English I
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EMAIL: [email protected]
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READ THESE DIRECTIONS VERY CAREFULLY!
This assignment is optional. You do not have to do it. Due date: On or before Monday, May 11 (11:59 PM) When submitting via email:
Students in English classes 9 will choose one of the two prompts, not both. Grades of three, four, or five points will be awarded based on the TNREADY rubrics for narrative and argumentative writing. These points will apply only to Quarter 3. Requirements:
Tell the story – including family and friends and as much or as little as you want – of your experience during the pandemic.Your story may include journal entries, poems, songs, or other creative forms.If you are more comfortable writing about others or writing fiction, you may write in 3rd person (create characters who experience the pandemic in Memphis). The goal is to let the reader understand what you have experienced and what you are experiencing.
Create an argument that supports/defends, opposes/criticizes, or qualifies the actions taken or policies enacted by national, state, and/or local governments to address the COVID-19 issue. You may choose to focus on one government level or just one strategy regarding health, safety, economics, or other areas. This should not be a criticism of any particular person or department. Show your understanding of the policy/action, an analysis of its effectiveness, and suggestions for keeping, altering, or eliminating the policy/action. Listed below are optional assignments/resources you can work on to practice the skills you have been taught this year. These assignments are optional and will not be counted for a grade. If you have any questions or concerns, please email me at
[email protected] If you forgot your username or password for CommonLit.org, go to the homework tab on this website and follow the directions for creating a new account. Class codes are listed under the homework tab as well. CommonLit Assignments: 1. "The Narrative of the Life of Frederick Douglass" 2. "A Child of Slavery Who Taught A Generation" 3. "The Last Class: The Story of a Little Alsatian" 4. "Behind the Native American Achievement Gap" 5. "Village Schools and Traveling Soldiers" Additional Resources Tab (This Website) 1. Click on the links to view the videos and PowerPoints for each skill 2. Click the test your knowledge to quiz yourself No Fear Shakespeare Julius Caesar (10th grade prep) https://www.sparknotes.com/nofear/shakespeare/juliuscaesar/ 1. Enter the link above 2. Click on each scene 3. Read the text on the right for the modern day translation Students and Parents:
I hope you are all safe and well. I am receiving new information from the district daily. I will be posting resources on the CommonLit Website later this week. Also, my website includes a tab for Additional Resources you may use to review skills. Per district policy, I am not grading assignments at this time. These resources are optional. As I learn new information from the district, I will post it here. Be safe. -Students should return to school on Monday, March 30th.
-We will have two weeks to prepare for the English I End of Course Assessment -The end of course is worth 15% of the English I grade. -Testing will begin the week of April 13th. Monday
-Read and annotate "Irene Fogel Weiss- Hungarian Auschwitz Survivor" (see me for a copy) -Complete RI.9.7 graphic organizer (page 4) Tuesday -Complete RI.9.7 graphic organizer (Page 4) -Complete Text Dependent questions for Survivor Texts. Use the ACECE method 1. Explain the similarities between Mandelbaum and Weiss' experiences. Cite evidence from both texts to support. 2. Explain the differences between Mandelbaum and Weiss' experiences. Cite evidence from both texts to support. Wednesday -District Common Assessment for Quarter 3 Monday
-Notes on Types of Text Structure page 39-40 -Notes on RI.9.7 page 41 Tuesday -View "One Survivor Remembers" (Holocaust Museum Website) -Complete graphic organizer 1. What happened to the survivor's family? 2. How does the survivor describe the camps? 3. How did she survive? Wednesday -Read and Annotate "A Holocaust Survivor, Spared from the Gas Chamber by Twist of Fate" Thursday -Biology Practice Testing -Make up Day for CommonLit Assignments 3rd quarter Friday -Text Dependent Questions for "A Holocaust Survivor, Spared from the Gas Chamber by Twist of Fate" Use the ACE method to respond. 1. How did Mandelbaum's experiences during the war shape his perspective? 2. How did a conversation with a neighbor impact Mandelbaum? 3. Why is Mandelbaum's survival described as a "Twist of fate"? Monday
-Read and annotate "Conformity" text (see CommonLit or me for a copy) Tuesday -Read and annotate "The Stanford Prison Experiment" (See CommonLit or me for a copy) Wednesday -Complete annotations for "The Standford Prison Experiment" text Thursday -Complete text dependent questions“The Stanford Prison Experiment” & “Conformity” Directions: Complete the text dependent questions using the ACECE method. Use evidence from both texts to support your answers. 1. How did the guards in the Stanford Prison Experiment illustrate the “dark side” of conformity mentioned in paragraph 5 of “Conformity”? 2. The term “compliance conformity” is used in paragraph 3 of the text “Conformity”. How did the prisoners in the Stanford Prison Experiment demonstrate “compliance conformity”? Friday -Common Assessment #6 on all Reading Informational Text Standards (Test Grade) Tuesday
-Notes on RL.9.5 (See notebook pages 37-38) Wednesday -Read and Annotate "The Perils of Obedience" (see CommonLit for Text) Thursday -Continue reading and annotating "The Perils of Obedience" Friday -Complete text dependent questions using the ACE method for "The Perils of Obedience" 1. How does paragraph 14 contribute to Miligram’s ideas about the outcome of the experiment? 2. How does the transcript of Fred Prozi (paragraphs 19-70) contribute to the central idea of the text? 3. How does Part 2 (paragraphs 71-78) contribute to the overall text? Monday
-Take notes on RI.9.2 (Notebook pages 34-36) -Holocaust Powerpoint Tuesday -Read and Annotate "Elie Wiesel's Nobel Acceptance Speech" (See CommonLit or me for a copy) -Complete Text Dependent Question In paragraphs 4 and 13 Wiesel's speech, what does the phrase "kingdom of night" mean? Wednesday -Introduction to the Holocaust video -Complete SOAPSTone for "Elie Wiesel's Nobel Acceptance Speech" Thursday -Complete Text Dependent Questions for "Elie Wiesel's Nobel Acceptance Speech." Use the ACE method to respond. 1. What does the word "humility" in paragraph 1 indicate about Wiesel's feelings towards winning the Nobel Prize? 2. In paragraph 8 of Wiesel's speech what does the phrase "Neutrality helps the oppressor" mean? 3. How does Eli Wiesel's tone change throughout his speech? (ACECE) Friday -Complete CommonLit assignment due 2/14/2020 Monday -Take notes on RI.9.2 and Objective summary (see notebook section for notes) -Create objective summary of Malala Speech from last week Tuesday -Read and annotate "The Perils of Indifference" -Use the ACE format to answer the question below What is the central idea of Wiesel's speech? Wednesday -Complete Soapstone for "The Perils of Indifference" (see Soapstone notes) -Write an objective summary for "The Perils of Indifference" Thursday -Complete Text Dependent Questions for "The Perils of Indifference" Friday -Complete "Introduction to the Holocaust" assignment on CommonLit Monday
-Complete Argument essay (Assessment Grade) Tuesday -Notes on RI.9.6 and Rhetoric (see notebook) Wednesday -Read and Annotate "Malala Yousafzai's Address to the United Nations, July 2013" (See CommonLit for copy of the text) Thursday -Complete Text Dependent Questions for "Malala Yousafzai's Address..." Friday -Common Assessment Tuesday
-Argument Rubric Notes -Argument Format/Checklist Notes Wednesday -Complete the Argument Outline Thursday -Continue working on Argument Outline -Complete 1st paragraph of essay Friday -Revise paragraph 1 and write paragraphs 2 and 3 for argument essay (see Argument Outline for Prompt) Monday
-Notes page 27-28 Standard RI.9.3 -Complete SOAPSTone for "On Woman's Right to Vote" Graphic Organizer Tuesday -Text Dependent Questions for "On Woman's Right to Vote" Complete 3/5 Wednesday -Read, Annotate and complete SOAPSTONE for "Why Women Should Vote" Speech Thursday -Complete Text Dependent Questions for "Why Women Should Vote" (Select 3 of 6) Monday- Annotate Bell work "I, Too" text
Notes page 26 in composition notebook Friday- Annotate and complete Soapstone graphic organizer for "On Women's Right to Vote" 7th period (boys) and absent students below is my annotation for "On Women's Right to Vote." complete and bring in your annotations Monday Women's Right to Vote Annotation page 1 Women's Right to Vote Annotation page 2 Monday 13th- Bell work submitted and CommonLit checked Monday-
Study Guide for semester exam (1-25) Study Guide page 1 Study Guide page 2 Tuesday- Complete questions (26-50) Study Guide- All Questions Semester Exams on Wednesday and Thursday. Wednesday- 1st, 3rd, 5th, and 7th Thursday-2nd, 4th, 5th and 6th Friday-Makeup day for exams Classwork-
View Act V and complete page 930 (1-4) Next week- Monday and Tuesday- Study Guide Wednesday and Thursday- Semester Exams Classwork:
-Read Romeo and Juliet Act V, scenes i and ii -Complete (1-3) on Act V character motivation classwork Homework: -CommonLit assignment due Friday, December 13th -Last day for late work Friday, December 13th Classwork:
-View Act IV -Complete Act IV assessment Homework: -Bring Composition Notebooks to class Classwork:
-Finish reading ACT IV -Complete ACT IV dramatic irony handout Homework: -ACT IV quiz Thursday -CommonLit assignment due Friday, December 13th -Portfolio/ Composition Notebook check next week |