Period 4-2A Assignments

After you finish Part 3, take the Kahoot challenge.

After reading part 2, play the Kahoot challenge (link attached).

Remember RACE for short answer:
Restate the question.
Answer the question.
Cite evidence for support.
Explain how the evidence supports your answer.

Schedule:
Tuesday, April 21st-Chapters 1-2 + questions
(CommonLit assignment Wednesday 4/22)
Thursday, April 23rd-Chapters 3-4 + questions
Friday, April 24th-Doublethink/Doublespeak + Ch.5/Questions
Monday, April 27th-Chapters 6-7 + Questions
Tuesday, April 28th-Ch.8/Questions + CommonLit Assignment

Complete the Kahoot for Part 1 of 1984 at the attached link.
Challenge Pin-0991954

Remember RACE for short answer:
Restate the question.
Answer the question.
Cite evidence for support.
Explain how the evidence supports your answer.

Remember RACE for short answer:
Restate the question.
Answer the question.
Cite evidence for support.
Explain how the evidence supports your answer.

If you finish your Holocaust Hero Video Project early and need something to do or you could use some extra extra credit, here is an interesting CommonLit assignment.

You will research and create a video for one of the individuals on the attached list. Choose your hero from the attached list (first come, first serve, but please research a bit about at least a few of the heroes before making your choice). There is a note taking guide for you to complete, and you will need to add a Works Cited page on a Google doc to this assignment as well. Keep track of the websites you use for your research using the space on the note guide provided. Be sure to check out the attached rubric so you know what you are being graded on.

Step by step directions for turning in your video:
When you are ready to produce your Animoto video, click "Preview."
It will take a second to load, but then click "Produce."
The site will take you to another screen where you need to enter a title for your video and the date.
Then, click "Finish."
A new screen will load with your complete video.
Scroll down and there's a link to your video.
Click "copy to clipboard."
Go back to the Holocaust Hero assignment in Google Classroom.
Click add link and paste your link.
Then, click turn in and you are all finished. Be sure that you also add your Works Cited page to the assignment (and that your note guide is complete) before you click turn in!

Add a Google doc to this assignment and set up your page in MLA format. There is a template attached you can view. Be sure to also take a look at the rubric and self-assess your essay before submitting to make sure you meet all the requirements.

Click the attached link to access the assignment.
CommonLit Paragraph Expectations Review:

Read the prompt carefully and identify exactly what it is asking you to do.
Cite the strongest evidence to back up your claim(s).
Think meaningful paragraph NOT 1-2 sentences.
Analyze after your evidence to connect back to your claim/answer to prompt.
Re-read your answer to verify that you did actually answer the prompt.


RACE:
Restate the prompt
Answer the prompt
Cite evidence from the text (1-2 quotes...include paragraph number)
Explain your reasoning--how does your evidence support your answer?!

In sections 3-5 in particular, it becomes apparent that Elie is losing faith in himself, in his fellow man, and in God. Using examples from the novel (QUOTES), write a well-developed TBEAR paragraph which explores the evidence that Elie has begun to lose faith in everything around him. Support your response with evidence from the text. Remember, you should have more than one sentence for each part of your TBEAR. 8-10 sentences minimum!
Think TBEABEAR or TBEAAAR, etc.

Remember for any short answer on CommonLit, you need to RACE to the top:
Restate the question
Answer the question
Cite evidence for support
Explain how your evidence supports your answer

Remember for any short answer on CommonLit, you need to RACE to the top:
Restate the question
Answer the question
Cite evidence for support
Explain how your evidence supports your answer

Thoroughly discuss each statement with your group and then provide a rationale in at least 2-3 sentences explaining why you agree or disagree.

https://www.youtube.com/watch?v=jalJ2vLZ_oA

Read background information about the author of our upcoming novel and take a brief practice assessment.

Remember for any short answer on CommonLit, you need to RACE to the top:
Restate the question
Answer the question
Cite evidence for support
Explain how your evidence supports your answer

Work on this assignment after your test today. Click the attached link to access the assignment.

Fill in the chart as you read Chapter 11. Finish the chart and reading Ch.12/review questions for homework.

Take notes on the graphic organizer as you read Chapter 4.

Complete the doc attached as we read Chapter 2 in class and answer reading questions for Chapters 2 and 3 (finish reading and questions for homework).

Prompt: In “What is the Age of Responsibility?,” Alan Greenblatt observes: “In America, ‘adulthood’ already has its familiar compass points, 18 and 21. But what is the age of responsibility? And what if that age--the point when citizens are responsible enough to earn all of the rights a democracy confers upon its people--bears no resemblance to the ages already enshrined in law? Finding the answers to those questions is a more complicated task than simply choosing a milestone birthday.” You need to write an essay in which you answer the question: What is the age of responsibility? That is, when should a person be considered an adult? Use your notes, readings, observations, and experience to support your position.

Pretend like this is part of the AP exam and type a well-developed response with an introduction, body paragraphs, and conclusion (minimum of 4 paragraphs) due at the end of the period. Add and set up a Google doc in MLA format to this assignment and then type your thoughtful, coherent response.

Choose one essay prompt and respond in a coherent essay. The outlines below are to assist you in preparing for the in-class essay, but will not be graded. Only your in- class essay due tomorrow at the end of the period will be graded.

Add a doc setup in MLA format to this assignment and type your response to ONE of the Speak essay prompts by the end of the period.

As you read marking period 4, complete the map it out graphic organizer.

Add a Google doc setup in MLA format. This time, make sure you not only restate and answer the prompt, provide evidence for support, and add a creative title, but that you also lead in to your quotes!

Directions for Close Read:
o Circle/look up unfamiliar vocabulary.
o Summary on the left of the author’s main points.
o Analysis on the right (questions, opinions, connections-particularly to the character Melinda from Speak)
o The gist=1 sentence summary of the main idea of the whole article

Directions for Reader Response #2 using Close Read:
Add a doc to this assignment and set it up in MLA format. Then, type your response to the prompt. Cite evidence from the article and novel as needed to fully support your answer to the prompt your thesis. Be sure to look back at your graded reader response #1 and make necessary changes this time around.

Add a Google doc setup in MLA format to this assignment with your response to the attached prompt--due at the end of the period.

Then, take notes on the attached graphic organizer while reading pp.19-46 of Marking Period 1 of Speak.

As we keep reading the play, it becomes more and more difficult to keep track of the characters. Here is a helpful chart to keep it all straight.

Brutus-Pablo, Ben, Kevin
Antony 1-Madison, Soleil, Josh C., Valeria, Marissa, Brooke
Antony 2-Pietro, Casey, Preston, Annapaula, Emilee
Antony 3-Tyler, Raegan, Bella, Taylor, Emily
Caesar-Mallory, Mariana, Juandiego, honorary member-Arianna
Cassius-Matty, Jill, Josh M, Nolan

Cast your vote and reflect on your learning!

Prompt: After reading both funeral speeches carefully, write an essay in which you analyze the rhetoric of both arguments and explain why you think the crowd finds Antony’s speech more persuasive than Brutus. You may want to consider such elements as choice of detail, use of appeals, and understanding of audience.
Directions: With a small group, formulate an outline as if you were going to write this essay. Be sure to include a thesis, supporting reasons, evidence, and analysis. You can type on one shared doc for the whole group (put all of your names on it please) and add it to this assignment.

Summarize each speaker's main points on the left.
Identify AND analyze as many rhetorical appeals and devices as you can on the right.

Choose a character of your choice from the play.

Directions: In groups of 3-6, you will perform a section of this scene. You need to memorize key lines from your assigned section that show plot developments in Shakespearean language. Act III begins on page 806. Some people will need to play more than one role or you may need to create a narrator if you don’t have enough parts. Add a copy of your script to this assignment before you present. Be sure to include stage directions for movements and important actions from this scene.
Group 1-Lines 1-34-10 characters (Caesar ignores Artemidorus)
Group 2-Lines 35-77-7 characters (Death scene)
Group 3-Lines 78-121-7 characters (Immediate aftermath)
Group 4-Lines 122-146-3 characters (Brutus speaks to servant/C)
Group 5-Lines 147-253-3 characters (Brutus, Cassius, Antony)
Group 6-Lines 254-297-2 characters (Antony, Octavius’s servant)

Group 1-Valeria, Josh C., Matty, and Marissa-Option 3
Group 2-Jill, Mariana, Mallory-Option 3
Group 3-Tyler, Soleil, Madison, Bella-Option 1
Group 4-Raegan, Annapaula, Emilee-Option 1
Group 5-Ben, Kevin, Pablo, Josh-Option 4
Group 6-Brooke, Emily, Taylor-Option 1
Group 7-Pietro, Casey, Preston, Nolan-Option 3

Add a Google doc to this assignment and type up your essay from yesterday. Remember to set up your page in MLA format and to cite any evidence from the play with MLA in-text citations (Act II, Scene i, Line #).

Warm-up: Who does Caesar characterize as having a “lean and hungry” look? Given Caesar’s superstitious nature, how would you expect him to behave in this person’s presence? Explain your reasoning.

Then, take notes as you read Act II in groups of 4-5 on the attached doc.

After your STEM Set 3 quiz, close read the passage provided in class.

Complete the attached assignment using copy of close read provided.

Warm-up: Review Act I study guides before the quiz! Last minute cram session.
Then, take your quiz.
After the quiz, finish up and turn in your study guides.
Once everyone is finished, you will divide into groups of 4-5 and create mini-posters for key parts of Act I.
Reminder: construction paper and markers are in the cupboards above and below the microwave.

Mini-Poster Directions:
You will create a visual representation of specific topics from Act 1. Choose AND ANALYZE a symbol, character, and quote that represents your assigned topic. You will present and teach these as a group to the class. We will display the mini-posters to refer back to as we keep reading.
Be sure to include page numbers, use color, and write neatly so your mini-poster is easy to read.
Group 1: Scene 1, Rome, a street— The play begins
Group 2: Scene 2, A public place—Caesar returns
Group 3: Scene 2, Brutus & Cassius talk—They are not alone
Group 4: Scene 2, Caesar is offered the crown—The Celebration
Group 5: Scene 3, A stormy night—Bad Omens
Group 6: Scene 3, The Conspirators—A Bargain is made

Review STEM set 3 first/make flashcards on Quizlet.
Take notes as you finish reading aloud Act I of The Tragedy of Julius Caesar. You may need to look up some of the terms.

Respond in complete sentences in a different color font to distinguish your responses more easily for me when I grade them...pretty please.

If any of the links stop working or won't work on the Chromebooks, then search Google for your needed information.

Complete your peer review assignment first.
Attached are 10 slides with 10 statements connected to major themes from Shakespeare's The Tragedy of Julius Caesar.
Record your individual opinion in a comment on each slide.
Discuss each statement with a group of 4-5 and try to reach a consensus if you have enough time.

After completing peer review, revise and edit your essay with suggested changes as needed. Then, complete the following steps before submitting your essay here:
1. Highlight your thesis in yellow. Comment how strong you think it is on a scale of 1 (weakest) to 5 (strongest) and explain your reasoning.
2. Highlight your evidence in your body paragraphs in purple. Comment how strong you think it is on a scale of 1 (weakest) to 5 (strongest) and explain your reasoning. Did you choose the best evidence? Why or why not?
3. Highlight your analysis in green.Comment how strong you think it is on a scale of 1 (weakest) to 5 (strongest) and explain your reasoning.
4. Highlight your final thought/closing sentence in blue. Comment how strong you think it is on a scale of 1 (weakest) to 5 (strongest) and explain your reasoning. Is it actually powerful?
Then, submit your essay!

Use your outlines to organize your ideas into a coherent rough draft. Make sure everything flows together and add transition wherever needed. Add a doc and use the attached doc to set up your page in MLA (Modern Language Association) format. MLA format is a requirement for all essays in your English courses. You will need your rough draft for peer review in class tomorrow.

Share your doc with a partner and complete the steps attached by commenting on each other's Google docs with suggested revisions and edits. Turn in your partner's essay with your comments/suggested edits.

Begin by filling in your working thesis from the thesis generator activity on to your outline. Then, work on your essay outline. I suggest doing the rest of your introduction and conclusion after the body.

Helpful tips for getting started:
-Turn your supporting reasons in your thesis into your topic sentences for each body paragraph.
-Find evidence to support each reason from the articles and videos we have studied (skip the bridge at first).
-Analyze your evidence by connecting back to your topic sentence and your thesis.
Then, go back and do the bridge by previewing your quote or giving context.
-Wrap up that paragraph and transition to the next body paragraph and/or conclusion.

Create a quizlet set for the attached word stems.

This assignment is due 08/22/2019. Click the attached link to access the assignment.

Complete the attached assignment for "The Sociology of Leopard Man" and finish the supplemental articles from Friday.

This assignment is to be completed in class on 08/16/2019. Click the attached link to access the assignment.

This assignment is to be completed in class 08/16/2019. Click the attached link to access the assignment.

Respond to the following questions in complete sentences in your digital notebook (another assignment in Google Classroom).

Respond to the prompt on the attached Google Slide by creating a new Google doc and typing your answer. Be sure to include an MLA heading/page header and use proper capitalization and punctuation to the best of your ability.

Review, sign, have your parents sign, and turn in signature page by Friday, August 9th at the start of class. If you lose your copy of the syllabus, print out the attached file at home or in the library. Be sure to sign up for Remind (add code on syllabus).