English 10 Assignments
- Instructors
- Term
- 2018-2019
- Department
- English/Language Arts
- Description
-
This course continues the work begun in English 9. We will continue reading, thinking, discussing, and writing, pushing skills to the next level. Students will be encouraged to read, think, and write with a critical mind. They will make sense of information presented in a variety of textual and multimedia forms. Students continue delving deeply into texts, determining meaning and analyzing structure. Students will also develop their own arguments, supporting their claims with clear evidence.I approach the wide range of student interests and ability levels by seeking to create an academic environment that is both rigorous and supportive. I obtain writing samples during our first week together in order to get to know new students' personalities and writing abilities and to have a fresh look at returning students' current abilities. My main goals are to help students see their own strengths and challenges, accept my guidance and support, and achieve progress by putting forth their best efforts.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 specific course content information.I look forward to getting to know the Trade Tech class of 2021!
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Assignment
Kahoot! Parts of Speech Review
PIN 0808708
Available until 6/7/19 12:00PM
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Assignment
Class Final Review Kahoot! Challenges Extra Credit Assignment
Download Kahoot! App (phone required) and input PIN to take Challenge.
Complete handout with PINs and your scores and turn in on the day of the final.
(I'm adding PINs as groups complete their Kahoot!).
Complete all 10 challenges (even your own) for extra credit.
Period 3 PINs (expire June 4th 3:00PM) Final June 5th
1. 0586186
2. 0601496
3. 0206909
4. 0508850
5. 085697
6. 0790602
7. 0532679
8. 0396931
9. 0752627
10. 0343663
Period 7 PINs (expire June 3rd 3:00PM) Final June 7th
1. 0127554
2. 0113863
3. 0449672
4. 0602119
5. 0241038
6. 0241581
7. 0869221
8. 0982601
9. 0873203
10. 0908403
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From class Monday:
On a separate sheet of paper:
Tell me what you have completed
Tell me what you still have to complete
Tell me what is confusing or challenging you
Tell me if you plan on staying after school this week for extra help on your essay (and when that will be)
Tell me on a scale of 1-10 how confident you are feeling about your essay
Work on template or start Doc (MLA template)
Essay Due Friday
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Anthem Essay--3 prompt options
Essay planning template
Work to be completed in class and outside of class dependent upon student needs.
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From class Thursday/Friday
Go for the "A" on your essay, and integrate direct quotes from the book to use as supporting evidence.
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Anthem Test Thursday (period 3) and Friday (period 7)
--Requires smartphone and app download--I didn't know that-- :(
--PIN for Kahoot! 0472318
--Played in class Tuesday/Wednesday
--Use for further review as needed
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Anthem AXES Paragraph (class work)
Assertion: Claim about the society or the book
Two examples to support your claim
One sentence of explanation per example
One sentence stating the significance of the claim
Two examples to support your claim
One sentence of explanation per example
One sentence stating the significance of the claim
Written in class (unless additional time needed outside of class)
Attached here:
Peer Review (used as writing guidance, as well; completed in class)
Graphic Organizer (if needed for organizational support)
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All chapter questions for Anthem
--to be assigned as we read
--to be completed in class (unless time outside is needed)
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Anthem Chapter One Posters
--Completed in class
--Completed in small groups
--Presented to class
--Notes on all presentations
Chapter One understanding to be assessed with a quiz
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Journal: Individual: Write about what makes you unique (one-of-a-kind; different from others; special). Consider your talents, skills, interests, style, way of thinking, etc. What makes you you? What are you proud of? (complete in class notebook)
Anthem Chapter 1
Anthem Chapter 1
--What do we know after last class' reading? (Recap discussion)
--Making inferences sheet: complete one quote/inference/explanation
--Continue reading
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Assignment
Quick Notes: “Dystopia” (attached)
Dystopia Video
Journal: Conformity: How important is it to comply with rules and expectations within a group? When is it important to be a nonconformist and go against the group and stand as an individual? (complete in class notebook; at least half a page)
Anthem books distributed
Start reading Anthem Chapter 1: Making Inferences (sheet attached)
--Clues about the speaker (pronoun usage)
--Clues about the setting (present, past, or future?)
--Clues about when the speaker is telling us the story
--Details about the society and characters
Journal: Conformity: How important is it to comply with rules and expectations within a group? When is it important to be a nonconformist and go against the group and stand as an individual? (complete in class notebook; at least half a page)
Anthem books distributed
Start reading Anthem Chapter 1: Making Inferences (sheet attached)
--Clues about the speaker (pronoun usage)
--Clues about the setting (present, past, or future?)
--Clues about when the speaker is telling us the story
--Details about the society and characters
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Assignment
Class agenda:
Quick Notes: “Utopia” definition
Journal: My Utopia: Describe your perfect world (What are the values? What issues would you address? How? Who is in charge? How are decisions made?And so on…) (in notebook)
Class List of Utopian Elements
Quick Notes: “Dystopia” definition (then quick video)
Add to journal: What could go wrong in your utopia?
Pop-Up: share your idea for utopia and one potential problem
Journal: My Utopia: Describe your perfect world (What are the values? What issues would you address? How? Who is in charge? How are decisions made?And so on…) (in notebook)
Class List of Utopian Elements
Quick Notes: “Dystopia” definition (then quick video)
Add to journal: What could go wrong in your utopia?
Pop-Up: share your idea for utopia and one potential problem
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Assignment
Anthem Chapter One Vocabulary
--Word Map with a partner
--Vocab Chart started as a class and completed on your own (Reminds me of...)
The packet for the entire book is uploaded here along with the word map and vocab chart
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Journal from class:
Journal: New Year, New You? What changes in attitude, outlook, perspective and/or behavior can you work toward as we begin a new year? (complete in notebook)
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Cornell Notes: Ayn Rand and Collectivism
Notes from slides (on right)
Questions asked that are answered in notes (on left)
Summary at end of each section
Questions asked that are answered in notes (on left)
Summary at end of each section
Completed in English class notebook
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Assignment
Vocab HW due next class (no quiz)
Journal: Reading Process: What reading strategies did you use or learn in this module? Which strategies will you use in reading other texts? How will these strategies apply in other classes?In what ways has your ability to read and discuss texts like this one improved?
Writing Assignment: Entering the Conversation
What should the age of responsibility be?
Why is that the answer? (two reasons)
What evidence can back up your answer?
Complete writing worksheets
Thesis statement must include two reasons that will become the focus of body paragraphs
Plan to use evidence from the article
DUE THURSDAY: PRE-WRITING PACKET; VOCAB HW
Journal: Reading Process: What reading strategies did you use or learn in this module? Which strategies will you use in reading other texts? How will these strategies apply in other classes?In what ways has your ability to read and discuss texts like this one improved?
Writing Assignment: Entering the Conversation
What should the age of responsibility be?
Why is that the answer? (two reasons)
What evidence can back up your answer?
Complete writing worksheets
Thesis statement must include two reasons that will become the focus of body paragraphs
Plan to use evidence from the article
DUE THURSDAY: PRE-WRITING PACKET; VOCAB HW
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Assignment
From class:
Vocab HW due Thurs/Fri (no quiz)
Rhetorical Strategies: Ethos/Pathos/Logos
Ethos= ethical appeal (believe in me/my experience)
Ex: Doctor explaining the need to get a flu shot
Pathos= emotional appeal (feel something)
Ex: Mother sharing story of child dying of the flu
Logos= logical appeal (think something)
Ex: A chart that shows statistics of flu cases with and without the vaccination
Analyzing Greenblatt’s Sources
What is the source’s position?
How does the source persuade? E/P/L? Explain.
Rhetorical Strategies: Ethos/Pathos/Logos
Ethos= ethical appeal (believe in me/my experience)
Ex: Doctor explaining the need to get a flu shot
Pathos= emotional appeal (feel something)
Ex: Mother sharing story of child dying of the flu
Logos= logical appeal (think something)
Ex: A chart that shows statistics of flu cases with and without the vaccination
Analyzing Greenblatt’s Sources
What is the source’s position?
How does the source persuade? E/P/L? Explain.
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Assignment
From Class:
Considering the Structure and Purpose of a Text
analyzing small sections of text
determining the moves a writer is making to deepen your understanding
potential purposes: to introduce..., to inform..., to give background..., to give examples..., to describe..., to convince..., to address a counterargument…
Sections A and B together as a class
Sections C-L in assigned pairs
Read and annotate the section
Determine the purpose (I will check)
Report to class; record on graphic organizer
analyzing small sections of text
determining the moves a writer is making to deepen your understanding
potential purposes: to introduce..., to inform..., to give background..., to give examples..., to describe..., to convince..., to address a counterargument…
Sections A and B together as a class
Sections C-L in assigned pairs
Read and annotate the section
Determine the purpose (I will check)
Report to class; record on graphic organizer
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Assignment
"Age of Responsibility: work to have completed by next class:
--All main ideas underlined
--Any confusing information highlighted and questioned in margin
--Any confusing information highlighted and questioned in margin
--Answer #5-7 (6 or 7) in notebook (read #4)
Copy questions onto back of article, and answer.
1. Which detail or example from the article are you still thinking about?
2. What questions do you have about the text at this point?
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Assignment
Tuesday/Wednesday:
Completed in class notebook (clearly labeled):
--Surveying the Text
--Making Predictions
Started: Vocab chart (partner work)
Thursday/Friday:
Whole class reading started:
--Following directions on handout (first priority: underlining main idea in each paragraph)
Also completed: Vocab chart (partner and whole class work started last class)
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Assignment
Classwork for 11/1 (period 3) and 11/2 (period 7)
Age of Responsibility module continued
--Agreeing/Disagreeing with a statement (can only be partially completed outside of class)
--Post-Its placed on posters
--Group discussion
--Come to a consensus (agreement)
--Summarizing group ideas (follow sentence template provided)
Defining “Responsibility” by “cubing”
--Get creative
--Think outside of the box
--Agreeing/Disagreeing with a statement (can only be partially completed outside of class)
--Post-Its placed on posters
--Group discussion
--Come to a consensus (agreement)
--Summarizing group ideas (follow sentence template provided)
Defining “Responsibility” by “cubing”
--Get creative
--Think outside of the box
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Assignment
Resource for in-class group research for Age of Responsibility Module Tues. 10/30 Wed. 10/31
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Tuesday 10/23/Wednesday 10/24 Agenda:
1. In Notebook: Journal: Old Enough? Write about a time you were told you weren’t old enough to do something. How did it make you feel? Did you have any influence or say in the decision? Did you agree with the decision? Why, or why not? (We will revisit this journal next week)
2. Integrating quotations (Resource Packet)
Use information from source as an example in your essay
Indicate where the source information came from
Introduce the source information in a fluid way
3. Revise body paragraph with outside evidence DUE TODAY
Integrate information into your paragraph
Explain your evidence to support your assertion
Revise significant statement to relate back to thesis statement
Use information from source as an example in your essay
Indicate where the source information came from
Introduce the source information in a fluid way
3. Revise body paragraph with outside evidence DUE TODAY
Integrate information into your paragraph
Explain your evidence to support your assertion
Revise significant statement to relate back to thesis statement
*Sample AXES paragraph with integrated source quote attached below
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Assignment
Classwork started 10/19 and completed (should be) 10/22
Find at least one outside source that could serve as evidence to support a claim in your school essay
--Create Doc
--Title it “Outside Sources”
--Copy and paste link to Doc
--Type a short explanation about how you will use the source
--Share with me: [email protected]
--Create Doc
--Title it “Outside Sources”
--Copy and paste link to Doc
--Type a short explanation about how you will use the source
--Share with me: [email protected]
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Practice Writing Focus Statements (background for introductory paragraphs)
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Class work 10/09 (per.3) and 10/10 (per.7)
Read article as a class.
Annotate SOAPSTone elements and claims and evidence.
Answer four multiple choice questions at the end of the text.
Write a one-page response.
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Practice Writing Hooks for Essay Introductions
Completed in class or finished for homework
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Agenda from class Thurs. 9/27 and Fri. 9/28
Vocab WOTD: refute (verb)
Sentence provided by Ms. Fitz: The politicians continued refuting each other's points.
Grammar Work: Complete in notebook
Subjects and Predicates: (label for notebook page)
Copy these shortened definitions into notebook:
Subject: names the person , place, thing, or idea that the sentence is about
Predicate: tells what the subject does, what it is, or what happens to it.
Archimedes exclaimed, “Eureka!” (and copy this sentence, labeling the subject and predicate)
Predicate: tells what the subject does, what it is, or what happens to it.
Archimedes exclaimed, “Eureka!” (and copy this sentence, labeling the subject and predicate)
Grammar Book pages 119-120 (picture attached) Read over pg. 119 (examples help)
Exercise 3: copy down each complete sentence; follow directions
School Reform Essay
--Created using MLA Format Template
--Renamed (in box in upper left corner) to School Reform Essay
--Shared with me: [email protected]
Typing of essays to be completed in class (and at home, if behind) next week.
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Assignment
Vocab Quiz on words 1-8 (complete list posted)
--spelling
--part of speech
--fill-in-the-blank sentences
Period 3 Thursday 9/20
Period 7 Friday 9/21
Vocabulary Organizer review assignment to be completed in class Monday and is due before the quiz with no work late is accepted
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Assignment
In class Thursday 9/13 and Friday 9/14:
--Thesis statement writing for School Reform Essay (picture of template used in class is attached here, but it has to be downloaded and opened to see full size)
--AXES body paragraph review (in Resource Handbook)
Due Monday: Assertions for 2-3 body paragraphs, and the Examples that support the Assertions.
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Assignment
Tuesday/Wednesday in Class:
Pair-Share journals on "School" from last week
Grammar Book pages 9-12: Prewriting/Gathering Ideas
Whole class reading
Complete Exercise 2 in notebook
Whole class reading
Complete Exercise 2 in notebook
Thursday/Friday in Class:
Complete Prewriting Exercise 3 (choose 3) in notebook
Complete Prewriting for "School" essay assignment in notebook (choose 1 of 4 types)
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Assignment
SOAPSTone summary paragraph of Title IX article due Thursday for Period 3, Friday for Period 7
In class: the article was read and annotated for SOAPSTone and the SOAPSTone chart was completed.
Article, chart, and my sample summary paragraph are attached here.
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English Student Letter of Application
Type or write in blue or black ink. This assignment allows me to get a little bit about you as a student and serves as your first writing sample for class.
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Quick Quiz given today in class. If you missed it, see me at lunch or after school ASAP. It may not be made up after Friday.
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Class work: Period 3 Thursday 8/23; Period 7 Friday 8/24
1. Read the article.
2. Underline or highlight and label SOAPSTone elements
3. Chart in Resource Packet
4. Complete chart in your own words
Absent? You missed important discussion and support. I recommend seeing me to complete this.