English 9 - Honors (Period 2) Assignments
- Instructor
- Ms. Larissa Green
- Term
- 2019-2020 School Year
- Department
- English
- Description
-
Honors English - 9AB
The major purpose of this course is to provide a balanced language arts program that challenges students to read and evaluate informational texts, analyze literature in depth, increase their skills in grammar and rhetoric, complete increasingly-complex writing assignments, and deliver oral presentations. English 9AB meets the ninth-grade English requirements for graduation and fulfills University of CA/CSU Subject Area Requirements.
Upcoming Assignments
No upcoming assignments.
Past Assignments
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Assignment
Make sure your name is on your paper before you turn it in. Homework without a name is recycled. It is due at the beginning of class.
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All of our work is now digital. You need to upload your assignments using 'submit assignment' and the Upload tab or the Create tab to copy and paste your work into that window. I am using Sylmarhs.org mainly as a backup for additional document sharing and general reminders.
Second: I am going to start a Weekly Check in! Every week on Wednesday, you need to log into Schoology, get in your Courses, Select English and do the check-in assignment. Students who are not submitting their work and do not respond to the check in will be reported for follow-up.
We're not on a break. This isn't optional. It's quick and easy and you get a free point.
Fourth: Expect the weekly work to continue in a digital format. Type directly into the assignment window using the Create tab or copy and paste your work from Google Docs or Upload your assignments as .docx or .pdf files. Every week while school is closed there will be assignments and activities posted in Schoology. We'll be using SpringBoard in the ebook format in 9th grade, and AP Literature will have assignments based on the texts in your homework literature books.
https://www.lapl.org/collections-resources/e-media Browse that link and read about how to check out novels that you can read for your Reading Logs, Novel Checks (9th grade), and Major Works (12th grade).
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Assignment
Make sure your name is on your paper before you turn it in. Homework without a name is recycled. It is due at the beginning of class.
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- Thinking through the Literature Questions p. 914 – Comp. Check questions & questions #1, 3-5 (skip question #2)
- Copy & Answer the bullet pointed Comprehension Check questions and number and answer questions 1, 3, 4, and 5.
- Title the paper: The Odyssey Questions p. 914
- The assess questions for Act I on p. 317
- You do not need to answer p. 318
- Please number and label each section carefully.
- Title the paper: Macbeth Act I Assess Questions
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Assignment
Make sure your name is on your paper before you turn it in. Homework without a name is recycled. It is due at the beginning of class.
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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs or Major Works on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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All late work is due by 3/12
Go to lms.lausd.net
In your courses – go to English
Write down EVERYTHING you are missing in English class.
Late homework CAN be made up and turned in with -30% points (Reading logs & Novel Checks)
You can still upload your Jim Crow Research draft -20% points
Classwork like writing topics, springboard pages, can also be made up -20% points
Make sure EVERYTHING you turn in is as COMPLETE and WELL WRITTEN as possible. You are already losing points for turning in work late. You cannot afford to lose any more points due to simple mistakes or not following the instructions.
READ THE DIRECTIONS!
FINISH EVERYTHING in the assignment before you turn it in.
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Narrative Writing Prompt p. 98
Writing a Short Story
Writing Prompt: Return to the conflicts and characters that you created on p. 96. Write the beginning to a story that presents that character, the conflict (s), and the setting using the point of view that you think would be best to narrate the story.
Be sure to include the following:
- A central conflict that will drive the events of the story and develop the character
- An internal or external conflict for the main character
- A consistent point of view
- An introduction to the main character through description of appearance, actions and voice
- Include the Setting: Time & Place
Begin your Opening to the Short Story in the Writing Section of your Composition Book
Point of View for my story: Third Person Limited
The Family Business (Teacher Example)
In the not too distant past, a man named Jack Jamison was sorting out the family’s bills at the kitchen table. He was an average guy of average height, nearing 40 with medium brown hair, and friendly brown eyes. As he sorted through the bills, he sighed. He was barely able to make the minimum payment on most of the credit cards, and after his wife’s recent car accident and hospital bills, even the insurance settlement on her totaled car was not enough to make ends meet. The finances were a mess. Jack knew they were in danger of losing their home, but he didn’t want to worry his lovely wife, Judy, or his young daughters. They were nearly out of savings, his wife’s car was gone, and the mortgage was late for the second month in a row.
His wife’s shady, but rich, Uncle Nick had offered Jack a part-time, evening job in the family business that would allow him to continue his job at the classical music station. All he had to do was accept some deliveries at his house, and he would get a fat paycheck. Jack never trusted Uncle Nick. He worried about what those packages might contain and if it would endanger his family, but he needed the money, desperately. Jack thought to himself, ‘perhaps it was worth the risk?’ What he did not know was that the family business was not what he thought it was at all.
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Regarding COVID-19:
- DO NOT Share drinks or food where you both drink from or took bites of the same thing
- Wash your hands frequently, for at least 20 seconds, (sing happy birthday twice)
- Do not sneeze or cough openly or into your hands – you need to cover your coughs and sneezes especially inside the classroom where we're all sitting together
- Use a tissue or napkin or cough/sneeze into your sleeve towards the elbow
- When you cannot wash your hands, use sanitizer. DO NOT wipe the sanitizer off, you need to let it dry on your hands after rubbing your hands with it, so you only need a little bit.
- If you have a temperature of 100 degrees, you need to stay home until its below 100 degrees for 24 hours without medicine (like Tylenol or Advil).
Other points to remember about COVID-19:
- This virus could be spread by people who feel fine and have no symptoms of being sick.
- People are already contagious before they have a fever or a cough, which is why we have to be cautious about washing our hands and not sharing food and drink.
- No one is making anyone sick on purpose. No one is at fault for getting sick. No one is dirty or to blame for a virus that spreads as easily as a cold or the flu, so please be mindful of how you discuss this illness.
- Do not blame people or their ethnicity or their country for a virus that could have started anywhere.
- As we learned through studying civil rights, fear breeds hatred, but getting mad at other people for something that is outside their control isn’t going to help anything or anyone.
- Be reasonable. Be considerate. Be kind.
- Wash your hands! :)
Due:
Assignment
- 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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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs or Major Works on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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Assignment
Reading Logs and Novel Checks will be -30%
If you need to upload your Ethics: Jim Crow Research draft – you go to lms.lausd.net, click on Courses, click on English, scroll through the assignments to find the draft, click on it, when it opens, you will be able to submit a copy of your draft. You will need to download a copy of your draft from Google Docs as .pdf or .docx to have a file to upload. Late: -20%
If you are missing other classwork or SpringBoard pages (p. 199/200 and p. 205/206 – make sure you turned in both!) or other in class assignments like Writing Topics turned in late will also be -20%
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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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Assignment
After finishing the film To Kill a Mockingbird.
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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(Make up for absent students on Friday)
- 200 – Peer Review of Presentations
Ethical Questions (choose 1 or 2):
- Explain how Jim Crow laws and practices deprived American citizens of their civil rights.
- Did the Jim Crow laws create separate but equal circumstances for minority populations, such as, blacks in the South? Explain.
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Name and Research Questions |
What you learned (summarize what they explained) |
My Thoughts and Questions |
Presentation Skills – eye contact, speak clearly, used website media |
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Larissa Green Question 1 & 2 |
Jim Crow laws took civil rights away from both the majority and minority populations, such as, the freedom of speech and voting rights. Segregation was separation but definitely not equal. |
I thought it was sad that Mr. Davidson wasn’t able to get a job as a pilot. Why wasn’t funding for schools divided more equally? |
Yes – eye contact Yes – spoke clearly Yes – used website media |
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Student Name Question # |
1-2 sentences |
1-2 sentences |
Yes – eye contact Yes – spoke clearly No – did not use website media |
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Student Name Question # |
1-2 sentences |
1-2 sentences |
No – no eye contact Yes – spoke clearly Yes – used website media |
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Today: Make sure your p. 199 is complete - Example below
K – what you know about Jim Crow - Jim Crow was a derogatory term used as a catchphrase for the social codes and laws that segregated minorities, particularly black Americans. In the American south, many people suffered due to these laws and were unable to have the same rights and opportunities, for example, even a highly qualified person could not get a job and schools for black children were underfunded.
W – your research question(s) - Explain how Jim Crow laws and practices deprived American citizens of their civil rights. Did the Jim Crow laws create separate but equal circumstances for minority populations, such as, blacks in the South? Explain.
H – the URLs of where you found your evidence (minimum of 3 URLS)
- pbs.com/wnet/jimcrow
- thirteen.org/wnet/jimcrow/stories_people_brown.html
- thirteen.org/wnet/jimcrow/narrative_davidson.html
L – the quotes of evidence you used for Grounds (at least 2!)
- “I had accumulated my flying license, I had accumulated a ground instructor's license, and I really couldn't go, like say, into general aviation and really get a job” (Davidson).
- “there was little money available for black schools” (Brown).
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Reminder: You CANNOT use my sources. You CANNOT use my quotes.
You must find your own quotes from two different articles on the Rise and Fall of Jim Crow website.
You need to use your previous MLA Works Cited feedback and practice to organize your Works Cited page properly with the help of www.citefast.com without just copying my example.
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The publisher of the website is: Educational Broadcasting Corporation
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AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
Due:
Assignment
Due:
Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
Due:
Assignment
- 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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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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AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
Due:
Assignment
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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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Assignment
Writing Topic – Mockingbird Context
Directions: Copy the prompt and answer in a complete paragraph.
As you review the photographs on p. 188, choose one image that stood out to you. Summarize what you learned from the photograph about the context of the setting, writing, and publication of the novel To Kill a Mockingbird.
Be sure to:
The novel To Kill a Mockingbird is set in the American South in the 1930s, and it was written and published during the Civil Rights movement. One image that helped convey the context is the Unit Opener image of the two girls in a classroom setting. This photograph must have come from the 1960s after schools were desegregated, especially if the picture is from a Southern state in the United States. Up until the 1960s, schools in many Southern states were segregated, meaning that white and black students could not be in school together. In this picture, the girl on the left may be the only black student in the classroom. She is facing a white girl directly, holding a notebook and looking a bit anxious and expectant. The white girl across from her is leaning forward as if she is talking to the other girl. This may have been the first time these two girls had ever sat near each other, much less talked together. Desegregation of the schools was one of the most important goals of the Civil Rights Movement of the 1950s and ‘60s.
(You CAN use my Warrant as your topic sentence, but you have to choose a different picture from p. 188 to write about. You cannot write about the picture I chose which was the Unit Opener image.)
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Assignment
- 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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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
Due:
Assignment
- 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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Assignment
AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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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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EA -2 p. 89 - Writing an Argumentative Essay - Finish your First Drafts
(date may change to Monday or earlier - this will be updated if it does)
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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Complete in the writing section
Claim: Write the claim for your essay (see outline for help)
Find the examples of Evidence that you will need for your essay
- 6 quotes of evidence – 5 to support the claim, 1 to support the counterclaim
- Evidence must come from at least 2 different sources
- Evidence: 64 “Education Still Pays”, p. 68-72 Obama, p. 81-3 Reich, p. 84-5 Rotherham
- You can also include information from “Five Ways Ed Pays” p. 63
- In your essay, you will have parenthetical citations after quotes: (Author Page) – (Reich 82), (Obama 68), (“Five Ways Ed Pays”), (“Education Still Pays” 64), or (Rotherham 85).
- The parenthetical citation is included at the end of the sentence before the period.
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EA -2 p. 89 - Writing an Argumentative Essay
The Value of College - Outline
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”
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Begin Brainstorming – Composition Book: Writing Section
Come up with as many ideas as you can!
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What is the value of a college education? (examples below) · more education · better job · a better career in your life · more money · opportunities · better health
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How could you convince a teen or young adult that college is worth their time and money? (examples below) · it will pay off later · ask them to consider what they’ll do if they don’t go to college · college makes your life easier by giving you a better chance to get a job · more security · less worries about the bills · people who drop out struggle more in life · so your parents won’t be disappointed in you |
What is the value of a college education? (examples below)
- more education
- better job
- a better career in your life
- more money
- opportunities
How could you convince a teen or young adult that college is worth their time and money? (examples below)
- it will pay off later
- ask them to consider what they’ll do if they don’t go to college
- college makes your life easier by giving you a better chance to get a job
- more security
- less worries about the bills
EA -2 p. 89 - Writing an Argumentative Essay
The Value of College - Outline
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”
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Assignment
Discuss and answer with your groups
Answer questions p. 88:
- Consider what an argument needs – claim, supporting evidence, clear explanations, addressing counterarguments, refutation, and conclusions / calls to action
- Evaluating author bias – does it affect your view of his claim and evidence - explain
- Conclusion/Call to Action – for both articles
Check Your Understanding – This is your opinion, but you have to support your view with cited evidence from the article you think has the stronger argument. Write your evidence in My Notes.
The Notes are on p. 62
EA 2 – Notes – add to the Composition Book:
Define: Argument (first paragraph has the definition)
Briefly Note 1, 2, and 3
Write everything for the following bullet points
An argument has three major purposes:
- To change a reader’s or listener’s point of view
- To ask the reader or listener to take an action
- To gain acceptance for the writer’s ideas about a problem or issue
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KID Questions p. 85-86
“Why College Isn’t…” #1-3
“Actually, College…” #4-6
Graphic Organizer Chart p. 87
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Assignment
- 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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“Why College Isn’t . . .” and “Actually, College . . .” p. 81
Objectives:
- Identify counterclaims and refutations in an argument
- Analyze conclusions to an argument
- Describe counterclaims and refutations in writing
Preview:
In this activity, you will read two editorials and analyze the elements of an argument, including the central claims, counterclaims, and supporting evidence.
1st reading: Round Robin – 1-2 paragraphs per reader (they’re short)
Circle unknown words and phrases
After reading – discuss circled words with group to find meanings from context – note the definitions
Whole class review of circled words – note the definitions
This is a con college article, which means it’s against the argument that all students should go to college to get a university degree. Remember Pro is for and Con is against.
Look at the graphic organizer on p. 87, the annotations we make today will be needed to complete this chart later. Look at the KID questions 1, 2, and 3 on p. 85, so you understand what you’ll be looking for to answer them later. Return to p. 81.
2nd reading - Annotate p. 81-83
- As you read the following texts, mark the text to identify the elements of an argument:
- Underline the main claim of the article and write – claim. Hint: It is not near the beginning.
- Underline the main counterclaim of the article and write – counterclaim.
- Mark all the claims of evidence that support the idea college is NOT for everyone with a c for claim.
- Mark all the counterclaims of evidence that support the idea that college IS beneficial with a cc for counterclaim.
- Mark the conclusion and call to action at the end of the article. - CtA
- Who is the audience for this article? Age range – child, teen, and/or adult, and how do you know? Write this in the margin near the title.
Group Discussion:
- After a few minutes discussion (3 minutes), each group will be called on to share what they think the primary claim of the article is.
What sentence in the article most clearly states the claim that not everyone needs to go to college to be successful? (Paragraph # – sentence #)
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Group 4: |
Group 5: |
Group 6: |
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Group 7: |
Group 8: |
Group 9: |
- Then discuss and decide what the primary counterargument of the article is. (3 minutes) Each group will be called on to share their decision.
What sentence in the article provides a strong and convincing counterclaim for how a university degree can benefit someone? (Paragraph # - sentence #)
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Group 1: |
Group 2: |
Group 3: |
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Group 4: |
Group 5: |
Group 6: |
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Group 7: |
Group 8: |
Group 9: |
- USE PENCIL!
- It’s okay to make mistakes, but let’s make sure they’re erasable
“Actually, College . . .”
Read and Annotate p. 84-85
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First Round Robin Reading in groups Then annotate - see #2 |
15-20 minutes |
- As you read the following texts, mark the text to identify the elements of an argument:
* Claim
* Evidence to support the claim (c)
*Counterclaim
* Evidence to support the counter claim (cc)
* Refutations of counterclaims
* Conclusion / Call to Action - CtA
* Audience for each text
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What you need to do for your Ethics research project:
- Heading upper right hand corner
- Title the paper -- Ethics: Holocaust Research
- Copy the prompt – single space
- Your WGAGA paragraph will be double spaced
- Work Cited for a website in MLA format – you do not have to put it on a separate page, but you can if you want to. If you used more than one website, it’s Works Cited, plural.
- 12 pt font, Times New Roman
- Printed in blue or black ink
- Make sure your evidence quotes are part of a complete sentence
Research the Holocaust, looking for factual, logos evidence, including statistics about the affected populations. Use that evidence to help answer this prompt:
Prompt: How should people be treated? One group of people decided that another group of people did not deserve to live, and that those people no longer needed to be treated humanely. What does humane treatment mean? How many were affected? Why?
(You're tackling an ethical question about humanity. Don't just write that genocide is wrong. Prove it. Think deeply. How can facts and numbers help you prove and explain the scope of an ethical topic?)
Do not rely on Wikipedia for your research because anyone can, at any time, change that content. Therefore, while it can be informative, it cannot be vetted as true.
Research sites for facts and statistics – Pick 1:
http://www.ushmm.org/learn/students
https://www.jewishvirtuallibrary.org/jsource/Holocaust/history.html
http://www.holocaustsurvivors.org/data.show.php?di=record&da=texts&ke=6
Summarize your findings in a thoughtful paragraph (7 sentences), which uses at least two pieces of logos evidence.
Your format is Warrant (Topic Sentence - about how people should be treated), Grounds (Evidence), Analysis, Grounds (Evidence), Analysis. The Analysis should be at least two sentences in your own words for each piece of evidence. Your Grounds (Evidence) should be written as part of a sentence. Do not float your quotes.
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Ethics: Holocaust Research
Today in class look over these sites and pick the article that has the evidence you need to answer the prompt.
Research sites for facts and statistics – Pick 1:
http://www.ushmm.org/learn/students
https://www.jewishvirtuallibrary.org/jsource/Holocaust/history.html
http://www.holocaustsurvivors.org/data.show.php?di=record&da=texts&ke=
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Take notes in your comp. book
Works Cited fill-in-the-blank form:
Go to Sylmarhs.org – select the following in order
- Students
- Library
- Citation Guide (left hand side)
- Tap or click on the first entry: https://www.citefast.com (right hand side)
- Select Source
- Click on Webpage – that’s the type of entry we’re using
- Make sure you select MLA 8 from the top tab
- Select Autofill entry and type in the URL
The URL is the web address wrote down for your article research in your notes, my example is from the Jewish Virtual Library: www.jewishvirtuallibrary.org/an-introductory-history-of-the-holocaust
Use ctrl+c to copy and ctrl+v to paste
What you need to add before you save citation:
- Author’s name (if present with the article)
- Modification date (if shown on the page)
- Access Date
- Publisher (look for the copyright © symbol)
My Access Date was 1 December 2017, your first access will probably be 06 December 2019. The publisher is usually found near the copyright symbol. I found the publisher at the bottom of the webpage. The publisher for the Jewish Virtual Library is: American-Israeli Cooperative Enterprise
- (upper right side) Save the citation – tap it – cut and paste it to your draft or email it to yourself. Save it!
- Note: Google docs and gmail does not feature hanging indents
- To format it properly, you can to cut and paste it to Word or a similar word processing program.
- Remember, the Word app is free in google play and can be used to write papers without an internet connection
- OR! You can carefully use the increase indent feature for the lines after the first line of each entry in Google Docs
- It’s under Format – Align & Indent
Works Cited
"Introduction to the Holocaust." United States Holocaust Memorial Museum, 18 Aug. 2015, www.ushmm.org/wlc/en/article.php?ModuleId=10005143. Accessed 10 Dec. 2015.
"An Introductory History of the Holocaust." Jewish Virtual Library, American-Israeli Cooperative Enterprise, www.jewishvirtuallibrary.org/an-introductory-history-of-the-holocaust. Accessed 1 Dec. 2017.
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- If you are not going to be here at the end of the week (on Friday), you need to take TWO reading logs.
- Reading Log #9 Night p. 3-65
- Reading Log #10 Night p. 66-115
- Both are due 12/2/19
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AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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Writing Topic – “Five Ways Ed Pays”
Directions: Title your paper, write the prompt, and answer in a paragraph of at least 5 sentences.
Describe what makes a claim persuasive. Then, choose one of the benefits given in the video “Five Ways Ed Pays”—other than greater wealth—and write a claim for that benefit.
Example not the answer: The topic I chose is greater wealth. A claim for an essay would be people who graduate from college earn higher wages than people who only graduate from high school. (Explain the claim you wrote and what makes a claim and argument persuasive in 3 more sentences.) Evidence is what makes a claim and argument persuasive, and the video, “Five Ways Ed Pays,” provided two compelling pieces of evidence for greater wealth. The first piece of evidence was that people with a college degree will, on average, make “$22,000 more” annually, and the second was that people with degrees will make “63% more in hourly wages.” Since having a comfortable, enjoyable life does require money, those were both compelling pieces of data that supported the claim.
Video link for College Board's video "Five Ways Ed Pays": https://youtu.be/MGHTUbZJFP8
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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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Make-up Reading Log (optional) it must have the # of the RL you are missing from #1-7
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AP students have selected novels from the AP Literature book list
- AP students - You cannot complete reading logs on Hamlet - read in 10th grade or Romeo and Juliet - read in 9th grade.
- In AP, if you read dramas by Shakespeare or Sophocles, it's 1 play per week. They're quite short. It does not matter how long your paperback margin translated version is. It is read at a pace of 1 play per week.
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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).
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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).
Sentence 1: from p. 30
Sentence 2: how long have you known each other or when did you meet?
Sentence 3: How does your partner help you or the group? Such as, what role they play in your group
Sentence 4: Write a little bit about what you learned about your partner with a small quote from the interview
Sentence 5: Write a parallel sentence. Write your own or use the top or bottom purple sentence frame above.
Closing Paragraph
#8 Write your closing WITH parallelism from p. 30 in the SpringBoard
I enjoyed getting to talk to Mr. Croft 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.
Re-write your questions as topic sentences:
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Question 1: What is your cultural background and how does it influence your beliefs?
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Topic Sentence 1: When I asked him about his cultural background and how it influences his beliefs, he told me about his faith. |
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Question 2: What is the most important thing that has happened to you so far and why?
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Topic Sentence 2: Next, I asked him what the most important thing was that has happened to him, so far, and why. |
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Question 3: I know you like baseball, but why do you like that sport better than others?
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Topic Sentence 3: I knew that Mr. Croft was a baseball player, but I wanted to know why he liked that sport more than any other. |
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Question 4: Consider your childhood and the dreams of your youth. What is your dream job and why? |
Topic Sentence 4: Finally, I asked him about his childhood and his dreams for the future. |
#9. Write out your Interview – include some parallel structure in the opening and closing
Begin the first draft on your own notebook paper:
Interview Narrative (1st draft)
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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AP students have selected novels from the AP Literature book list
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- You need to know the difference between phrases and clauses and how to identify them.
- You need to be able to recognize parallelism in words, phrases, and clauses.
- You need to be able to recognize prepositions.
- You will have to provide definitions for a couple terms.
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Your ID pictures will be issued right after your pictures are taken.
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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.