, notecards, or another method you find helpful.)
plot

protagonist

antagonist

conflict (include the information about general kinds of conflicts and Faulkner's claim)
point of view (include the different kinds)

 

1. Answer the questions about the TED talk. For re-watching: https://youtu.be/pN34FNbOKXc

2. Finish writing about the chapter "Chameleon" in Born a Crime. (Write a paragraph about what you think his primary purpose is in this chapter, and how his personal background influences his perspective and purpose.)

3. Read the linked essay by Roxane Gay, and determine what her primary purpose is. On the same page as where you wrote about Trevor Noah, write about what you think her primary purpose is and why you think that. https://theundefeated.com/features/the-world-wide-open-roxane-gay-physical-transformation-bodys-unexpected-power/

 

Read your independent choice book for at least 30 minutes, then add a reading log with your reflections in your notebook.

 

Bring Born a Crime to class today. 

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

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, and explain why you think that is the purpose.

2. In a paragraph, write about how their personal experiences and backgrounds influence what they believe about success. Include a couple of quotes from each essay to support how you think their personal backgrounds and experiences have influenced their attitudes. 

Quiz on the Alma Mater, Purpose & Audience in class today. 

 

Complete the Mindset Survey/Quiz.

 

Find your copy of Born a Crime, and read/review the chapter "Run." Bring the book to class.

Finish reading "Is Everyone Hanging Out Without Me?" and answer the following questions on a separate sheet of paper: 

In your notebook, add a summary to your notes about Purpose and Audience.

Quiz on the SPHS Alma Mater today. An audio clip is attached (sung by the SPHS choir a few years ago) to help you remember. 

 
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.

Explain the difference between self-compassion and self-esteem to an adult, then write a paragraph about the conversation you had and your own reflections about self-compassion. The paragraph may be hand-written or word-processed, but please PRINT a hard copy if you use a computer to do it. 

 

*Some people have asked about supplies for class. I don't have a supply list, but many students find it helpful to have something specific for what I call "the notebook." It may be a composition book, a spiral notebook, a folder, or even stapled together pages (as long as you don't lose any of the pieces). Obviously, you will need black or blue ink pens and/or a pencil, as well as paper for class, and at times it will be helpful, but not required, to bring different colored pens. I have back-ups for those who need them. 

 

If you would like another view of the TED talk, here it is: https://youtu.be/IvtZBUSplr4