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English 11 Assignments

Instructors
Term
2017-18 School Year
Department
English/Language Arts
Description
This is the last required English class at Trade Tech. Therefore, this is the last English class many students will take. At this point, many of them have figured out whether they are planning on heading to college or to a career/trade after graduating. Regardless of their paths, students enrolled in this class will continue to be pushed to work to their fullest potential in the realm of critical reading, thinking, and writing.
 
This course exposes students to a wide range of American authors, integrating with their work in the US History course as much as possible. From poetry and early American writings to modern American literature and critical essays on current events, students engage in close reading activities that push further development of their analytical skills. Similarly, writing assignments will require increasingly advanced use of language in which students clearly explain their original thoughts in relation to texts and/or the world around us.
 
Success in my classroom is achieved by being present and prepared, completing assignments, seeking and accepting help, and putting in full effort.
 
 See the syllabus to the right for more specific course content information.

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Past Assignments

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Assigned today 5/21
Thesis statement due Thursday 5/24 or Friday 5/25 
 

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Attached below are the study guides for the final. I will not be collecting and grading them; they are simply to inform students. The final is all Gatsby plus vocabulary from the semester. 
 
Period 3: Final Wednesday, June 6th
Period 7: Final Friday, June 8th 
 
Reminder: Essay due Monday. Students need to print it and staple their outline to the back before turning it in. 

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Videos shown and discusses in class (information for essay that is due June 4th) 
 
https://www.youtube.com/watch?v=GjuV-XdYHhA Social Mobility (terms defined) 
https://www.youtube.com/watch?v=ETR9qrVS17g Redlining and Discrimination 

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Gatsby/1920s Newspaper Project attached

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For Period 3 Thursday 5/10 
 
Newspaper Project Review
One editorial (opinion/argument) 250 words
One letter in response to an editorial (this changed) 150 words
One news story (facts) 250 words with image and source
One group product
All work shared in Docs (include word count)
Outside sources in MLA format at bottom of writing
Sources not required, but those with them are eligible for an A
Due Dates
Editorial PAST DUE
Letter to Editor DUE TODAY (work today)
News Story DUE TUESDAY
Group Product DUE TUESDAY
Newspaper Published WEDNESDAY FOR NOE ???

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Vocab quiz this week. Vocab review homework due before quiz (no late work accepted) 
 
Period 3: Thursday  5/10
 
Period 7: Friday 5/11

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For Period 7 Wednesday 5/9 
 
Newspaper Project Review
One editorial (opinion/argument) 250 words
One letter in response to an editorial (this changed) 150 words
One news story (facts) 250 words with image and source
One group product
All work shared in Docs (include word count)
Outside sources in MLA format at bottom of writing
Sources not required, but those with them are eligible for an A
Due Dates
Editorial PAST DUE
Letter to Editor DUE NEXT CLASS (work today)
News Story DUE MONDAY (work after quiz Friday? Weekend?)
Group Product DUE MONDAY (work after quiz Friday)
Newspaper Published WEDNESDAY FOR NOE ???

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#1 Front Page News assignment in Newspaper Project is due Thurs. 5/3 (per. 3) and Fri. 5/4 (per.7) 
 
Attached is my example for students. Here is my process: 
 
1. Started with something mentioned in the novel (the film industry)
2. Searched for primary sources (library of congress; Google primary sources plus topic; 
3. Included an image (this one came from imdb and is the movie poster) 
4. Wrote the article based on my reading and notes, adding my own fictionalized details as I imagined a writer at the time may have done. 
5. Used Easybib add-on to format work cited sources at the end of the article (including the image source; I removed "work cited" title and decreased the font size) 
6. Checked word count (highlight text; Tools drop-down menu) 
7. Typed word count at the end of the article. 

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#2 Editorial Writing for newspaper project due Tues. 5/1 (per. 3) and Wed. 5/2  (per. 7) 
 
--research as needed to make statements accurate (primary sources; credible sources) 
--no image required, but if it adds something, use it 
--some kind of argument about a topic
--one letter agreeing (due 5/3 or 5/4) 
--one letter disagreeing (due 5/3 or 5/4) 
--word count at the end 
 
 
Attached is my example of an editorial and the two letters of response.
 
The new idea is to put up the editorials turned in and let students choose what they write in agreement and disagreement of, instead of just responding to their own. 
 

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Upcoming Due Dates: 
 
Period 7 students are losing class time due to the grade level field trip Friday, which is why they have an extended due date on the editorial writing assignment, but this means it is now to be completed outside of class. 
 
Vocab Quiz next Friday (two vocab words Monday 4/30) 

Editorial writing due Thurs. Per. 3; Mon. Per. 7
--250 words (include in parentheses at end)
--We need 100% turn-in on this for it to work

Frontpage news writing due next Tues 5/8 Wed 5/9

Letter to editor due next Thurs 5/10 Fri 5/11
--Respond to another student’s editorial
--Must be completed IN CLASS
--Agree or disagree

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From Class Tuesday/Wednesday: 
 
Vocab WOTD: perishable

Notebooks graded next class: 6 journals, notes, vocab
 
Read Chapter 7 (probably about half; ~30 mins)

Watch movie “chapter 7” portion (and tail end of ch.6)
(30 mins)
 
Summaries to be written in journal response next class
Read and watch with newspaper writing in mind, as well.

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From Class Monday: 
 
Quick Quiz #6

Journal: Green Light (turn in; not in notebook): Clearly explain the significance of the green light to Gatsby, including how and why it may have changed. Then, share your opinion on the current situation with Gatsby and Daisy.
 
Notebooks graded Thursday/Friday 75 pts
8 vocab words
Notes--color symbolism
6 journals--from 1920s culture to 1920s equality (not Hughes’ message)
 

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From class Thursday 4/5 and Friday 4/6 
Journal: Hughes’ Message: How did Hughes’ message address issues of his day? And how might it be seen as still relevant today?
 
Newspaper groups
Discuss understanding of individual work to be completed
Discuss understanding of work to be completed by group
Write down brainstorm of ideas
Write down any group questions
Write down each person’s first job duty 
(Turn in what was written down before leaving class) 

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From class Tuesday 4/3 and Wednesday 4/4
Journal: 1920s Equality: How equal was American society during the 1920s? Consider race, economic status, immigrant status and gender. In what ways were Americans provided equal opportunity? In what ways were they not? Include information learned in history class as well as your own thoughts on the subject.
 
Watch: https://www.youtube.com/watch?v=P9VdyPbbzlI Then add missing information to your journal regarding voting rights during the 1920s. 
 
We watched the movie version of chapter 6 (1:08-1:21; short amount to still finish); we will not be reading chapter 6. 

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Vocab Quiz #2 Period 3 Tuesday Period 7 Wednesday
 
Vocab Review Homework (4 options) due before quiz; no exceptions 

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Symbolism in LIterature (video viewed earlier in reading of Gatsby) 
Symbolism in The Great Gatsby (Ch.1-5)
Colors connected to characters--what the meaning?
Weather connected to characters/events--what’s the meaning?
Time and objects that represent time--what’s the meaning?

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Critical Thinking  Watch video 
In notebook: Journal: Critical Thinking: Summarize what the video explained about critical thinking and forming an argument. Then explain how you can apply this to your school work.

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Vocab Chart for chapters 4-5; use vocab packet handed out at beginning of unit. 

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Dialectical Journal for Chapter 5
--3 entries
--show thinking beyond basic plot understanding 
 

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Period 3: Journal: Gatsby Impression: Explain your opinion of Gatsby at this point in the novel. Do you believe the account of his past? Why/Why not? Given Daisy's story, what do you think will happen next in the novel?” (Period 7 completed this last Friday) 

Chapter 5 Dialectical Journal (3 entries)
Show that you are thinking
Don’t just tell me what it means; tell me why it matters
 
Period 7 Due Today Period 3 Due Tomorrow
Vocab Chart Chapters 4-5
Character chart
Ch. 5 Dialectical Journal

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Chapter 3 Questions
Use textual evidence to support your answers

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Dialectical Journal due Monday (if not already turned in) 
Ch. 1--one entry
Ch. 2--three entries (Nick, another character, setting) 

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In-Class quick review of setting in chapters 1 and 2 

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1920s American Culture video (6 mins) 
Journal: 1920s Culture--write a short video summary in your notebook 
 
 

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Complete chart for Gatsby chapter 3 vocab (from vocab packet) 

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First reading in class together. Reread at home, annotating according to instructions. Then complete the written responses. 
 
Period 3: Due Thursday 2/15
Period 7: Due Wednesday 2/14 

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Quick Quiz tomorrow in class could include questions about:
--Vocab words
--Book characters
--Book setting
--Other work completed in class
--Other discussions from class 
 

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2/1 and 2/2 in class: 
 
Chapter 1 Reading Quiz
Inferences Organizer passed back (not graded yet)
First two examples: characterization
Do First :Next two example: setting
What is said about East Egg and West Egg?
What can you infer about these two locations based on the little bit of information offered in Chapter 1?
Do Next: Character Chart--add what you can
Do After That: Character impressions so far
Write short analyses of Nick, Daisy, Tom, Jordan, and Gatsby 
What do you know? What do you infer? What do you predict? 
(Writing is homework if not finished in class) 
 
 

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Film comparison writing
1974 vs. 2013 film clips shown Thursday/Friday
Opening images; setting; characterization; narration and dialogue
Method #1: 1 paragraph similarities; 1 paragraph differences
#1--focus on similarities of films (details from both)
#2--focus on differences between films (details from both)
OR...
Method #2: 1 paragraph on one film ; 1 paragraph on the other
#1--focus on one film; focus on details that can be compared
#2--use second film details to explain similarities and differences
 
--Graphic organizer for prewriting made available in class is attached here 
--Students who missed class Thursday or Friday were given the opportunity to come in at lunch or stay after school on Tuesday 1/30
 

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Inference organizer: Characterization
What the text doesn’t say that you have to figure out (infer) based on what the text does say (implies).
What can you infer about the characters based on what what is implied in chapter 1?
Two excerpts from the text (narrative or dialogue) 
Resources: vocab packet; vocab chart; dictionary
 
Organizer distributed in class is attached here. Skip third row in each example. 

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F. Scott Fitzgerald biography video 
 
Period 3: Viewed with sub 1/11 answered questions, and turned in. 
 
Period 7: Started with me last week, and will continue this week. 
 
 

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1/23 and 1/24 
 

Period 7: Continue F.Scott Fitzgerald Biography (questions)
Journal: American Dream: Agree or disagree with the following statement: “It is no longer possible to achieve the American Dream, based on its definition, “to work hard to move up in social class while still living an honest life (no crime). “ Provide reasons and explanation for your opinion.
 
Copy these questions into notebook. Leave a little room for thoughts. 
What is F. Scott Fitzgerald’s argument about “The American Dream” in his novel The Great Gatsby?
What do we know about Fitzgerald and the 1920s?

Vocab charts passed back (may be turned in late this week)
Start reading The Great Gatsby (character chart; books signed out)
 

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1/25 and 1/26 
 
Close reading and explanation of first pages read last class (understanding narration) 
Continue reading Chapter (to pg. 11-- “Gatsby, what Gatsby?”)
 
Compare two film versions (to "Gatsby, what Gatsby?" in each film) 
1974 version  https://www.youtube.com/watch?v=B86ixiypBeE 
2013 version   (my Amazon copy; may be available online, or see me to view if absent) 

Write a comparison of the two film versions. Turn into basket. (to be completed in class 1/29) 
 
 

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The Great Gatsby vocab list distributed (keep track of it)
Paired graphic organizer completion for 1 word
Class gallery walk and chart completion for 10 words

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Journal: New Year, New You? What positive changes in attitude, outlook, perspective and/or behavior can you work toward as we begin a new year? (Pair/Share; Report similarities/differences)
 
“American Dream in a Recession” article and questions

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Final Study Guide and Final vocab list handout (complete for last 8 words)
 
Period 3: Monday 12/18
Period 7: Wednesday 12/20 

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ELA Support for Social Media Project 
 
Project explanation (Social Media 2017)
Project Proposal form 
Project Overview of graded elements 
Project Research Requirements (with Annotated Bibliography)
Video on how to use the Easy Bib add-on for Google Docs to create the Annotated Bibliography
Reflective Report project assessment 
Presentation Building and Performance Rubrics 
 
 

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Deadline for "American" argumentative essay rewrite 
 
No school this day, but students have until midnight to share Doc 
 
Outline and draft also need to be turned in

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Rhetorical Precis of Severn Suzuki speech 
 
--Resource Packet instructions on completing rhetorical precis
--MLA template in NCTTHS Docs 
--Completed with partner in class 
 

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Vocab Quiz #2 Period 3: 10/31   Period 7: 11/01 
 
Vocabulary Organizer due before the quiz; no late work accepted

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Journal: Project: Write about your chosen focus for your Social Media project. What’s your interest in it? What do you expect to find in your research? What type of field study (survey, observations, etc) do you have planned?

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Severn Suzuki Speech
--We watched the speech in class Monday.
--Tuesday/Wednesday, students will have 30 minutes to read and annotate the speech and complete the SMART chart. 
--Annotations should show student thinking: SOAPSTone? Claims? Evidence/Support? Rhetorical Strategies? Ethos/Pathos/Logos?  [Show what you know]
 

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Outline of "American" essay revision
--Handout with notes; annotated draft; handwritten or typed outline
--Must indicate argument/thesis statement and plan for body paragraphs 
--Option A or Option B organization? 
 
Your essay must now present a solid argument of some sort with examples/evidence to support. Essays should ideally address counterclaims (with rebuttal). 
 

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Videos watched and discussed in class: 
 
We also watched the clip from Newsroom with Jeff Daniels, but I had to work around the f-bombs. Basically, he challenges the idea that we are the greatest country in the world and offers evidence as to why we aren't. He longs for the days of the past when we were accomplishing great things and standing for real values in this country. It's a popular video; you can find it on You Tube. 
 
Journal: American: Share your thoughts on the videos, including any way it relates to the argument in your essay. How can you incorporate new ideas? 
 
 

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Social Media and Its Effects on Communication, Journalism, and Language Usage 
Pre-Project Idea Generating Activities 
 
Videos, journal prompts, brainstorm list, questions list 
Students should utilize the opportunities to consider their options for the schoolwide project 
 
What question will you ask about how social media affects people and society? 
 
 

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Completed in class this week. Due at the end of class Monday 10/09.

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Planning and starting in class this week (of 9/25) The completed assignment needs to be shared with me by 10/06. 
 
Rhetorical Analysis of "Give Me Liberty or Give Me Death" 
 
--Focus on at least two different rhetorical devices used by Henry 
--Show your understanding of rhetorical terms (argument, claim, counterclaim, rebuttal, ethos, pathos, logos, parallelism, allusion, metaphor, audience, occasion) Use the words in your analysis. 
--Have a clear argument about the effectiveness of the speech (or parts of the speech) 
--Use evidence from the text (integrated quotes) as examples of your claims about Henry’s speech.
--Use Resource Packet and notes as resources (term definitions; how to integrate quotes)
--Bold rhetorical terms in writing
--MLA formatted (NCTTHS template available in Docs) 
 

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Vocab Quiz 9/26 Period 3 9/27 Period 7 
Vocabulary Organizer due BEFORE quiz (no late work accepted other than due to absence). 

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Second copy of Patrick Henry's speech with focused questions alongside specific paragraphs. To be completed in class. 

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Logical Fallacies
--Using the list of definitions in the back of your Resource Packet, identify the examples provided on the worksheet 

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First reading: What is being said?
--Gain general understanding of speech
-Underline unknown words; reference definitions provided; look up others; add to text (your choice) 
--Allusions (Bible and Greek Mythology) Can you recognize them? Label them
--Identifying Claims, Counterclaims, Rebuttals
--Underline/Highlight and label what you can 
 
*The speech, vocab, and audio file are attached here
 
*Schedule varies between periods right now. Period 3 began this earlier than Period 7. Things will even out next week. 

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Period 7 9/8 sub day work
Period 3 9/19 sub day work 
 
--Read article
--Annotate article for argument terms (notes and Resource Packet as references)
--Write a short response to summarize the disagreement between any two people or organizations in the article. If you were to support the claims made by only one of these parties, who would it be? Why? 
--Complete quiz in class 

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Written Comparison of Brutus and Antony's speeches: 
In a well developed paragraph, explain which speaker is most convincing? Why?
Be specific. Include at least one direct quote
Use academic language (new terms)
You are writing an argument. Be clear in your claims, and back them up with textual evidence.
 
Period 3: completed in class 9/7
Period 7: completed in class by 9/13
 
To be stapled together and turned in:
--2 annotated speeches
--2 completed SMART Charts
--2 paragraphs focused on 1) Brutus' effectiveness and 2) Antony's effectiveness
--1 paragraph comparing both speeches and claiming one to be the strongest in argument. 

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 Brutus monologue from Julius Caesar 
--Annotate argument, claims, counterclaims, rebuttal, diction, syntax, tone
--Complete SMART Chart 
 
Due 9/5 for Period 3; Due 9/6 for Period 7 

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Written analysis Brutus’ monologue (short paragraph): 
--Evaluate the effectiveness of the rhetorical elements Brutus uses to justify his claim.
--If you were in the crowd, would his speech persuade you to support his position? Why or why not?
 
Annotate Antony's speech from Julius Caesar (attached in earlier assignment) 
--argument; claims; counterclaims; rebuttal; diction; syntax; tone 
Complete SMART Chart
--speaker; audience; subject; ethos; pathos; logos
 

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Quick Quizzes are given every Monday in class. They consist of 3-5 questions about something discussed/covered the previous week. They are part of the participation grade in class (total category 10% of overall grade). 
 
If you are absent for a Quick Quiz, you must come see me at lunch or during tutoring hours Tuesday and Thursday to make it up. Make-ups must be completed by the end of the week. 

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Period 3: Due 8/24
Period 7: Due 8/25 
 
Typed, MLA format 

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"Death Penalty is a Step Back" SMART chart due (P.3 Th P.7 Fri) 
--identify speaker, audience, and subject
--identify examples of ethos, pathos, logos
 
Annotations and notebook work:
--notes on argument terms (Argument, Claims, Counterclaims, Rebuttal, Evidence, Structure, Diction, Syntax, Tone) 
--vocabulary for reading (in notebook or annotated on text)
--identification of argument terms in text (labeled on text AND written in notebook) 

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Answer sheet for "Death Penalty is a Step Back" by Coretta Scott King
Identification of argument terms.
 
Argument--overall message
Claims--main points
Counterclaims--other side’s main points
Rebuttal--answer to the other side
Evidence--proof of claims
Structure-- organization of ideas
Syntax--sentence structure
Diction-- word choice (vocab on next slide)
Tone -- attitude toward subject; feeling created for audience
 

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--Sign up for Student Portal by Thursday/Friday (your last class of the week); I will give you the information you need to do this; print out a screenshot to turn in
--Subscribe to class webpage by Thursday/Friday (your last class of the week); I will see subscriber list on my end

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 Advertising SMART charts (one on each side of handout)
--#1 completed as a class
--#2 completed in a small group 

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--Syllabus Signature Page due on the second day of class
--Class notebook in class on the second day of class