English 11 Period 5-Sign up for Remind: Send the message: @bells2021 to the number: 81010 Assignments

As you do your research, you must use the links on the website below and you must use Citation Machine to cite sources as you go, listing them alphabetically at the end of the slide show.

Dear Juniors,

Because of the credit/no credit designation, you obviously do not HAVE TO do the essay. Normally, most students would write it because of the grade, not because they want help improving their writing. I DO NOT want to read essays that are written because you feel you have to.

So I am doing something different. If you are a student who has been intimidated or stressed about essays and you would like to grow some confidence in your writing, then you are the student I want to help. What I will do for anyone who seriously wants to improve their writing before senior year, I will give personal detailed feedback throughout the writing process and even have a zoom or two with you if necessary.

In order for me to do this, I will only take on the first 10 juniors to respond to me that they would like this challenge and are highly motivated to improve their writing. Text me in Remind if you are up for the challenge!

Interracial relationships
N-word
Institutionalized racism
Universe of obligation (you may know this as who has privilege?)

Video Office Hours:
➽Text REMIND or email to make an appointment if you have questions or need to talk.
➽Thursdays 3:00pm: MANDATORY video check-in, we will discuss book, journals, any questions.
➽TKAM reading, journals, and activities in slide show DUE May 12 finish book May 15
➽ Your slides will be graded each week. You do not need to turn them in until the end, because I have access to check them without you turning it in. There are NO LATE checks of slides. If it is not done by the Friday of the week it is assigned it will go in as missing and I will not be going back to look at previous slides.
➽ MAKE SURE YOU ARE FOLLOWING THE CALENDAR! (Note: there are etymology worksheets on calendar and posted under Etymology heading in classwork)
➽Book posted below for those who don't have it at home

The quizzes are formative, which means you get instant feedback so you are forming your knowledge.
Socrative Rooms:
Bellamy1: most students
Bellamy2: those with IEP or 504 ONLY

Share your creativity during isolation and you can win a full year's membership to Crunch Gym San Lorenzo. ALL ENTRIES WILL RECEIVE A MODEST EXTRA CREDIT SCORE UNDER THE SLZTV video assignment on Aeries.

Option 1. Take pictures of artwork you have created and would like to share to be part of an SLzTV montage. (artwork can be any genre: painting, drawing, sculpture, woodwork, sewing, cooking etc.)

OR Option 2. Write a Poem about how isolation has helped you focus on your creativity and record yourself reading the poem.

Attach pictures or poetry recording in an email to [email protected] by April 21st

Once you create your Google Site, YOU MUST SHARE THE LINK ON THE ATTACHED GOOGLE SHEET!
Poems you have been assigned during the unit, of which you will include 3 on your website:
1. Your silence will not protect you
2. Stereotype (Bilingual.., TSA, Lost in Translation)
3. Place (Chicago, beverley, huh)
4. Ode (Mirror, Hands, Sprinkler, Marbles)

18 Poetry

-Etym. 10b
-”beverly, huh?” & “Chicago”
-Sandburg/Woods Modeling activity (e.c.)

HW: Sentences;
Finish Sandburg/Woods modeling poem

19
-Odes:
-Read and annotate “Mirror,” “Ode to my Hands,” and “Ode to the Sprinkler”


20
-Trio Discussion Activity


21-Etym. Quiz 10
-”Ode to Marbles” (w/quiz) and Mimic Poem


24 Poetry
-Read/Annotate poems for final
- Poetry Unit Final Trio Discussion

25
-Poetry unit assessment

26
Start Website: Rubric for what is needed attached below
Essential Question worksheet

27
Website

28
Website Due Monday AT THE BEGINNING OF CLASS

Identify one common theme or message that all three poems share and explain how each poet conveys the theme or message through her use of poetic devices. Identify at least one poetic device used for each poem and include direct evidence to support your position/claim/point.

Poetic devices to discuss may include: similes, metaphors imagery, alliteration, rhyme, enjambment, tone, diction, structure, etc.


*******************************Make sure to:

-State the common theme and message
-Describe how each poet addresses the theme
-Focus on each poet’s use of a poetic device
-Include at least one quote from each poem in your response

########-------->Your response should be at least eight to ten sentences.

Sentence Frames to Assist You: 

The common message conveyed through all three poems is ___________. 
POET NAME uses DEVICE to convey the message of _______.  For example, ....
POET NAME uses DEVICE to show how _________.  For example...
All three poets use _______ to convey a tone of __________. 

Comparative Paragraph

What is ONE, specific, significant way that The Perks of Being a Wallflower and The Catcher in the Rye are similar? (You could choose to focus on a character, a theme, an event, etc.)

Begin your paragraph with the following claim:

J.D. Salinger’s novel The Catcher in the Rye and Stephen Chbosky’s film The Perks of Being a Wallflower are similar because ________________________________________________________.

Follow this with TWO QUOTE SANDWICHES (Context, Quote, Commentary): context and a quote from Catcher and TWO MOMENT SANDWICHES (Context, Moment, Commentary) description of TWO specific events from Perks (i.e. you don’t need a quote, but you do need to have specific moments from the movie in mind) and then 3-4 sentences of commentary explaining the connection between your FOUR pieces of evidence.

Commentary should address:
• how these pieces of evidence prove that the book and movie are similar in the way you stated in your claim (i.e. CONNECT your evidence back to your claim).
• why this is a SIGNIFICANT similarity and something worth discussing.

EXTRA CREDIT! Write another paragraph explaining one way that the two texts are different. (Follow the same directions as above, but speaking about differences. Commentary should also describe how the difference affects other aspects of the book/movie)

18 Catcher
Etym. 7a
1st page close reading
Set Up Maps
Start reading: Chp. 1 pp.1-6
On Thomsen Hill, Disappearing, and Mr. Spencer

19
Chp. 2 pp. 6-16
Talking with Mr. Spencer

Chp. 3 pp.16-26
In the dorms with Ackley and Stradlater

Chp. 4 pp. 26-35
Writing Stradlater’s paper and talking about Jane


20 Advisory
Interview part 2

21
Chp. 5 pp. 35-40
Steak night at Pencey and Allie’s mitt
Ask Me if I Care #1 (Loss)

HW: Finish journal

22
Etym. Practice Quiz
Chp. 6 pp. 40-46
Stradlater gets back from Jane date and Holden puts on the hunting hat
Ch. 7 pp. 46-52
“Sleep tight, ya morons!”
Ch. 6/7 Comic Strip: SIGN UP FOR FREE ACCOUNT & SAVE COMIC, THEN DOWNLOAD AS AN IMAGE AND EMAIL TO [email protected]

If you created one in Sophomore English or on your own, compare it to the handout and edit.

If you don't have one, either format on your own, or use a template provided.

4 SHORT STORY UNIT
-Etym. 6a
-EQ Posters
5
EQ Posters
6 Advisory
Interview Skills, Part 1
7
-BOOK ROOM & EQ Posters
8
-EQ Posters

Use the link below to do an important review of capitalization rules

Articles
Discussion
Quiz
CAASPP style Essay

23 SHORT STORY UNIT
-Etym. 3a
-”My Son” Quiz
-Discussion Prep on “Scar,” “Sweat,” and “MSTM”

24
Discussion on “Scar,” “Sweat,” and “MSTM”

25
-Essay prep graphic organizer & discussion

26
-Essay Organizers/Prompts
-Create thesis statement & write intro

27
-“Writing Strong Commentary” activity (model how to write good commentary)
-Claim Para. #1

HW: -Finish essay organizer

30 SHORT STORY UNIT
-Etym. 3b
-Type essays
HW: Sentences

OCTOBER 1
-Type essays

2
-Type essays

3
-Finish typing and start peer editing via Google Docs

HW: Finish typing if not already done STUDY ETYMOLOGY 3

4
-Etym. Quiz #3
-Peer edit & revise

HW: Submit essay online FINAL ESSAY DUE BY MIDNIGHT

Use the link to complete The Harlem Renaissance Snapshot

Identify Rhetorical Appeals: Ethos Pathos Logos in "Do Parents..." and connect back to "Scar"

Read and map the story.

Finish the packet
Write a mimic poem following the guidelines on the back of the packet
Attach your poem to the packet

Attach your note card to the pink sheet to submit.