Honors Am Lit/Cont Comp (Period 5) Assignments
- Instructor
- Irese Moxley
- Term
- 2019-2020 School Year
- Department
- English
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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June 4 Periods 1, 4 and 5 classes
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June 3 Periods 1, 4 and 5 classes
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June 1 Periods 1 and 5 classes
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Personal Statement Homework
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May 27 Periods 1 & 5 Classes
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Personal Statement Homework
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Crucible Conclusion
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Periods 1 and 5 class
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Periods 1 and 5 class
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Homework Due- Springboard p. 129
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May 11 Class Periods 1 and 5
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May 6- Period 1 and 5 classes
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May 4 Classes
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Past work
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A Proper Court
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Fear and Hysteria
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The Crucible
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The Crucible
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1. What evidence does Edwards give in the sermon that people deserve to go to hell?
2. According to Edwards, how can people be saved from hell?
3. Based on the details in the text, what are some of the values and beliefs?
4. What is Edward's purpose for giving his sermon? Which elements likely make the argument effective for a Puritan audience?
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"Educate a man; you educate a man. Educate a woman; you educate a generation." Brigham Young
What does this quote mean? Why is it befitting of this author?
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AP Lang- Students will receive and examine packets.
English Literature- Students will receive and examine packets.
Honors Contemporary Comp- Students will receive and examine packets. Students will watch Hyperbole Commercials."
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"Education is the most powerful weapon which you can use to change the world." Nelson Mandela
What does this quote mean? Why is it befitting of this author?
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AP Lang- Students will interpret poems.
English Literature- Students will continue reading Macbeth and complete the definition worksheet.
Honors Contemporary Comp- Students will take read "Lift Every Voice and Sing" on page 411 and they will write an interpretation of the poem right next to it. They will complete Second Read Questions on page 412
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“The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated. ” James Baldwin
What does this quote mean? Why is it befitting of this author?
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AP Lang- Students will complete multiple choice portions of the AP exam in 5 Steps to a 5.
English Literature- Students will continue reading "Macbeth."
Honors Contemporary Comp- Students will read and annotate paragraph 5 of "The New Negro..." on page 406-407 of Springboard 11. They will also read and interpret "To Usward" on page 409.
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"The root of education is bitter, but the fruit is sweet." Aristotle
What does this quote mean? Why is it befitting of this author?
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AP Lang- Students will interpret a poem in pairs.
English Literature- Students will continue reading Macbeth and answer pertinent questions regarding his thought process and that of his wife.
Honors Contemporary Comp- Students will take notes on poetry and interpret quotes and comments from "A Raisin in the Sun." The quote is as follows:
"Thirty pieces and not a coin less." Beneatha (page 98) or (page 118) What is the rhetorical device used and the meaning of the quote?
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- Name of product.
- Price or product.
- How the product may be ordered.
- Image of product, sketch or copy.
- Three (3) claims of the product.
- Three (3) ingredients of the product.
- A disclaimer. Ex. This product may cause rash, boils, blindness.
- A video of how the product works.
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Who is your GOAT actor? Why?
AP Lang- Students will continue with analyzing the syntax of "The Gangster As Tragic Hero."
English Literature- Students will continue reading "Macbeth" and completing the analysis charts for Macbeth and Lady Macbeth.
Honors Contemporary Comp- Students will continue reading "A Raisin in the Sun."
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Face tatoos. Are they a cultural thing? Are they a generational trend? What is it? Would you ever consider getting one? Why or why not?
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AP Lang- Students will answer rhetorical questions 2,3,4,and 5 regarding, "Is Texas America?" on pages 276 to 281 of Language and Composition.
English Literature- Students will review the introduction of Macbeth and begin reading the play.
Honors Contemporary Comp- Students will write a an introductory paragraph about the Harlem Renaissance using the article, of the same name, on pages 399 to 401 of Springboard 11.
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Should employers be allowed to ban certain hairstyles in the workplace? Hairstyles like afros, mohawks, braids or dyes? Under what circumstances can an employer require specific hairstyles.
AP Lang- Students will take notes on poetry interpretation and formal test taking. They will write the intro to the Malcolm X prompt.
English Literature- Students will take notes on formal test taking. They will identify 5 points about Shakespeare and review Sonnet 18.
Honors Contemporary Comp- Students will take notes on poetry interpretation and formal test taking. They will continue reading "A Raisin in the Sun."
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- Name of product
- Price of product
- Image of product, sketch or copy.
- Three (3) claims of the product.
- Three (3) ingredients of the product.
- A disclaimer. Ex. This product may cause rash, boils, blindness.
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Princess Harry and Meghan Markle decided to leave the royal family and their royal duties. However, they told the press before they told Queen Elizabeth. Was this disrespectful? Why do you think that they chose to leave?
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AP Lang- College presentation by Ms. Steinert.
English Literature- Students will finish reading "The Pardoner's Tale."
Contemporary Composition- College presentation by Ms. Steinert.
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English Lit- Students will continue reading excerpts from "Beowulf."
Honors Cont. Comp- Students will answer survey and quote questions on pages 204-205 of Springboard 11.
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Write an introductory paragraph for your topic. Make sure to use an imbedded quote with 1-2 statistics.
AP Lang- Students will finish reading "Wrong Ism" on page 230 of Language and Composition. They will answer Rhetorical Analysis questions.
Honors Advanced Composition- Students will continue reading and discussing excerpts from "Beowulf" on page 42 of British Literature.
Honors Contemporary Comp- Students will continue reading "The Role of the Press in a Democracy" on pages 197-200 of Springboard 11. Students will discuss next week's news assignment.
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Yes | NO |
"I Hear America Singing" by Walt Whitman | "Let America Be America Again" by Langston Hughes |
"America and I" by Anzia Yezierska | "American and I" by Anzia Yezierska |
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AP Lang- Students will discuss the answers of their completed dialectal journal on Gregorian's purpose.
Honors Advanced Comp- In groups, students will write a paragraph about the English Renaissance and the Restoration of the 18th century..
Honors American Lit- Timed writing comparison essay.
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Homelessness- It is definitely a crisis in Los Angeles. Google 3 statistics about homelessness. What is the solution?
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AP Lang- Students will discuss "Learning to Read and Write" by Frederick Douglass.
Honors Advanced Composition- Students will write the final body paragraphs of the "Woman's Work" essay.
Honors American Lit- Students will create an outline to compare the speeches of Johnson and King.
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- What rhetorical strategies does Frederick Douglass use to convey the transformation of Sophia Auld and himself?
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If you were to create an anti-bullying campaign at Sylmar, how would you start it? What policies would you implement? How would you advertise the campaign? Bonus- Create a slogan for the campaign.
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AP Lang- Students will discuss the "Learning to Read" excerpt of Malcolm X. They will answer question 3 on page 254 of 50 Essays.
Honors Advanced Composition- Students will critique the final draft of the "Juvenile Justice" essay.
Honors American Lit- Students will answer question 7 on page 88 of Springboard 11. Students will begin reading the 2004 Keynote Address at the Democratic National Convention, pages 89-91 of Springboard 11.
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The parents of Diego Stolz are suing the Moreno Valley Unified District for his wrongful death. Diego repeatedly asked school administrators for help and nothing happened. Should Diego's parents sue the district? Why or Why not?What should happen to the administrators?
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AP Lang- Students will peer edit the Second Inaugural Address final draft.
Honors Advanced Composition- Students will answer Comprehension Question 1, Purpose and Audience Question 1, and Style and Structure Questions 1 and 5 on pages 504 and 505 in regard to the article "I Want A Wife," by Judy Brady.
Honors American Lit- Students will complete the "Europe and America" chart on pages 75 of Springboard 11.
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What doe this image depict? What feelings does it evoke? What is this woman experiencing?
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AP Lang- Students will identify the rhetorical strategies used in John F. Kennedy's City Upon a Hill speech. They will create a thesis statement and introduction for that speech.
Honors Advanced Comp- Students will finish reading, "My Mother Never Worked" on page
123 of Patterns in College Writing. They will complete Comprehension Questions 1-3, Audience and Purpose Questions 1, 2 and 4, as well as, Style and Structure questions 1-2.
Honors American Lit- Students will read "Ellis island" on pages 71-72 of Springboard 11. In pairs, they will complete the TPCASTT worksheet.
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AP Lang- Students will complete Lincoln's Second Inaugural Address rough draft.
Honors Advanced Composition- Students will finish writing their outline for the Juvenile Justice essay.
Honors American Lit- As a class, students will finish reading "Let America be America Again," starting on page 38 of Springboard 11. They will answer Second Read questions 2 nd 3 on page 41.
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If you worked at McDonald's and your friends asked for free food, what would you do? or, if you worked at Target, and your friends asked to use your employee discount, what would you do?
AP Lang- Students will continue writing the rough draft for Lincoln's Second Inaugural Address.
Honors Advanced Composition- Students will continue writing their outline for the Juvenile Justice essay.
Honors American Lit- Students will read and annotate, "Let America Be America Again," starting on pages 38-40 of Springboard 11.
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If the bank mistakenly deposited $31,000 in your account, what would youdo? When this happened to a Georgia teen, he withdrew $20,000 and spent another $5,000. Should he be charged with fraud? Why or why not?
AP Lang- In pairs, students will begin writing a response to the prompt- Lincoln's Second Inaugural Address. They will write the introduction and first body.
Honors Advanced Composition- Students will finish t-charting the Juvenile Justice articles found in Module 8 of ERWC.
Honors American Lit- Students will discuss the writing, "Growing Up Asian in America," starting on page 33 of Springboard 11. They will answer the following prompt- Did Kesaya E. Noda resolve he conflict of her two cultures? Yes or No. Provide evidence for your answer.
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In well constructed paragraphs (one per quote), please explain the circumstances of the quotes below. What was the significance of these statements? How were the characters affected in each circumstance and did the circumstances have a lasting effect on the characters? (Cite your evidence.) The text is written below the quotes.
1. “It was not courage, exactly; the object was not valor. Rather, they were too frightened to be cowards." (O'Brien 22)
They carried all the emotional baggage of men who might die. Grief, terror, love, longing—these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight. They carried shameful memories. They carried the common secret of cowardice barely restrained, the instinct to run or freeze or hide, and in many respects this was the heaviest burden of all, for it could never be put down, it required perfect balance and perfect posture. They carried their reputations. They carried the soldier's greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid the blush of dishonor. They died so as not to die of embarrassment. They crawled into tunnels and walked point and advanced under fire. Each morning, despite the unknowns, they made their legs move. They endured. They kept humping. They did not submit to the obvious alternative, which was simply to close the eyes and fall. So easy, really. Go limp and tumble to the ground and let the muscles unwind and not speak and not budge until your buddies picked you up and lifted you into the chopper that would roar and dip its nose and carry you off to the world. A mere matter of falling, yet no one ever fell. It was not courage, exactly; the object was not valor. Rather, they were too frightened to be cowards.
2. “Lavender was dead. You couldn't burn the blame.” (O'Brien 23)
Lieutenant Cross gazed at the tunnel. But he was not there. He was buried with Martha under the white sand at the Jersey shore. They were pressed together, and the pebble in his mouth was her tongue. He was smiling. Vaguely, he was aware of how quiet the day was, the sullen paddies, yet he could not bring himself to worry about matters of security. He was beyond that. He was just a kid at war, in love. He was twenty-four years old. He couldn't help it.
A few moments later Lee Strunk crawled out of the tunnel. He came up grinning, filthy but alive. Lieutenant Cross nodded and closed his eyes while the others clapped Strunk on the back and made jokes about rising from the dead.
Worms, Rat Kiley said. Right out of the grave. Fn' zombie.
The men laughed. They all felt great relief.
Spook city, said Mitchell Sanders.
Lee Strunk made a funny ghost sound, a kind of moaning, yet very happy, and right then, when Strunk made that high happy moaning sound, when he went Ahhooooo, right then Ted Lavender was shot in the head on his way back from peeing. He lay with his mouth open. The teeth were broken. There was a swollen black bruise under his left eye.
The cheekbone was gone. Oh sh.., Rat Kiley said, the guy's dead. The guy's dead, he kept saying, which seemed profound—the guy's dead. I mean really....
.After the chopper took Lavender away, Lieutenant Jimmy Cross led his men into the village of Than Khe. They burned everything. They shot chickens and dogs, they trashed the village well, they called in artillery and watched the wreckage, then they marched for several hours through the hot afternoon, and then at dusk, while Kiowa explained how Lavender died, Lieutenant Cross found himself trembling.
He tried not to cry. With his entrenching tool, which weighed 5 pounds, he began digging a hole in the earth.
He felt shame. He hated himself. He had loved Martha more than his men, and as a consequence Lavender was now dead, and this was something he would have to carry like a stone in his stomach for the rest of the war.
All he could do was dig. He used his entrenching tool like an ax, slashing, feeling both love and hate, and then later, when it was full dark, he sat at the bottom of his foxhole and wept. It went on for a long while. In part, he was grieving for Ted Lavender, but mostly it was for Martha, and for himself, because she belonged to another world, which was not quite real, and because she was a junior at Mount Sebastian College in New Jersey, a poet and a virgin and uninvolved, and because he realized she did not love him and never would.
On the morning after Ted Lavender died, First Lieutenant Jimmy Cross crouched at the bottom of his foxhole and burned Martha's letters. Then he burned the two photographs. There was a steady rain falling, which made it difficult, but he used heat tabs and Sterno to build a small
fire, screening it with his body, holding the photographs over the tight blue flame with the tips of his fingers.
He realized it was only a gesture. Stupid, he thought. Sentimental, too, but mostly just stupid.
Lavender was dead. You couldn't burn the blame.
Besides, the letters were in his head.
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Are you prepared for a natural disaster? What items are needed for preparation?
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AP Language-Students will answer Comprehension and Rhetorical Analysis Questions on page 8 of The Art of Voice. Students will share their findings.
Honors American Lit- Students will read and annotate poems, "I Hear America Singing" and "I, Too, Sing America" on pages 12-13 of Springboard 11. They will then answer Second Read questions 1-4.
Honors Advanced Comp- Students will read and discuss, "What's in a Name?" on page 2 of Patterns in College Writing. They will then discuss Purpose and Audience questions.
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How do hurricanes start? How are they named?
AP Lang- Timed writing on the Cesar Chavez prompt.
Class Notes- The Rhetorical Triangle.
Honors American Literature- Students will begin reading Roosevelt's speech on the 50th anniversary of the Statue of Liberty on page 10 of Springboard 11. They will apply the rhetorical triangle to the reading.
Honors Advanced Composition- Students will read "The Wife Beater" on page 514. They will apply the rhetorical triangle to the reading.
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Name two songs or poems that you would include in your "emotional toolkit." Tell why.
Honors American Lit- Students will perfect their introductory paragraphs and share them with the class.
Honors Advanced Comp- Students will begin writing the rough draft of the Racial Profiling essay.
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To combat feelings of doubt/loneliness, it is suggested that students create an "emotional toolkit." What would you put in it?
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Why is teen suicide increasing? What factors lead to teen depression?
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What characteristics does environment give to an individual? Explain.
Book Distribution
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What characteristics does genetics give an individual? Are they physical only? Explain.
Class Assignment- Students will continue reading and annotating "Pick One."