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Homework due Monday 2/3 + Tuesday 2/4

NOTE: Bring your Pre-AP readers Thursday and Friday.
 
Assignment 1 of 3:
Finish paraphrasing lines 64-75 of Hamlet Act I scene ii (a first draft).  Your paraphrases can be in the margin of page 26 in your Pre-AP reader OR on a separate sheet of paper in your notebook.
 
When paraphrasing, remember to ...
... put the text in your own words by substituting your own words in for the original (ex. "devastated" instead of "unhappy")
... put the text in your own words by rearranging the order of the words in the original sentence (ex. "The cat was chased under the car by the dog" becomes "The dog chased the cat under the car.")
... avoid summarizing the text too generally.  If there are 10 lines of dialogue, don't paraphrase them in just 4 lines.
 
You will have 30-45 minutes of class time to meet up wth your groups and compare your paraphrases before we go over them as a class.  Do not come to class with nothing.
 
 
Assignment 2 of 3 (ongoing):
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.
 
 
Assignment 3 of 3 (ongoing):
Complete any late assignments not turned in.  Remember, if you failed last semester and want to be eligible for grade replacement, you cannot have ANY missing assignments by the time grades are finalized in June.
 
Assignments you can still make up:
Career CEL Paragraph
Rough Draft Materials for your Career CEL Paragraph

Homework due Wednesday 1/29

NOTE: You do not need your Pre-AP readers Wednesday (just Thursday and Friday).
 
Assignment 1 of 4:
Finish a final draft of your paragraph before coming to the next class.  Don't forget to type up your final draft in a double-spaced document using Times New Roman 12-point font.  Also, your heading should be right-aligned and your title should be centered.  
 
 
Assignment 2 of 4:
Complete your rough draft materials and staple them beneath your final draft.  The order you should turn your materials in is:
 
1)  Final draft (typed)
2)  Rough draft (typed or handwritten, with or without markings)
3)  Peer Editing Checklist (with peer editor's name, all questions answered)
4)  Outline (information completed for each section or empty line)
 
 
Assignment 3 of 4 (due Thursday/Friday):
Finish paraphrasing lines 64-75 of Hamlet Act I scene ii.  Your paraphrases can be in the margin of page 26 in your Pre-AP reader OR on a separate sheet of paper in your notebook.
 
When paraphrasing, remember to ...
... put the text in your own words by substituting your own words in for the original (ex. "devastated" instead of "unhappy")
... put the text in your own words by rearranging the order of the words in the original sentence (ex. "The cat was chased under the car by the dog" becomes "The dog chased the cat under the car.")
... avoid summarizing the text too generally.  If there are 10 lines of dialogue, don't paraphrase them in just 4 lines.
 
 
Assignment 4 of 4 (ongoing):
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.

Homework due Monday 1/27 + Tuesday 1/28

NOTE: Bring your Pre-AP readers every day next week except Wednesday.
 
Assignment 1 of 3:
Finish a rough draft of your paragraph before coming to class.  You will have one final hour of class time to work on your paragraphs.  In that time you should be ready to (1) peer edit for someone else/receive feedback from someone else and (2) begin typing up your final draft.
 
 
Assignment 2 of 3:
Complete your outline if you have not done so already.  Remember to pay special attention to how you describe the two careers you will talk about and make sure to select strong evidence from your life.  
 
Strong job descriptions will ...
... describe typical responsibilities of someone with this job.
... be written in your own words.
... make a connection between your personality and the job responsibilities. 
 
Strong evidence from your life is ...
... based on more than just being interested in something (ex.  I'd make a good artist because I like to draw).
... specific and full of detail (NOT "I'm artistic because I have been drawing since I was 5 years old" or "I'm a supportive person because I like helping people get better").
 
 
Assignment 3 of 3 (ongoing):
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.

Homework due Thursday 1/23 + Friday 1/24

NOTE: You don't need to bring your Pre-AP readers for the next class.  
 
Assignment 1 of 3:
Complete the outline if you didn't do so in class.  
 
Here are the descriptions of each Holland personality type in case you weren't able to copy this information down before the end of class:
 
Realistic: practical, down to earth, physical, machine- and tool-oriented; someone who takes action (hands-on)
Investigative: analytical, intellectual, scientific, inquisitive, studious; someone who thinks their way through challenges to get to solutions
Artistic: creative, original, independent, inventive, innovative (new takes on old ideas); someone who can express themselves well in media, graphics, and text
Social: cooperative, supportive, nurturing, teaching; someone service-minded and interested in working with people
Enterprising:  ambitious, energetic, shows leadership; takes initiative, likes selling/ persuading others, excels in competitive environments
Conventional: detail-oriented/precise, organized, likes structure; someone who picks up routines/systems easily and works best when provided clear direction
 
Reminders:
*When choosing careers, it would be best to only choose careers with a 75% match or higher.  If none of these really interest you, you can consider a 68% match for one career but you must choose a 70-100% match as your second career.
*The descriptions of each personality type above may not match your personality exactly.  Out of the description above, you should single out only 2-3 to focus on for your paragraph (e.g., "creative" and "independent" if you have an "artistic" personality).  Try not to make these too similar (e.g., "original" and "creative" or "inventive" and "innovative").
*Try to select two careers to focus on for your paragraph that can be matched to the 2-3 descriptions you singled out.  For example, if you focus on "creativity" you should find careers that require you to actually be creative.
 
 
Assignment 2 of 3:
Begin a rough draft of your paragraph.  You may type it or handwrite it in pencil/pen and choose how much of the rough draft you want to complete before our next class.  Just remember that you will have only 1 hour to work on peer editing and on turning it into a final draft when we see each other Thursday/Friday.
 
 
Assignment 3 of 3 (ongoing):
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.

Homework due Tuesday 1/21 + Wednesday 1/22

NOTE: You don't need to bring your Pre-AP readers next week.  
NOTE: Odd periods meet Tuesday next week.  Even periods meet on Wednesday.
 
Assignment 1 of 3:
Complete the front page of the outline if you didn't do so in class.  
 
Here are the descriptions of each Holland personality type in case you weren't able to copy this information down before the end of class:
 
Realistic: practical, down to earth, physical, machine- and tool-oriented; someone who takes action (hands-on)
Investigative: analytical, intellectual, scientific, inquisitive, studious; someone who thinks their way through challenges to get to solutions
Artistic: creative, original, independent, inventive, innovative (new takes on old ideas); someone who can express themselves well in media, graphics, and text
Social: cooperative, supportive, nurturing, teaching; someone service-minded and interested in working with people
Enterprising:  ambitious, energetic, shows leadership; takes initiative, likes selling/ persuading others, excels in competitive environments
Conventional: detail-oriented/precise, organized, likes structure; someone who picks up routines/systems easily and works best when provided clear direction
 
Reminders:
*When choosing careers, it would be best to only choose careers with a 75% match or higher.  If none of these really interest you, you can consider a 68% match for one career but you must choose a 70-100% match as your second career.
*The descriptions of each personality type above may not match your personality exactly.  Out of the description above, you should single out only 2-3 to focus on for your paragraph (e.g., "creative" and "independent" if you have an "artistic" personality).  Try not to make these too similar (e.g., "original" and "creative" or "inventive" and "innovative").
*Try to select two careers to focus on for your paragraph that can be matched to the 2-3 descriptions you singled out.  For example, if you focus on "creativity" you should find careers that require you to actually be creative.
 
 
Assignment 2 of 3:
Complete half of page 2 of your outline (stop before the "Give evidence ..." section).  This means:
 
1)  Write out a complete claim sentence (use your answers from the front page to fill in the blanks)
 
2)  Describe one of your chosen careers in your own words.  What does it mean to be a digital game designer?  
 
For help defining your careers, you can use Google, your 123test.com results page, and the "Pathways to the World of Careers" PowerPoint attached to Google Classroom.  
 
For a higher grade, make sure you clearly connect your job's description to one of your personality traits (e.g., "creative" with a digital game designer's job description).
 
For an easier class when we return from the three-day weekend, start brainstorming examples from your life to prove your personality (e.g., When did you last exercise your creativity?  When were you most independent?).
 
 
Assignment 3 of 3 (ongoing):
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.

Homework due Thursday 1/16 + Friday 1/17

NOTE: You don't need to bring your Pre-AP readers this week.  
 
Assignment 1 of 3:
Take a screenshot on your Chromebook of your lexile score from August.  Be ready to show this to me in the next class (unless you joined us after August and haven't taken the LevelSet test yet).
 
1)  Log in to achieve3000.com.  Select the class with "LevelSet" in the name.
2)  Scroll down your homepage to find the horizontal green bar with your score.
3)  Hold down the CTRL and "switch" keys together to take a screenshot.
4)  Locate this screenshot file in your "downloads" section.  Rename it and/or move it to a folder where you will be able to find it easily when asked.
 
FYI: the "switch" key is in the top row on the keyboard and looks like a rectangle with two vertical lines on its right.
 
 
Assignment 2 of 3:
Finish both sides of the "Pathways to the World of Careers" handout you received in class.  That means ...
 
1)  Identify the two career clusters you scored highest in (e.g., business careers and health careers)
2)  List interests connected to these careers (feel free to copy what's written on slide 14 from the PowerPoint uploaded to Google Classroom)
3)  List 5+ careers connected to these career clusters (e.g., bookkeeper, realtor, finance, insurance and paralegal for "business careers")
4)  Define what people who have either of these jobs do (e.g., A realtor is someone who arranges the buying and selling of houses.  A banker is someone who helps people manage their savings).
 
 
Assignment 3 of 3 (ongoing):
 
Choose a book to read for your IRP and get your book approved on/by Friday, February 28th.  Your IRP approval worksheet should be completed on/by Friday, February 28th too and should be turned in to me.
 
Digital copies of the IRP approval worksheet, IRP book selection guidelines and the AP list are all uploaded to Google Classroom.  
 
A FAQ (frequently asked questions) document with how to get your book approved is also available on Google Classroom.

Homework due Monday 12/16

NOTE: You should bring your Pre-AP readers for Units 1 and 2 to class on Monday and on the day of your final.  
NOTE: All classes meet on Monday.
 
Assignment 1 of 3:
Create a minimum of SIX review questions for our Finals Review Game on Monday.  Write out both the question and the answer on a sheet of paper ... you will turn this in by the end of class.
 
Questions should be short-answer format, meaning someone in class should be able to answer your question in 20 seconds or less.  No multiple-choice questions and questions that would require students to write paragraphs.
 
You should only write questions for the texts your group is assigned.  Please see Google Classroom if you forget which texts to write questions for.
 
You can choose to divide your questions up equally (3 for the first text, 3 for the second) or however else you like.  Questions can also be divided by difficulty (2 easy, 2 medium, 2 challenging).
 
 
Assignment 2 of 3 (ongoing):
Start studying for your finals!  Your final will be a CEL paragraph on our last text ("The Hamilton Mixtape") and a multiple-choice exam of 70+ questions covering all of the texts we've read since August.
 
Study for the multiple-choice exam by rereading every text and reviewing your annotations.  Anything discussed in class or asked on a graphic organizer, quiz. etc. is fair game.
 
 
Assignment 3 of 3 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, December 16th if you don't want permanent NPs:
 
-Graphic Organizer for "Tamara's Opus"
-"Decoding the Problem" graphic organizers for BM2 practice

Homework due Thursday 12/12 + Friday 12/13

NOTE: You do not need to bring your Pre-AP readers this week (unless you are a new student or you have tutoring for my class).
 
Assignment 1 of 4:
Complete the graphic organizers you were given for "The Hamilton Mixtape" by Wednesday.  This means:
 
Part 1: 2+ major events in Hamilton's life, with quoted lines (3 lines max.)
            Don't need to do the box on Hamilton's early life.
Part 2: 2+ descriptions of Hamilton's character/personality, with quoted lines
Part 3: Don't need to do Part 3
Part 4: Use the Google Slides Presentation uploaded to Google Classroom to
            define the six different poetic devices.  Complete 3+ boxes out of the 6.
 
 
Assignment 2 of 4:
If you did not finish answering the questions about the text in your class, the questions are below.  The answers should be written out as annotations on your copy of the text.
 
“THE HAMILTON MIXTAPE” QUESTIONS
1) Lines 1-4 What is Miranda setting in the 1st four lines?
Lines 1-4 What do the words “squalor”, “bastard” and “forgotten” tell us about Hamilton’s origins?
2) Lines 5-15 How does Hamilton set himself apart in this “forgotten spot”?
3) Lines 16-22 What major event happened when he was a teen and what was his response?
4) Lines 23-5 What effect did his account of the hurricane have on his life?
5) Lines 29-30 What do you think Miranda is suggesting in these lines?
6) Lines 31-38 Summarize the hardships Miranda lists at the start of Verse 2
7) Lines 39-40 What did all this hardship give him?
8) Lines 41-52 How does Hamilton “fend for [himself]”?
9) Lines 45-46 What does Miranda think helps H avoid being “dead and destitute”?
10) Line 47 What does Miranda mean when he says H would’ve been “without … restitution” if he wasn’t so sharp?
11) Line 53 What message is Miranda sending through the image of Hamilton at the bow of the ship?
12) Lines 52-57 Why do you think Miranda makes a point to call H an immigrant?
13) Lines 58-68 What point do you think Miranda is making in the hook and in Burr’s declarations?
14) Lines 62-66 How does Miranda contrast Hamilton and his detractors/haters?
 
 
Assignment 3 of 4 (ongoing):
Start studying for your finals!  Your final will be a CEL paragraph on our last text ("The Hamilton Mixtape") and a multiple-choice exam of 70+ questions covering all of the texts we've read since August.
 
Study for the multiple-choice exam by rereading every text and reviewing your annotations.  Anything discussed in class or asked on a graphic organizer, quiz. etc. is fair game.
 
 
Assignment 4 of 4 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, December 16th if you don't want permanent NPs:
 
-Graphic Organizer for "Tamara's Opus"
-"Decoding the Problem" graphic organizers for BM2 practice

Homework due Monday 12/9 + Tuesday 12/10

NOTE: You do not need to bring your Pre-AP readers this week (unless you are a new student or you have tutoring for my class).
 
Assignment 1 of 3 (ongoing):
Finish the "Decoding the Problem" graphic organizers for the BM2 practice begun in class.  This should be an easy 4 grade as long as you:
 
-Answer questions # 1-6 about Sara Teasdale's poem "Leaves"
-Complete all boxes of the "Decoding the Problem" graphic organizer for "Leaves" (use words/phrases/lines from the text to support your answers)
-Answer questions #13-21 about Alphonse Daudet's story "The Last Lesson"
-Complete all boxes of the "Decoding the Problem" graphic organizer for "The Last Lesson" (use words/phrases from the text to support your answers)
 
 
Assignment 2 of 3 (ongoing):
Start studying for your finals!  Your final will be a CEL paragraph on our last text ("The Hamilton Mixtape") and a multiple-choice exam of 70+ questions covering all of the texts we've read since August.
 
Study for the multiple-choice exam by rereading every text and reviewing your annotations.  Anything discussed in class or asked on a graphic organizer, quiz. etc. is fair game.
 
 
Assignment 3 of 3 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, December 16th if you don't want permanent NPs:
 
-Graphic Organizer for "Tamara's Opus"
-"Decoding the Problem" graphic organizers for BM2 practice

Homework due Monday 12/2 + Tuesday 12/3

NOTE: You do not need to bring your Pre-AP readers the week we return from Thanksgiving break. 
 
Assignment 1 of 3 (ongoing):
If you did not complete (or did not pass) the following assignments before Friday, you should work on them over Thanksgiving break.  The final deadline for all three is Monday, December 2nd.
 
"Tamara's Opus" CEL paragraph (submitted to Google Classroom)
Google Slides Project (submitted to Google Classroom)
Found Poem (a typed final draft, a hand-drawn illustration, a typed reflection paragraph and the rubric stapled in that order)
 
 
Assignment 2 of 3 (ongoing):
Start studying for your finals!  Your final will be a CEL paragraph on our last text ("The Hamilton Mixtape") and a multiple-choice exam of 70+ questions covering all of the texts we've read since August.
 
Study for the multiple-choice exam by rereading every text and reviewing your annotations.  Anything discussed in class or asked on a graphic organizer, quiz. etc. is fair game.
 
 
Assignment 3 of 3 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, December 2nd if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"
-Summary sentences for Stanzas 1-3 of "The Fight"
-Handout 1.3 for "The Fight"
-Paraphrases (2 sentences) for the last stanza of "The Fight"
-Found Poem for "What Happened During the Ice Storm"
-Google Slides Project for "The Fight" and "What Happened During the Ice Storm"
-Graphic Organizer for "Tamara's Opus"
-Outline for "Tamara's Opus"
-CEL paragraph for "Tamara's Opus"

Homework due Thursday 11/21 + Friday 11/22

NOTE: Please bring your Pre-AP readers all of this week.  You may also bring headphones/earphones all this week (Remember to only use them when asked to do so in class).
 
Assignment 1 of 5:
Finish your outline for the "Tamara's Opus" CEL paragraph due at the end of this week by completing the following sections:
 
Claim:
Write out a full claim sentence on the outline.  End the sentence with a lesson (theme) that Bennett learned in the poem OR a description of what Bennett became as a result of his experiences in the poem.
Setup Sentence 1:
Use your sentence from Part 1 of the graphic organizer for this part of the outline.
Evidence 1 and 2:
Provide two quotes illustrating a change in perspective (you may use the two singled out in Part 5 of the graphic organizer)
Setup Sentence 2:
Paraphrase the information after the word "but" in your sentence from Part 1 of the graphic organizer.
Links:
Describe the change in perspective you see in the quoted lines.  Make sure you specify any words/phrases that actually show change occurring.  Identify a performance technique used for these lines that makes his change in attitude clearer and/or stronger.
Concluding Sentence:
Remind readers of the two performance techniques you wrote about.  Add a verb that makes sense when describing "the power of his words".  Repeat Bennett's message from your claim sentence using different words.
 
 
Assignment 2 of 5:
Complete your "Tamara's Opus" graphic organizer if it is not done already.  This will be collected at the end of the period for a homework grade.
 
 
Assignment 3 of 5 (ongoing):
If you do not want any homework over Thanksgiving break, you must turn in the following three assignments on or before Friday the 22nd:
 
"Tamara's Opus" CEL paragraph (submitted to Google Classroom)
Google Slides Project (submitted to Google Classroom)
Found Poem (a typed final draft, a hand-drawn illustration, a typed reflection paragraph and the rubric stapled in that order)
 
Assignment 4 of 5 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, December 2nd if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"
-Summary sentences for Stanzas 1-3 of "The Fight"
-Handout 1.3 for "The Fight"
-Paraphrases (2 sentences) for the last stanza of "The Fight"
-Found Poem for "What Happened During the Ice Storm"
-Google Slides Project for "The Fight" and "What Happened During the Ice Storm"
-Graphic Organizer for "Tamara's Opus"
-Outline for "Tamara's Opus"
-CEL paragraph for "Tamara's Opus"
 
 
Assignment 5 of 5 (ongoing):
Start studying for your finals!  Your final will be a CEL paragraph on our last text ("The Hamilton Mixtape") and a multiple-choice exam of 70+ questions covering all of the texts we've read since August.
 
Study for the multiple-choice exam by rereading every text and reviewing your annotations.  Anything discussed in class or asked on a graphic organizer, quiz. etc. is fair game.

Homework due Wednesday 11/20

NOTE: Please bring your Pre-AP readers all of this week.  You may also bring headphones/earphones all this week (Remember to only use them when asked to do so in class).
 
Assignment 1 of 5:
Complete Parts 2, 3 and 5 on your "Tamara's Opus" graphic organizer.  
 
For Part 2, do the righthand column.  In other words, list the performance techniques Bennett uses when speaking the lines in your quotes.
 
Part 3 should've been done in class but if not, make sure you have some ideas written down about how the performance of the poem is different from the written poem.  In other words, what performance techniques does Bennett use when he performs?
 
For Part 5, take TWO of your quotes from Part 2 (one must be from Stanza 1) and identify one key performance technique Bennett uses to deliver these lines in the clip.  Explain how the use of this technique when saying these lines enhances the effect of the message in these lines.
 
 
Assignment 2 of 4:
Begin your outline for the "Tamara's Opus" CEL paragraph due at the end of this week by completing the following sections:
 
Claim:
Write out a full claim sentence on the outline.  End the sentence with a lesson (theme) that Bennett learned in the poem OR a description of what Bennett became as a result of his experiences in the poem.
Evidence 1 and 2:
Provide two quotes illustrating a change in perspective (you may use the two singled out in Part 5 of the graphic organizer)
 
 
Assignment 3 of 4 (ongoing):
If you do not want any homework over Thanksgiving break, you must turn in the following three assignments on or before Friday the 22nd:
 
"Tamara's Opus" CEL paragraph (submitted to Google Classroom)
Google Slides Project (submitted to Google Classroom)
Found Poem (a typed final draft, a hand-drawn illustration, a typed reflection paragraph and the rubric stapled in that order)
 
Assignment 4 of 4 (ongoing):
 
If you did not complete and/or turn the following assignments, you must do so by Friday, December 2nd if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"
-Summary sentences for Stanzas 1-3 of "The Fight"
-Handout 1.3 for "The Fight"
-Paraphrases (2 sentences) for the last stanza of "The Fight"
-Found Poem for "What Happened During the Ice Storm"
-Google Slides Project for "The Fight" and "What Happened During the Ice Storm"
-Graphic Organizer for "Tamara's Opus"
-Outline for "Tamara's Opus"
-CEL paragraph for "Tamara's Opus"

Homework due Monday 11/18 + Tuesday 11/19

NOTE: Please bring your Pre-AP readers all of this week.
 
Assignment 1 of 5:
Complete Parts 1 and 2 on your "Tamara's Opus" graphic organizer.  
 
For Part 2, only do the lefthand column and the center column.  In other words, find four quotes that show the gradual change in the speaker's attitude towards his sister from stanza to stanza and describe what change (development) you're seeing.
 
Suggested quote breakdown: one from stanza 1, three from stanza 3
 
 
Assignment 2 of 5 (Period 5 ONLY):
You have a quiz at the start of Monday's class.  It will be five questions and require 1-2 sentences in response.  You will be given 15 minutes to answer the questions.  It will be a quiz grade for the end of the semester.  You will be allowed to use your Pre-AP readers.
 
 
Assignment 3 of 5:
Complete late Google Slides Project as soon as possible.  If they are not turned in by Friday, the zeros for the project will impact your 15-week grades.
 
 
Assignment 4 of 5 (ongoing):
 
Complete late Found Poems for "What Happened During the Ice Storm" by Monday, December 2nd (first day back from Thanksgiving Break). 
 
**NOTE: In case you do not want other students to know which poem is yours on the board, write your heading on the reflection paragraph page, which will be covered by your final draft.
 
Turn in the following assignments (stapled in this order):
1)  Typed final draft of the poem + hand-drawn illustration
2)  Typed reflection paragraph (Five sentences explaining your word choice and   why you structured the poem the way you did ... see instructions on the handout)
3)  The assignment description handout with the rubric on the backside
 
 
Assignment 5 of 5 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, November 15th if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"
-Summary sentences for Stanzas 1-3 of "The Fight"
-Handout 1.3 for "The Fight"
-Paraphrases (2 sentences) for the last stanza of "The Fight"
-Found Poem for "What Happened During the Ice Storm"
-Google Slides Project for "The Fight" and "What Happened During the Ice Storm"

Homework due Thursday 11/14 + Friday 11/15

NOTE: Please bring your Pre-AP readers all of this week.
 
Assignment 1 of 4:
Complete late Google Slides Project as soon as possible.  If they are not turned in by Friday, the zeros for the project will impact your 15-week grades.
 
NOTE: If you used your late pass or were given a one-day extension for an excused absence (illness, family emergency), you must turn in your projects by the times below.  Not doing so will result in zeros and late penalties.
 
Period 1: Thursday the 14th, 10:50 a.m. - 11:00 a.m.
Period 5: Thursday the 14th, 3:50 p.m. - 4:00 p.m.
Period 2: Friday the 15th, 10:50 a.m. - 11:00 a.m.
Period 4: Friday the 15th, 1:25 p.m. - 1:35 p.m.
Period 6: Friday the 15th, 3:50 p.m. - 4:00 p.m.
 
 
Assignment 2 of 4:
Complete late Found Poems for "What Happened During the Ice Storm" by Monday, December 2nd (first day back from Thanksgiving Break). 
 
**NOTE: In case you do not want other students to know which poem is yours on the board, write your heading on the reflection paragraph page, which will be covered by your final draft.
 
Turn in the following assignments (stapled in this order):
1)  Typed final draft of the poem + hand-drawn illustration
2)  Typed reflection paragraph (Five sentences explaining your word choice and   why you structured the poem the way you did ... see instructions on the handout)
3)  The assignment description handout with the rubric on the backside
 
 
Assignment 3 of 4 (ongoing):
Type a late final draft of "Paragraph A" and have a printed hardcopy ready to turn in as soon as possible.  If you did not turn in this paragraph, it completely cancels out the benefits of turning in Paragraph B.  If you turned neither of these in, your grade likely fell at least one grade level.  You do not have time left in the semester to be playing these games with your grade.  Fix yourselves.
 
Final Deadline: November 15th
 
Assignments to turn in on Wednesday (staple in this order):
Typed Final Draft (Times New Roman 12-point font, double-spaced)
Rough Draft (typed or handwritten)
Single-Paragraph Outline
Peer Editing Sheet (with five ratings and five sentences of explanation)
Graphic Organizer (completely filled out)
 
Citation styles:
"________" (author's last name page #).     Ex. (Aiken 4).
"________?" (author's last name page #).
"________!" (author's last name page #).
For dialogue + narration: "He said, '________'" (author's last name page #).
                                        "'_________,' he said" (author's last name page #). 
 
 
Assignment 4 of 4 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, November 15th if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"
-Summary sentences for Stanzas 1-3 of "The Fight"
-Handout 1.3 for "The Fight"
-Paraphrases (2 sentences) for the last stanza of "The Fight"
-Found Poem for "What Happened During the Ice Storm"
-Google Slides Project for "The Fight" and "What Happened During the Ice Storm"

Homework due Monday 11/4 + Tuesday 11/5

NOTE: Please bring your Pre-AP readers all of next week.
 
Assignment 1 of 4:
Work on your Found Poem for "What Happened During the Ice Storm".  This assignment is due next Wednesday, 11/6.  Your final opportunity to work on it in class will be 30 minutes on Monday 11/4 (period 1) and Tuesday 11/5 (periods ___).
 
You will be turning in the following assignments on Wednesday (stapled in this order):
1)  Typed final draft of the poem + hand-drawn illustration
2)  Typed reflection paragraph (Five sentences explaining your word choice and   why you structured the poem the way you did ... see instructions on the handout)
3)  The assignment description handout with the rubric on the backside
 
 
Assignment 2 of 4:
Finish Handout 1.3 ("Sample Word Associations") before coming to class on Monday/Tuesday.  
 
Please complete the sentence frame below in the lined space to the right of the quote from the text:
 
“_____” means ________, so Montague wants readers to think of ______ when they think of the eggs.
OR
“_____” means ________, so Montague wants readers to think __________.
 
All periods should come to class Monday/Tuesday with the following:
-A finished Quick Write response on a time when you acted impulsively
-A one-sentence summary for each of the first three stanzas
 
 
Assignment 3 of 4 (ongoing):
Type a late final draft of "Paragraph A" and have a printed hardcopy ready to turn in as soon as possible.  If you did not turn in this paragraph, it completely cancels out the benefits of turning in Paragraph B.  If you turned neither of these in, your grade likely fell at least one grade level.  You do not have time left in the semester to be playing these games with your grade.  Fix yourselves.
 
Assignments to turn in on Wednesday (staple in this order):
Typed Final Draft (Times New Roman 12-point font, double-spaced)
Rough Draft (typed or handwritten)
Single-Paragraph Outline
Peer Editing Sheet (with five ratings and five sentences of explanation)
Graphic Organizer (completely filled out)
 
Citation styles:
"________" (author's last name page #).     Ex. (Aiken 4).
"________?" (author's last name page #).
"________!" (author's last name page #).
For dialogue + narration: "He said, '________'" (author's last name page #).
                                        "'_________,' he said" (author's last name page #). 
 
 
Assignment 4 of 4 (ongoing):
If you did not complete and/or turn the following assignments, you must do so by Friday, October 11th if you don't want permanent NPs:
 
-Signed syllabus pages
-Goal Sheets
-"Bread" graphic organizer (with exit ticket sentences on the back)
-"The First Day" graphic organizer
-FDR's First Inaugural Speech packet (annotated text, answered questions, two-sentence self-reflection on the last page)
-Decoding the Problem graphic organizer for FDR's First Inaugural Speech
-"What Happened During the Ice Storm" graphic organizer
-Diary entry for "The Red Fox Fur Coat"
-"Lamb to the Slaughter" graphic organizer
-Single Paragraph Outline for "Lamb to the Slaughter"
-late CEL paragraphs on dramatic irony in "Lamb to the Slaughter"
-graphic organizer for "Désirée's Baby"
-CEL paragraphs on gothic elements in "Désirée's Baby"
-CEL paragraphs on gothic elements in "Sonata for Harp and Bicycle"