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Mr. Nerf's English Classes at Paxon School for Advanced Studies |
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English 10 Honors Assignments10/ 20
Seventh period: Quarter One exam
In class (time permitting), students presented their Embedded Assessment art projects. I return the graded written portion of the project. Students update writing folder.
Students got their Writing Folders in order for the folder check that I will conduct on 10/23.
WRITING FOLDER CHECK- Your folders must be in compliance with the following requirements:
10 Common Writing Mistakes
Correction Comments
FCAT Rubric
Writing Log-Completed in pen
Essay #1 and Revision
Essay #2 and Revision
Embedded Assessment-writing portion
Homework: Next class, students take home art projects.
10/ 21 Seventh period: Quarter One exam
In class (time permitting), students presented their Embedded Assessment art projects. I return the graded written portion of the project. Students update writing folder.
Students got their Writing Folders in order for the folder check that I will conduct on 10/23.
WRITING FOLDER CHECK- Your folders must be in compliance with the following requirements:
10 Common Writing Mistakes
Correction Comments
FCAT Rubric
Writing Log-Completed in pen
Essay #1 and Revision
Essay #2 and Revision
Embedded Assessment-writing portion
Homework: Next class, students take home art projects.
10/ 22, 23
In class students completed a Spring Board assignment for pages 35-41. Students who were absent do not have to make up this assignment because it was an optional assignment required only of students who were present.
Students got their Writing Folders in order for the folder check that I will conduct on 10/23.
WRITING FOLDER CHECK- Your folders must be in compliance with the following requirements:
10 Common Writing Mistakes
Correction Comments
FCAT Rubric
Writing Log-Completed in pen
Essay #1 and Revision
Essay #2 and Revision
Embedded Assessment-writing portion
Homework: The last day of the first quarter is 10/23. New assignments and homework for Quarter Two will begin appearing on Tuesday, October 27. Enjoy your three-day weekend.
10/ 27, 28
Students completed the Student Quarterly Review on the Writing Log for Quarter One.
In class students completed assignments 1.17 and 1.18 from the SpringBoard text.
Homework: If the voice paragraph from 1.18 cannot be finished in class, it will be assigned for homework.
10/ 29, 30
Students read the requirements for Embedded Assessment #2, pp. 49-52. Dates for the assessment will be posted next class.
Your assignment is to write two original texts that reflect two distinctive voices you possess. You will share one in an oral presentation and the other in a written text. Each text should demonstrate how you present yourself in two different contexts, roles, or subcultures.
Steps Prewriting 1. Review your notes about your culture and the groups (subcultures) to which you belong. Look back at your brainstorming about voices you possess and the graphic organizer in which you described the ways you speak and the topics you normally discuss. 2. Choose two voices or roles you would be willing to share. 3. Now, begin brainstorming new ideas for your two pieces by considering the people you might address in each role. Are there particular individuals you speak to often using a specific voice? Or might your pieces represent the thoughts in your head (an interior monologue) rather than be directed to a specific individual? 4. Once you have identified two roles or voices, topics, and an audience, consider your purpose and select appropriate genres in which to showcase your ideas. Drafting 5. In an authentic voice, craft a rough draft of each piece. Consider your diction, tone, imagery and syntax. The two pieces you create should be distinctly different in style, content, context, and voice. 6. Consider which voice would be most appealing as an oral presentation to an audience of your peers, and which voice you might prefer to present in writing. 7. In your oral presentation, you might include a formal introduction, or you might begin by hooking your audience by opening your presentation “in character.” In either case, be sure you demonstrate the voice rather than simply describe it. You may want to use clothing and props that would illuminate your presentation and voice.
Revising 8. Create notes for your oral presentation, highlighting sections you will say loudly or softly, noting what facial expressions you will use, and indicating places where you will pause. 9. Rehearse your piece several times. Get feedback on your facial expressions, pauses, and vocal intonation. Be sure that your delivery is smooth and that your listeners will be able to perceive your verbal and nonverbal cues. 10. Once you have completed your revisions, prepare a final copy for submission and for your presentation. 11. Compare your notes for the oral presentation and your written piece to see if you can detect a noticeable difference in your language and tone. Revise your pieces as necessary. 12. Finally, write a reflection that explains the different voices you portrayed in your pieces. In your reflection, explain why using the appropriate voice for a given situation, audience, and purpose could be considered a necessary survival skill in the 21st century. Homework (7th period)/B2 will do the following in class: Students must decide which two voices to use in their assessment. For each voice, they must decide the following and provide me with the information:
Role (voice)
Audience
Purpose/Topic
Genre (the manner in which the voice will be delivered); any of the following may be used
Homework: Students will write a rough draft of both the oral and the written voice assignment. Rough drafts are due next class.
11/2, 3
In class we did the following:
Students performed their Oral Voice presentations. Peers evaluated them.
Students evaluated peers' Written Voice drafts.
Homework: Written and Oral Voice assignments will be due on the following dates:
A day- 11/6; B day- 11/9. Bring any props necessary to perform your Oral Voice presentation. Be familiar with the rubrics because your grades will be determined by those rubrics. Written assignments must be typed: double spaced, 12 point Times New Roman font. 11/4, 5
In class we did the following:
Students completed an FCAT Reading test. The test was divided into two parts: M/C questions and Essay answers.
After the M/C sections, students were instructed how to properly answer the essay questions and were given time to go back and answer them.
Homework: Written and Oral Voice assignments will be due on the following dates:
A day- 11/6; B day- 11/9. Bring any props necessary to perform your Oral Voice presentation. Be familiar with the rubrics because your grades will be determined by those rubrics. Written assignments must be typed: double spaced, 12 point Times New Roman font. 11/6, 9
In class we did the following:
Students presented the Oral Voice assignments.
Students submitted the Written Voice assignment. Written assignments must be typed: double spaced, 12 point Times New Roman font.
Homework: If you did not present your Oral Voice assignment today, be prepared to present it during the next class.
11/10, 12
In class we did the following:
I returned the Oral and Written assignments. Students updated the Writing Log for Quarter Two.
I informed students that Unit 1 and Unit 2 from the SpringBoard text is available on my Handouts page in case the students need to access any of the pages while at home. They especially may need this access when the work on Unit 2 Embedded Assessments.
We worked on lessons 2.1-2.3. These lessons may take two-three class periods to complete. Students may need to use the Jacob Lawrence paintings which I displayed in class. I have placed files of these two paintings on my Handouts page.
Homework: Students are asked to print and bring copies of the two Jacob Lawrence paintings to class since they will be asked to write about them later. The paintings are found on my Handouts page. Students must access SpringBoard Unit 2, Activity 2.3 and bring that page to class with them. They will need this extra copy of the page to complete an assignment.
11/13, 16
In class we did the following:
Using Jacob Lawrence's painting, "The Builders/The Family," students completed the graphic organizer on page 62 with the aid of the teacher and other classmates.
Students completed the same graphic organizer on page 62 by analyzing another Jacob Lawrence painting, "This is a Family Living in Harlem."
Time permitting the homework below will be completed in class.
Homework:
Students must print a copy of the film permission form from the Handouts page and return the form to me during the next class period. Students will complete the Venn Diagram on page 63 and develop a thesis statement using the template at the bottom of page 63. If you were absent for today's class, you must complete the graphic organizers for both painting listed above. The paintings can be found on my Handouts page, and the graphic organizer from page 62 can be found in SpringBoard Unit 2 on my Handouts page. You will need two copies of the graphic organizer to analyze both paintings. 11/17, 18
In class we did the following:
Students took the district Monitoring Assessment #3 (FCAT practice test).
Time permitting: We reviewed and discussed the Comparison/Contrast pre-writing assignment (SpringBoard pages 61-63.)
Homework: Students must print a copy of the film permission form from the Handouts page and return the form to me during the next class period.
11/19, 20
In class we did the following:
Students took the district Monitoring Assessment #3 (FCAT practice test).
Time permitting: We reviewed and discussed the Comparison/Contrast pre-writing assignment (SpringBoard pages 61-63.)
Homework: Students must print a copy of the film permission form from the Handouts page and return the form to me during the next class period. Students must write the Comparison/Contrast essay based on the thesis statement designed by the student on page 63 of Activity 2.3 in the SpringBoard test. The essay must consist of the following: Intro paragraph, 2 Body paragraphs, and Conclusion paragraph. Body paragraph #1 must explore the similarities between the two Jacob Lawrence paintings (Remember, that these paintings are provided to you on my Handouts page). Body paragraph #2 must explore the differences between the two paintings. The Introduction paragraph must include the thesis and 1 or 2 sentences in which you introduce the two Jacob Lawrence paintings and briefly describe each painting's content. The conclusion paragraph should remind the reader of the paintings' similarities and differences; furthermore, the last paragraph should offer a thought-provoking idea about the paintings.
11/ 23, 24
We read Activity 2.4: "Thanksgiving: A Personal History," pages 67-71. Students identified changes in tone and time period throughout the story. Students completed the graphic organizer on page 66.
Homework: Students must print a copy of the film permission form from the Handouts page and return the form to me during the next class period. We begin viewing the film very soon!
11/ 30; 12/1 Students read "Us and Them" by David Sedaris from pages 73-78 in the Spring Board text. Students annotated the passage by drawing a smiley face next to humorous parts, marking an H for any examples of Hyperbole (see the definition of exaggeration on page 72), marking an L for any examples of Litotes (see the definition of understatement on page 72), and by marking I for irony (see the definition of irony on page 72). Students completed the graphic organizer on page 79. For the first column provide page number and paragraph number and the first 8-10 words of the quote. Complete the other parts of the graphic organizer by using complete sentences. Answer the questions at the bottom of page 79 on another sheet of paper. Copy each question and answer each with complete sentences.
Homework: Students must print a copy of the film permission form from the Handouts page and return the form to me during the next class period. We begin viewing the film very soon!
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