English 12 Honors (Period 5) Assignments
- Instructors
- Term
- 2019-2020 School Year
- Department
- English
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Assignment
Given the District-mandated school closures and move to on-line instruction, ALL Homework assignments will be posted in the Schoology environment.
Check schoology for instructions, assignments, and correspondence from your English teacher
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Assignment
Given the District-mandated school closures and move to on-line instruction, ALL Homework assignments will be posted in the Schoology environment.
Check schoology for instructions, assignments, and correspondence from your English teacher
Due:
Assignment
Given the District-mandated school closures and move to on-line instruction, ALL Homework assignments will be posted in the Schoology environment.
Check schoology for instructions, assignments, and correspondence from your English teacher
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Project "Romanticism" Due
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Oedipus Rex:
Read the "Parodos"
Offer grounds on both the Prologue and Parodos
(see class notes for specifics)
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Oedipus Rex - Sophocles
"Who" is Oedipus?: offer grounds and analysis
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Essay Paragraph Map:
Revise all
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1. Print your two poems
2. Revise Personal Poem:
- Pay close attention to Literary Devices:
- Diction and Tone
- At least two other literary devices in use
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Revise the "personal poem"
- strengthen
- add literary devices
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"Project Romantic Era"
- The two poems
- Your personal poem
- See class notes
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Revise Draft with Active Voice/precise verbs
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Essay Draft Revised
- typed, formatted
- see class notes
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Romantic Period: three poems, cont'd
- see class notes for specifics
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Romantic Period - Comparative Analysis
Three poems from the Romantic period - Essay Map:
- Thesis that underscores a theme or motif that courses through all three works
- Three body claims
- Claims for body 2 and body 3 must offer a comparative point
- Grounds must come from the two poems you’re comparing
- Offer salient points; draw profound and insightful inferences
- Full Intro Paragraph
- Typed and formatted
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Three Poems - Revised Chart
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Romantic Period: Comparative Analysis
- Three poems: how they reflect the Romantic Era
- Features, similarities, differences
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1. Poem Assessment "chart"
2. Two additional poems from the Romantic period
- See class notes for specifics
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"World is Too Much With Us"
- Paragraph Map - Revised
- See class notes
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"World is Too Much With Us" - Wordsworth
- Find and print
- Explain/ discuss
- See class notes for specifics
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"A Slumber Did My Spirit Seal"
- Print it
- Stanza by stanza, what's going on
- What's Wordsworth's intent overall?
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1. Model Essays: Print TWO of "Sonnet Comparison 1-3"
2. “Strange Fits of Passion Have I Known” (Wordsworth)
***Find it and print it!
- Stanza by stanza, identify and discuss the speaker’s mindset
- Discuss Wordsworth’s intent, overall.
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Blake's "The Lamb" and "The Tyger" - compare:
- Body paragraph Map
- typed, formatted
- see class notes
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“The Tyger”
- How does Blake describe the tiger?
- What is Blake’s intent here?
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"The Lamb" p.770
For each stanza:
- Literally, what's going on?
- What's Blake's intent?
- must offer cited grounds to support your claims
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Essay Draft Revision
- see class notes for specifics
- Peer Edit tomorrow: be ready
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Essay Map:
- typed, formatted
- Peer Edit Monday ...be ready!
- see class notes for specifics
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Essay Map
(see class notes for specifics)
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"Sonnet 130"
- line by line paraphrase
- explain via Sit-TP-Res structure
- "who" is the speaker? Body paragraph
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1. Revise Quatrain: see class notes
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Write a Quatrain:
- Any subject ...be creative
- Abide by the rules of the Shakespearean Sonnet Rhyme scheme
- Iambic pentameter (or as close as you can get)
- Typed, spaced
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Write a Quatrain:
- Subject must be about something you are “passionate” about
- Abide by the rhyme scheme of the English Sonnet
- Each line must have exactly 10 syllables
- Typed, double spaced
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Sonnets: write a quatrain
- see class notes for specifics
- typed
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Sonnet 55 and 60:
- Discuss each "section": Situation, Turning Point, Resolve ...explain with grounds
- Brief paragraph: "who" is the speaker"
- for both sonnets
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"Sonnet 55":
- Three section: ID what's going on
- Discuss each section
- "Who" is the speaker?
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"Sonnet 29"
- Line by line paraphrase
- Brief paragraph: "who" is the speaker here
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"Sonnet 18"
- 14 lines: rewrite on today's vernacular
- Brief paragraph: "who" is the speaker and what's his purpose?
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Shakespeare's "Sonnet 18"
- What’s going on?
- “Who” is the speaker?
- Structure of the poem: explain/discuss
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Study for Finals
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Prep for Timed Paragraph tomorrow:
- Canterbury Tales
- Beowulf
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Revise Essay Drafts:
- Both Prompts
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For Both prompts: Essay Draft/Map:
- Full Intro
- One full body paragraph
- Mapped (bullets) S.Claims/Grounds
- Typed, formatted
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Body Paragraphs - Two total
- One Canterbury Tales (the other one you didn't do)
- One Beowulf: Revised paragraph\
- Typed, formatted
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Finals Prep: Beowulf Paragraph Responses
*** See class notes for specifics
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Two Essay Prompts:
- Tip and Task
- Essay Maps
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Canterbury Tales
- Chaucer opens the Canterbury Tales’ prologue with the Knight. Discuss what may his purpose be for doing so.
- Discuss Chaucer’s portrayal of religious figures.
- Given his unique portrayal of figures from varied walks of life, discuss what you believe Chaucer considers “good character.”
Paragraph Map - 3 separate maps/sheets
- Claim: take a stand; offer an insightful argument
- Grounds and brief Analyses
- Bullets, typed, formatted
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Canterbury Tales:
- Choose one figure and discuss the didactic quality of Chaucer's portrayal of that figure
- Essay paragraph (body paragraph)
- Typed, formatted
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Canterbury Tales:
- Choose one figure and discuss the didactic quality of Chaucer's portrayal of that figure
- Offer one passage that illustrates the speaker's portrayal of that figure
- Discuss Chaucer's didactic purpose
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For each figure, a full Paragraph Map:
- Claim that establishes Chaucer’s intent
- Focus on the didactic nature of the piece
- Discussion/analysis must revolve around the above considerations
- Grounds: Multiple, Link passage/point, properly cited
- Separate sheets, typed
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Canterbury Tales:
Three complete Paragraph Maps (separate sheets for each figure)
- Monk, Nun, Friar
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Canterbury Tales:
Three complete Paragraph Maps (separate sheets for each figure)
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Canterbury Tales - The Merchant, Cleric, Lawyer’s Tale:
- Offer text evidence demonstrating the speaker’s perspective toward each of them
- Given the narrative, discuss how the speaker’s portrayal conveys his overall assessment of each one’s “character”
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The Monk's Tale:
- Offer text evidence demonstrating the speaker’s perspective toward them
Consider:
- How is he portrayed to the audience?
- How does the speaker “see” him
- (think of diction/tone that reveals the speaker’s POV)
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Canterbury Tales:
Nun's Tale: see class notes for specifics
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Canterbury Tales - The Nun’s Tale:
- Offer text evidence demonstrating the speaker’s perspective toward the Nun
Consider:
- How is she portrayed to the audience?
- How does the speaker “see” the Nun
- (think of diction/tone that reveals the speaker’s POV)
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Canterbury Tales - The Squire and Yeoman’s Tale:
- Offer text evidence demonstrating the speaker’s perspective toward them
Consider:
- How are they portrayed to the audience?
- How does the speaker “see” them (think of diction/tone that reveals the speaker’s POV)
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Canterbury Tales - The Knight’s Tale RE-DO!:
Offer text evidence demonstrating the speaker’s perspective toward the Knight
Consider:
- How is he portrayed to the audience?
- How does the speaker “see” the knight (think of diction/tone that reveals the speaker’s POV)
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Canterbury Tales - The Knight’s Tale:
Offer text evidence demonstrating the speaker’s perspective toward the Knight
Consider:
- How is he portrayed to the audience?
- How does the speaker “see” the knight (think of diction/tone that reveals the speaker’s POV)
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Canterbury Tales:
- Paraphrase the "prologue" (lines 1-42)
- Brief paragraph: what's going on, literally?
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Hero Project DUE
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- Hero Project: one scene "mockup" properly formatted
- dialogue
- narrative
- image
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- Print TWO model essays (Beowulf Prompt 2a,b,c)
Must print "2a"
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1. Three Paragraph Maps: Critical Analysis
- Individual questions: claim and grounds
- see class notes
2. Plot Diagram passages: 20 minimum
- Exp, RA, Clim, FA/Res
- Narrative and Dialogue
- Align your passages with the tenets of the Hero tale
- Everyone has their own copy!
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Hero Project:
- Title, Writer (screenplay by...), year
- Plot Diagram: ID key plot elements from the movie
- Must align with the tenets of the Hero tale
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Essay: Beowulf Prompt
- Final draft
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1. Essay Map: Beowulf prompt
2. Identify a movie that abides by the standards of the Hero tale
- see notes for specifics
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Beowulf - three questions from class
- ID passages that illustrate each bulleted question
- link passage/point and cite
- one sentence of analysis
- see class notes for specifics
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Essay map on Beowulf prompt
- see class notes for specifics
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Beowulf:
- Finish reading
- Quiz?
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"Who" is the Hero/Villain?
Compare your passages with the tenets of the "Hero" tale: how do the hero and villain "fit" the model?
- Link passage to point; cite
- Answer in context to the Hero model
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Beowulf:
- "Who" is the Hero?
- "Who" is the Villain?
- See class notes for specifics
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Beowulf - Read to page 61 (to line 605)
- ID Key points:
- Link passage to point; cite
- Offer author's intent with each passages
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Essay Map - Beowulf
- See prompt
- See class notes for specifics
Essay Prompt:
With regard to the exposition in Beowulf, identify and discuss the author’s intent. What is he trying to impart to his audience? Consider how the writer crafts the exposition and discuss his purpose in opening the story in the way that he does.
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Beowulf:
- Key passages for the Exposition
- Link pass/point; cite
- Offer author's intent
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Print two models "Personal Narrative 1-4" from my website
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Beowulf:
- read to page 49 (up to line 232)
- Identify key elements of Exposition:
- offer passages: link pass/point
- offer author's intent with each quote
- Quiz???
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Read Beowulf (pp 42-45 ...up to line 105)
- Where are we?
- What’s the situation?
- Who are the principle characters?
- 2Ps:
- ID Key Points
- ID Key passages
- Synopsis (brief paragraph that summarizes the key elements)
- Quiz?
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Narrative Essay 3: Final Draft
- prompt at the top
- typed, formatted
- word count
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Appositives:
- Modify/rewrite at least three sentences from the narrative to include appositives
- Check that they reinforce your tone and purpose
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Revise your Personal Narrative draft
- check your Narrative Tools
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Personal Narrative Prompt 2:
- Final draft: typed/formatted
- Word count
***NEW Narrative:
- Choose a new prompt, Clear Statement + Sensory Chart + 3 Sentences using Narr.Tools
- OR, re-write your Prompt 1: Full draft, typed
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- Print (from the "model essays" webpage): "UC Personal Insight" word doc
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UC Prompt 2 - Revise
- typed
- word count
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UC Prompt 2:
- Full draft revision
- typed, formatted
- offer a word count
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Personal Statement - Prompt 2:
- full draft
- typed
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Personal Statement:
- Two UC Prompts
Prompt 1: Due Monday, final draft, typed (you're turning this in)
Prompt 2:
- Clear statement of intent
- Sensory charts
- Offer one of each: Descriptive Language; Dialogue; Anecdote
- "Opener" paragraph only (we'll be working on this in class)
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Personal Statement - UC Prompt 1:
- Full draft
- Abide by our structure
- Employ the Narrative Tools
- Typed, formatted
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UC Prompt 1 - Write the:
- Opener
- Middle
- Typed, formatted
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1. Print two Model Essays: "Defoe paragraph 1 and 2"
2. Answer both UC Prompts:
- Typed
- Two separate sheets (one for each prompt)
- Copy the prompt on the top
- Clear statement of intent: one sentence
- Sensory chart: 5 senses, chart “the moment” (chart does NOT have to be typed)
- Narrative Tools: one sentence each
- Descriptive Language (literary devices)
- Dialogue
- Anecdote
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HW: Changed my mind ...don't worry about it ...we'll do it on Tuesday when we get back.
Have a good weekend :)
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Beowulf:
- read to page 61
- ID Key Points
- Quiz?
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Defoe Prompt: Revise Body Paragraph
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"Journal of the Plague"
- Defoe's use of "Narrative Tools": Write an essay paragraph (see prompt from class notes)
- Typed, formatted
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How does Defoe convey the purpose/intent of his piece?
- Identify key text where Defoe utilizes narrative tools.
- Link passage to the point; discuss Defoe use of the "tool" and what the effect is on the reader
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1. Revise Personal Narrative (use your narrative tools)
2. Read “Journal of the Plague Year” Daniel Defoe (p. 594)
***PRINT the story (on my webpage, in "model essays" section)
- ID key passages that reveal the author’s purpose, overall
- Bring the hardcopy of the story to class!!!
- Quiz? ...be prepared!
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- Revised Narrative Paragraph
- Or a new Narrative: it was the worst _____ ever.
- Typed. formatted
*** Use your Narrative Tools (see class notes)
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Narrative paragraph:
1. "Worst ____ ever."
2. Revised "best ____" paragraph
3. Typed
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1. Tear Off signed
2. Narrative Paragraph: It was the best ____ ever.
- brainstorm sensory details first
- typed paragraph