English III 2nd Period-2 Assignments

What is a Concrete Poem?Concrete poetry—sometimes also called ‘shape poetry’—is poetry whose visual appearance matches the topic of the poem. The words form shapes which illustrate the poem’s subject as a picture, as well as through their literal meaning.This type of poetry has been used for thousands of years, since the ancient Greeks began to enhance the meanings of their poetry by arranging their characters in visually pleasing ways back in the 3rd and 2nd Centuries BC.A famous example is “The Mouse’s Tale” from Lewis Carroll’s Alice’s Adventures in Wonderland.  The shape of the poem is a pun on the word tale/tail, as the words follow a long wiggling line getting smaller and smaller and ending in a point.The name “Concrete Poetry,” however, is from the 1950’s, when a group of Brazilian poets called the Noigandres held an international exhibition of their work, and then developed a “manifesto” to define the style.The manifesto states that concrete poetry ‘communicates its own structure: structure = content’There are 2 main ways that this can be achieved…Outline PoemsA common way to make the visual structure reflect the subject of the poem is to fill an outline shape that relates to the topic of the poem, in the same way that Carroll’s poem fits the outline of a mouse’s tail.Here is an example about a snowman:
Choose an object to be the subject for your poem.  Good suggestions for beginners could be favorite animals or favorite foods.
Draw a simple outline of its shape on paper or on the computer.  If you’re using paper, draw with a pencil not a pen.
Write your poem normally.  Try to describe how the subject makes you feel.  The words will be fitted into your drawing, so don’t make it too long – between 6-12 lines is probably a good length!
IT DOESN’T HAVE TO RHYME!
Lightly in pencil, or on the computer, write your poem into the shape.  It’s ok if it doesn’t fit properly yet, because this is where you find out if you need to make the writing larger or smaller.
Decide if you need to make your writing bigger or smaller in certain parts of the drawing,  then erase your first draft and write out the poem again.  You can keep doing this until you are happy.
Finally, erase the outline of your shape, so that it is just the words from your poem left creating the image!  If you were writing in pencil, you can now go over the words in pen!
(In my example I added the ‘brrr…’s afterwards to make the picture look better, but without interrupting the story of the poem.  If you want to try details like this, think of comic-book-style effect words like ‘flash’, ‘purr’, ‘phew’ or ‘zzzz…’ to add another element to the story-picture!)
Drawing PoemsAnother way to make concrete poetry is to use the lines of words to make the lines of a drawing.  The NASA website has a great example about the first ever airplanes if you click here.This time, the subject doesn’t have to be an object, but it does have to be something you can draw an illustration of using ‘stick’ figures.This is my example of ‘growing’:
Choose your subject
Draw a simple line – or ‘stick’ – drawing to illustrate your subject on paper or on the computer.  If you’re using paper, draw with a pencil not a pen.
Write your poem normally.  Simple is best, so stick to between 2-6 lines.
IT DOESN’T HAVE TO RHYME!
Lightly in pencil, or on the computer, write the lines of your poem along the lines of your drawing – remember that we normally read from left to right, and from top to bottom!
If you don’t have enough words, or have some left over, don’t worry!  Decide where you need to make your writing bigger or smaller to make it all fit, then erase your first draft and write out the poem again over your line drawing.  You can keep doing this until you are happy.
Finally, erase the line drawing, so that it is just the words from your poem left creating the image! (If you were writing in pencil, go over the writing in pen first.)
(In my example I wanted to add branches to the tree, so used repeated words from my poem to highlight the theme, and make the picture better.  If you want to add details like this, think about what the most important word is in your poem and use the one that best sums up its message!)

What is a Diamante?
A diamante – pronounced dee-uh-MAHN-tay – is an unrhymed seven-line poem. The beginning and ending lines are the shortest, while the lines in the middle are longer, giving diamante poems a diamond shape. “Diamante” is the Italian word for diamond, so this poetic form is named for this diamond shape.


Believe it or not, the diamante was invented just 40 years ago. It was created by an American poet named Iris McClellan Tiedt in 1969, and has become very popular in schools.


Also known as a “diamond poem” because of its shape, there are two different types of diamantes; synonym diamantes and antonym diamantes.


The Rules of a Diamante
There are just a few rules to writing a diamante:


Diamantes are seven lines long.
The first and last lines have just one word.
The second and sixth lines have two words.
The third and fifth lines have three words.
And the fourth line has four words.
Lines 1, 4, and 7 have nouns.
Lines 2 and 6 have adjectives.
Lines 3 and 5 have verbs.
Here’s an easy way to visualize all three rules:


Noun
Adjective, Adjective
Verb, Verb, Verb
Noun, Noun, Noun, Noun
Verb, Verb, Verb
Adjective, Adjective
Noun


In a synonym diamante, the nouns at the beginning and end are two words that mean basically the same thing. In an antonym diamante, the two nouns are opposites. Here are a couple of examples:


Synonym Diamante
In this diamante, the words “Monsters” and “Creatures” mean the same thing, so they are synonyms.


Monsters
Evil, Spooky
Howling, Shrieking, Wailing
Ghosts, Vampires, Goblins, Witches
Flying, Scaring, Terrifying
Creepy, Crawly
Creatures


Antonym Diamante
In this diamante, you might say that the words “Cat” and “Dog” are opposites, or “antonyms,” so this is an antonym diamante.


Cat
Gentle, Sleepy
Purring, Meowing, Scratching
Whiskers, Fur, Collar, Leash
Barking, Licking, Digging
Slobbery, Playful
Dog


Getting Started
To start writing a diamante, you first need to decide what thing you want to write about. The reason you want to pick a thing is that your first and last lines need to be nouns. In other words, your diamante will be about a noun, such as a “pencil” or a “pizza,” rather than about a verb, such as “jump” or an adjective like “smelly.” An easy thing to write about is something you like or something you see around you.


Next, you’ll want to decide whether you want to write a synonym diamante or an antonym diamante. If you want to write a synonym diamante, you’ll want to select another word that means the same thing as your subject. If you are going to write an antonym diamante, choose a word that is its opposite.


For this example, I will show you how to write an antonym diamante about the “sun,” and my second noun is “moon,” since the sun and the moon can be considered opposites.


Once you’ve chosen your two nouns, take a piece of paper and brainstorm as many words as you can that have to do with each of them. For example, make one column for each word and write down everything you can think of. You’ll want adjectives (descriptive words), verbs (action words), and even more nouns. Your lists should look something like this:


Sun


Moon


Hot Cold
Yellow Silver
Fiery Night
Day Still
Light Orbiting
Blinding Shining
Exploding Beautiful
Distant Crescent
Nuclear
Don’t worry if you have more words than you need. It’s better to have too many words to choose from than not enough.


Finally, you’ll want to arrange your diamante, putting the synonyms or antonyms at the top and bottom, the adjectives next, on lines 2 and 6, the verbs after that on lines 3 and 5, and lastly your additional nouns on the middle line.


In the top half of the poem – lines 2 and 3 – your adjectives and verbs should be ones from your first brainstorming column – words that have to do with line 1, like this:


Sun
Fiery, Yellow
Burning, Blinding, Exploding


In the bottom half of the poem – lines 5 and 6 – your adjectives and verbs should be related to the noun on line 7, like this:


Shining, Orbiting, Reflecting
Cold, Silver
Moon


On line 4, the line in the middle of the poem, the first two nouns should be related to the noun on line 1, and the last two nouns should be related to the noun on line 7, like this:


Flame, Light, Night, Crescent


When you put everything together, you’ll end up with something like this:


Sun
Fiery, Yellow
Burning, Blinding, Exploding
Flame, Light, Night, Crescent
Shining, Orbiting, Reflecting
Cold, Silver
Moon


Things to Remember
As you begin writing your own diamantes, here are the important things to remember:


Diamantes can be about anything
They are 7 lines long
The word count is simple: 1, 2, 3, 4, 3, 2, 1
Your lines should have: noun, adjectives, verbs, nouns, verbs, adjectives, noun
Try to “center” your poem on the page to give it a diamond shape
Most importantly, have fun!

What is an Acrostic?Acrostics are a fun poetic form that anyone can write. They have just a few simple rules, and this lesson will teach you how to create acrostic poems of your own.To begin with, an acrostic is a poem in which the first letters of each line spell out a word or phrase. The word or phrase can be a name, a thing, or whatever you like. When children write acrostics, they will often use their own first name, or sometimes the first name of a friend.Usually, the first letter of each line is capitalized. This makes it easier to see the word spelled out vertically down the page.Acrostics are easy to write because they don’t need to rhyme, and you don’t need to worry about the rhythm of the lines. Each line can be as long or as short as you want it to be.Creating an Acrostic in Five Easy StepsTo create an acrostic, follow these five easy steps:Decide what to write about.Write your word down vertically.Brainstorm words or phrases that describe your idea.Place your brainstormed words or phrases on the lines that begin with the same letters.Fill in the rest of the lines to create a poem.Now let me show you how to follow these steps.The first step is to decide what you would like to write an acrostic poem about. I recommend you start by writing an acrostic based on your name or on your favorite thing, whatever that happens to be. It doesn’t matter if your favorite thing is soccer, video games, chocolate, music, pizza, movies, or anything else.An Ice Cream AcrosticFor example, I especially like ice cream, so I decided to write an acrostic about ice cream. Begin by writing the word “ICE CREAM” down the page like this:I
C
E C
R
E
A
MNext, you want to say something about ice cream in each line. A good way to do this is to “brainstorm” lots of ideas. I wrote down a list of all the ice cream flavors I could think of, including chocolate chip, strawberry, rocky road, and others. Then I put them in a list wherever they would fit, like this:Ice CreamI
Cookies & Cream.
English Toffee.Chocolate Chip.
Rocky Road.
E
Almond Fudge.
MYou’ll notice that I didn’t fill in all of the lines. That’s because I couldn’t think of a flavor that started with “I” and I could only think of one flavor that started with “E.” Also, I thought I would do something different with the last line, to make it an ending for the poem, rather than just another flavor.Finally, I filled in the missing lines, like this:Ice CreamI love every flavor.
Cookies & Cream.
English Toffee.Chocolate Chip.
Rocky Road.
Even Strawberry and
Almond Fudge.
Mmmmmmmm.Now, just as you can write acrostics about things you like, you can also write them about things you don’t like, such as chores, homework, and so on. Here is an example acrostic about homework.A Homework AcrosticIn addition to writing about things you like, such as ice cream, you can write acrostics about things you don’t like. For example, if you don’t like homework, you might try writing a poem about it. Begin by writing the word “HOMEWORK” down the page:H
O
M
E
W
O
R
KNext, brainstorm as many words and phrases as you can think of.  Here are some I came up with:Reading for hours. Writing. Not my favorite. Every Day. I’d rather be watching TV. Makes me crazy. Overwhelming. Hard to do.Notice that some of these words and phrases begin with the letters in the word “homework.” I put these ones in where I saw they would go:HomeworkHard to do
Overwhelming,
M
Every day
Writing
O
Reading for hours.
KFinally, I found a way to fill in the rest of the words, and even give it an ending. Here is the finished acrostic:HomeworkHard to do and sometimes
Overwhelming,
My teacher gives us homework
Every single day!
Writing for hours
Or
Reading for hours.
Kids need a break!A Minecraft AcrosticHere’s one more acrostic poem I created recently with the help of kids from all around the country during an online author visit:MinecraftMinecraft.
I love it.
No doubt about it.
Exploring, building, fighting
Creepers, zombies, and skeletons.
Roaming around for hours.
A
Fun
Time for everyone!Things to RememberHere are a few things to remember as you begin writing your own acrostics:Acrostics can be about anything!Names are a common topic. Try writing one using your best friend’s name and giving it to him or her as a gift.You can use single words, phrases, or even full sentences in your acrostic poem.Finally, remember, acrostic poems are one of the easiest and most fun ways to create poems of your own. Give it a try and see what you can come up with.

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How to Write a Limerick
What is a Limerick?
Limericks are one of the most fun and well-known poetic forms. No one knows for sure where the name “limerick” comes from, but most people assume it is related to the county of Limerick, in Ireland.

The Rules of Limericks
Limericks, like all poetic forms, have a set of rules that you need to follow. The rules for a limerick are fairly simple:

They are five lines long.
Lines 1, 2, and 5 rhyme with one another.
Lines 3 and 4 rhyme with each other.
They have a distinctive rhythm (which I’ll explain shortly)
They are usually funny.
Rhyming a Limerick
The rhyme scheme of a limerick is known as “AABBA.” This is because the last words in lines 1, 2, and 5 rhyme. Those are the “A’s” in the rhyme scheme. The “B’s” are the last words of lines 3 and 4. Let me give you an example:

There was a young fellow named Hall
Who fell in the spring in the fall.
‘Twould have been a sad thing
Had he died in the spring,
But he didn’t—he died in the fall.

— Anonymous

Notice that the words, “Hall,” “fall,” and “fall” all rhyme. Those are the “A” words in the “AABBA” rhyme scheme. Also notice that “thing” and “spring” rhyme. Those are the “B” words in the rhyme scheme.

Limerick Rhythm
Now let’s take a look at the rhythm of the limerick. It goes by the complicated name “anapaestic,” but you don’t need to worry about that. What I want you to notice when you read or recite a limerick is that the first two lines and the last line have three “beats” in them, while the third and fourth lines have two “beats.” In other words, the rhythm of a limerick looks like this:

da DUM da da DUM da da DUM
da DUM da da DUM da da DUM
da DUM da da DUM
da DUM da da DUM
da DUM da da DUM da da DUM

The rhythm doesn’t have to exactly match this, but it needs to be close enough that it sounds the same when you read it. For example, using the limerick above about the fellow from Hall, if we emphasize the beats, it reads like this:

there WAS a young FELLow named HALL
who FELL in the SPRING in the FALL.
‘twould have BEEN a sad THING
had he DIED in the SPRING,
but he DIDn’t—he DIED in the FALL.

Let’s take a look at another famous limerick:

There was an old man of Nantucket
Who kept all his cash in a bucket;
But his daughter, named Nan,
Ran away with a man,
And as for the bucket, Nantucket.

— Anonymous

If you emphasize the beats when you read it, it comes out like this:

there WAS an old MAN of NanTUCKet
who KEPT all his CASH in a BUCKet;
but his DAUGHTer, named NAN,
ran aWAY with a MAN,
and AS for the BUCKet, NanTUCKet.

Some Limerick Tricks
There are two more things that you will notice when you read limericks:

The first line usually ends with a person’s first name or the name of a place.
The last line is usually funny.
Because the first line is usually the name of a person or place, writing the first line is the easiest part. You simply pick the name of a place or person – like “New York” or “Dave” – and write a line like this:

There once was a man from New York

Or

There was an old woman named Dave

Then go to your rhyming dictionary and start looking for rhymes like “cork,” “fork,” “pork,” “stork,” or “cave,” “gave,” “wave,” and so on to find more words to complete your limerick.

Once you’ve found some rhyming words, you’ll want to start thinking about a funny ending for your poem. I find it’s easiest to write lines 1, 2, and 5 first, and then to fill in lines 3 and 4 afterward. For example, I decided to write a limerick about someone from Seattle, so I started it like this:

A talkative man from Seattle
would spend his days speaking to cattle.

I then noticed that the word “prattle” rhymed with “cattle” and “Seattle” so I wrote the last line, like this:

She said, “Why it’s nothing but prattle!”

Finally, I went back and wrote lines 3 and 4 to complete the limerick:

A talkative man from Seattle
would spend his days speaking to cattle.
When asked what he said,
one old cow shook her head,
and replied, “Why it’s nothing but prattle!”

You’ll notice that I changed the last line after I wrote lines 3 and 4. I did this so the poem would make more sense. It’s okay to change your words at any time if it improves the poem.

Your Turn
Now it’s your turn to see if you can write a limerick of your own. Remember to follow these steps:

Choose the name of a person or place and write the first line.
Look in a rhyming dictionary for words that rhyme with your person or place name.
Write line 2 and 5 to rhyme with the first line.
Now write lines 3 and 4 with a different rhyme.
When you are done writing, read your limerick out loud to see if it has the right rhythm; three “beats” on lines 1, 2, and 5, and two “beats” on lines 3 and 4, as shown above. If not, see if you can rewrite some words to get the rhythm right.

What's a sonnet?Sonnets are a kind of rhymed poem written in iambic pentameter. That's a rhythm that sounds like this: bah-BAH bah-BAH bah-BAH bah-BAH bah-BAH.

An iamb is a rhythmic unit that includes an unstressed syllable followed by a stressed one. It has the rhythm bah-BAH, as in the words "about," or "predict," or "parade." Iambic pentameter is a line of poetry consisting of five iambs. Here are two sentences in iambic pentameter:


The book explained another way to write.

I think I'll take a walk around the block.

Hear it? bah-BAH bah-BAH bah-BAH bah-BAH bah-BAH.

There are different kinds of sonnets, but I'm going to talk about the Shakespearian sonnet, also called the English sonnet. The Shakespearian sonnet has fourteen lines in iambic pentameter that are divided into three groups of four lines and one group of two lines. The rhyme scheme looks like this: abab cdcd efef gg. I'll explain.

When a rhyme scheme is written in this way, each of the letters stands for one line. An "a" line rhymes with another "a" line, a "d" line rhymes with another "d" line, etc. So in a Shakespearian sonnet, the first line (a) rhymes with the third line (also called "a"). The second line (b) rhymes with the fourth line (also called "b"). The final two lines of the poem (gg) rhyme with each other.

Here's an example of a sonnet by Shakespeare written in this form. I'll mark each end rhyme with a letter:

Not from the stars do I my judgement pluck, (a)
And yet methinks I have astronomy, (b)
But not to tell of good, or evil luck, (a)
Of plagues, of dearths, or seasons' quality,(b)
Nor can I fortune to brief minutes tell; (c)
Pointing to each his thunder, rain and wind, (d)
Or say with princes if it shall go well (c)
By oft predict that I in heaven find. (d)
But from thine eyes my knowledge I derive, (e)
And constant stars in them I read such art (f)
As truth and beauty shall together thrive (e)
If from thy self, to store thou wouldst convert: (f)
Or else of thee this I prognosticate, (g)
Thy end is truth's and beauty's doom and date. (g)

You may notice that some of the rhymes are not exact. For example, "art" and "convert" have the same final sound, but the vowel sounds ("a" in art and "e" in convert) are different. This is an example of what is called off-rhyme, or slant-rhyme. You can read more about different kinds of rhymes here.




How to write a sonnet - poetry promptsNow that you know how to write a sonnet, ready to try one of your own? Below are some six sentences in iambic pentameter. If you want, use them as starting points for your own poetry. For example, you could use one as the first line of a sonnet. You might even find a way to combine several of them in the same poem.
The night was icy but I didn't mind.
Your fingerprints were all around the room.
My father never tells me what he thinks.
There's something hiding underneath my bed.
You changed your name but couldn't change your face.
I couldn't think of anything to say.

Harmonious Haiku
After reading haiku and learning about this short form of Japanese poetry, students will write and illustrate their own haiku poems.

Task
Writing haiku poems can help make you a great author. Haiku poems are short, so they really make you to think about choosing “just right” words. Show off your burgeoning vocabulary by writing and illustrating your own haiku poem.

Engage

Many kids think poetry is boring, so kick off this writing lesson with fun examples of haiku, such as the ones written for boys in Bob Raczka’s Guyku. You might also share examples of entire stories written in haiku, such as Andrew Clements’s Dogku or Lee Wardlaw’s Won Ton: A Cat Tale Told in Haiku.

A haiku is a 17-syllable verse form consisting of three metrical units of 5, 7, and 5 syllables. Share an example of a traditional haiku, such as this one from Matsuo Basho, a famous Japanese poet.

An old pond!
A frog jumps in-
The sound of water.

Traditional haiku also contain a kigo, or season word, to indicate in which season the Haiku is set. For example, cherry blossoms would indicate spring and snow would indicate winter.

Wikipedia has a page with a list of Japanese kigo words (https://en.wikipedia.org/wiki/List_of_kigo). While you may not choose to share this list with your students, you may want to explore it on your own and work as a class to create a similar list for each season.

Create
Have individual students choose a season for their poem and begin by brainstorming at least 6 words connected to this season. If you created a list of kigo together, students can refer to your class list. You might also consider grouping students together according to season to come up with their own list of kigo words for their particular season.

Have students refer to the anchor chart you created with key elements of the haiku form or create a worksheet that reminds them of the 5-7-5 syllable pattern

“The difference between the almost right word and the right word is really a large matter—it's the difference between the lightning bug and the lightning.“
--Mark Twain quoted by George Bainton, The Art of Authorship, 1890.

Once students have finished editing their haiku, they can use an authoring tool, such as Wixie, to type their haiku and create support illustrations using the paint tools, photographs, and clip art. Students should also record themselves reading their haiku for intonation and effect.

Share
Print each student’s haiku page in color to display in your classroom.

Combine individual student pages into one class project.

LEARNING ABOUT CINQUAIN
Try reading some of the cinquain more than once to show how different words can be emphasized and to talk about line breaks. See "Joyful Noises: Creating Poems for Voices and Ears" for more information on reading poetry aloud.

How many lines do these poems have?

What do you notice about the words on the first line? (second, third, etc.)

Which words seem most important to each poem, and why?

How do the lines relate to each other?

How does the structure (the organization of the lines) relate to the meaning? If you rearrange the words, how does the meaning change?
back to top



WRITING CINQUAIN
To make the form more manageable for students as they write their own cinquain, modify and revise their list of characteristics to follow this organization:

Line 1: a one-word title, a noun that tells what the poem is about

Line 2: two adjectives describing the title

Line 3: three -ing action verbs

Line 4: a related phrase

Line 5: a synonym for the title
Here's an example:

Sheepdog

Gentle, shaggy

ambling, rambling, shambling

a rollicking hayrick of unruly hair

Sadie





EXTENSIONS

Illustrate the cinquain

Ethan Frome Chapters 1-9 Cummulative Exam. You may use notes, charts, novels, just not each other.

Thursday April 15
We will construct an essay over your overall knowledge of Ethan Frome. We will use research materials, past notes, past outlines and charts, and the novel.

We will watch the Ethan Frome Movie staring Liam Neeson in class.

Vocabulary in Ethan Frome
You may choose 10 words from this list for your next Vocab Assignment.

Prologue
taciturn: silent by nature
capitulated: to give up on prearranged conditions
ebb: a point or condition of decline
innocuous: not likely to give offense or to arouse strong feelings or hostility
reticent: restrained in expression, speech, appearance, or presentation
poignant: being to the point
querulously: habitually complaining
Chapter 1
undulations: a rising and falling in waves
effrontery: shameless boldness
fatuity: something foolish or stupid
self-effacement: to make oneself indistinct
Chapter 2
discern: to come to know or recognize mentally; to distinguish
quavered: trembled
Chapter 3
scintillating: to emit sparks; provocative
Chapter 4
cessation: a temporary delay or to stop
Chapter 5
gaunt: excessively thin and angular
languid: sluggish in character or lacking energy
Chapter 7
inexorable: that which cannot be moved or influenced by persuasion or entreaty
affability: being pleasant and at ease in talking to others
Chapter 9
facetious: joking often inappropriately; sarcastic
audacity: bold or arrogant
abhorrent: not agreeable; strongly against
swathed: to bind or wrap
Epilogue
slatternly: untidy or dirty through habitual neglect

Pick one project choice from the list:
1. Book Cover
2. Pretend you are a news reporter sent to cover the "smash up". Give a factual account as well as some comments from witnesses.
3. Rewrite Chapter 9.
4. MAke a visual representation of the novel's structure that is also a timeline of significant events.
5. Reenact Ethan Frome as a current soap opera (recorded).
6. Create a visual representation of the "framed stories"
7. Create a school appropriate sound track to the novel by chapter

Annotating Ethan Frome (100 points)
Annotations may be made in a Google Doc and attached to this assignment to turn in. Please note the page number/Chapter! You need a minimum of 20 annotations. I’m looking for thoughtful reflection and close reading. Focus your reading and annotating on the following stylistic elements:

I. Character Development: Mattie, Zeena, and Ethan
- Consider physical and emotional traits
- How are physical traits symbolic or representative of characteristics
- Consider motivations, experiences, decisions
- How are the characters viewed by others?
- How do the characters react and respond to the circumstances they encounter?
- How do the characters navigate and negotiate the social conventions of the time in which they live?

II. Nature & Imagery:
- Focus on the juxtaposition of light & dark, cold & warmth
- Focus on nature as it parallels character development & action
- Consider how nature functions as a foreshadowing mechanism
- Note Wharton’s use of descriptive language

III. Narration & Narrative Structure:
- Consider who is telling the story, the reliability and effectiveness of the narrator
- Note the use of the framed story technique
- Note shifts in point of view
- Note use of short flashback and long flashback

IV. Realism & Naturalism/Historical Context:
- How is this work representative of this movement in literature?
- How is this work a reflection of Victorian society and values?
- To what extent do we see hints of Edith Wharton’s own personal experiences and conflicts?

V. Symbols, Motifs, & Themes:
- Symbols: Mattie’s red scarf & ribbon, the red pickle dish, the graveyard (consider why Ethan must pass by this everyday), the threshold, Trees & the Varnum’s spruces, the coasting hill, the sled, the cat, the kitchen, Starkfield, Snow/the cold, shadow pond, money, the cushion, lost locket, hair (Zeena’s & Mattie’s; consider the contrast/juxtaposition)
- Motifs: Masculinity vs. Femininity, Money and Economic Hardships/Barriers, Cold vs. Warmth, Indoors vs., Outdoors, Illness & Disability, Darkness/Night vs. Light, Isolation, Silence, Winter as a Stifling Force
- Themes: Love of natural beauty and connection to nature, Failure of suicide to solve problems, The effects of the inability to communicate freely and honestly, Fate vs. Free Will: How much control do we really have over the choices we make?, Romantic love vs. dutiful/obligatory love and the pursuit of passion vs. duty/responsibility, Society and morality as obstacles to the fulfillment of desire, The consequences of repression, The necessity of the freedom to pursue personal happiness, The impossibility of the American Dream.

Annotations are due the day of the test. They may be used on the test- make them good!

Take the following exam over Chapters 5-9, Epilogue. You may use notes, charts, novel, but you may not use each other.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Form and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Form and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Form and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Form and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Take the exam over Chapters 1-4. You may use notes, charts, novel, but you may not use each other.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Form and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Continuing Standard: What does the text explicitly say and what can you infer?

In your groups, choose Ethan, Zeena, or Mattie:

1. Brainstorm for clues to this character's personality, using adjectives found in the texts, direct quotes from the text, and inferences.

2.Create the characters noting the citations you brainstormed:

A. Make an outfit they would wear
B. Music they may listen to
C. Favorite food
D. TV or film they may watch
E. A representation of what the character would look like using photos, magazines, fabric, paper, technology...
You must label AT LEAST 5 aspects of their character

3. Share your creation with he class, and justify your choices. Convince me that this is who they are.

Tips:
Use your Venn Diagram, novel, notes and annotations, the internet, and each other.

Reading Comprehension & Discussion Questions
Come to class prepared to discuss the assigned section on the due date. Don’t be shocked with a quiz.
The answers will be written in a Google Doc and turned in attached to the Google Classroom assignment. Please title each document with the section the questions cover. They are due by the dates indicated.

Moral Dilemma:
Respond to the following scenario in writing.

Imagine it is the year 1900. You have been married for several years. Your marriage has been bleak and loveless almost from the beginning. You have been loyal and faithful, putting aside your own needs and dreams. Your spouse is often moody, selfish, and suffers from numerous—seemingly imaginary—ailments. You have almost given up on finding the love and affection you so strongly desire.

Then, you develop a friendship with a person who is everything you could ask for in a partner. That person is kind, loving, generous, and full of life. You could easily see yourself in a loving, committed relationship with this person. You sense that your friend shares your feelings.

What should you do and why? Would it be wrong to leave your spouse? Should you honor your vows and live out the rest of your life in this emotional void? Or, should you take advantage of this opportunity for true love and happiness? Before coming to your final decision, consider the following factors:
Duty vs. responsibility
Societal values and expectations
Religious beliefs
Gender roles
Economic factors
Historical context (the year is 1900)

Respond in writing in a Google Doc. Attached to this Google Classroom assignment.

Attached is the Power Point from class.

Juniors ONLY

Click the link to go to myACT. ------> https://my.act.org/account/signin?location=https://my.act.org

You will either create an account or log into one you already made.
You will need your unique student code from the sheet your English teacher will give you.
Complete the precoding. If you complete it in class, any help can be given.

You MUST COME March 2nd and be on time (by 7:50) to do this test. It is a graduation requirement from the state. If you show up late, we will not admit you.

Once you are done with the test (around noon) you can stay for lunch or leave. To leave, you must provide a parent note in the box at the back gym doors. Do not go to the office to check out. If you ride the bus, you'll sit in the gym until 3.

Tuesday February 16th- English ACT

M.U.G. Bellringer

ACT Overview
Section Overview- Tips and Tricks
Try the ACT diagnostic on ACTAcademy or IXL

Monday Feb. 1- Poetry Collection 2

Bellringer: M.U.G. 6

Today's Agenda
Essential Question: In what ways does the struggle for freedom change with history?

Complete the selections in the Pearson Realize App via Clever.
Quiz Feb 10th

Monday February 8th- Reading ACT

M.U.G. Bellringer

ACT Overview
Section Overview- Reading tips and Tricks
Try the ACT diagnostic on ACTAcademy or IXL

Wednesday Feb 10th- FLEC Final Draft
Your FLEC final draft is due to be shared with me today. You should have typed it in Google Docs. Share to [email protected].

Put your name as the document title. Double spaced, size 11 font Calibri. Do not put your name in the actual paper. Turn in a cover sheet and share the document (no need to print).

Thursday February 4th- Practice ACT

M.U.G. Bellringer

Take the Practice ACT Reading Test on the Pearson App
It is titled "Grade 11 ACT Practice: Reading 01: American Literature (Online)"
See what you got right and wrong. This will help target weak

Tuesday Jan 26th- The Story of an Hour

Bellringer: M.U.G. 4

Today's Agenda
Essential Question: In what ways does the struggle for freedom change with history?

Pg 353 Read and annotate paragraph 3 metaphors
Pg 354-355 Mark familiar word parts or indicate another strategy used that helped you determine meaning
Pg 355 Comprehension Check
Pg 356 Analyze the Text, Word Study
Pg 357 Analyze Craft and Structure
Pg 358 Conventions and Style

Start Score Range 16-19 Reading IXL sections (see attachment)

Label your outline for parts: Exposition (blue), Rising Action (yellow), Conflict (green), Facts (orange), Falling Action (red), Conclusion (purple). Notice how it is balanced for sizes, complete, and facts are weaved throughout

Create lists of facts you'll incorporate. USE THIS TIME TO WRITE A ROUGH DRAFT

Facts and last year's winning story can be found here: https://www.tnelectric.org/youthtour/

Your FLEC rough draft is due to be shared with me today. You should have typed it in Google Docs. Share to [email protected].
Then, color code the rough draft as you did the sample essay
Then, fix any errors you see. Expand where it needs to be expanded.
Then, make a copy, rename it Final draft, and work on any changes needed.

Final Draft is due Feb . 10th

Please complete this by Friday.

Label the winning essay for parts: Exposition (blue), Rising Action (yellow), Conflict (green), Facts (orange), Falling Action (red), Conclusion (purple). Notice how it is balanced for sizes, complete, and facts are weaved throughout

Create your own outline with parts color coded.

Facts and last year's winning story can be found here: https://www.tnelectric.org/youthtour/

Thursday Jan 20th- Perspectives on Lincoln

Bellringer: M.U.G. 1

Today's Agenda
Essential Question: In what ways does the struggle for freedom change with history?

Pg 311 Read and annotate elements in the cartoon that reveal its composition, ask yourself the questions from the passage
Pg 312 Annotate and paraphrase the caption and the dialogue between Columbia and Lincoln
Pg 313 Annotate- describe the composition of figures and elements in the picture. Consider how the composition can reveal what the artists want the audience to notice
Pg 314 Annotate- Describe which part of the photograph is emphasized and why
Pg 315 Comprehension Check
Pg 316 Media Vocabulary

Friday Jan 21th-Ain't I a Woman? (2 days)

Bellringer: M.U.G. 2

Today's Agenda
Essential Question: In what ways does the struggle for freedom change with history?

Pg 331 Read and mark contextclues to indicate another strategy you used that helped you determine meaning
Pg 332 Annotate paragraph 2 sentences and phrases that demonstrate that Truth is directly addressing the audience
Pg 333 Comprehension Check
Pg 334 Analyze the Text
Pg 335 Analyze Craft and Structure
Pg 336 Read It

Brainstorm for a possible angle and conflict/problem for your creative work

Facts and last year's winning story can be found here: https://www.tnelectric.org/youthtour/

Thursday- October 29 Thoreau

Bellringer: How can you be an individual but also conform within society? Do you sacrifice part of what makes you unique?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 223-224 Read and mark phrases or sentences that set up the argument against the power of government
Pg 225 Comprehension Check #1-4 for Civil Disobedienec
Pg 226 Analyze the Text by yourself, vocab, do not do Word Study
Pg 227 Craft and Structure
Pg 228 Conventions and Style, read it, do not do write it

Wednesday- October 28 Thoreau

Bellringer: Why might a person live alone and away from the world?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 214 Concept vocabulary
Pg 215-222 Read Walden, follow the instructions in the margins, mark examples of figureative language
Pg 225 Comprehension Check #1-4

Monday- October 26 Emerson

Bellringer: What can we gather from titles Emerson uses?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 204 Read Concept Vocabulary nad Context Clues, background
Pg 205-206 Read Nature, annotate based on margins, mark detais that describe human beings in relationship to the woods
Pg 207-208 Read Self Reliance, mark details that show main idea in excerpt
Pg 209 Comprehension Check, do not do research

Tuesday- October 27 Emerson

Bellringer: What can we gather from titles Emerson uses?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 210 Whole page except word study
Pg 211 Whole page
Pg 212 Whole Page

Wednesday- October 21 Emily Dickinson

Bellringer: How can you descirbe solitude?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 176 Read There is a solutide of space, mark details that describe diferent types fo solitude
Pg 177 Read I heard a Fly Buzz when I Died, mark sensory details in lines 13-16
Pg 178 Read I'm Nobody who are you?
Pg 179 Comprehension Check #5-7
Pg 180 Analyze the Text
Pg 181 Analyze Craft and Structure, all of it
Pg 182 Concept Vocabulary, do not do word study

Tuesday- October 20 Emily Dickinson

Bellringer: Why does a good metaphor stick with us?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 171 Read about the author
Pg 172 Read The Soul Selects her Own Society, mark details in the first stanza that demonstrate personificiation
Pg 173 Read The Soul unto Itself, mark details in lines 1-4 that descruibe the nature of the soul
Pg 174 Read Fame is a fickle Food, mark the f, t, and c sounds
Pg 175 Read They shut me up In Prose, mark details in lines 1-4 that expand upon the metaphor "they shut me up in prose"
Pg 179 Comprehension Check #1-4

Thursday- October 22 Emily Dickinson

Bellringer: How does text type impact message?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 183 Conventions and Style, do not do write it
Pg 184 Writing to Sources, do not do why these words

Friday- October 23 Emily Dickinson

Bellringer: Why do some people become famous?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 186 Read Media Vocabulary
Pg 187 Watch video
Pg 188 Comprehension Check
Pg 189 Whole page

Monday- October 19 Walt Whitman

Bellringer: What type of sensory language does Whitman use to descirbe large ideas?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 168 Writing to sources whole page

Final Unit 1 Test
Complete the following Test over Fall Break. This is due at the start of class Monday October 12th.
There is also a copy of the student edition of Unit 1.

Thursday- October 15 Walt Whitman

Bellringer: How did he see his relationships with other people and his surroundings?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 160 Read I hear America Singing, close read
Pg 161 Read ON the Beach at Night Alone, identify the theme (mark repeated lines in lines 1-12)
Pg 162 America, mark the punctuation as you read
Pg 163 Comprehension Check #4-6, Research Section
Pg 164 Analyze the Text #1-4, 6

Wednesday- October 14 Walt Whitman

Bellringer: How did Walt Whitman see the United States? How did he see his relationships with other people and his surroundings?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 153 Read bacground of Walt Whitman, Watch video
Pg 155-155 Read Leaves of Grass, close read the section based on margin
Pg 157-159 Read Song of Myself, close read gthe section based on margin
Pg 163 Comprehension Check #1-3

Friday- October 16 Walt Whitman

Bellringer: How is America described in the poetry we ahve read so far?

Today's Agenda
Essential Question: What role does individualism play in American society?

Pg 165 Analyze Craft and Structure, do practice section too
Pg 166 Concept vocabulary, do not do word study
Pg 167 Conventions and style, do all except write it

Monday - October 12 Introudction to Unit 2

Today's Agenda
Essential Question: What role does individualism play in Americna society?

Pg 141 Academic Vocabulary- Conext Clues
Pg 142-143 Up From Slavery read and mark specific details
Pg 144 Summary
Pg 145 Quick Write

Tuesday- October 13 The Individual and Society Historical Background

Today's Agenda
Essential Question: What role does individualism play in Americna society?

Pg 148-151 Read and summarize each chunk of History fo the Period

Monday- Sept. 28 Abigail Adams

Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 102-113 Do all tasks
Pg 114-115 All tasks
Pg 116 All tasks except Write it Notebook

Tuesday- Sept. 29 From Common Sense Independent Reading

Today's Agenda
Essential Question: What is the meaning of freedom?

See Attached Comprehension Questions and Text

Thursday- Sept. 24 The Interesting Narrative of the Life of Olaudah Equiano Pt. 1
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 92 Concept Vocabulary, First Read Nonfiction
Pg 93-97 Read, Comprehension Check, do Research section
Pg 98-100 Do all tasks, do not do Write It tasks
Pg 101 Writing to a Source, do all tasks

Argument Option due Monday

Wednesday- Sept. 23 The United States Constitution: A Graphic Adaptation
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 82 Media Vocabulary, First Review Media
Pg 83-88 Read, Comprehension Check, Research section
Pg 89 Close Review, Media Vocabulary

If we miss class for ACT today or tomorrow, this is homework

Thursday- Sept. 17 American Revolution: Visual Propaganda
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 52 Read Media Vocabulary and First Review
Pg 53-57 Do all activities with the images including Comprehension Check
Pg 58 Close Review, Analyze Media, Media Vocabulary

We will not do the Speaking and Listening assignment/project
If we miss your class for Homecoming Festivities, it is homework

Wednesday- Sept. 16 Speech in the Convention
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 40 Concept Vocabulary, First Read Nonfiction
Pg 41-45 Read and do all Close read activities, do not do research section
P 46-49 Do all activities, do not do Analyze Craft and Structure practice box (P 47)

We will not do the Writing to Sources or activities (P 50-51)

Monday- Sept. 14 Preamble to the Constitution/ Bill of Rights Pt 1
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 30 Concept Vocabulary, First Read Nonfiction
Pg 31-33 Read, all close read tasks, Comprehension check, do not do research to clarify
Pg 34 Close read the Text, Analyze the Text
Pg 35 Analyze craft and structure
Pg 36 Concept Vocabulary, Word Study
Pg 37 Convention and Style, do not do Connect to style

Homework: P 38 Writing to Sources due Friday

This week you will be writing your own Creation Myths! This is intended to be a fun and creative assignment, so use your imagination! The rubric for grading is attached. You will share this as a Google Drive shared file.

Think of a natural phenomena that you would like to explain. Pick one natural phenomena and create a myth that explains how this phenomena was created or why it acts the way it does. Remember, most myths have two functions:

1. Explain how something was created or why it is the way it is.

2. Teach us a life lesson (Have a theme).

Think back to the myths we have read in class as an example of what a good myth does. Write an original creation myth following the writing process. Be sure to include all the elements of a myth: characters, setting, conflict, plot, resolution, and possibly metamorphosis.

Tuesday- Sept 8- Grammar Workbook Questions
On a peice of paper, use the following directions to complete the grammar workbook.
Assignment 3 of GWB:
Page 63 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv #1-10
Page 65 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases #1-20
Page 67 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10
Page 69 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10
Page 71 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10

Log into Clever using your student id as both the username and password.
Select the Edulastic App (Green circle, Capital E with a period)
Once launched, you should see a ACT Reading practice assignment
Take the assignment

Take your rough draft which is either written or in Google Drive (It would be a Google Doc)

Step 1: Does it either explain how something was created or why it is the way it is -or-teach us a life lesson (Have a theme)? If it does not, start over. That is the whole prompt you are supposed to follow. Write the theme and type of conflict the the top of the paper.

Step 2: Highlight (either marker style or in docs) the exposition. You should be able to locate setting, characters (protagonist, antagonist, minor characters), and goal of story.

Step 3: Highlight, with a different color, the inciting incident. Locate what triggers your conflict.

Step 4: Highlight, with a third color, the multiple struggles or events in your rising action. There should be a few, and they should lead to your climax. Do they all contribute to the story? If not, get rid of them.

Step 5: With another color, highlight the climax or peak of conflict. Does every struggle so far lead to this? If not, rewrite your rising action. Does your peak of conflict make sense? Does it come out of nowhere? If yes to either questions, redo it.

Step 6: Use a color, not the same as the one right before it, highlight the falling action or the events of aftermath from your peak. Do they all contribute to the story? If not, get rid of them. Are they logical results of the climax? If not, redo them.

Step 7: Highlight the resolution. What new normal has all these events created for your characters? Did any characters fall out of your story? if so, were they needed in the first place (if not get rid of them).

By looking at your story as a whole, are all the colored sections around the same length? If they are not, you will need to build up your smaller sections. To be balanced, every section should fall around the same length. Your setting will not be three sentences while your peak of conflict is 4 pages. Your rising action will not be three pages while your falling action is one paragraph. The color section sizes should look approxiamtely the same size (within reason). If they aren't, build them up. Add detail.

If every single step and question checks out, have another person read your story. Are there any parts that are unclear to them? Are there any gaps in their view of the story? If so, fix it.

If everything is perfect, type the story into a Google Doc and share with me on Google Drive by Sept. 15th.

Thursday- Sept. 10 Focus Period, Declaration of Independence Pt. 1
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 12-15 Focus Period, do integration of knowledge and ideas
Pg 16-17 Concept Vocab, First Read Nonfiction, About the Author
Pg 18-22 Declaration of Independence, Do close read actions, (video if working)
Pg 23 Comprehension check, do not do research section

Friday- Sept. 11 Declaration of Independence Pt. 2
Today's Agenda
Essential Question: What is the meaning of freedom?

Pg 24-27 All tasks
Pg 28 Editorial Assignment due Monday also

Directions: To demonstrate your understanding of Puritan values
and writing style, you will create an original poem in the style of
Anne Bradstreet, using “Upon the Burning of Our House” as a
guide. You will share this as a Google Drive shared file.

Your poem must:
• Be on a topic listed below
• Have at least 14 lines (lines, not sentences)
• Contain at least two spiritual or religious images
• Reflect Puritan values and ideas (refer to your class notes)
• Copy Bradstreet’s rhyme scheme (couplets)
• Use at least one example of inversion
Write a poem describing (choose one):
1. When you broke up with your boyfriend/girlfriend or when your boyfriend/girlfriend broke
up with you
2. When you got really sick
3. When you lost your cell phone
4. When you failed a test for which you studied really hard
5. When you missed the train/bus to school on the day when you had something important
happening
You will be graded on effort and creativity, along with adhering to the five criteria above.

Thursday- Sept 3- Bradstreet Reading and Questions
Today we will read this narrative and answer text dependent questions. The poetry is found attached below.

When answering any questions, you must:
ANSWER- Answer the question that is being asked in full.
CITE- Cite textual evidence to back up your response. You MUST use correct MLA citations. Ex. "Yadda yadda yadd" (Author #).
EXPLAIN- Link your response to the citation. Explain why this citation supports your answer.
You may need to do the A.C.E. format multiple times over for some responses.

Tuesday- Sept. 8 Unit Introduction
Today's Agenda (Using the new textbook)
Essential Question: What is the meaning of freedom?

Pg 2-3 Unit 1 Introduction Overview of work (Video if working)
Pg 5 Unit Vocabulary (Mark them when you find them in the unit)
Pg 6-9 Launch Text: Are We Totally Free? mark facts and examples for support of main claim, find main claim, do all tasks with text

Tuesday- Sept1- Grammar Workbook Questions
On a peice of paper, use the following directions to complete the grammar workbook.
Assignment 3 of GWB:
Page 63 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv #1-10
Page 65 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases #1-20
Page 67 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10
Page 69 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10
Page 71 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers, label adj or adv, parenthese around phrases, box around conjunctions #1-10

Tuesday- Sept 1- Of Plymouth Plantation Reading and Questions
Today we will read this narrative and answer text dependent questions. The story is found on page 81 in the textbook, but we will use primarily the attched copy because it breaks the stry down into peices.

When answering any questions, you must:
ANSWER- Answer the question that is being asked in full.
CITE- Cite textual evidence to back up your response. You MUST use correct MLA citations. Ex. "Yadda yadda yadd" (Author #).
EXPLAIN- Link your response to the citation. Explain why this citation supports your answer.
You may need to do the A.C.E. format multiple times over for some responses.

Colonial Historical Background (Prezi)
Take notes as we go over the important historical background of the time period prior to our arrival in, what would be, the United States. There will be a short quiz over the material and basic ideas to follow (later in the week).

Tuesday- Aug 25- Grammar Workbook Questions
On a peice of paper, use the following directions to complete the grammar workbook.
Assignment 2 of GWB:
Page 55 Mark the subject (s) and verb (v) and circle what recieves the action of the verb (trans) #1-10
Page 57 Mark the subject (s) and verb (v) and circle what describes the verb (pred. adj or pred. nom) #1-10
Page 59 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object #1-15
Page 61 Mark the subject (s) and verb (v) and and if it is a p.a, p.n. or direct object, and arrow to all modifiers #1-10

Wednesday- Aug 26- Today we will read this narrative and answer text dependent questions. The story is found on page 48 in the textbook or attached.

When answering any questions, you must:
ANSWER- Answer the question that is being asked in full.
CITE- Cite textual evidence to back up your response. You MUST use correct MLA citations. Ex. "Yadda yadda yadd" (Author #).
EXPLAIN- Link your response to the citation. Explain why this citation supports your answer.
You may need to do the A.C.E. format multiple times over for some responses.

Take the attached quiz over the PreColonial background we have used in this unit.

Thursday- Aug 20- Native American Trickster Tales Reading and Questions
Today we will read this narrative and answer text dependent questions. The story is found on page 40 and 43 on the textbook or attached.

When answering any questions, you must:
ANSWER- Answer the question that is being asked in full.
CITE- Cite textual evidence to back up your response. You MUST use correct MLA citations. Ex. "Yadda yadda yadd" (Author #).
EXPLAIN- Link your response to the citation. Explain why this citation supports your answer.
You may need to do the A.C.E. format multiple times over for some responses.

Monday- Aug 17- Grammar Workbook Questions
On a peice of paper, use the following directions to complete the grammar workbook.
Assignment 1 of GWB:
Page 47 We DO NOT USE the directions on the pages. Mark the subject (s) and verb (v) #1-10
Page 49 Mark the subject (s) and verb (v) #1-10
Page 51 Mark the subject (s) and verb (v) and circle what the pronoun refers to #1-10 Ex. 1
Page 52 Mark the subject (s) and verb (v) and circle what the pronoun refers to #1-5 Ex. 2
Page 53 Mark the subject (s) and verb (v) and circle what the pronoun refers to #1-10 Ex. 1
Page 54 Mark the subject (s) and verb (v) and circle what the pronoun refers to #1-5 Ex. 2

You can take a photo of your completed paper and send to me via email (from your managed account) if you are virtual learning, at the alternative school, absent, or turning in to be graded. Please make sure it is in focus and clear.

Tuesday- Aug 18- World on a Turtle's Back Reading and Questions
Today we will read this narrative and answer text dependent questions. The story is found on page 24 on the textbook or attached.

When answering any questions, you must:
ANSWER- Answer the question that is being asked in full.
CITE- Cite textual evidence to back up your response. You MUST use correct MLA citations. Ex. "Yadda yadda yadd" (Author #).
EXPLAIN- Link your response to the citation. Explain why this citation supports your answer.
You may need to do the A.C.E. format multiple times over for some responses.

PreColonial Historical Background (Prezi)
Take notes as we go over the important historical background of the time period prior to our arrival in, what would be, the United States. There will be a short quiz over the material and basic ideas to follow (later in the week).

List everything you think you know about English. Terms, stories, grammar concepts...

Please click the link below to complete a student interest inventory. This will give me some insight to what makes you, well, you. This is due by Friday.

Friday- Aug 14- Grade 11 Beginning of the Year Test
Today we will be taking the pretest to see what we need for this year. The test is all multiple choice, 43 questions, and answers are filled in on a Zip Grade bubble sheet to be scanned after school.

* If a question has a part A and part B, answer both parts on the same number line. Ex. 4A and 4B answers are both bubbled on line 4.
*On number 5, mark out option "e" and rename option "f" as the new "e"