Block 4 homework and reminders

• Be sure to read the essay assignment. We were rushed at the end of class, so it will provide a good context.
• Fill out the brainstorming sheet for homework. The brainstorming sheet is designed to help you think through the essay question, and help you determine a strong claim and strong evidence.

Block 4 homework and discussion questions

• Fishbowl discussion on Friday! Be sure to bring your discussion notes.
• We watched Act III in class today, and you must read Act IV in class before the discussion on Friday.
• Questions for the discussion are below:

The Crucible

Discussion Questions

 

Directions: Thoughtfully answer the questions below. Develop your responses by providing textual evidence for each question. This worksheet will help you prepare for your analytical paper and will also be used during our fishbowl discussion. 

 

1.     What is the state of the community at the beginning of the play, as the play progresses and at the end of the play? How are insiders and outsiders defined during these times? What determines who is powerful and who is powerless in a society?

 

 

 

 

 

 

 

 

 

 

 

 

2.     What elements existed or were created within the community to allow Abigail and the other girls to gain power? How do the trials empower individuals who were previously powerless?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.     What role did fear play in creating authority? How did some people choose to resist authority? Who are they and what form did their resistance take?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.     John Proctor comes very close to admitting guilt so that he may live, and it’s at this moment that Reverend Parris tells him that his refusal to confess is vanity. John could lie and confess, and stay alive for his wife and children. Examine Proctor, Parris, and Hale. What does each character represent by the end of the play? Why will Proctor not name names? Why does he not let Danforth have his signed paper? What is the purpose of his choice to hang? Do you agree with Parris? What are his motivations in supporting John’s confession?

 

Block 4 reminders for Wednesday

• We will complete our prepared scenes from The Crucible on Wednesday.
• Be sure to complete your quiz corrections if you are planning on completing them; we will not accept the quiz corrections late.

12/8 Block 2

• We submitted our requests for course selection. If you were absent be sure you complete this.
• We watched Act III of The Crucible. If you were absent, be sure to read Act III and Act IV.
• Bring your play on Wednesday
• If you haven't made up the Acts I and  II quiz, be sure to make them up by Wednesday of this week.

Homework for Block 4

Finish reading Act II for class on Tuesday. Have a nice weekend!

Block 2 Homework and Crucible reminders

Your homework is to finish reading Act II of The Crucible. We will have a quiz on Acts I and II in class on Thursday. In addition to preparing for the quiz, be sure you have chosen a passage from Act I and a passage from Act II that you would like to perform in class. You need to have sticky notes placed on these passages for class on Thursday.

Have a nice afternoon!

Homework for Block 2

• Today in class we read half of Act I, and we discussed how fear motivates and reveals the characters that we have been introduced to.
• Your homework is to finish reading Act I, and to complete the notes that we began in class.
• A copy of the notes sheet is copied below:

The Crucible                                                                                                                                Name

Act I

Fear in Salem

 

1.      What are the fears that motivate each of the following characters? How do the characters respond to the fears? What do these fears and the character’s response reveal about the character? Be sure to use page numbers and quotations to support your ideas.

                                Fears?                                        How do they respond?            Reveals?

Abigail
Parris
Mr. and  Mrs. Putnam
Tituba
Hale

2.      Some of the fears in the play are fears created or exacerbated by the culture of Salem in 1691. Identify the fears in the play that are cultural. Give evidence, page numbers and quotations for each. What conclusions can you draw about this society?

Fears                    page number/quotation                             What conclusions can you draw                                 

 

3.      What are the prominent fears in our society? Do we respond similarly or differently than the people in Salem? What does this reveal about our society?

Block 4/Reminders

Today in class we looked at model Regents papers so that you might better understand how to improve your own written responses. If you still have questions or concerns please make an appointment to speak with Ms. McCarty or Dr. Moore.

Link to the history channel documentary and note sheet

Block 2- We watched this documentary in class today: https://www.youtube.com/watch?v=bmBT049__tQ

The note sheet follows:

Documentary for History Channel                                                                                         Name

1.      What were the early/historical beliefs about witchcraft?

 

 

 

2.      What do we know about people who came to America from Europe?

 

 

 

3.      Describe what Salem was like in the 1690’s.

 

 

 

4.      What do we know about Puritan beliefs and culture?

 

 

 

 

5.      Why does witchcraft break out in Salem?

 

 

 

 

6.      What are the effects of the trials?

Block 2 due Monday

• Be sure to complete the summary (in words or in pictures) on Anne Bradstreet's poem "Upon the Burning of Our House". We will have a discussion of the poem on Monday.
• We will also learn about the Puritans

Block 2 update

• Please bring your poems that you worked on in class, the corresponding notice and focus sheet, and your book to class on Monday
• On Monday you will write on the chapter "Lives of the Dead" and the poem you worked on in class
• Have a nice weekend

Block 4 for Friday

• Be sure to bring your book and the notice and focus chart that you created for the chapter "Lives of the Dead"

Homework for Block 2

• Be sure to read the chapter "Speaking of Courage" for class on Friday
• The last chapters we will read in the novel are "Field Trip" and "Lives of the Dead"

Tim O'Brien's interview with The Big Think

http://bigthink.com/videos/big-think-interview-with-tim-obrien

Homework and Reminders Block 4 / Post Questions here

• Be sure that you have read "Field Trip" and "Speaking of Courage".
• Post your questions for the chapters under the appropriate heading. Be sure to post your questions by 7am on Thursday morning.

Block 2 Homework and Extended Reading Schedule

• Read "How to Tell A True War Story" for next class.
• For Friday the reading is "Speaking of Courage" and "Field Trip
• For Tuesday 1/4 the reading will be "Lives of the Dead", and that will be the last readings that we will do in the novel.

Block 4 Post your questions here

• Post your questions for "How to Tell a True War Story" and "Sweetheart' in the comment section. Questions posted after 7am will not be allowed credit.

Block 2 Reminders and homework for next Monday and Wednesday

• Your analysis chart on "The Sweetheart of the Song TraBong" is due in class on Monday.
• On Monday we will write the analysis essay.
• On Wednesday we will hold a graded discussion of "Sweetheart" and "How to Tell a True War Story." Be sure that you have read and annotated the chapters.

Have a nice weekend

Homework for Block 4 for Wednesday

• The question to write at the top of your analysis sheet is: What is the significance of the story "The Sweetheart Heart of Song TraBong"?
• Complete the observation column first. Be sure to use the strategies on the worksheet (anomolies, binaries, etc...)
• Then complete the interpretative leap column. Then finally, write your claim.

Block 2 for Friday

• Presentations are due, be sure to print out a copy of your presentation and your works cite page.
• The homework for next Tuesday will be to read "The Sweetheart of Song TraBong"

Homework and Presentation Issues for Block 4

• If your presentation grade is lower than you expected, it may be because your group did not print out your Annotated Works Cited page. Ms. McCarty and I will change the grade if you print out your copy of the works cited.
• Read "The Sweetheart of Song TraBong" for homework. We will be working with the chapter on Monday.

Please review the rubric for the presentation

Work on your presentation! If you'd like to get ahead you can go ahead and read "How to Tell a True War Story"

Library Resources for you to check out!

Ms. McAndrews has created a special set of links on the library portal for our work. Access the portal here: http://guest.portaportal.com/niskyhs
Then, scroll to the bottom of the page where you will see my name. The resources are listed and ready to go!

Parent's Night materials

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf

Presentation Assignment

American Literature

Vietnam War Oral Presentation  

35 Points

 

Directions: As you filled out part of the KWL chart on the Vietnam War, what you “K—Know” and what you “W—Want” to know, you came up with a list of questions pertaining to the United States’ involvement in Vietnam. The purpose of this assignment is for you to answer one of these questions through research and then present your group’s findings to the class in order to complete the final component of the KWL chart, what you “L—Learned” about the war. This assignment will give us essential background knowledge and a contextual framework as we delve deeper into The Things They Carried.

 

You will be assigned to a group where each group member must research key aspects to the question/topic. You will then teach the rest of the class your group’s topic through a ten-minute oral multi-media PowerPoint or Prezi presentation. Your group is considered the “expert” of the class on this particular topic, so it is vital that you investigate your topic by searching the library’s databases and using reliable and high quality sources—not just the Internet.  

 

Guidelines:

§  Create a hook to draw your audience in.

§  Minimum of at least 3 database sources. (Keep in mind minimal work doesn’t result in high grades.)

§  Create an annotated bibliography of all sources that your group uses (we will discuss how to do this).

§  Include images, photographs, songs, and/or video footage to make it engaging (must relate to topic).

§  Print a copy of the presentation, which will be handed in. Share on your Googledrive account as well.

§  Include the most important information on each slide—don’t type paragraphs on the slides! It’s a good idea to have notecards with you, which contain supporting information. DO NOT READ THE SLIDES TO US!

§  Must play an active role in the presentation and research.

 

Groups: It is essential that you collaborate on this assignment, which is why it is a good idea to exchange emails and/or phone numbers.

 

Groups:

1.     Morgan, Steve, Brianna

2.     Josh, Daniela, P.J.

3.     Regina, Aidan, Evan

4.     Anna, Sydney, Kwesi

5.     Madalyn, Jack, Wayne

6.     Jonathan, Julia, Sean

7.     Alexa, Gigi, Allegra, Alex

8.     Amanda, Breanna, Zach, Mike

 

 

 

Due Date: Thursday, October 16, 2014

 

 

Topics for Research:

 

1.     Why were the Vietnamese Communist forces so effective in comparison to the far wealthier United States?

2.     What was the impact of the war on the Vietnamese people?

3.     Who were the Vietnamese leaders for the Viet Cong? What were they fighting for?

4.      What were the important technologies during the Vietnam era? How did these technologies affect the war and people’s understanding of the Vietnam War?

5.     What happened at Mai Lai and why was it important?

6.     How and why did the U.S. become involved in Vietnam? How did the war start?

7.     How were American soldiers affected emotionally, mentally and/or physically after war?

8.     How did the war end? How did this impact the United States?

 

 

 

 

Homework for block 2

• If you read for class and were in a discussion group on Monday, you have no homework. If you'd like to keep reading, the next chapter we will discuss is "How To Tell A True War Story."
• If you didn't read for class on Monday, your homework is to complete the reading and the discussion questions on your own. They are due in class when I see you on Wednesday.

Block 2 Homework and post here

Finish reading the chapter "On the Rainy River" and then post 2 questions pertaining to the chapter that you would like to discuss in class. Do not repeat a classmate's question (you won't receive credit), use page numbers and quotations of passages. Your post is due by 5pm on Sunday night.

Block 2 Reminders

Today in class we discussed the characters in the first two chapters of the book, and we watched the PBS documentary about soldier's stories in Vietnam. The video can be found here: http://video.pbs.org/video/2166430461/

Please remember to bring your book with you to class on Thursday.

Block 4 post your questions for the chapter "Love" here

Block 4 post your questions for the chapter "The Things They Carried" here

I hope you are all enjoying the two chapters I assigned for homework ("The Things They Carried" and "Love"),  Tim O'Brien is a great storyteller.

Please post your questions in the comment section. Remember, you need to post 2-3 questions for each chapter, and don't repeat a classmate's questions!

Homework for Block 4

• Carefully revise two of your literacy vignettes. Be sure to consider the strategies we discussed as "tools" during our discussion of "Indian Education".
• On Monday you will hand in: the drafts of all five vignettes; the two revised vignettes; and the completed peer review sheet.

Have a nice weekend!

Homework for Block 2

• Your homework for Friday is to read the chapter "The Things They Carried" and prepare the following questions for discussion. If you didn't receive a book the books are available in room C246 or in our library.

 

1.   Why is Cross so fixed on Martha? What is so great about her?

 

2.   Why does Jimmy Cross blame Ted’s death on himself?

 

3.   Why did they carry all of those weird things? What is the point?

 

4.   Why did Lt. Cross burn the pictures of Martha?

 

5.   Why does Cross ask O’Brien not to put him in his book?

 

6.   Was Cross a good leader?

 

Homework for Block 4

• Revise and type the two vignettes that you chose in class. Be sure to use strategies that enhance the main idea of your vignette.
• Be sure to bring all your drafts to class.

Have a great weekend :)

Block 4 Homework for 9/18

• We will finish the graded discussion. Be sure to bring "Indian Education"
• Bring your completed literacy vignettes to class.

Block 2 "Indian Education" and literacy vignettes

• Please be sure to bring your copy of "Indian Education" with you to class on Wednesday.
• If you didn't complete the draft of your vignettes, be sure to bring them with you as well.
• If you took your writing folder out of class....bring it back!

Homework for block 4

Your homework is as follows:

• Finish drafting your literacy vignettes.
• I recommend that you skip lines.
• Remember to bring your book for your photo!
• Have a great weekend :)

Homework for Block 2

• Be sure to complete the draft of your literacy history.
• The five vignettes should be hand-written, double spaced and titled.
• Have a nice weekend!

Your Literacy History

 

 

What is literacy?

 

It’s more than just reading and writing!  What does it mean to be a literate person?

 

For our purposes, literacy is:

 

·        A set of skills, behaviors, attitudes and dispositions demonstrated by people who function successfully in a field.  These skills allow people to feel comfortable and confident as they function in an educated group.

 

 

What do you think reading / writing literacy is?

 

Do you remember defining moments that shaped your reading and writing literacy?

 

Do you like writing and reading?  Do you avoid reading or writing at all costs?  When was the first time you wrote or read something you loved?  Did you write or read because you wanted to, or did someone make you write?  What kind of feedback did your parents/ teachers/ friends give you on your writing or reading?

 

On the back of this sheet of paper is your literacy timeline.  Brainstorm moments in your life that most stick out as having shaped your views on writing.

 

Assignment:  Pick any five of these moments that you feel best represent your life as a writer (or non-writer, as the case may be!).  Write at least six sentences per memory relaying that experience to your reader.  How old were you?  How did you feel?  You may use my example to guide you in terms of format, content, etc.  REMEMBER TO CONSIDER YOUR VOICE AS A WRITER!  I want to hear you in your writing.

 

This assignment MUST be typed, 12 pt standard font, STAPLED!

 

Your assignment is due next class!  Printer broken?  E-mail: mforster@niskyschools.org

 

 

M. Forster

My Literacy History

 

 

Memory: 5 years old

I’m in trouble.  I’ve been sent to my room and told not to come out.  I can’t recollect what I did to land myself there, but it must have been bad.  Sitting there, in solitary confinement, I don’t quite know what to do with myself.  I must remove myself from this dreadful situation immediately, but how?  I find an old Steno notebook in my toy box and begin to construct my plea for freedom.  I write an apology note to my mother, begging her to forgive me for what I had done.  I offered her the alternative of “forgetting about me” if she wanted to.  My brother Travis having just been born, I also told her I hoped she “had a nice baby” (the implication that I may never see any of them again because of my imprisonment).  I folded it up like a letter, addressed it to my mother, and shoved it under my bedroom door where it skimmed down the hallway. 

Within moments I was released from my shackles and permitted to rejoin humanity.  The power of writing astounded me, and I kept it as a tool, in reserve.

 

Memory: 8 years old

 

I excel at penmanship.  I practice D’Nilean handwriting in my workbork.  I like its curly letters and graceful turns.  I hold the pencil tightly and stare intently at the guidelines on the paper, making sure all of my arches and tails fall exactly where they should.  This seems to be the sign of a good writer.  Row after row of scripty m’s proved I had the gift.

Homework for next class

Be sure to bring a copy of a book that you have read and enjoyed to our next class.

Welcome to English 11 R

Welcome to English 11R and the Syllabus

English 11R:

Dr. Moore and Ms. McCarty

kmoore@niskyschools.org

http://henrywalt.blogspot.com/

 

Welcome to English 11R!  In our first class, you expressed  your goals  for our year together.  These ranged from improving writing and speaking skills to learning how to study more effectively. In addition, many of you said that you would look forward  to assigned reading more if it were chosen to be engaging and relevant, and if it were presented in such a way that the pleasure of reading wasn’t sacrificed. An essential part of the American Experience comes from the energy of understanding ourselves individually and as a culture, and as we read, write, and speak this year, our ultimate goal is helping one another expand our horizons.                              

 

Student Expectations:

 

Improving your reading, writing, listening and speaking skills will require that you work diligently over the course of the year. In order to reach our goals for this year it will be necessary for students to meet the expectations below.

 

• Active class participation in class activities and discussion
• Serious effort (seven to eight hours of work a week)
• Ability to work on long term projects
• Maturity of thought and expression
• Willingness to work both collectively and independently
• Willingness to revise written work
• Willingness to complete reading assignments

 

Objectives from the NYS Common Core for English:

 

1.     Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

 

2.     Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

 

3.     Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3

 

4.     Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 

5.     Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

 

6.     Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

 

7. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

 

 

Materials:

• A notebook devoted only to English
• An assignment notebook
• A folder or binder devoted to English handouts
• A blue or black pen

 

 

Evaluation:

              

 

Students will be evaluated on a wide-range of assignments, both individual and collective. Students will be evaluated through tests, writing, discussion, projects, research and presentations.

 

 

Reading Quizzes and Notes Quizzes                                                        25-50 pts

Tests                                                                                                               100 pts

Major Writing Assignments                                                                       100-150 pts

Major Projects                                                                                              100-150 pts

Presentations                                                                                                50-100 pts.

Homework                                                                                                     20-50 pts

Class Participation                                                                                      10% of the tot al grade                                                                                

 

 

• The final will be the Regents Exam and will be worth twenty percent of the student’s final course grade.

 

• Each quarter grade will be calculated by a point system; the grade will be determined by dividing the number of points the student earned with the number of possible points in the quarter.
• Final school marks will be determined by using quality points.

 

 

Policies:

 

• Students who miss 15 class periods will be denied credit for the class. Any absence of more than twenty minutes constitutes an absence.
• Students are encouraged to seek extra help; please make an appointment.
• Students may be offered the opportunity to redo certain assignments after a conference.
• No late homework will be accepted, unless a student has been absent.
• Ten points will be deducted each school day an assignment is late.
• Tests, presentations and quizzes missed due to absence must be makeup within one week. Failure to make up work within one week will result in a zero. All missed quizzes will be available in the English department. It is not necessary to make an appointment.
• Students are expected to follow the guidelines for academic integrity and plagiarism outlined in the Niskayuna Student Handbook. All work a student hands in is expected to be wholly his or her own. If a student consults outside sources, he or she must properly cite his or her work using MLA format. Students are encouraged to consult their teachers, the MLA handbook, the media center, and the Niskayuna Research Guide with any questions. All suspected violations of this policy will be reported to the administration. Students found guilty of academic dishonesty will be subject to failure, reduction of grades and disciplinary action.
• Students who fail to complete major assignments in the fourth quarter will not be allowed to take the final examination. A grade of zero will be assigned for the final exam grade.