English 1-2 (Period 1,3) Assignments
- Instructors
- Term
- Spring 2011
- Department
- English
- Location
- room 26
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
English 2 Final Grammar Study Guide
1. Participial Phrase 71-74
2. Gerund Phrase 75-78
3. Infinitive Phrase 79-82
4. Subject 41-52
5. Direct Object 53-58
6. Object of Preposition 55-56
7. Predicate Nominative 61-62 (review 41-46)
8. Adverb 27-32
9. Adjective 21-26
10. Predicate Adjective 61-62
11. Appositive 67-70
All TKAM Vocabulary
www.quizlet.com search: aldh click on aldh click on TKAM
TKAM Plot
➢ study questions
➢ quote handout USE THE QUOTE TKAM 'TEST' HANDOUT
➢ reading quizzes
➢ literary devices: bildungsroman, flashback, irony, point of view, theme, conflict (internal, external), lessons taught, symbols, tone
➢ know each of the characters & their purpose in the plot
There is an additional reading section with a short passage & reading comprehension questions.
➢ read the questions first
➢ underline what you think will be the answers
➢ predict before you look at the answer choices
➢ mark up the text
FINALS:
6/6 Mon Periods 1 & 4
6/7 Tue Periods 6 & 3
6/8 Wed Periods 2 & 5
1. Participial Phrase 71-74
2. Gerund Phrase 75-78
3. Infinitive Phrase 79-82
4. Subject 41-52
5. Direct Object 53-58
6. Object of Preposition 55-56
7. Predicate Nominative 61-62 (review 41-46)
8. Adverb 27-32
9. Adjective 21-26
10. Predicate Adjective 61-62
11. Appositive 67-70
All TKAM Vocabulary
www.quizlet.com search: aldh click on aldh click on TKAM
TKAM Plot
➢ study questions
➢ quote handout USE THE QUOTE TKAM 'TEST' HANDOUT
➢ reading quizzes
➢ literary devices: bildungsroman, flashback, irony, point of view, theme, conflict (internal, external), lessons taught, symbols, tone
➢ know each of the characters & their purpose in the plot
There is an additional reading section with a short passage & reading comprehension questions.
➢ read the questions first
➢ underline what you think will be the answers
➢ predict before you look at the answer choices
➢ mark up the text
FINALS:
6/6 Mon Periods 1 & 4
6/7 Tue Periods 6 & 3
6/8 Wed Periods 2 & 5
Due:
Assignment
Students should be working on:
1. Portfolio Project
2. Study Guide
*Bring grammar book Friday for review!
1. Portfolio Project
2. Study Guide
*Bring grammar book Friday for review!
Due:
Assignment
English 2 Final Grammar Study Guide
1. Participial Phrase 71-74
2. Gerund Phrase 75-78
3. Infinitive Phrase 79-82
4. Subject 41-52
5. Direct Object 53-58
6. Object of Preposition 55-56
7. Predicate Nominative 61-62 (review 41-46)
8. Adverb 27-32
9. Adjective 21-26
10. Predicate Adjective 61-62
11. Appositive 67-70
All TKAM Vocabulary
www.quizlet.com search: aldh click on aldh click on TKAM
TKAM Plot
➢ study questions
➢ quote handout
➢ reading quizzes
➢ literary devices: bildungsroman, flashback, irony, point of view, theme, conflict (internal, external), lessons taught, symbols, tone
➢ know each of the characters & their purpose in the plot
There is an additional reading section with a short passage & reading comprehension questions.
➢ read the questions first
➢ underline what you think will be the answers
➢ predict before you look at the answer choices
➢ mark up the text
FINALS:
6/6 Mon Periods 1 & 4
6/7 Tue Periods 6 & 3
6/8 Wed Periods 2 & 5
1. Participial Phrase 71-74
2. Gerund Phrase 75-78
3. Infinitive Phrase 79-82
4. Subject 41-52
5. Direct Object 53-58
6. Object of Preposition 55-56
7. Predicate Nominative 61-62 (review 41-46)
8. Adverb 27-32
9. Adjective 21-26
10. Predicate Adjective 61-62
11. Appositive 67-70
All TKAM Vocabulary
www.quizlet.com search: aldh click on aldh click on TKAM
TKAM Plot
➢ study questions
➢ quote handout
➢ reading quizzes
➢ literary devices: bildungsroman, flashback, irony, point of view, theme, conflict (internal, external), lessons taught, symbols, tone
➢ know each of the characters & their purpose in the plot
There is an additional reading section with a short passage & reading comprehension questions.
➢ read the questions first
➢ underline what you think will be the answers
➢ predict before you look at the answer choices
➢ mark up the text
FINALS:
6/6 Mon Periods 1 & 4
6/7 Tue Periods 6 & 3
6/8 Wed Periods 2 & 5
Due:
Assignment
Today in class...
4/28: Plot Annotations Part 1 TKAM
Each student must create her/his own PLOT DIAGRAM on a sheet of binder paper.
Plot Diagrams must include the following:
• Title of Novel
• Author
• Topic (the topic you chose to trace through the novel)
• One symbol or image per chapter that relates to your topic (10 total)
• Three quotes (must be from chapters 6-10)
• A one-three word summary for each chapter (1-10)
• Student name on back
• Colorful presentation
o 25 points
4/28: Plot Annotations Part 1 TKAM
Each student must create her/his own PLOT DIAGRAM on a sheet of binder paper.
Plot Diagrams must include the following:
• Title of Novel
• Author
• Topic (the topic you chose to trace through the novel)
• One symbol or image per chapter that relates to your topic (10 total)
• Three quotes (must be from chapters 6-10)
• A one-three word summary for each chapter (1-10)
• Student name on back
• Colorful presentation
o 25 points
Due:
Assignment
Today in class...
1. Students created a memory trick for the TKAM vocabulary words (chapters 6-10)
*quiz Monday, use quizlet to study
2. Students took notes on part one of TKAM
*email me a request for the notes. I have a picture of them that I will email to you, but the picture will not upload onto this site*
my email is [email protected], or you can click the "email" link from the smhs website
1. Students created a memory trick for the TKAM vocabulary words (chapters 6-10)
*quiz Monday, use quizlet to study
2. Students took notes on part one of TKAM
*email me a request for the notes. I have a picture of them that I will email to you, but the picture will not upload onto this site*
my email is [email protected], or you can click the "email" link from the smhs website
Due:
Assignment
Today in class...
1. Students finished study questions for chapters 5-8
2. I clarified the essay assignment & handouts (see below)
3. Students worked briefly on thesis statement
4. We began reading chapter 10
TKAM Essay 4/22
Planning Notes: Building a THESIS
Novel: Author:
Topic:
What is the author trying to show about the topic?
How does the topic relate to society?
What is the lesson we can learn from the how the topic is treated in the novel?
Do different characters see the topic differently? If so, explain which characters and what they think.
How do you think the topic will change the characters in the novel?
Have your ideas changed about this topic changed as you have grown up?
THESIS:
A)
B)
Introduction Paragraph:
Sentence 1- engage the reader, it must relate to what you are going to write about
Sentence 2- tie your “hook” to the literature
Sentences 3- 5- background information, summarize the parts of the story that are relevant
Sentence 6- thesis statement ONE SENTENCE!
Part A: what is the basic idea being addressed?
Part B: what is the significance of the idea? (A trick for this part is to think of it as “so what,” you can use the word “suggesting” to begin part B).
Body Paragraph:
Topic Sentence 1: tells the reader what to expect in the paragraph
Subtopic Sentence 2: used to introduce the quotes using key words from thesis and topic sentence
Concrete Detail 3: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 4-6: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Concrete Detail 7: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 8-9: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Conclusion 10: summarize what you have written in the paragraph
TKAM NAME: ______________________
Journal Work
Chapters 1-5
1. Assign each chapter a title. Be clever!
a. Chapter 1-
b. Chapter 2-
c. Chapter 3-
d. Chapter 4-
e. Chapter 5-
2. You are going to trace a topic through the novel as you read. When you find a quote, a reference, or a scene that relates to this topic, highlight it in the text.
Circle, highlight, or underline the topic you will trace.
Education
Class differences
Prejudice
Social manners/customs
Religion
Hypocrisy
Growing up
Courage
Gender differences
Theme/mockingbird references
3. Based on the topic you chose, write a reflection (about ½ page, journal form) that explores your experiences with this topic. Please write the reflection on the back of this handout.
4. Find three quotes from your reading that demonstrate how the topic is treated in the early chapters of the novel. Introduce the quote with a brief explanatory phrase, and cite the end of the quote in MLA format.
a. For example, a quote for the topic of courage: When dared to touch the Radley house, “Jem threw open the gate and sped to the side of the house, slapped it with his palm and ran back past us” (18).
Quote 1:
Quote 2:
Quote 3:
1. Students finished study questions for chapters 5-8
2. I clarified the essay assignment & handouts (see below)
3. Students worked briefly on thesis statement
4. We began reading chapter 10
TKAM Essay 4/22
Planning Notes: Building a THESIS
Novel: Author:
Topic:
What is the author trying to show about the topic?
How does the topic relate to society?
What is the lesson we can learn from the how the topic is treated in the novel?
Do different characters see the topic differently? If so, explain which characters and what they think.
How do you think the topic will change the characters in the novel?
Have your ideas changed about this topic changed as you have grown up?
THESIS:
A)
B)
Introduction Paragraph:
Sentence 1- engage the reader, it must relate to what you are going to write about
Sentence 2- tie your “hook” to the literature
Sentences 3- 5- background information, summarize the parts of the story that are relevant
Sentence 6- thesis statement ONE SENTENCE!
Part A: what is the basic idea being addressed?
Part B: what is the significance of the idea? (A trick for this part is to think of it as “so what,” you can use the word “suggesting” to begin part B).
Body Paragraph:
Topic Sentence 1: tells the reader what to expect in the paragraph
Subtopic Sentence 2: used to introduce the quotes using key words from thesis and topic sentence
Concrete Detail 3: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 4-6: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Concrete Detail 7: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 8-9: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Conclusion 10: summarize what you have written in the paragraph
TKAM NAME: ______________________
Journal Work
Chapters 1-5
1. Assign each chapter a title. Be clever!
a. Chapter 1-
b. Chapter 2-
c. Chapter 3-
d. Chapter 4-
e. Chapter 5-
2. You are going to trace a topic through the novel as you read. When you find a quote, a reference, or a scene that relates to this topic, highlight it in the text.
Circle, highlight, or underline the topic you will trace.
Education
Class differences
Prejudice
Social manners/customs
Religion
Hypocrisy
Growing up
Courage
Gender differences
Theme/mockingbird references
3. Based on the topic you chose, write a reflection (about ½ page, journal form) that explores your experiences with this topic. Please write the reflection on the back of this handout.
4. Find three quotes from your reading that demonstrate how the topic is treated in the early chapters of the novel. Introduce the quote with a brief explanatory phrase, and cite the end of the quote in MLA format.
a. For example, a quote for the topic of courage: When dared to touch the Radley house, “Jem threw open the gate and sped to the side of the house, slapped it with his palm and ran back past us” (18).
Quote 1:
Quote 2:
Quote 3:
Due:
Assignment
Today in class...
1. Review vocabulary
2. TKAM RQ ch 5-8
3. Discuss Friday's assignment
4. TKAM study questions (in groups) for chapters 5-8
HW: read chapter 9
1. Review vocabulary
2. TKAM RQ ch 5-8
3. Discuss Friday's assignment
4. TKAM study questions (in groups) for chapters 5-8
HW: read chapter 9
Due:
Assignment
Today in class...
Students reviewed the vocabulary for chapters 1-5 & worked on a crossword puzzle, read quietly & finished the study questions, began filling out a journal handout, began a thesis builder handout.
The only handout that is due is the crossword.
Students will be writing essays on Friday using the journal & thesis handouts.
Students reviewed the vocabulary for chapters 1-5 & worked on a crossword puzzle, read quietly & finished the study questions, began filling out a journal handout, began a thesis builder handout.
The only handout that is due is the crossword.
Students will be writing essays on Friday using the journal & thesis handouts.
Due:
Assignment
Today in class...
1. Students worked on TKAM ch 1-4 study questions in groups
2. Students shared out chapter summaries & literary devices found in the text
3. STAR test overview, tips
4. STAR test practice
For more practice...
click the link below.
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela9.pdf
Created:
Tuesday, April 19 11:14 AM
1. Students worked on TKAM ch 1-4 study questions in groups
2. Students shared out chapter summaries & literary devices found in the text
3. STAR test overview, tips
4. STAR test practice
For more practice...
click the link below.
http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela9.pdf
Due:
Assignment
The vocabulary & study questions for TKAM 1-4 are below.
The words & definitions are on quizlet.
TKAM Vocabulary
Chapter 1
Chattel, 4
Taciturn, 4 (5)
Alleged, 5 (5)
Vapid, 8 (10)
Malevolent, 8 (10)
Culprit, 9 (10)
Predilection, 9 (11)
Chapter 2
Condescended, 15 (20)
Illicitly, 17 (23)
Indigenous, 16 (21)
Vexations, 21 (27)
Chapter 3
Contemptuous, 27 (36)
Contentious, 27 (36)
Fractious, 29 (38)
Chapter 4
Auspicious, 32 (43)
Arbitrated, 37 (49)
Mortifying, 38 (50)
Chapter 5
Tacit, 42 (56)
Chameleon (adj.), 42 (56)
Cordiality, 43 (57)
Chapter 6
Desolate, 57 (76)
Chapter 7
Ascertaining, 61 (81)
Chapter 8
Unfathomable, 63 (85)
Aberrations, 63 (85)
Perpetrated, 67 (90)
Adjacent, 71 (94)
Perplexity, 73 (97)
Chapter 9
Inordinately, 76 (101)
Ingenuous, 77 (103)
Analogous, 77 (103)
Wary, 78 (103)
Guilelessness, 80 (106)
Obstreperous, 85
Invective, 87 (115)
Chapter 10
Vehemently, 95 (127)
Articulate, 97 (129)
Chapter 11
Melancholy, 99 (132)
Apoplectic, 100 (133)
Umbrage, 102 (136)
Rectitude, 102 (136)
Interdict, 105 (137)
Palliation, 103 (137)
Reconnaissance, 105 (140)
Undulate, 107 (142)
Propensities, 108 (144)
Chapter 12
Altercation, 115 (172)
Austere, ?? (162)
Chapter 13
Prerogative, 129 (172)
Obliquely, 130 (173)
Chapter 14
Infallible, 140 (187)
Chapter 15
Venerable, 150 (200)
Acquiescence, 152 (203)
Sullen, 152 (204)
Futility, 153 (205)
Chapter 16
Formidable, 159 (213)
Chapter 17
Acrimonious, 171 (222)
Dictum, 173 (231)
Haughty, 175 (234)
Chapter 18
Mollified, 180 (241)
Chapter 19
Impudent, 198 (265)
Chapter 20
Unmitigated, 204 (273)
Temerity, 204 (273)
Integrity, 205 (274)
Chapter 21
(none)
Chapter 22
(none)
Chapter 23
Credibility, 218 (292)
Furtive, 218 (293)
Wryly, 218 (292)
Adamant, 220 (294)
Sordid, 221 (296)
Chapter 24
Impertinence, 230 (308)
Chapter 25
(none)
Chapter 26
Persecuted, 245 (329)
Chapter 27
Notoriety, 248 (332)
Chapter 28
Irascible, 255 (342)
Chapter 29
Garishly, 270 (362)
Chapter 30
Stolidly, 273 (366)
Chapter 31
Apprehensive, 279 (374)
To Kill a Mockingbird Questions
Chapter 1
1. Chapter 1 introduces readers to the town of Maycomb, its appearance, its inhabitants, and the particular attitudes of many of its people. Find a sentence or a paragraph which illustrates each of the following attitudes/ideas. Quote at least a part of the sentence or paragraph and give page number.
a. pride in ancestry and “tradition”:
b. pride in conformity and distrust of those who are different:
c. awareness of a difference in social classes:
d. narrow span of interest and almost no interest in the world outside Maycomb:
2. Approximately when does the story begin? Show evidence to support your answer. Where does it take place? How is the part of the country described?
3. How are the Radley’s different from the rest of Maycomb? Give two reasons. Write your answers as complete sentences.
4. How does Boo Radley’s father punish him after he is arrested, and what does this punishment tell us about his father?
5. In your opinion, why does Boo Radley stab his father’s leg with the scissors?
Chapter 2
1. Scout makes three mistakes during her first day at school. What are her mistakes, and why do they make Miss Caroline so angry?
2. How does Scout learn to read? What does this tell us about her?
3. Describe Miss Caroline’s physical appearance and give traits of her personality that you observe.
4. What is the WPA, and why won’t Mr. Cunningham work for it?
Chapter 3
1. Calpurnia lectures Scout on manners when Scout criticizes Walter’s manners, and Atticus supports her. What does this tell us about how both Calpurnia and Atticus feel about others?
2. Burris Ewell, Walter Cunningham, and Chuck Little are all from extremely poor families. However, there are great differences both in appearance and in attitudes, particularly between the Cunninghams and the Ewells. What are those differences and why do you suppose they exist?
3. Why does Atticus say that the law is rigid for “common folk” (3), but it is bent in certain ways for the Ewells? What does he mean?
Chapter 4
1. In what specific ways does Scout criticize the school she is attending?
2. How has Scout’s relationship with Calpurnia changed during Scout’s first year in school?
3. What game do they play all summer and why does Scout want them to quit playing that game?
The words & definitions are on quizlet.
TKAM Vocabulary
Chapter 1
Chattel, 4
Taciturn, 4 (5)
Alleged, 5 (5)
Vapid, 8 (10)
Malevolent, 8 (10)
Culprit, 9 (10)
Predilection, 9 (11)
Chapter 2
Condescended, 15 (20)
Illicitly, 17 (23)
Indigenous, 16 (21)
Vexations, 21 (27)
Chapter 3
Contemptuous, 27 (36)
Contentious, 27 (36)
Fractious, 29 (38)
Chapter 4
Auspicious, 32 (43)
Arbitrated, 37 (49)
Mortifying, 38 (50)
Chapter 5
Tacit, 42 (56)
Chameleon (adj.), 42 (56)
Cordiality, 43 (57)
Chapter 6
Desolate, 57 (76)
Chapter 7
Ascertaining, 61 (81)
Chapter 8
Unfathomable, 63 (85)
Aberrations, 63 (85)
Perpetrated, 67 (90)
Adjacent, 71 (94)
Perplexity, 73 (97)
Chapter 9
Inordinately, 76 (101)
Ingenuous, 77 (103)
Analogous, 77 (103)
Wary, 78 (103)
Guilelessness, 80 (106)
Obstreperous, 85
Invective, 87 (115)
Chapter 10
Vehemently, 95 (127)
Articulate, 97 (129)
Chapter 11
Melancholy, 99 (132)
Apoplectic, 100 (133)
Umbrage, 102 (136)
Rectitude, 102 (136)
Interdict, 105 (137)
Palliation, 103 (137)
Reconnaissance, 105 (140)
Undulate, 107 (142)
Propensities, 108 (144)
Chapter 12
Altercation, 115 (172)
Austere, ?? (162)
Chapter 13
Prerogative, 129 (172)
Obliquely, 130 (173)
Chapter 14
Infallible, 140 (187)
Chapter 15
Venerable, 150 (200)
Acquiescence, 152 (203)
Sullen, 152 (204)
Futility, 153 (205)
Chapter 16
Formidable, 159 (213)
Chapter 17
Acrimonious, 171 (222)
Dictum, 173 (231)
Haughty, 175 (234)
Chapter 18
Mollified, 180 (241)
Chapter 19
Impudent, 198 (265)
Chapter 20
Unmitigated, 204 (273)
Temerity, 204 (273)
Integrity, 205 (274)
Chapter 21
(none)
Chapter 22
(none)
Chapter 23
Credibility, 218 (292)
Furtive, 218 (293)
Wryly, 218 (292)
Adamant, 220 (294)
Sordid, 221 (296)
Chapter 24
Impertinence, 230 (308)
Chapter 25
(none)
Chapter 26
Persecuted, 245 (329)
Chapter 27
Notoriety, 248 (332)
Chapter 28
Irascible, 255 (342)
Chapter 29
Garishly, 270 (362)
Chapter 30
Stolidly, 273 (366)
Chapter 31
Apprehensive, 279 (374)
To Kill a Mockingbird Questions
Chapter 1
1. Chapter 1 introduces readers to the town of Maycomb, its appearance, its inhabitants, and the particular attitudes of many of its people. Find a sentence or a paragraph which illustrates each of the following attitudes/ideas. Quote at least a part of the sentence or paragraph and give page number.
a. pride in ancestry and “tradition”:
b. pride in conformity and distrust of those who are different:
c. awareness of a difference in social classes:
d. narrow span of interest and almost no interest in the world outside Maycomb:
2. Approximately when does the story begin? Show evidence to support your answer. Where does it take place? How is the part of the country described?
3. How are the Radley’s different from the rest of Maycomb? Give two reasons. Write your answers as complete sentences.
4. How does Boo Radley’s father punish him after he is arrested, and what does this punishment tell us about his father?
5. In your opinion, why does Boo Radley stab his father’s leg with the scissors?
Chapter 2
1. Scout makes three mistakes during her first day at school. What are her mistakes, and why do they make Miss Caroline so angry?
2. How does Scout learn to read? What does this tell us about her?
3. Describe Miss Caroline’s physical appearance and give traits of her personality that you observe.
4. What is the WPA, and why won’t Mr. Cunningham work for it?
Chapter 3
1. Calpurnia lectures Scout on manners when Scout criticizes Walter’s manners, and Atticus supports her. What does this tell us about how both Calpurnia and Atticus feel about others?
2. Burris Ewell, Walter Cunningham, and Chuck Little are all from extremely poor families. However, there are great differences both in appearance and in attitudes, particularly between the Cunninghams and the Ewells. What are those differences and why do you suppose they exist?
3. Why does Atticus say that the law is rigid for “common folk” (3), but it is bent in certain ways for the Ewells? What does he mean?
Chapter 4
1. In what specific ways does Scout criticize the school she is attending?
2. How has Scout’s relationship with Calpurnia changed during Scout’s first year in school?
3. What game do they play all summer and why does Scout want them to quit playing that game?
Due:
Assignment
Today in class...
*Period 3 had extra time (10 minutes) to work on essay due to Friday announcement.
1. Students wrote down the definition & picture for the TKAM ch 3-4 words.
2. RQ TKAM ch 1-3
3. TKAM ch 1-4 study questions
*Period 3 had extra time (10 minutes) to work on essay due to Friday announcement.
1. Students wrote down the definition & picture for the TKAM ch 3-4 words.
2. RQ TKAM ch 1-3
3. TKAM ch 1-4 study questions
Due:
Assignment
Below you will find the HONORS FORMS.
Please copy & paste to Word doc.
I have clean copies available in room 26.
There are 3 pages: Teacher Recommendation, Student Interest Form/Letter of Intent, Requirements for Honors (you keep this one)
HONORS/AP ENGLISH TEACHER RECOMMENDATION
Current Teacher____________________________________________________
Student______________________________________________________________ Grade level____________
Please evaluate this student on a scale of 1 to 5 (5 being the highest, 1 the lowest).
Strong passion for reading 5 4 3 2 1
Reading comprehension level 5 4 3 2 1
Insightfulness 5 4 3 2 1
(depth of insight as evidenced through
participation and written responses)
Attitude as evidenced by class participation 5 4 3 2 1
Enthusiasm/Self motivation 5 4 3 2 1
(Overly concerned about grades? Y N)
Attendance 5 4 3 2 1
Cooperativeness 5 4 3 2 1
Responsibility 5 4 3 2 1
Willingness to go beyond the minimum 5 4 3 2 1
Independence 5 4 3 2 1
(does not depend too heavily on teacher)
WHAT IS STUDENT’S AVERAGE ON ANALYTICAL ESSAYS? ______________
COMMENTS ON WRITING ABILITY (STRUCTURE, DEPTH OF INSIGHT, ETC.):
OVERALL, I RECOMMEND THIS STUDENT:
Enthusiastically 5 With reservations 2
Strongly 4 Reluctantly 1
Moderately 3
TEACHER SIGNATURE___________________________________________________________
ADDITIONAL COMMENTS:
Declaration of Interest
Honors English 3-4
Please complete this form (front side only), leaving only your 2010 STAR scores blank. This sheet must then be turned in directly to Mrs. Keeton (rm. 25) or Mrs. Johns (rm. 23) no later than 3 p.m. on Friday, 4/15. No late or incomplete forms will be accepted (nor will any forms left in the mailboxes of Mrs. Keeton or Mrs. Johns).
Name______________________________________ Student #_____________________
Counselor ________________________________ English teacher ________________________
Basic requirements:
•87% 1st semester ____________ 3rd Quarter ____________ English teacher’s initials__________
•2010 STAR scores must be at 80%ile or higher in two categories
__________ Reading Comprehension __________ Literary Response and Analysis
Additional Considerations:
Rate yourself in the following (5 is highest to 1, lowest)
1. Strong passion for reading 5 4 3 2 1
2. Reading difficult texts 5 4 3 2 1
3. Annotation/thinking during reading 5 4 3 2 1
4. Participation/insightful comments 5 4 3 2 1
5. Grade average on essays 5 4 3 2 1
6. Ability to follow directions 5 4 3 2 1
7. Willingness to go beyond the minimum 5 4 3 2 1
In 1-3 sentences state your reason(s) for wanting to be in this course:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I have read and understand the requirements and am willing to commit to the rigor of the English Honors program.
___________________________________________________ (student signature)
I have read and understand the requirements, rigor, and time commitment for successful performance in an English Honors course. I further understand that students in AP classes must take the AP Exam to maintain the AP designation on transcripts and the extra grade point.
___________________________________________________ (parent signature)
__________________________________________________ (parent signature)
English Honors/AP Courses
Requirements for Admission and Successful Completion
Admission to honors is highly competitive; space in the honors program is limited.
Minimum Requirements:
• 87% or higher for both semesters of English
• 80th percentile in Reading Comprehension & Literary Response and Analysis on the STAR test from 2010
Priority space will be given to those who meet the following criteria.
Additional Considerations:
• Have an A average on analytical essays
• A strong teacher recommendation
In general, an honors student:
• Has a strong passion for reading difficult texts
• Asks questions while reading as evidenced through annotation
• Actively participates in class through insightful comments, thoughtful questions, and verbal communication about literature
• Enjoys reflecting on reading and discussing literature
• Writes outstanding analytical essays
• Participates fully in the editing and revision process
English 1-2 Honors is a rigorous course. Students are expected to do the reading in timely manner as scheduled by the teacher. Students will be tested frequently on reading comprehension. Writing will be frequent and demanding. The time commitment for an honors/AP course is extensive; students should expect at least an hour of homework each night.
Summer reading will be required for all honors/AP courses. During the first week of school students will be tested on the summer reading. The tests will include essays and objective multiple-choice questions. Students will be required to take extensive notes on the reading. In addition to the summer reading, students will need to learn the words on the required vocabulary list. (A sample list is on the back of this sheet.)
A student may be dropped from the course within the first two weeks if it is clear (s)he has failed to do the summer reading, or performance on initial assessments indicates the student may not be successful in honors/AP level courses.
Summer reading will include the single text required of all freshman and at least 3 additional rigorous texts. These texts will be mature in content and reading level. They may include titles such as the following:
The Grapes of Wrath
Jane Eyre
Pride and Prejudice
As I Lay Dying
Bless Me, Ultima
Julius Caesar
The Bluest Eye
Culture of Fear
The Red Badge of Courage
Fast Food Nation
Created:
Tuesday, April 12 1:43 PM
Please copy & paste to Word doc.
I have clean copies available in room 26.
There are 3 pages: Teacher Recommendation, Student Interest Form/Letter of Intent, Requirements for Honors (you keep this one)
HONORS/AP ENGLISH TEACHER RECOMMENDATION
Current Teacher____________________________________________________
Student______________________________________________________________ Grade level____________
Please evaluate this student on a scale of 1 to 5 (5 being the highest, 1 the lowest).
Strong passion for reading 5 4 3 2 1
Reading comprehension level 5 4 3 2 1
Insightfulness 5 4 3 2 1
(depth of insight as evidenced through
participation and written responses)
Attitude as evidenced by class participation 5 4 3 2 1
Enthusiasm/Self motivation 5 4 3 2 1
(Overly concerned about grades? Y N)
Attendance 5 4 3 2 1
Cooperativeness 5 4 3 2 1
Responsibility 5 4 3 2 1
Willingness to go beyond the minimum 5 4 3 2 1
Independence 5 4 3 2 1
(does not depend too heavily on teacher)
WHAT IS STUDENT’S AVERAGE ON ANALYTICAL ESSAYS? ______________
COMMENTS ON WRITING ABILITY (STRUCTURE, DEPTH OF INSIGHT, ETC.):
OVERALL, I RECOMMEND THIS STUDENT:
Enthusiastically 5 With reservations 2
Strongly 4 Reluctantly 1
Moderately 3
TEACHER SIGNATURE___________________________________________________________
ADDITIONAL COMMENTS:
Declaration of Interest
Honors English 3-4
Please complete this form (front side only), leaving only your 2010 STAR scores blank. This sheet must then be turned in directly to Mrs. Keeton (rm. 25) or Mrs. Johns (rm. 23) no later than 3 p.m. on Friday, 4/15. No late or incomplete forms will be accepted (nor will any forms left in the mailboxes of Mrs. Keeton or Mrs. Johns).
Name______________________________________ Student #_____________________
Counselor ________________________________ English teacher ________________________
Basic requirements:
•87% 1st semester ____________ 3rd Quarter ____________ English teacher’s initials__________
•2010 STAR scores must be at 80%ile or higher in two categories
__________ Reading Comprehension __________ Literary Response and Analysis
Additional Considerations:
Rate yourself in the following (5 is highest to 1, lowest)
1. Strong passion for reading 5 4 3 2 1
2. Reading difficult texts 5 4 3 2 1
3. Annotation/thinking during reading 5 4 3 2 1
4. Participation/insightful comments 5 4 3 2 1
5. Grade average on essays 5 4 3 2 1
6. Ability to follow directions 5 4 3 2 1
7. Willingness to go beyond the minimum 5 4 3 2 1
In 1-3 sentences state your reason(s) for wanting to be in this course:
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I have read and understand the requirements and am willing to commit to the rigor of the English Honors program.
___________________________________________________ (student signature)
I have read and understand the requirements, rigor, and time commitment for successful performance in an English Honors course. I further understand that students in AP classes must take the AP Exam to maintain the AP designation on transcripts and the extra grade point.
___________________________________________________ (parent signature)
__________________________________________________ (parent signature)
English Honors/AP Courses
Requirements for Admission and Successful Completion
Admission to honors is highly competitive; space in the honors program is limited.
Minimum Requirements:
• 87% or higher for both semesters of English
• 80th percentile in Reading Comprehension & Literary Response and Analysis on the STAR test from 2010
Priority space will be given to those who meet the following criteria.
Additional Considerations:
• Have an A average on analytical essays
• A strong teacher recommendation
In general, an honors student:
• Has a strong passion for reading difficult texts
• Asks questions while reading as evidenced through annotation
• Actively participates in class through insightful comments, thoughtful questions, and verbal communication about literature
• Enjoys reflecting on reading and discussing literature
• Writes outstanding analytical essays
• Participates fully in the editing and revision process
English 1-2 Honors is a rigorous course. Students are expected to do the reading in timely manner as scheduled by the teacher. Students will be tested frequently on reading comprehension. Writing will be frequent and demanding. The time commitment for an honors/AP course is extensive; students should expect at least an hour of homework each night.
Summer reading will be required for all honors/AP courses. During the first week of school students will be tested on the summer reading. The tests will include essays and objective multiple-choice questions. Students will be required to take extensive notes on the reading. In addition to the summer reading, students will need to learn the words on the required vocabulary list. (A sample list is on the back of this sheet.)
A student may be dropped from the course within the first two weeks if it is clear (s)he has failed to do the summer reading, or performance on initial assessments indicates the student may not be successful in honors/AP level courses.
Summer reading will include the single text required of all freshman and at least 3 additional rigorous texts. These texts will be mature in content and reading level. They may include titles such as the following:
The Grapes of Wrath
Jane Eyre
Pride and Prejudice
As I Lay Dying
Bless Me, Ultima
Julius Caesar
The Bluest Eye
Culture of Fear
The Red Badge of Courage
Fast Food Nation
Due:
Assignment
Today in class students wrote essays based on the paragraph they wrote for the Odyssey. The assignment sheet follows.
English 1-2 In Class Essay #1
April 15, 2011
Using the thinking map and the paragraph you created for The ODYSSEY, write a three paragraph literary analysis of the how topic you chose (family, monsters, ladies, journey) is used in The ODYSSEY and what effect the literary devices had on the experience of the reader.
Introduction Paragraph:
Sentence 1- engage the reader, it must relate to what you are going to write about
Sentence 2- tie your “hook” to the literature
Sentences 3- 5- background information, summarize the parts of the story that are relevant to your topic.
Sentence 6- thesis statement
Part A: what is the basic idea being addressed?
Part B: what is the significance of the idea? (A trick for this part is to think of it as “so what,” you can use the word “suggesting” to begin part B).
Body Paragraph:
You have already written this paragraph. I gave it a score, and you evaluated it with your peers. Use the same paragraph, but make it better. ☺
Topic Sentence 1: tells the reader what to expect in the paragraph
Subtopic Sentence 2: used to introduce the quotes using key words from thesis and topic sentence
Concrete Detail 3: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 4-6: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Conclusion 7: summarize what you have written in the paragraph
Conclusion Paragraph:
This paragraph returns the reader from the specific to the general.
Sentence 1: restate thesis in a way that includes your evidence – think “tah duh!”
Sentences 2-3: summarize most salient points of the essay
Sentences 4-6: make some final insights about the topic
AVOID: an unnecessary summary, new details, statements of the obvious, apologies, mechanical summary “In this paper, I have shown that…”
CONSIDER: answering a “what if” question, describe a discovery you have made about the topic, apply a lesson learned to the general audience, discuss the broader implication of the topic, return to the theme/image of opening paragraph, use an anecdote
EDITING CHECK LIST: no personal pronouns, do not start with a ?, avoid contractions, use “active literary present,” do not write “in conclusion…,” do not misuse there/their/they’re, replace “dead words,” avoid slang & clichés, cite your concrete detail, revise for clarity & focus.
ODYSSEY ANALYTICAL ESSAY
Staple this to the back of your essay. This side up! Please fill out name & period on this form. ☺
NAME: ________________________________ PERIOD:___
Introductory Paragraph 5 4 3 2 1
THESIS 10 8 6 4 2
Body Paragraph 5 4 3 2 1
Conclusion Paragraph 5 4 3 2 1
Editing & Revision 5 4 3 2 1
MLA Headings 5 4 3 2 1
TOTAL /35
Comments:
English 1-2 In Class Essay #1
April 15, 2011
Using the thinking map and the paragraph you created for The ODYSSEY, write a three paragraph literary analysis of the how topic you chose (family, monsters, ladies, journey) is used in The ODYSSEY and what effect the literary devices had on the experience of the reader.
Introduction Paragraph:
Sentence 1- engage the reader, it must relate to what you are going to write about
Sentence 2- tie your “hook” to the literature
Sentences 3- 5- background information, summarize the parts of the story that are relevant to your topic.
Sentence 6- thesis statement
Part A: what is the basic idea being addressed?
Part B: what is the significance of the idea? (A trick for this part is to think of it as “so what,” you can use the word “suggesting” to begin part B).
Body Paragraph:
You have already written this paragraph. I gave it a score, and you evaluated it with your peers. Use the same paragraph, but make it better. ☺
Topic Sentence 1: tells the reader what to expect in the paragraph
Subtopic Sentence 2: used to introduce the quotes using key words from thesis and topic sentence
Concrete Detail 3: a quote from the text (make sure to introduce your quote with a phrase indicating who said it, or in what situation it was said).
Commentary 4-6: please use the say, mean, matter format (give the context of the quote, explain what it means to the topic sentence, and why it matters to the thesis--- the most important part of commentary is to RTT “relate to thesis”).
Conclusion 7: summarize what you have written in the paragraph
Conclusion Paragraph:
This paragraph returns the reader from the specific to the general.
Sentence 1: restate thesis in a way that includes your evidence – think “tah duh!”
Sentences 2-3: summarize most salient points of the essay
Sentences 4-6: make some final insights about the topic
AVOID: an unnecessary summary, new details, statements of the obvious, apologies, mechanical summary “In this paper, I have shown that…”
CONSIDER: answering a “what if” question, describe a discovery you have made about the topic, apply a lesson learned to the general audience, discuss the broader implication of the topic, return to the theme/image of opening paragraph, use an anecdote
EDITING CHECK LIST: no personal pronouns, do not start with a ?, avoid contractions, use “active literary present,” do not write “in conclusion…,” do not misuse there/their/they’re, replace “dead words,” avoid slang & clichés, cite your concrete detail, revise for clarity & focus.
ODYSSEY ANALYTICAL ESSAY
Staple this to the back of your essay. This side up! Please fill out name & period on this form. ☺
NAME: ________________________________ PERIOD:___
Introductory Paragraph 5 4 3 2 1
THESIS 10 8 6 4 2
Body Paragraph 5 4 3 2 1
Conclusion Paragraph 5 4 3 2 1
Editing & Revision 5 4 3 2 1
MLA Headings 5 4 3 2 1
TOTAL /35
Comments:
Due:
Assignment
Today in class...
1. We went over the characters introduced in chapter 1 of TKAM
2. Reviewed essay information for Friday's writing
3. Students read quietly (with the goal of finishing chapter 3) --no weekend homework!
**Monday will be a reading quiz on chapters 1-3 in TKAM
1. We went over the characters introduced in chapter 1 of TKAM
2. Reviewed essay information for Friday's writing
3. Students read quietly (with the goal of finishing chapter 3) --no weekend homework!
**Monday will be a reading quiz on chapters 1-3 in TKAM
Due:
Assignment
Today in class...
1. Students discussed TKAM anticipation guide in groups of 2, then of 4-6, and wrote down the top 3 most compelling ideas from the discussion on the back of their stamped vocabulary words (from Tuesday- word, def, picture for chapters 1-2 of TKAM).
2. In groups, students read the background information for TKAM and did a share out of each section. Students took notes on group presentations.
3. I distributed Friday's Writing Prompt.
HW: students are to read TKAM chapter 1 and annotate the text.
**We did not get to doing test prep, please disregard that on the calendar.
***I will be giving the make-up benchmark Friday in class.
1. Students discussed TKAM anticipation guide in groups of 2, then of 4-6, and wrote down the top 3 most compelling ideas from the discussion on the back of their stamped vocabulary words (from Tuesday- word, def, picture for chapters 1-2 of TKAM).
2. In groups, students read the background information for TKAM and did a share out of each section. Students took notes on group presentations.
3. I distributed Friday's Writing Prompt.
HW: students are to read TKAM chapter 1 and annotate the text.
**We did not get to doing test prep, please disregard that on the calendar.
***I will be giving the make-up benchmark Friday in class.
Due:
Assignment
Today in class...
1. Q3 Benchmark
2. Honors Forms
3. STAR test information
4. All of the TKAM vocabulary words are on www.quizlet.com. Search for "aldh."
5. Please note calendar for quarter 4- it includes reading schedule and assignments
6. Bring TKAM tomorrow (4/13) to class
1. Q3 Benchmark
2. Honors Forms
3. STAR test information
4. All of the TKAM vocabulary words are on www.quizlet.com. Search for "aldh."
5. Please note calendar for quarter 4- it includes reading schedule and assignments
6. Bring TKAM tomorrow (4/13) to class
Due:
Assignment
All of the vocabulary words for TKAM can be found on www.quizlet.com
In the search box, type "aldh"
Then click on "aldh"
The words are listed as TKAM1 (for chapter 1)
In the search box, type "aldh"
Then click on "aldh"
The words are listed as TKAM1 (for chapter 1)
Due:
Assignment
Monday in class students popcorn read Book 23 & filled out an exit slip. See me for the topics.
Tuesday in class students read Book 24 in small groups & took margin notes.
Tuesday in class students read Book 24 in small groups & took margin notes.
Due:
Assignment
Today in class...
Great Job today learning the vocabulary!
1. pre-test
2. vocabulary games
3. post-test
4. character of the day
Bring your Odyssey books on Monday! We have only two books to go, and then TONS of review for the final :)
Great Job today learning the vocabulary!
1. pre-test
2. vocabulary games
3. post-test
4. character of the day
Bring your Odyssey books on Monday! We have only two books to go, and then TONS of review for the final :)
Due:
Assignment
Today in class...
1. Vocabulary for books 11 & 12
2. Watched The Odyssey
tomorrow- make sure you bring vocabulary list!
1. Vocabulary for books 11 & 12
2. Watched The Odyssey
tomorrow- make sure you bring vocabulary list!
Due:
Assignment
Vocabulary Words:
Books 11 & 12
libation
wrath
shrouded
supplications
console
elude
sinews
preeminence
phantasmagoria
ambrosia
unscathed
lair
dire
writhing
scoured
Books 14 & 16
sties
depleted
vagabond
avaricious
traipsing
resplendent
dissuade
atonement
Books 19-21
waned
amassed
squalid
disheveled
immeasurable
unwittingly
rekindled
stupor
harbors
preposterous
aghast
portents
cohorts
compulsion
drudgery
thronged
Books 11 & 12
libation
wrath
shrouded
supplications
console
elude
sinews
preeminence
phantasmagoria
ambrosia
unscathed
lair
dire
writhing
scoured
Books 14 & 16
sties
depleted
vagabond
avaricious
traipsing
resplendent
dissuade
atonement
Books 19-21
waned
amassed
squalid
disheveled
immeasurable
unwittingly
rekindled
stupor
harbors
preposterous
aghast
portents
cohorts
compulsion
drudgery
thronged
Due:
Assignment
Today in class...
1. Character of the day
2. I gave brief notes on the premise of Book 22
3. Students read through Book 22 in groups
- draw the map of the palace & label who gets killed and in what order
- highlight figurative language in the text
- note when the characters ask the gods for help
4. I closed class by pointing out some the key elements of the book
1. Character of the day
2. I gave brief notes on the premise of Book 22
3. Students read through Book 22 in groups
- draw the map of the palace & label who gets killed and in what order
- highlight figurative language in the text
- note when the characters ask the gods for help
4. I closed class by pointing out some the key elements of the book
Due:
Assignment
Today in class...
1. Character of the day
2. Summary, Lit Devices & ?s about Book 14 in small groups
3. Popcorn! read the rest of Book 14
4. Reviewed Pop! Quiz
5. Grade Verification Assignment distributed (see attached)
6. Pass back party
1. Character of the day
2. Summary, Lit Devices & ?s about Book 14 in small groups
3. Popcorn! read the rest of Book 14
4. Reviewed Pop! Quiz
5. Grade Verification Assignment distributed (see attached)
6. Pass back party
Due:
Assignment
Today in class...
1. Book 9 vocab review
2. Book 9 quiz
3. Book 10 vocab is on quizlet, expect a quiz Friday or Monday
4. We will NOT be reading the story of Sodom in class. If it appears on the midterm, we will cover the material during the review, or I will not count the questions toward the grade.
5. Popcorn! read Book 14. We stopped about 1/2 way through. Students were to work in groups to summarize, find 3 literary devices, and ask 1 good question about the story so far.
*Don't forget- Wednesday is fitness testing.
1. Book 9 vocab review
2. Book 9 quiz
3. Book 10 vocab is on quizlet, expect a quiz Friday or Monday
4. We will NOT be reading the story of Sodom in class. If it appears on the midterm, we will cover the material during the review, or I will not count the questions toward the grade.
5. Popcorn! read Book 14. We stopped about 1/2 way through. Students were to work in groups to summarize, find 3 literary devices, and ask 1 good question about the story so far.
*Don't forget- Wednesday is fitness testing.
Due:
Assignment
Today in class:
1. Character of the day
2. Colored in journey on map
3. Notes on writing/ pass back R & J essay~ students can re-write the essay & turn it in on Monday. Attach old draft and new draft- I do not need the planning notes again.
4. Wrote one body paragraph based on chart (family, monster/goddess/danger, or journey)
STUDY TONIGHT: review Bible stories, review Books 1-12, review Characters of the Day
1. Character of the day
2. Colored in journey on map
3. Notes on writing/ pass back R & J essay~ students can re-write the essay & turn it in on Monday. Attach old draft and new draft- I do not need the planning notes again.
4. Wrote one body paragraph based on chart (family, monster/goddess/danger, or journey)
STUDY TONIGHT: review Bible stories, review Books 1-12, review Characters of the Day
Due:
Assignment
Today in class:
1. Students skimmed & quickly summarized Book 13.
2. Character of the day
3. Finished filling out the summary for Book 12.
4. On the back of the FAMILY bubble map, students could do a circle map about monsters, goddesses, or danger OR OR OR a triple Venn Diagram comparing & contrasting the journey of Telemachus, Odysseus, and YOU.
1. Students skimmed & quickly summarized Book 13.
2. Character of the day
3. Finished filling out the summary for Book 12.
4. On the back of the FAMILY bubble map, students could do a circle map about monsters, goddesses, or danger OR OR OR a triple Venn Diagram comparing & contrasting the journey of Telemachus, Odysseus, and YOU.
Due:
Assignment
Today in class we discussed Book 12 and discussed themes in The Odyssey.
The students made a bubble map of family values.
The word "family" in the center.
A row of bubbles with values that make up a family.
An additional row of bubbles in a different color with examples from The Odyssey.
The students made a bubble map of family values.
The word "family" in the center.
A row of bubbles with values that make up a family.
An additional row of bubbles in a different color with examples from The Odyssey.
Due:
Assignment
Today in class...
1. Vocab Test on Books 5 & 6
2. Music Monday
3. Babel story- read from Bible (there is a link on a former assignment)
4. Quick summary of Book 11
5. Began reading Book 12
1. Vocab Test on Books 5 & 6
2. Music Monday
3. Babel story- read from Bible (there is a link on a former assignment)
4. Quick summary of Book 11
5. Began reading Book 12
Due:
Assignment
Many students will be absent on Monday 2/21. The reading for the cultural literacy- Bible unit- is attached.
Monday 2/21 we will begin reading Book 9 in the Odyssey.
Monday 2/21 we will begin reading Book 9 in the Odyssey.
Due:
Assignment
2/21 Students reviewed Book 6 & filled out chapter summary sheet, students also took the vocabulary quizzes from Books 1 & 2
2/22 Students read & prepared scenes to act out Book 9, I also gave a brief summary of Books 7 & 8
Vocabulary words for Book 9 are now on Quizlet.
2/22 Students read & prepared scenes to act out Book 9, I also gave a brief summary of Books 7 & 8
Vocabulary words for Book 9 are now on Quizlet.
Due:
Assignment
2/17: finish Book 5, complete summary handout, begin Book 6
2/18: finish Book 6, complete summary handout, work on vocabulary for Books 5 & 6
2/21: read "Noah," and begin Book 9
2/18: finish Book 6, complete summary handout, work on vocabulary for Books 5 & 6
2/21: read "Noah," and begin Book 9
Due:
Assignment
Attached is a great revision/editing handout for literary analysis. It is not an assignment (yet)- it's just a helpful tool for self-evaluation.
Due:
Assignment
Welcome Back!
Today in class we read the story of "Cain & Abel" for the cultural literacy portion of the unit.
We reviewed Books 1 & 2 of the Odyssey, took notes on Books 3 & 4, and wrote an exit slip.
Please fill out the summary handout for Books 1 & 2.
Today in class we read the story of "Cain & Abel" for the cultural literacy portion of the unit.
We reviewed Books 1 & 2 of the Odyssey, took notes on Books 3 & 4, and wrote an exit slip.
Please fill out the summary handout for Books 1 & 2.
Due:
Assignment
THIS IS NOT HOMEWORK. Here is the link to the free audio download of The Odyssey.
http://librivox.org/the-odyssey-by-homer/
It may be a good idea to put it on your ipod/mp3 and listen to it as you read.
Created:
Thursday, February 10 1:07 PM
http://librivox.org/the-odyssey-by-homer/
It may be a good idea to put it on your ipod/mp3 and listen to it as you read.
Due:
Assignment
QUIZLET
www.quizlet.com
In the search box in the upper right hand corner, type in "aldh"
A little box will come up and ask you if you are looking for user "aldh"
Click on "aldh"
Then you will be directed to a page with my lists:
OdysseySMHS
1984SMHS
THIS IS NOT MANDATORY. THIS IS JUST A LEARNING TOOL YOU MAY CHOOSE TO USE.
Created:
Wednesday, February 9 4:55 PM
www.quizlet.com
In the search box in the upper right hand corner, type in "aldh"
A little box will come up and ask you if you are looking for user "aldh"
Click on "aldh"
Then you will be directed to a page with my lists:
OdysseySMHS
1984SMHS
THIS IS NOT MANDATORY. THIS IS JUST A LEARNING TOOL YOU MAY CHOOSE TO USE.
Due:
Assignment
Romeo & Juliet text-to-film essays are due!
You will be turning in:
1. Planning Notes
2. Intro Paragraph Rough Draft WITH CORRECTIONS
3. Conclusion Paragraph Rough Draft WITH CORRECTIONS
4. FINAL DRAFT of Intro & Concl Paragraphs
You may type your intro & concl paragraphs on the same page.
Please have the proper MLA heading.
Give your work a creative title.
Thank you!
You will be turning in:
1. Planning Notes
2. Intro Paragraph Rough Draft WITH CORRECTIONS
3. Conclusion Paragraph Rough Draft WITH CORRECTIONS
4. FINAL DRAFT of Intro & Concl Paragraphs
You may type your intro & concl paragraphs on the same page.
Please have the proper MLA heading.
Give your work a creative title.
Thank you!
Due:
Assignment
God/dess of the Day!
Each day a student will present a god/dess to the class. The presentation must include: the Greek name of the god/dess, the Roman name of the god/dess, the basic story behind why s/he is important, and an image. The image can be drawn, a computer print out, from a book, or a photo.
If you are not prepared to go on the day you signed up for, you will not earn the points. There will not be "make-ups" for this assignment (unless it is for an excused absence).
Each student is required to one, and can do one additional for extra credit.
Attached is the calendar of dates & sign ups.
Each day a student will present a god/dess to the class. The presentation must include: the Greek name of the god/dess, the Roman name of the god/dess, the basic story behind why s/he is important, and an image. The image can be drawn, a computer print out, from a book, or a photo.
If you are not prepared to go on the day you signed up for, you will not earn the points. There will not be "make-ups" for this assignment (unless it is for an excused absence).
Each student is required to one, and can do one additional for extra credit.
Attached is the calendar of dates & sign ups.
Due:
Assignment
Romeo & Juliet Essay Information
Completed Planning Notes due 2/1
Introduction Paragraph Rough Draft due 2/2
Instructions for Conclusion Paragraph on 2/3
Conclusion Paragraph Rough Draft due 2/8
Final Paper due 2/10
Final Paper will include: Planning Notes, Rough Drafts, Final Draft (in MLA format)
Planning Notes were stamped today in class if they were complete. If not completed by today, students can still turn them in with the final draft for fewer points.
The objective for the paper is for students to trace an idea through the text and the films.
Completed Planning Notes due 2/1
Introduction Paragraph Rough Draft due 2/2
Instructions for Conclusion Paragraph on 2/3
Conclusion Paragraph Rough Draft due 2/8
Final Paper due 2/10
Final Paper will include: Planning Notes, Rough Drafts, Final Draft (in MLA format)
Planning Notes were stamped today in class if they were complete. If not completed by today, students can still turn them in with the final draft for fewer points.
The objective for the paper is for students to trace an idea through the text and the films.
Due:
Assignment
This is what MLA looks like:
http://telecollege.dcccd.edu/library/module5/sample.htm
This is what MLA Works Cited looks like:
http://www.dianahacker.com/pdfs/Hacker-Daly-MLA-WC.pdf
* This one should be double spaced and in Times New Roman font.
You may also reference the following site for more specific MLA questions:
http://owl.english.purdue.edu/
Created:
Monday, January 31 6:08 PM
http://telecollege.dcccd.edu/library/module5/sample.htm
This is what MLA Works Cited looks like:
http://www.dianahacker.com/pdfs/Hacker-Daly-MLA-WC.pdf
* This one should be double spaced and in Times New Roman font.
You may also reference the following site for more specific MLA questions:
http://owl.english.purdue.edu/