English 9 - Honors (Period 2) Assignments
- Instructor
- Ms. Larissa Green
- Term
- 2018-2019 School Year
- Department
- English
- Description
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Romeo and Juliet – Vocabulary
ACT I Forfeit – loss Pernicious – destructive Purge – absolve Warrant – state with conviction Chaste – modest and decent Exquisite – especially beautiful Adversary - foe Augments - increases Grievance - complaint Solemnity - dignity |
ACT II Heralds – messengers Peril – danger Distempers – disturbs Perverse – contrary Chides – scolds Conjure – to call by magic Envious – jealous Intercession – act of pleading Perjuries – lies Procures – obtains through effort |
ACT III Abroad – roaming the streets Tributary – secondary Fickle – casually changeable Mangled – marred badly Naught – wicked Discover – reveal Banishes – expels Purgatory – place of torment Exile – prolonged separation from home Unaccustomed – not habitual |
ACT IV Waned – became less full Entreats – begs Resort – go to frequently Stifle – smother Pensive – reflective and sad Prostrates – falls before Immoderately – excessively Cunning – skillful Culled – selected Prorogue – postpone
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ACT V Straight – directly Aloof – indifferent Restorative – a way of revitalizing Kindred – family Associate – meet Pestilence – epidemic disease Loathsome – repulsive Presage – foretell Haughty – arrogant Adventures – dares |
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Actor’s Notebook p. 372-373
(Read the directions on p. 372 and 373, party blocking was p. 365-367)
This is the written part of your performance final. You need to include:
- Interpretation for your character – with textual evidence
- Costume – what is your vision of your character
- Set Diagram – a Party Blocking graphic organizer for your scene
- Text – a copy of your script – annotated with stage directions
- Actor's Notebook for Romeo and Juliet (centered)
- Acting Company's name (centered)
- Optional Image of characters, scene, or title image of the play
- Your class information (name, date, period #) - (upper right corner)
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Actor’s Notebook p. 373 and Set Diagram (Party blocking)
(Read the directions)
This is the written part of your performance final. You need to include:
- Interpretation for your character – with textual evidence
- Costume – what is your vision of your character
- Set Diagram – a Party Blocking graphic organizer for your scene
- Text – a copy of your script – annotated with stage direction
Note: Your actor notebook does not need the character analysis or actor’s ‘to do’ list p. 373
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The scripts should be annotated to show your stage directions (character thoughts, feelings, and reactions)
Study Tips: How to memorize your scripts
- Read it over and over again
- Flash cards of your parts – especially the parts you don’t know
- Read 1 line, then go back, read 2 lines, then go back and read 3 lines and repeat until you get through all your lines
- Rehearsing with your acting company (this is called: running your lines)
- Practice your lines in front of a mirror
- Run lines with family or friends (who are not necessarily in your group)
- Practice saying your lines out loud to yourself
- Listening to your part being read (ex: YouTube)
- Write down the complicated or difficult parts to focus on
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- Choose your scene
- Pick your team
- Name your acting company
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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“The Necklace” – Plot Chart reminders
Use your plot charts that are in your comp book to help you with the structure.
For “The Necklace” by Guy de Maupassant the story takes place in 19th century Paris, France
Story background: Mathilde is unhappy with her life as a middle class woman.
Central Conflict: Mathilde Loisel is the main character and her own enemy because she was never happy with what she had. She wanted to have high-class status.
The narration reveals the thoughts and feelings of more than Mme. Loisel, so is it First-person, Third-person limited, or Third-person omniscient? Explain why.
Use the book to help you with the rising action examples (bottom to top). The climax is when she discovers the necklace is gone and she and her husband decide to lie about it to Mme. Forestier.
Which is it?
An internal conflict is when you are struggling with something inside like your thoughts and feelings.
An external conflict is when you’re struggling with something that happened to you from the outside.
Which is it?
Man vs. Man, Man vs. Nature, Man vs. Self, Man vs. Society, Man vs. God, Man vs. Technology
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After Reading: SSP, AD, and SIFT
Create a SIFT chart for the poem “A Poison Tree” p. 136-7 - Graphic Organizer (Comp. Book)
“A Poison Tree” by William Blake
Speaker |
1st person narrator who is angry |
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Subject |
Anger unspoken and resentment; revenge |
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Purpose |
It symbolically explains what happens to anger when you let it grow instead of speaking about what really bothers you. |
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Symbolism |
“the poison tree” = hate & anger “the apple” = revenge & an idea |
Allusion |
Biblical - Forbidden Fruit – but in a twisted garden Snow White – the poison apple |
Imagery |
“a bright and shiny apple” “my foe outstretched beneath the tree” |
Diction |
“wiles,” “foe,” “veiled,” “wrath,” “deceitful” |
Fig. Lang. |
“watered it in fears” “sunned it with smiles” |
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Tone/ Theme |
Tone: ominous, conniving (carefully planning in a tricky way), malicious Theme: Revenge |
Thematic statement: Use the purpose statement in your graphic organizer to help you explain the theme of revenge in “A Poison Tree”.
Example: When anger is nurtured, it grows into something poisonous like revenge.
Writing Topic – Revenge
Directions: Copy the prompt. Answer in a 7 sentence paragraph (WGAGA).
Explain how the authors of “The Cask of Amontillado” and “A Poison Tree” use literary elements, such as imagery and irony, to effectively convey the theme of revenge. How effective is each author’s use of figurative language and symbolism? Provide examples, at least one from each text, that show each author’s use of specific literary elements in developing the theme.
Be sure to:
- Begin with a clear thesis (warrant) that states your position
- Include multiple direct quotations (grounds) from the text to support your claims
- Introduce and punctuate all quotations correctly ending with a citation
- Citation example: (Blake 11-13 136-137). Author, line numbers, and page(s) since it’s poetry
- (Poe 127). Only the author and page number, not the line number is needed from prose
- Include transitions between points and a statement that provides a conclusion
Warrant example:
Edgar Allan Poe’s short story “The Cask of Amontillado” and William Blake’s poem “A Poison Tree” utilize imagery, irony, figurative language, and symbolism to convey the universal theme of revenge.
Grounds examples: In the poem, when the enemy stole the fruit or ironically fell for the trap, “My foe beheld it shine. / And he knew that it was mine, / And into my garden stole” stole also had a double meaning of both stealing and sneaking (Blake 11-13 124).
In the short story, the dramatic irony at the beginning, when Montressor explained, “when he ventured upon insult, I vowed revenge” reveals the theme immediately (Poe 127).
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Check Your Understanding p. 135 – 5 mins
Example:
Irony can serve several purposes in a story, and a writer might use it in order to surprise their reader, include clever dialogue with verbal irony, or let the reader in on the secrets in the story. Dramatic irony, such as Montressor’s vow of revenge in the first paragraph, lets the reader know that something is going to happen to Fortunato from the very beginning. In my own story, I included situational irony for an unexpected twist.
Writing Topic – Verbal Irony (20 minutes)
- Copy the prompt
- Answer in paragraph form
- Requires direct evidence
Writing Topic – Verbal Irony
In a well-supported paragraph, explain how Poe uses verbal irony in “The Cask of Amontillado” to emphasize the evil intensions of Montresor. (WGAGA)
Be sure to:
- Create a sentence that introduces your topic (Warrant – Topic Sentence)
- Cite textual examples of irony (Grounds - embed them as part of a complete sentence)
- Include commentary (Analysis) sentences that explain the importance or the effect of the irony (minimum 2 sentences of Analysis per Grounds)
- Use appropriate parallel structure of multiple ideas within a sentence.
Grounds example: When Montresor said, “‘whatever he said’” it meant whatever it meant (paragraph 41). Then you will have two sentences of analysis.
Warrant example: In Poe’s story “The Cask of Amontillado,” he uses verbal irony __(when / where)_ to emphasize the vengeful intensions of the narrator, Montresor.
Verbal irony – Pick 2 of each (not the examples)
What is stated… |
What it means… |
1. “And I to your long life.” 2. “Once more let me implore you to return.” 3. “I shall not die of a cough.” 4. Medoc and DeGrave wines |
1. Just kidding, you’re going to be dead soon. 2. 3. 4. Medoc like medicine for his cough and DeGrave is that Fortunato is literally in his grave. |
Situational Irony – Pick 2 of each (not the examples)
What is expected… |
What happens… |
1. Fortunato expects proof that Montresor is a Mason. 2. Carnival time is a time for festivities and celebration. 3. Fortunato enjoys drinking Montresor’s wine. 4. Fortunato wears the clothing of a fool as a party costume. |
1. 2. 3. 4. He is a fool. |
Dramatic Irony – Pick 2 of each (not the examples)
What the reader knows… |
What the character knows… |
1. Monstresor vows to kill Fortunato. 2. Montresor is getting Fortunato drunk. 3. Fortunato’s insult to Montresor is enough to get him killed. 4. Montresor’s coat of arms shows a snake striking at the heel, a traditional symbol of weakness (Achilles’ heel). |
1. Fortunato thinks he will be going on a wine tasting. 2. 3. 4. Fortunato does not understand that Montresor is taking advantage of a weakness, that is, Fortunato’s pride in his expertise concerning wine. |
“A Poison Tree” by William Blake p. 136
Read the poem – review reading pauses for punctuation
Discuss the poem
Diffuse the text of the poem – circle unfamiliar words and write more familiar words near them
Underline imagery
Star (left side) irony – mark it as dramatic, verbal, or situation
Rhyme Scheme – find the pattern
Definitions – My Notes p. 136:
Quatrain – a four-line stanza
Stanza – a paragraph or section of poetry
Couplet – two lines of poetry that rhyme
Allusion – a reference to another story or event in history to make a point
Paraphrase each stanza with the literal meaning (right side)
Explain the symbolism in My Notes (left side)
Second Read
- Group reading 1 person per stanza or read in pairs
- Answers Questions 1, 2, and 3 – individual with group support
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You need exposition, 6 little events of rising action, climax, falling action, and resolution.
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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Writing Topic – Status
(Copy the prompt. Compose your answer in 5-7 complete sentences. Answer every part of the writing prompt in your single paragraph. If you answer each question with one sentence, you only have to write one more to complete your paragraph.)
Status is defined as the (high or low) standing a person has in a group to which he or she belongs. Answer the following questions in a paragraph: What are some things that give a person status? How can you tell that a person has status? What are some benefits of status? What are some possible harmful effects of concern about status?
Read background p. 26
- Setting
- Main characters (introduced only in the first few paragraphs)
- Conflict – What is the main problem in the story from the beginning?
- Man vs. ? (man vs. man, man vs. nature, man vs. self, man vs. technology)
- Point of view – first person, third person limited, third person omniscient & how do we know?
- Climax of the story
- Falling Action – 1 or 2 events
- Resolution (this story ends unexpectedly)
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Students will complete a Condensed Edition graphic organizer for “The Stolen Party”
- writing and art connection handout
The Condensed Edition handout includes: an interesting quote, reasoning, summary of the text, and an illustration of a scene, or in this case, an illustration of the ‘image’ that is used throughout “The Stolen Party” with an explanation, a scene from the story, or items of symbolic significance.
Color your picture! Write your picture caption in 2-3 complete sentences.
Summary example:
“The Stolen Party” is about the experiences of Rosaura at her friend Luciana’s birthday party. (Explain what her mom thought of the party. Explain what Rosaura did at the party and how she felt. Explain some of the fun and not so fun things at the party. Explain the ending with party favors and what Rosaura was offered and why.)
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“The Necklace” by Guy de Maupassant p. 27
Vocabulary p. 26 – Copy the Words to Know and write the definitions in your Comp. Book
- Definitions are found in the gold/bronze glossary or at the bottom of the story’s pages: adulation, aghast, askew, exorbitant, gamut, pauper, privation, prospects, ruinous, vexation
9th Grade
“The Necklace” by Guy de Maupassant
Writing Topic – Status
(Copy the prompt. Compose your answer in 5-7 complete sentences. Answer every part of the writing prompt in your single paragraph. If you answer each question with one sentence, you only have to write one more to complete your paragraph.)
Status is defined as the (high or low) standing a person has in a group to which he or she belongs. Answer the following questions in a paragraph: What are some things that give a person status? How can you tell that a person has status? What are some benefits of status? What are some possible harmful effects of concern about status?
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Students will complete a Plot Chart handout to help them prepare for their Common Assessment in the next week or two. Work with your group members to complete it.
Title, Author, Character, Narration, Conflict sections, and Story Setting – whole class
Rising Action, Climax, Falling Action, and Resolution – groups
Rising Actions examples - Bottom to Top in order
(You do not have to use these. There are many other events, too.)
* Expected a yo-yo or bracelet before leaving
* Assisted the magician with the magic show
* Confrontation with the girl with the bow
* She helped pass out food and drinks
* Her mom got her best dress ready and helped with her hair
* Rosaura convinced her to let her go
* Rosaura’s mother didn’t want her to go to the party
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Writing Topic – “The Stolen Party”
Reread the final paragraphs of “The Stolen Party,” when Señora Ines tries to hand Rosaura money instead of a gift like all the other children. This is a powerful moment as all three characters appear to be frozen in time and space. Think about how point of view has created the surprise and disappointment in both the reader and the main character.
Using the story starter that follows, write a continuation of the narrative that shows Rosaura’s realizations, starting with Señora Ines’s final words. Use dialogue, point of view, and imagery, as well as deliberate sentence structure, to emulate the author’s style. You may want to devise an alternate resolution. Be sure to:
- Use dialogue to convey the experience and attitudes of the characters.
- Include precise language, details, and imagery to engage the reader.
- Include clauses to add variety and interest to your writing.
- Maintain the limited point of view to show Rosaura’s new perspective.
Rosaura glanced at the caged monkey as she and her mother turned from Señora Ines and walked out of the room. She gripped her money and, turning to her mother, said, “ .”
(optional sentence frames for a sequence of events – consider “What if?” as you finish the story. What if Rosaura was angry and said something mean to her mother because she was upset at Señora Ines? What would her mother do? What if Rosaura started crying as soon as they left? What would her mother do? What if Rosaura realized her mother’s warnings were right and apologized for not listening? What would her mother do? Consider other endings and emotions as you finish the story.)
Then, Rosaura’s mother told her, “ .”
Next, Rosaura .
Finally, .
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Gather these papers together, make a packet, and staple them together with your cover sheet on top. The last page is your performance paper.
The top sheet will be your cover paper – COPY IT NEATLY – you will be graded when this form is complete. Yes, you write EVERYTHING below for your grade level:
Student Led Conference
Cover Sheet
Spring 2019
12th grade |
9th grade
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2 Reading Logs |
2 Reading Logs |
1 Dialectical Journal – your choice |
Novel Check – February |
1 Group or Individual poetry Qs assignment |
1 Writing Assignment of your choice |
1 Essay (Sue & Jude) or MLA paper (poetry paper 1st draft) |
CA #3 - Sentence Types |
1 Assignment of your choice – RL, Allusion, DJ, or Major Work/Novel Check |
SpringBoard – SOAPStone p. 206 |
Directions:
- Sit with your parent or guardian
- Explain the work you do in the class
- Review your Performance & Behavior paper (complete it)
- If your parent or guardian has questions about your grade, show your parent or guardian your assignment list (Schoology) for what you have done, your scores, and anything you are missing.
(Skip lines)
_______________________________ (student name) conferenced with me on: ___________ (date)
The above named is in Ms. Green’s period: __________ English class.
(Skip line)
Parent/Guardian Signature: _________________________
(After March 25, this assignment is considered late)
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Dialogue Scene – Peer Editing
Review the prompt and Check a peer’s writing (example p. 106-7, too)
- Does the scene contain dialogue between Della and Madame Sofronie? Proper formal diction?
- Is there a new paragraph for each speaker change?
- Is the dialogue punctuated properly?
- End punctuation or a comma within each end quote
- Are there character thoughts or feelings?
- Sensory details?
- Does the dialogue fit in the story’s scene?
In orange ->, mark any paragraphs of description or dialogue that need to be indented
In red, add any missing punctuation: comma , | question mark ? | exclamation point ! | period .
In green, add any missing quotation marks “ ”
In purple, fix spelling errors (or circle misspelled words, so they know to check the spelling)
In black or brown, note if the student writer needs to add character thoughts or feelings
In blue, note if the student writer needs to add sensory, descriptive details (imagery)
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Writing Topic – Scene with Dialogue
Review the short story, paragraphs 12-15, where Della gets her hair cut at Madame Sofronie’s. Use this “unseen scene” as an inspiration to write your own scene in which you imagine what the two characters might be doing and saying as the hair cutting progresses. Or you may want to imagine the scene in which Jim sells his watch to buy the combs for Della. Be sure to:
* Use description and details to create a setting and situation.
* Set up the conflict, introduce characters and their perspectives for the reader.
* Create dialogue that creates a vivid picture of the characters and conflict.
* Provide a smooth transition to the next part of the narrative.
Your dialogue scene is when Della sells her hair
- Starts with paragraph 12 & 13
- Insert your expanded scene here – You can use paragraph 14 in your scene. There is a LOT that happens that isn’t explained. Della enters the shop. Madame Sofronie appraises her and her hair. Mme. Sofronie wants to make a profit. Della just wants enough money for a gift. What are they thinking? What else do they say? Describe Della’s hair being cut off and how she feels. What else does she say? Does Madame Sofronie feel any remorse or is it just business for her?
- Ends with paragraph 15 & 16 – Della has twenty dollars and leaves the shop
- Diction: formal & polite from 1900 not 2018
- New paragraph for each speaker change
- Do not skip extra lines between paragraphs (that’s an error when I copy from Word to Edlio)
Writing Topic – Scene with Dialogue
Where she stopped the sign read: “Mme. Sofronie. Hair Goods of All Kinds.” One flight up Della ran, and collected herself, panting. Madame, large, too white, chilly, hardly looked the “Sofronie.”
“Will you buy my hair?” asked Della.
“I buy hair,” said Madame. Della stood there nervously, but willed herself to listen to the woman as she said, “Take yer hat off and let’s have a sight at the looks of it.” Della took off her hat and let her hair down. Down rippled the brown cascade. “Hmm…” was the only reply.
Della stared at the ground wondering what the other was thinking, but at the same time, it stung her pride a little to be appraised as the practiced hand lifted the soft tresses of Della’s hair. She cleared her throat quietly, “Ahem,” as if urging the other woman to get it over with.
There was so much, even Madame Sofronie was a little taken aback. The hair fell passed the woman’s knees. She considered the profit. How many wigs and hair pieces of curls and ringlets could be created from these locks. “Twenty dollars,” she said simply. She considered, ‘It was a substantial amount, but there was so much hair.’
Della caught her breath thinking, ‘so much!’ She could hardly imagine what she might buy for Jim with so much money, but then she wondered, ‘so little?’ A tiny shake of her head, ‘No, it was enough, more than enough. It was for Jim.’
The woman awaited Della’s consent. Della agreed and swiftly the small, sharp scissors appeared in Madame Sofronie’s hand and Della’s hair was shorn away in a series of delicate snips. When it was done, Della, who had kept her eyes closed the entire time her hair was cut, called out, “Give it to me quick.” She held out her hand and payment was promptly handed over.
Oh, and the next two hours tripped by on rosy wings. Forget the hashed metaphor. She was ransacking the stores for Jim’s present.
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Writing Topic – “Fire and Ice”
Directions: Copy the Prompt. Use your topic sentence (warrant). Answer in a paragraph of at least 5 sentences.
Explain how the author uses imagery and symbolism to convey purpose and meaning in his writing. Use the interpretative statement you wrote as a starting point. Be sure to:
- Begin with a clear thesis that states your position.
- Include direct quotations from the text to support your claims, introduce and punctuate all quotations correctly.
- Include transitions between points and a statement that provides a conclusion.
In (Title of Text), (Author) suggests that (purpose/meaning/main idea). Remember titles of shorter works like poems are in quotation mark.
Example paragraph:
In “Fire and Ice,” Robert Frost suggests that ice and fire, which symbolize the emotions of hate and passion, are equally destructive. While the poem is literally about the final destruction of the world through the imagery of extremes with ice and fire, this doomsday scenario is figuratively represented with powerful emotions. Based on the speaker’s statement, “From what I’ve tasted of desire / I hold with those who favor fire” when passion burns hot and unchecked it can be harmful to oneself and others (Lines 3-4). For example, murder can be a crime of passion. Hate is sometimes described with hot anger, but perhaps its most destructive state is when it is ice-cold and passionless hatred. The speaker makes that clear with the lines, “. . . for destruction ice / Is also great / And would suffice” where the image of ice is directly linked with destruction (Lines 7-9). Hate without emotion can lead to cruel actions without conscience or care like the destructive images of frost killing flowers or icebergs sinking a ship. Circling back to the literal meaning, the world, for humanity, could truly end in the slow burn of global warming, the fiery destruction of an asteroid crashing into our planet, or freezing through another Ice Age, but it will probably be the destructive desires and the cold hatred of humanity, our symbolic fire and ice, that will bring about our collective end.
Example of how to quote lines out of order:
In this sentence which means nothing, “the world will end in fire . . . I hold with those who favor fire” (Lines 1, 4).
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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Writing Topic – Emulating Style
Directions: Copy the prompt and answer in 2 paragraphs.
Use the opening paragraphs of your short story and emulate a writer’s style (O. Henry or Edgar Allan Poe see p. 99) to write an original story opening. Be sure to:
- Emulate the style of the author you chose
- Introduce a character, setting, and/or a conflict in the opening
- Vary your sentence types to create an effect (or to affect the pacing of the narrative)
Two hundred and forty-seven dollars. That was it. And most of it still had to go to this month’s electric bill. After paying the water, the gas, the phone bills, the auto insurance, and the groceries, there was very little left for anything else. Both girls needed new shoes; they were growing so quickly, and his wife was still without her own car. Jack ran the numbers again. Two hundred and forty-seven dollars. And the mortgage was due the next day.
He rubbed his tired eyes. They were brown, like his hair, but instead of their usually cheerful gleam, they were reddened from worry and staring too long at the checking account. He wondered if he could continue to afford life in a Los Angeles suburb. He wondered how he’d tell his wife and kids. He stared at the glaring computer screen. Two hundred and forty-seven dollars. It was not enough. – O.Henry
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Based on the changes you just made to emulate an author, revise your story opening from the Writing Section of your Comp. Books – this is the beginning of your first draft on regular paper:
Expand your opening paragraphs to include more elements of story exposition:
- Describe the setting (where and when)
- Introduce characters and/or narrator telling the story (physical/personality description)
- Introduce the conflict in the story and set the plot in motion
The Family Business – First Draft
Two hundred and forty-seven dollars. That was it. And most of it still had to go to this month’s electric bill. After paying a myriad of other bills, there was very little left for anything else. Both girls needed new shoes; Jill and Jane were growing so quickly, and his wife, Judy, was still without her own car. Jack ran the numbers again. Two hundred and forty-seven dollars. The mortgage was due, and he did not even want to consider what the bank would do if it was late again.
He rubbed his tired eyes. They were brown, like his hair, but instead of their usually cheerful gleam, they were reddened from worry and staring too long at the glaring computer screen. He wondered if he could continue to afford life in a Los Angeles suburb. ‘What else could we do?’ he wondered, ‘give up our home to a foreclosure and move into a small apartment?’ He sighed heavily and considered how he would tell his wife and kids. He stared at the screen again before turning the computer off. There just was not enough from month to month, and once again, he had come up short.
Another payday advance was out of the question. The interest rates were exorbitant, and it was one more level of stress that he could not take. He would have to find a way to break the news. Unless he thought of something else, quickly, there would be no choice. That is when Jack remembered Uncle Nick. He had never trusted Uncle Nick, but Nick had often mentioned that he had extra work available at the family business. In desperation, Jack picked up the phone and left Nick a message.
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If you were absent on Thursday, please complete this writing topic and turn it in on Friday.
Writing Topic – Scout Growing Up
Directions: Copy the prompt & Answer in a paragraph of at least 5 sentences.
How do the experiences that Scout relates to us in To Kill a Mockingbird help her grow up? What did she learn about people and human nature? Do you think Scout grew up, emotionally, as a result of these events? Why or why not?
(Hint: The narrator is also Scout, as an adult. You can use that as part of your answer for what she learned and if you think she matured from these experiences or not.)
This is expository writing. Make sure that you explain your ideas clearly. Include well-chosen references to the film as evidence (no citation needed). You have 10-12 minutes to write your paragraph and then share your paragraph in your groups (3-5 minutes).
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Writing Topic – Three Jim Crow Laws
(Copy the prompt & use paragraph form)
In a paragraph of at least 10 sentences, cite three examples of Jim Crow laws that would have presented financial hardships to a local government or institution. What can you infer (conclude) from the fact that these laws went unchallenged for many years?
Be sure to:
- Cite direct quotations and specific examples from the text.
- You do not have to quote the entire law, but the parts you use need to be in quotation marks and part of a complete sentence.
- Use an appropriate voice (formal) and a variety of sentence structures (simple, compound, and complex) to add interest to your writing.
(Teacher example - you can use my warrant sentence, but the grounds and analysis need to be your own)
Jim Crow laws would have created financial hardships for local governments and institutions. Due to these laws, businesses and government institutions often had to invest in duplicate facilities or deny customers service. It saves money for everyone to use the same facilities, and businesses can make more money by serving more customers instead of only being permitted to serve one group. For example, in Georgia “all persons licensed to conduct a restaurant shall serve either white people exclusively or colored people exclusively,” so everyone who owned a restaurant had to give up part of their customer base and the profits of serving a larger population of customers. In Texas, their County Board of Education “shall provide schools of two kinds; those for white children and those for colored children.” The County Board of Education then has the financial burden to build and maintain separate schools. Even if one school has a low population and the other has a high population, they were mandated to have both. Prisons in Mississippi, which are paid for by the state’s tax payers, had to build and maintain separate cells and cafeterias because their law stated that “the white convicts shall have separate apartments for both eating and sleeping from the Negro convicts.” Because of these laws, there was a loss of general revenue and wasted tax dollars. It does not seem logical that they remained on law books for so long because it cost the states money; however, a conclusion could be that it was difficult to change the laws because people wanted the facilities to stay separate. Politicians may have also feared that they would lose voter support if they changed these laws.
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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Parallelism independent practice
Romeo & Juliet Parallelism p. 1104
#1-4 – Each of the four sentences has one part that is not parallel with the other two parts.
Re-write the sentences, numbered 1-4, so that all three parts of the sentence, separated by commas + and, are written in the same way.
When you change the tense of a verb, you may need to add or subtract words from the sentence, so it makes sense. You might only need to remove a word or words to make it parallel. That is OK!
Warning: Miss an apostrophe or period, the sentence is wrong. If you forget to capitalize, the sentence is wrong.
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W.T. – Changing Times
What do you think is the context for this photograph? When and where was it taken? What clues help you make inferences about the setting? Why is the time and place important to understanding the significance of the imagery?
(15 minutes – Title your paper, copy prompt, and answer in a 5 sentence paragraph – indent!)
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- Review the project
- Only one digital resource is required for this brief project
- Your digital research Work Cited is due this Wednesday
- If you cite multiple resources, change the title to Works Cited and the entries should be alphabetical
- Citation and format mistakes will be noted and returned to you to be corrected before your final draft
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EA -2 p. 89 - Writing an Argumentative Essay - Finish your First Drafts
The Value of College - Outline
(No extra spaces between paragraphs! This is a website format issue that I cannot remove.)
Hook: (Introduce your topic to your audience – the value of a college education) Claim: (The statement you will make about college education that you will try to convince your audience of. Example: A college education is worth your time.)
Topic Sentence (warrant): The first main idea of value of a college education – in a complete sentence. This will start your first body paragraph. You will include text based evidence (grounds) and analysis (backing) in your essay. Use parenthetical citations (Author Page) – (Obama 68) or (Rotherham 84) or (“Education Still Pays” 64) or (“Five Ways Ed Pays”) or (Reich 81). The page must match the page of the evidence. WGAGA – means Warrant, Grounds, 2 sentences of Analysis, Grounds, 2 sentences of Analysis – 7 sentence body paragraphs
Topic Sentence (warrant): The second main idea of the value of a college education – in a complete sentence. This will start your second body paragraph. You will include text based evidence (grounds) (from a different speech or article than the first one) and analysis (backing) in your essay. Use parenthetical citations.
Topic Sentence: This topic sentence should have a counterclaim. This will start your third body paragraph. Support your counterclaim with a piece of evidence and then write a refutation that disproves the counterclaim in your essay. (Example: Some may feel that college is too expensive. Rotherham, in his article “Actually, College . . .” even conceded that college has “out-of-control costs” (84). However, over the course of someone’s working life, college more than pays for itself.) Use parenthetical citations like (Reich 82).
Conclusion: Re-state your claim, summarize the main points of your body paragraphs, and end with a Call to Action
(( Evidence: p. 64 “Education Still Pays”, p. 68-72 Obama, p. 81-3 Reich, p. 84-5 Rotherham))
Find the examples of Evidence that you will need for your essay. You can also include information from “Five Ways Ed Pays” which counts as a text.
All of your evidence (the 6 quotes you chose from two or more texts) should be copied down in your Composition Books.
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Works Cited
“Introduction to the Holocaust.” United States Holocaust Memorial Museum, 18 August 2015, www.ushmm.org/wlc/en/article.php?ModuleId=10005143. Accessed 10 December 2015.
“The Holocaust: An Introductory History.” Jewish Virtual Library, American-Israeli Cooperative Enterprise, www.jewishvirtuallibrary.org/an-introductory-history-of-the-holocaust. Accessed 01 December 2017.
Note: The Auschwitz.dk site name is: The Holocaust, Crimes, Heroes and Villains
If you used the article from the first page please title it the same or you can call it “Introduction” – the author only of the first page is Louis Bülow, he is also the publisher
The other pages may not have specific authors; scan the page if they’re listed.
Make sure you use the title of the article you got evidence from and the URL link directly for
that page.
Example:
Works Cited
"1945." The Holocaust, Crimes, Heroes and Villains, Louis Bülow, www.auschwitz.dk/Timeline/nr2.htm. Accessed 14 Nov. 2018.
Bülow, Louis. "Introduction." The Holocaust, Crimes, Heroes and Villains, Louis Bülow, www.auschwitz.dk/. Accessed 26 Nov. 2018.
If only one source for your evidence is used, it is a Work Cited, not Works.
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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- Independent Clauses
- Subjects and Predicates (simple, complete, and compound)
- Dependent Clauses
- Fused Sentence (run-on)
- Comma Splice
- Coordinating Conjunctions (FANBOYS)
- Subordinators (list of subordinate conjunctions - be able to recognize them!)
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- Independent Clauses
- Subjects and Predicates (simple, complete, and compound)
- Dependent Clauses
- Fused Sentence (run-on)
- Comma Splice
- Coordinating Conjunctions (FANBOYS)
- Subordinators (list of subordinate conjunctions - be able to recognize them!)
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Independent (Main) and Dependent (Subordinate) Clauses
Directions:
Copy the sentences 1-10 on your own paper. Skip lines between each sentence, so you have room to underline and to label IC and DC.
- Underline the independent clause in each sentence one time
- Circle the subordinating conjunction
- Underline the dependent clause two times
- Label each independent clause IC and each dependent clause DC
- After we ate dinner, we went for a walk.
- Whenever the teacher is late, the students talk about the homework.
- I found my book under my bed although I had left it in the closet.
- If the weather is bad, we will play in the house.
- Dave needs to file his papers before he goes home.
- Because Jose finished lunch early, he played handball with some friends.
- I ignored the comment because I didn’t want to disrupt the class.
- Ted looked at her as if he knew her.
- Although Joshua is an avid reader, he is failing his English class.
- Melinda finished her homework after she washed the dishes.
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Final Draft of the Interview Narrative is due. Follow all format instructions:
Interview Narrative Final Draft – Notes
- Type the final draft in a 12pt. font – Arial or Times New Roman
- Print it with blue or black ink only
- 1” margins
- Your heading needs to be typed in the upper right hand corner of the page
- Each paragraph MUST BE indented
- Do NOT skip extra lines between paragraphs
- Double space the entire paper (not the heading just the narrative)
- The title is: Interview Narrative
- Each body paragraph must contain at least one, introduced (he said, she said, he answered, she explained) direct quote, and the rest is paraphrasing and explanation
- the topic sentence of each body paragraph must restate the question, but it cannot be written as a question or contain a quote
The opening and closing paragraphs must have an example of parallelism (three things your interview partner did, written in the same verb tense (present, past, or progressive)).
Due Date: 10/18/18
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- You must review your English packet with your parent or guardian.
- It must be signed by a parent or guardian.
- It must be dated for the day you had your conference.
- It MUST have your name and period clearly on it.
- Two questions on it need to be answered by your parent or guardian.
- They can write their answers in whatever language they are comfortable with.
- It does not have to be English.
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Gather these papers together, make a packet, and staple them together with your cover sheet on top. The bottom sheet is your Performance and Behavior hand out with my Performance facing out.
The top sheet will be your cover paper – COPY IT NEATLY – you will be graded when this form is complete. Yes, you write EVERYTHING below that isn’t highlighted yellow:
Student Led Conference
Cover Sheet
Fall 2018
12th grade |
9th grade
|
2 Reading Logs |
2 Reading Logs |
1 Wuthering Heights paper (AP only) |
1 Novel Check |
1 Short Writing assignment – your choice |
1 Short Writing Assignment - your choice |
1 Group Work assignment or Novel Check |
CA #1 - Denotation and Connotation |
1 Assignment of your choice |
1 Assignment of your choice |
1 Major Works (AP only) – 1 Novel Check (Per. 3) |
p. 12 from your SpringBoard |
Directions:
- Sit with your parent or guardian
- Explain the work you do in the class
- Review your Performance & Behavior paper (complete it)
- If your parent or guardian has questions about your grade, show your parent or guardian your Schoology app for what you have done, your scores, and anything you are missing.
(Skip 2 lines)
_______________________________ (student name) conferenced with me on: ___________ (date)
The above named is in Ms. Green’s period: __________ English class.
(Skip line)
Parent/Guardian Signature: _________________________
(After October 22, this assignment is considered late)
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Write your opening in your Comp. Book (writing section): Partner Introduction
- Information about the person in general and includes direct and indirect quotes.
- At the end of the introduction paragraph write a sentence that uses
Example Intro for #7 on p. 30:
I would like to introduce Mickey Croft. Mr. Croft and I have been co-teaching together for many years. He helps me adapt my lessons so that the content is accessible to all students. He also is responsible for student homework, which all kids know, is a big part of their grade. All homework grading is done by him, and he helps students re-test for ELs, as well. Mr. Croft has had a very interesting life. Although he was “stricken with Polio at nine months old,” he overcame that physical handicap, raised a family, and entered the UCLA Hall of Fame for his college sports career in baseball.
If you are completely stuck on how to write the parallel sentence, try one of these options:
STUDENT NAME likes to _____________, wants to_______________, and hopes to _______________.
STUDENT NAME plays (name the sport, activity, or instrument), likes (name the thing, activity, or subject), and does well in (name the class or subject).
#8 Write your closing WITH parallelism
Mr. Croft is an interesting person and I’m glad that I’ve had the chance to work with him because he is very knowledgeable in his field, understands our students, and really wants to help them succeed. Mickey Croft is an interesting person, and I’m glad I got the chance to meet my partner because he’s always kind and helpful.
Remember: The first sentence has three verbs that describe what your partner does. The last sentence has two adjectives to describe what your partner is like.
Interview Narrative
I would like to introduce Mickey Croft. Mr. Croft and I have been co-teaching together for many years. He helps me adapt my lessons so that the content is accessible to all students. He also is responsible for student homework, which all kids know, is a big part of their grade. All homework grading is done by him, and he helps students re-test for ELs, as well. Mr. Croft has had a very interesting life. Although he was “stricken with Polio at nine months old,” he overcame that physical handicap, raised a family, and entered the UCLA Hall of Fame for his college sports career in baseball.
When I asked him about his cultural background and how it influences his beliefs, he told me about his faith. He said, “I am Lutheran, and I believe that Christianity serves as a foundation for my morals and how I treat my family.” While religion was not a major part of his life overall, it’s was an important foundation for his understanding of right and wrong and how to treat others. He donates to his church and attends with his family occasionally. He identifies himself as an American of European descent, but really just sees himself as an American.
Next, I asked him what the most important thing was that has happened to him, so far, and why. He answered, without a moment’s hesitation, “the birth of my son.” He explained that his wife was sick after their son was born, so he was the one getting up every night to change and feed him. He said, “it made me feel really close to him. We bonded from the very beginning.” He is still very close to his son, and Michael plays baseball just like his father.
I knew that Mr. Croft was a baseball player, but I wanted to know why he liked that sport more than any other. He explained, “I was stricken with Polio at nine months old. The result being that my right leg is one inch shorter than my left, and my right foot is four sizes smaller than my left. And, there are no muscles in my right calf.” He’s had three surgeries to correct problems resulting from Polio. Baseball was the sport he could play well despite this, and he played for UCLA as a catcher. He was recently admitted to their Hall of Fame.
Finally, I asked him about his childhood and his dreams for the future. He admitted that while he always loved sports, especially baseball, he knew he would not really be able to go beyond college level baseball. He said, “early on, I wanted to be a business professional and own my own home outright.” He also said, “I wanted to be able to provide well for my family.” This is a dream he has achieved because aside from teaching, he manages TSA accounts. This allowed him to buy a home that he quickly paid off. He now puts everything that would have gone to mortgage payments into his retirement account.
Mr. Croft is an interesting person and I’m glad that I’ve had the chance to work with him because he is very knowledgeable in his field, understands our students, and really wants to help them succeed. Mickey Croft is an interesting person, and I’m glad I got the chance to meet my partner because he’s always kind and helpful.
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The Interview Narrative formula – for kids who prefer math
The first paragraph is your #7 question p. 30 + 3 sentences of information you have about when you met them or how you got to know them + a concluding sentence that is parallel. Use the parallelism sentence frame to help you. 1+3+1 = 5 sentences
The second paragraph is your 1st question turned into a topic sentence + 1 introduced direct quote + 3 sentences of paraphrasing and summary about that topic. 1 + 1 + 3 = 5 sentences
The third paragraph is your 2nd question turned into a topic sentence + 1 introduced direct quote + 3 sentences of paraphrasing and summary about that topic. 1 + 1 + 3 = 5 sentences
The fourth paragraph is your 3nd question turned into a topic sentence + 1 introduced direct quote + 3 sentences of paraphrasing and summary about that topic. 1 + 1 + 3 = 5 sentences
The fifth paragraph is your 4th question turned into a topic sentence + 1 introduced direct quote + 3 sentences of paraphrasing and summary about that topic. 1 + 1 + 3 = 5 sentences
The sixth paragraph is your #8 question p. 30 answer 1 sentence with three parallel verbs + 1 sentence with two descriptive adjectives. 1 + 1 = 2 sentences
Total sentences minimum: 27 sentences
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Writing Topic – “Marigolds”
Directions: Write the prompt, follow the instructions in the prompt for what to include in your paragraph. Use paragraph form when you answer the prompt (5 sent. min.).
Prompt: Describe the voice of the narrator. Then, explain how the writer’s diction (word choices) and imagery (vivid, sensory details) create this voice. You can include literary elements, like the use of juxtaposition, which contributes to the narrator’s voice or point of view.
The narrator Lizabeth is telling the story as an adult woman, so her voice is mature and calm even though the story was dramatic. The narrator’s diction was very sophisticated and it showed that she was well educated as a grown woman even though her dialect, shown in the dialogue, was ‘country’ like “y’all git.” So, she has grown up a lot, and that is what this story was about. Lizabeth was remembering the time that ended her childhood. Her descriptions were very vivid and she used a lot of juxtaposition to show contrast, such as, comparing the dust outside, where nothing could grow, to the beautiful marigold flowers which symbolized hope, beauty, and life.
Prompt: How is “Marigolds” a coming-of-age story?
The main thing about this story is that it was the moment that Lizabeth remembers becoming a woman because she realized how her actions affected other people.
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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Melinda’s Voice (in the Writing Section of your comp. book)
Three quotes of text that seem authentic of a teen girl’s voice |
Explain how the quotes contribute to the narrator’s teen voice |
1. “Think fast, think fast. There’s that new girl, Heather, by the window. I could sit across from her.” P. 10 |
The choppy sentence was like a quick thought, and the next shows a teen’s or any kid’s concern about where to sit or who to sit with at lunch. |
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Inference about Melinda: (what kind of person is Melinda?)
On your own paper:
Writing Topic – Speak
Directions: Title your paper, write the prompt, and answer in a paragraph of at least 5 sentences.
Prompt: What kind of a person is Melinda? Is she an expressive, outgoing person or a shy, reserved person? How do you know (refer to the text)? We’re only reading Melinda’s thoughts. In your opinion, does she think like a teenager?
(See attachment for the excerpt)
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- Use the theme notes to help you identify one of the themes of your novel.
- You may print and then write your responses by hand.
- You may type your responses and then print when it is complete.
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Written Response: After your discussion, look at the image on p. 1 and read the paragraph below it, copy the prompt and answer it on your own paper (not group work). 10 minutes
Writing Topic – Coming of Age
What comes to mind when you hear the phrase “coming of age”? What does growing up mean to you?
(paragraph form – 5 sentences)
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- It can be a book you have at home or a book you are already reading.
- It may be fiction or non-fiction.
- It cannot be a book you have already read.
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- In English 9 - H, you'll have SpringBoard consumables to take home on Tuesday and a supplemental textbook checked out to take home on Wednesday.
- In English 12 - H, you'll have a Literature textbook to take home on Tuesday, and a supplemental literature textbook, Perrine's Literature (9th edition), will be checked out to take home on Wednesday.
- In AP Literature - you'll have a Literature and poetry book checked out to you on Tuesday. The Perrine's Literature (12th edition) book goes home, and the Perrine's poetry book will be numbered and kept in the classroom to use. A supplemental Prentice Hall literature book will be checked out from the library to take home next Wednesday.
- You can take the poetry book home, if you wish, and bring it back on assigned days. I recommend that you cover your book to protect it and help you identify it.
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- In English 9 - H, you'll have SpringBoard consumables to take home on Tuesday and a supplemental textbook checked out to take home on Wednesday.
- In English 12 - H, you'll have a Literature textbook to take home on Tuesday, and a supplemental literature textbook, Perrine's Literature (9th edition), will be checked out to take home on Wednesday.
- In AP Literature - you'll have a Literature and poetry book checked out to you on Tuesday. The Perrine's Literature (12th edition) book goes home, and the Perrine's poetry book will be numbered and kept in the classroom to use. A supplemental Prentice Hall literature book will be checked out from the library to take home next Wednesday.
- You can take the poetry book home, if you wish, and bring it back on assigned days. I recommend that you cover your book to protect it and help you identify it.