English 9P

MISSING in Illuminate (a blank space) means the assignment name is in the system but I HAVE NOT GRADED them all yet. I will update grades when I am finished with all students' work. A ZERO means 1) student did not turn in assignment, 2) student turned it in without a name and it is stapled on the board above the tray where work should be turned in WITH A NAME and is not a priority, or 3) student turned in assignment late (work is accepted for four school days following the due date and after that it is not worth any points) and it is mixed in with an ungraded assignment or so late that it isn't a priority over work that has been turned in since then.

FINISH ALL CLASSWORK!!

You examined eight images and connected what you saw to other texts, what you know about the world, and your own experiences. Please visit the Smithsonian.com article by Megan Gambino to review images (your notes can always be improved) and what she has written about each one. (REALLY! LOOK!) http://www.smithsonianmag.com/science-nature/the-end-of-the-world-might-just-look-like-this-14006468/

 

CHALLENGE1: Response to World’s End Image Gallery - digital art by Ron Miller

WRITE THIS AT THE END OF YOUR NOTES Choose one of the images and write a cohesive paragraph explaining how it conveys the theme. This is not a summary.  START with a specific topic sentence. Use facts about the image as your evidence. Explain in your own words how the image supports the topic sentence. Write complete sentences. PRACTICE the grammar and mechanics conventions we have reviewed. Maintain a formal academic tone. Write legibly!

 

CHALLENGE2: Analysis for World’s End Image Gallery - digital art by Ron Miller

ON A SEPARATE PIECE OF PAPER (lined or typed) Write a paragraph in response to the question: How do various sources portray the world’s end? This is NOT a summary. Start with a topic sentence. Include evidence from TWO different images. In your explanation of the first image, use a similar example from a different source (articles, radio broadcast, poetry) to support your position. In your explanation of the second image, use a different example from another different source (articles, radio broadcast, poetry) to support your position. Use transition words. Write complete sentences. PRACTICE the grammar and mechanics conventions we have reviewed. Maintain a formal academic tone. Write legibly! See Crafting a Paragraph handout.

 

 

 

RESEARCH PAPER: Students have a handout with detailed instructions and should have documented their weekly/daily tasks in their calendar/planner. Students who completed the weekly independent research practice homework assignments before spring break should have BODY paragraph #3 and #4 revised and printed, ready to share, on WED 5/10. Students who did NOT complete any research before break were given a packet WED APR 19 to read (that means active, critical reading). They should have FOUR REVISED (if the brought required assignments last two weeks) body paragraphs AND a FINAL Annotated Works Cited WED 5/10. ON MAY 10, I will review paper format, revising claim/thesis/position, creating introduction and conclusion.

 

RESEARCH PAPER: Students have a handout with detailed instructions and should have documented their weekly/daily tasks in their calendar/planner. Students who completed the weekly independent research practice homework assignments before spring break should have BODY paragraph #1 and #2 revised and printed, ready to share, on WED 5/3. Students who did NOT complete any research before break were given a packet LAST WED to read (that means active, critical reading) and type an Annotated Works Cited for 3 of the 4 sources. Sources 4 and 5 (find one on your own that is NOT a newspaper or magazine article) AND the FINAL Annotated Works Cite page are due WED 5/3.

RESEARCH PAPER: Students have a handout with detailed instructions and should have documented their weekly/daily tasks in their calendar/planner. Students who completed the weekly independent research practice homework assignments before spring break should follow the schedule on the handout. They should have a claim/position/thesis DRAFT and the FINAL Annotated Works Cited page to show me next WED 4/26. Students who did NOT complete any research before break were given a packet of four sources. They should have scheduled time to read and complete an Annotated Works Cited for the first three. They are due WED 4/26. We will discuss the fourth and finding the fifth in class next Wednesday.

 

SPRING BREAK OPTIONAL ASSIGNMENTS: DUE MONDAY, APRIL 17, 2017 -- NOT ACCEPTED LATE!

1) Research: Using the instructions for Socially Conscious Research Practice (and the attached sample), choose an additional source to support your topic. It can be any source listed in the SIRS database (reference, government document, primary source) that we haven't used before or you didn't do for Integrated Research 1-4 or an interview as we discussed in class (must attach questions and notes from response). This will be an additional source you can use for your research paper. (20 points)

2) Movie: Choose one of the films https://www.youtube.com/watch?v=38D90SWwLcU and take Cornell Notes (notes in right and level 2 or 3 questions in left) like you did for Life of Pi. At the end of the film, write a paragraph in response to the following prompt in the summary section: THINK about how people respond to catastrophic events. What do stories about the future say about the present? How is this experience similar to and different from the other people you know, what you've seen on television or other movies, in stories, poems, or books you've read? Write a cohesive paragraph using the above questions to guide your thinking with one similarity and one difference connected to specific evidence from movie. Use transition words. Follow paragraph format: Topic Sentence + movie evidence + specific SIMILAR evidence + ​movie evidence + specific DIFFERENT evidence + closing sentence. Remember what you learned about introducing evidence and citing sources. WRITE LEGIBLY. (25 points)

3) Narrative: Write a short story that could be in the textbook for the survivor unit. It must include description, conflict, dialogue, and at least two characters. It has to be a minimum of three paragraphs. No more than 2000 words. Must be typed using MLA format. PAY ATTENTION to how you format your dialogue like we've practiced in Grammar notes.(30 points)

4) Apocalypse novels: Read one of the books listed and complete a typed Socially Conscious Response assignment: a brief paragraph of summary, a cohesive paragraph focused on one key character, and a cohesive paragraph based on one key conflict. It must be typed using MLA format. Remember to use context when introducing a quote and citation at the end. Include at least three complete sentences of analysis per quote. Use Crafting a Paragraph (back of Costa's Levels of Intellectual Functions). Books you can choose from: Oryx and Crake by Margaret Atwood, The Drowned World by JG Ballard, 1984 by George Orwell, Blindness by Jose Saramago, Life as we knew it by Susan Beth Pfeffer, Zone One by Colson Whitehead, Do Androids Dream of Electric Sheep by Pillip K. Dick, The Age of Miracles by Karen Thompson Walker, or The Parable of the Sower (if you didn't read it for your independent reading book) by Octavia Butler. (30 points)

5) Scholarship Essay: After signing up for and completing the profile for fastweb.com or scholarships.com, you will get a list of scholarships. Choose one you are eligible to apply for with has a deadline after April 30, that requires an essay of 500 words or more. It must be minimum 3 paragraphs. Follow all instructions. It must be typed using MLA Format. Attach information from the scholarship (including website if applicable) behind your typed document. (20 points)

ALL DUE MONDAY, APRIL 17, 2017 -- NOT ACCEPTED LATE!

PLEASE NOTE: I will not be responding to email during spring break.

 

 

MISSING in Illuminate (a blank space) means the assignment name is in the system but I HAVE NOT GRADED them all yet. I will update grades when I am finished with all students' work. A ZERO means 1) student did not turn in assignment, 2) student turned it in without a name and it is stapled on the board above the tray where work should be turned in WITH A NAME and is not a priority, or 3) student turned in assignment late (work is accepted for four school days following the due date and after that it is not worth any points) and it is mixed in with an ungraded assignment or so late that it isn't a priority over work that has been turned in since then.

Due to illness and two-day absence for USC Recruitment visit, I was not able to complete grading all assignments this week. I will resume my regular rigorous grading schedule and have another grade update before spring break.

CLASSWORK: Occasionally students need more time to complete the work we do together in class. If that happens, or if a student has been absent, I encourage them to write down when they will complete the assignment in order to turn it in on time. PLEASE ask to see where your child has documented that work in his/her calendar.

INDEPENDENT RESEARCH: Students have a handout with detailed instructions AND a sample for the weekly assignment AND should have documented working time in their calendars (like I've taught them, even though I wasn't here to tell them to do in on Wednesday). SOURCE #4 can be a movie (feature or documentary or news report of 30 minutes or more) or an interview. NOTE: students who didn't do #1 can use an article, students who didn't do #2 can use a visual, students who didn't do #3 can use a website. WED: find source #4, THU: read source #4, FRI: write summary, MON: write analysis paragraph, TUE: proofread OUT LOUD and print. It is DUE WED MAR 29

 

INDEPENDENT RESEARCH: Students have a handout with detailed instructions AND a sample for the weekly assignment AND should have documented working time in their calendars. SOURCE #3 can be a website or an interview. WED: find source #3, THU: read source #3, FRI: write summary, MON: write analysis paragraph, TUE: proofread OUT LOUD and print. It is DUE WED MAR 22

 

INDEPENDENT RESEARCH: Students have a handout with detailed instructions AND a sample for the weekly assignment AND should have documented working time in their calendars. (if a student did not turn in #1, he/she should do that WED and adjust the schedule by one day until the weekend, using Sat or Sun to complete Friday's task) WED: find source #2, THU: read source #2, FRI: write summary, MON: write analysis paragraph, TUE: proofread OUT LOUD and print. It is DUE WED MAR 15

INDEPENDENT RESEARCH: Students have a handout with detailed instructions AND a sample for the weekly assignment. I gave one hour Thurs/Fri to get started on this week's. It is DUE WED MAR 8

OPTIONAL POETRY: Using the chart for "The Fish" Literary Analysis and Response as your model, create your own chart for analyzing 3 examples of imagery,  2 figurative language (simile, metaphor, or personification) and 1 symbol or repetition. At the end of the chart, answer the same two questions that are on "The Fish" chart. It can be typed or written LEGIBLY! DUE MONDAY 3/6 with three poems

 

INDEPENDENT READING: Students have a handout with detailed instructions for writing the Character Analysis Essay. IF a student DID NOT read an independent reading book for the past four weeks, I gave them a story to read for homework WED. They should have put daily tasks for completing the essay assignment in their calendar so they are not trying to do all of it the night before it is due. IT IS DUE WED MAR 1

INDEPENDENT READING: Students have a handout with detailed instructions. They SHOULD have put daily reading goals in calendar AND scheduled time to type each week's assignment. Students should be taking notes while they read (C-notes recommended and modeled on board). DUE EVERY WED!

CHALLENGE ASSIGNMENT: due FRI 2/17 

•Investigate a different disaster/accident/survival situation

•Find a radio broadcast more than 3 minutes long (use NPR, TED, ?)

•Take C-notes as you listen (in right column)

•In LEFT column, label CLAIM, EVIDENCE: logos, ethos, pathos, COUNTERARGUMENT and Rebuttal Evidence, restating claim

•In SUMMARY section, write a cohesive paragraph that connects the new broadcast to any other survivor story we’ve read, watched, or listened to à use transition words!

•Follow paragraph format: TS + SE + SE + CS

 

GRAMMAR QUIZ 4 POSTPONED

CLASSWORK from pages 122-129 is DUE MONDAY 1/23         INDEPENDENT READING BOOK due WED 1/25                           

1/13: OPTIONAL Letter to Survivor (student has handout with specifics) DUE WED 1/18 and NOT accepted late.