English 10 Honors (Period 3) Assignments
- Instructors
- Term
- Fall 2013
- Department
- English Language Arts
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Due:
Assignment
Homework:
Understanding key concepts in a reading selection is essential to good comprehension, so that is where we are going to start the reading process. Complete the following activities before moving on.
Jim Crow Policing
¡Look up “Jim Crow” on the Internet.
¡What does the term have to do with race?
¡Is the reference positive or negative?
¡What is its origin?
¡What do you think this reference might have to do with police activities?
Now go to the PBS page called “The Rise and Fall of Jim Crow,” and read four of the Jim Crow stories. Be prepared to retell one of them to the class.
Due:
Assignment
The following is a list of expectations for the Power Point you will create individually about one of your Independent Reading books. It can be in an order, and you are free to be creative with your slides. When you are finished, email the Power Point to me.
o Title and author of book
o Summary
o New vocabulary words learned (at least 5)
o Powerful quotations – include the quotation and why it was powerful for you (at least 5)
o Background information (author, era the story takes place, etc)
o Elements of Literature (refer to PowerPoint on my website under “English 10 Honors Documents”)
o Answers to the 7 Crucial Questions (refer to “7 Crucial Questions” document under “English 10 Honors Documents”)
o Recommendation (either for someone to read the book or not read the book) with explanation.
Due:
Assignment
Unit 2 Writing Prompt - Argument Essay
We all belong to groups, people we often feel comfortable with and who share some of the same values we do. But sometimes the groups we belong to ask us to reconsider our individual values or beliefs or to change those values and beliefs to better fit the way the group thinks.
We see this in all kinds of groupings. Some kids like to hang out with people who like football; others like to hang out with their soccer-loving friends. Some like to be around people who like to hike and be out in nature while others would rather hang out with their friends at the mall: skaters and bikers, country music fans and hip hop fans, gamers and readers. The list goes on and on; we all have our groups.
But being an individual also matters to us; letting the group identify everything about us can raise some problems for us. And so we may try to find ways not to conform too much to a particular group. This is not always easy. We like to belong, and we like to be individuals.
You will be writing an explanatory essay based on your own personal experiences that answer the following question: What is more important-- belonging to a group or being an individual? Your writing should tell about a time or times when you felt a group was affecting your sense of individuality. Your writing should explain the significance of that experience or multiple experiences, helping the reader to understand your opinion about being an individual or belonging to a group. Use at least three examples from your experience or multiple experiences and relate each experience to any of the four articles in Unit 2.
Did you:
€ write a personal explanatory essay that clearly answers the question about belonging to a group or being an individual?
€ explain the significance of the experience(s) using three personal examples?
€ develop these ideas from your life by providing evidence, facts, and concrete details?
€ relate each of your experiences to those of Leopard Man's, Dennis Avner, Malcolm X, and/or The Asch Experiment by providing evidence, facts, and concrete details?
€ use MLA style formatting ?
€ organize your essay using complex ideas?
€ use precise language to maintain formal tone?
€ use a formal writing style?
€ use transitions to connect ideas?
€ provide a concluding statement or section?
€ check for errors in grammar, spelling, and punctuation?
We all belong to groups, people we often feel comfortable with and who share some of the same values we do. But sometimes the groups we belong to ask us to reconsider our individual values or beliefs or to change those values and beliefs to better fit the way the group thinks.
We see this in all kinds of groupings. Some kids like to hang out with people who like football; others like to hang out with their soccer-loving friends. Some like to be around people who like to hike and be out in nature while others would rather hang out with their friends at the mall: skaters and bikers, country music fans and hip hop fans, gamers and readers. The list goes on and on; we all have our groups.
But being an individual also matters to us; letting the group identify everything about us can raise some problems for us. And so we may try to find ways not to conform too much to a particular group. This is not always easy. We like to belong, and we like to be individuals.
You will be writing an explanatory essay based on your own personal experiences that answer the following question: What is more important-- belonging to a group or being an individual? Your writing should tell about a time or times when you felt a group was affecting your sense of individuality. Your writing should explain the significance of that experience or multiple experiences, helping the reader to understand your opinion about being an individual or belonging to a group. Use at least three examples from your experience or multiple experiences and relate each experience to any of the four articles in Unit 2.
Did you:
€ write a personal explanatory essay that clearly answers the question about belonging to a group or being an individual?
€ explain the significance of the experience(s) using three personal examples?
€ develop these ideas from your life by providing evidence, facts, and concrete details?
€ relate each of your experiences to those of Leopard Man's, Dennis Avner, Malcolm X, and/or The Asch Experiment by providing evidence, facts, and concrete details?
€ use MLA style formatting ?
€ organize your essay using complex ideas?
€ use precise language to maintain formal tone?
€ use a formal writing style?
€ use transitions to connect ideas?
€ provide a concluding statement or section?
€ check for errors in grammar, spelling, and punctuation?
Due:
Assignment
Comprehending the Text Group Project
You have had the opportunity to practice using reading comprehension strategies to improve your ability to understand what you read and to organize the information that is being presented into useful chunks of information. With your partner or group, you will utilize these skills to teach your classmates about a topic that is of interest to you. Your job will be to utilize the comprehension skills you have practiced to learn about your topic and create a short class activity that can be used to teach others what you have learned. Your group will have 10 minutes to make the presentation.
Step 1: Select a topic. A good resource is NOW’s Keyword Search or Topic Search link available at http://www.pbs.org/now/index.html. Using these resources, you can access an entire library of articles and program transcripts about a wide range of topics.
Step 2: Using the reading strategies you practiced on the Comprehend What You Read activity, work with your partner/group to read the article or transcript. Many of the articles and transcripts have a video component as well. Feel free to view the video with your group after you have read the article or transcript.
Step 3: Discuss the article or transcript with you’re partner/group and work together to write a summary of it on the back of this page. You will use this summary as the basis for your presentation.
Step 4: Work together to think of a question, activity, picture, example, or something you can share to interest your classmates in the topic you’ve chosen. Begin your “lesson” with this item.
Step 5: Using the summary you created, “teach” your classmates about what you learned in the article or transcript. Again, you may have them involved in a very short discussion or some sort of reading or hands-on activity.
Step 6: See how successful you were in teaching your classmates about your topic. Use a written response, a short quiz or an activity that requires your “students” to share what they learned from your presentation.
Step 7: With your partner/group members, write a short written response that addresses the following questions.
• How did focusing on reading comprehension make learning and teaching information about your topic easier?
• In what other way(s) do you think you could use the skills you practiced in this lesson (i.e. on the job, as the leader of a group or club, etc.)
• How do you plan to use your increased awareness of reading comprehension strategies to help you in your school and leisure reading? Give examples.
4
You have had the opportunity to practice using reading comprehension strategies to improve your ability to understand what you read and to organize the information that is being presented into useful chunks of information. With your partner or group, you will utilize these skills to teach your classmates about a topic that is of interest to you. Your job will be to utilize the comprehension skills you have practiced to learn about your topic and create a short class activity that can be used to teach others what you have learned. Your group will have 10 minutes to make the presentation.
Step 1: Select a topic. A good resource is NOW’s Keyword Search or Topic Search link available at http://www.pbs.org/now/index.html. Using these resources, you can access an entire library of articles and program transcripts about a wide range of topics.
Step 2: Using the reading strategies you practiced on the Comprehend What You Read activity, work with your partner/group to read the article or transcript. Many of the articles and transcripts have a video component as well. Feel free to view the video with your group after you have read the article or transcript.
Step 3: Discuss the article or transcript with you’re partner/group and work together to write a summary of it on the back of this page. You will use this summary as the basis for your presentation.
Step 4: Work together to think of a question, activity, picture, example, or something you can share to interest your classmates in the topic you’ve chosen. Begin your “lesson” with this item.
Step 5: Using the summary you created, “teach” your classmates about what you learned in the article or transcript. Again, you may have them involved in a very short discussion or some sort of reading or hands-on activity.
Step 6: See how successful you were in teaching your classmates about your topic. Use a written response, a short quiz or an activity that requires your “students” to share what they learned from your presentation.
Step 7: With your partner/group members, write a short written response that addresses the following questions.
• How did focusing on reading comprehension make learning and teaching information about your topic easier?
• In what other way(s) do you think you could use the skills you practiced in this lesson (i.e. on the job, as the leader of a group or club, etc.)
• How do you plan to use your increased awareness of reading comprehension strategies to help you in your school and leisure reading? Give examples.
4
Due:
Assignment
Literature Circles Handout
Make sure to read the summary for each book and give it a rating. After reading all the summaries, select one novel you will read for the semester.
Make sure to read the summary for each book and give it a rating. After reading all the summaries, select one novel you will read for the semester.
Due:
Assignment
Business Letter
1st Paragraph - Introduce yourself
2nd Paragraph - Expectations/Why you will be successful
3rd Paragraph - What you need from me (Ms. Norris) to be successful in the class.
1st Paragraph - Introduce yourself
2nd Paragraph - Expectations/Why you will be successful
3rd Paragraph - What you need from me (Ms. Norris) to be successful in the class.