Advanced English 3-4 Seminar (Period 3) Assignments

Binder Check #4- Bring organized binder ready to score.

Use attached score sheet to organize your work.

Bless Me, Ultima- Chapters 18-21. Reading response #5 in class.

This I Believe recorded essay presentations continued.

Bless Me, Ultima- Chapters 14-17, p. 142-202. Reading response #4 in class.

This I Believe essay- recorded essay with intro and outro due for presentation.

Bless Me, Ultima- Chapters 11-13, reading response #3, out of class, due.

This I Believe essay- final draft, printed essay due.

Essay Intro and Outro- completed draft due.

Bless Me, Ultima- Chapters 6-10, p. 60-105. Reading response #2, out of class, due.

This I Believe essay- final draft for editing due.

Mexican artists presentation guidelines:

1. Meet with your group and read some biographical information on your assigned artist. Take notes for presentation to class.
2. View images of your artist’s paintings. Select a painting that connects in some way to events in Chapters 7-10 of Bless Me, Ultima.
3. Analyze the painting and describe how it relates to an event or a new understanding Antonio gains in Chapters 7-10.
4. Discuss and include discussion of elements of the Magical Realism genre you see in the artist’s work.
5. Present your artist, selected paintings and connections to the class.
6. Meet with your group and read some biographical information on your assigned artist. Take notes for presentation to class.
7. View images of your artist’s paintings. Select a painting that connects in some way to events in Chapters 7-10 of Bless Me, Ultima.
8. Analyze the painting and describe how it relates to an event or a new understanding Antonio gains in Chapters 7-10.
9. Discuss and include discussion of elements of the Magical Realism genre you see in the artist’s work.
10. Present your artist, selected paintings and connections to the class.

This I Believe essay- revised draft due.

Bless Me, Ultima- p. 1-59, Chapters 1-5. Reading response #1 in class.

This I Believe essay- completed outline or completed rough draft due.

Start reading Bless Me, Ultima, by Rudolfo Anaya. Reading schedule attached. First reading section due 5/14. RR#1 in class on 5/14.

Binder Check #3- use attached score sheet to organize your work. Bring binder, ready to score.

This I Believe- listening notes due. Use link below to listen to at least five essays.

This I Believe note taking template attached.

Read about Ziuhitso, a Japanese form of writing that is akin to 20th century stream of consciousness writing.

China/Japan research and presentations reflective writing due. Prompt attached.

Use the link below to complete a quick nutrition survey from the PL health office.

The link is: https://goo.gl/forms/ql8HtpM2noUgGKIq1

The Haiku Masters- reading response. Complete a reading response that includes an introduction to your poet’s life and work, and your response to his poetry (include examples from your 10 favorites). Suggested length: 1 ½ pages. Due: Tuesday, 4/17.

 

Haiku Masters- Basho, Buson and Issa. Read and highlight/annotate biography of your poet and the packet of his haiku. Select 10 favorite haiku to share with small group. You will also introduce your poet and his life.

WM- read Intro to Japanese Tanka and Haiku, p. 294-95, take notes.  Read major Japanese poet biographies, 296, and tanka and haiku preview, p. 297, take notes. Due Tuesday, 4/10.

Red Azalea- RR#5 in class. Bring book

Red Azalea- reading response #5, p. 265-306 (end), in-class. Bring book.

Binder Check #2- use binder score sheet to organize your work, and bring binder ready to score.

Red Azalea- reading response #4, p. 224-265, due.

Binder check #2- use attached score sheet to organize your binder. Bring it to class ready to score.

Use the link below to read about the history of censorship in the United States.

Japan/China research presentation work (guidelines attached).

Bring ID card and Siddhartha to check out Red Azalea and return Siddhartha.

Read biographies of four Chinese poets, p. 278, and types of Chinese poetry, p. 279 and take notes. Read excerpt from the Book of Songs, 280-81 and Form, Shadow and Spirit, 282-4.

 

China/Japan Research- topics list attached.

Read The Analects excerpt in World Masterpieces, 268-270. Compare your understanding of the Tao and The Analects and the philosophical/practical ideas in each (1-1 1/2 pages).

WM- Read intro to the Tao and the Analects, p.264 and take notes. Read excerpt from the Tao, p. 266-67.

WM- Intro to China and Japan, p.251-263. Read and take notes.

Binder Check #1- use attached binder score sheet to organize your binder before class.

Yearbook survey link:

Siddhartha found poem, in typed, final draft form, due.

Siddhartha- read Part Two, p. 105-122. Reading response #4 in-class. Bring book.

Siddhartha- read Part Two, p. 70-104.  Reading response #3 due (out of class). Note date change.

Letter- typed and formatted final draft letter due for mailing.

Letter- final draft due for pass-around editing.

Siddhartha- read Part Two, p. 37-69. Reading response #2 due (out of class).

Bring book.

Letter- completed rough draft due. Should be approximately 1 1/2 pages.

Use this business letter format link to format your letter.

Siddhartha- read Part 1, p. 1-34. Reading response #1 in-class. Bring book.

Siddhartha reading schedule attached.

WM  read “Defining Wisdom Literature,” p. 186-87, and take notes. Read “The Upanishads: Teaching Philosophy,” p. 189, and take notes. Due Thursday, 2/8.

WM- read introduction to the literature of India,p. 163-175, and take notes.

Speech note taking template attached.

Speeches begin.

Persuasive speech- make an outline of your speech to use when you deliver speech.

Practice, practice and practice your speech.

Persuasive speech, 3-4 minutes, due for practice.

Speech- final draft for practicing due. Bring your speech and outline/notes you will use when giving your speech.

Booktalk #2 due.

Persuasive essay- final draft for evaluation due. Bring two copies.

Persuasive essay- final draft for editing due.

Binder Check #5- use attached binder score sheet to organize your work. Bring binder ready to score.

Answer the questions below to evaluate the persuasive impact of your paper:

Write down your claim/thesis.

What is the purpose of your essay? What is your goal?

Use strong adjectives to describe the tone of your essay. Include 4-5 examples of diction choices to support.

Review your essay and list the number of each of the appeals below:

Logos; pathos, ethos.

List the types of evidence included in your essay.

Consider your conclusion. Does it reiterate your claim/thesis and clearly state what the reader should now do?

Persuasive essay- revised draft due.

What's Going on in this Picture?

Persuasive essay- completed rough draft due.

Persuasive essay evaluation rubric attached FYI.

Bias in the media- comparison of two articles related to your persuasive essay topic from different news sources due.

Remember to use allsides.com to determine the bias of different news sources.

Persuasive essay- rough draft in-progress or completed outline due.

Remember to include MLA formatted in-text citations. Use link below for samples of correct formatting.

Watch this interview with the amazing young poet Rupi Kaur.

Use this link to check on the biases of your media sources.

 

Interesting fake news article and interview with fake news producer.

Booktalk #2 selection due- This booktalk should be on a classic book.

Persuasive essay research- precis #4 due.

Persuasive essay research- precis #3 due.

Persuasive essay research- precis #2 due.

Persuasive essay research- precis #1 due.

Binder Check #4- use attached score sheet to organize your binder.

1. Make a list of five local, national or global issues about which you are interested.
2. Select one issue from your list, and find at least two sources

(print or online articles, tv, radio, anecdotal) that deal with your selected topic.

3.Write a brief summary of each and include citation.

Binder Check #4- Thursday, 12/7

In-class essay on selected memoir. Bring book.

Select a memoir or biography from attached list. If you have another title for this partner/group read, let me know.

Things Fall Apart- read Chapters 20-25, pages 140-173.

Reading response #5, in-class.

Things Fall Apart- read Chapters 14-19, pages 107-139.

Reading Response #4 (out of class) due.

Binder Check #3- use the attached score sheet to organize your work.

 

Things Fall Apart- read Chapters 11-13, pages 81-106.

Reading Response #3, in-class.

Things Fall Apart- Read Chapters 5-10, pages 33-80.

Reading Response #2 (out of class) due.

Use attached African tribal mini-research guidelines attached.

Things Fall Apart- read Ch. 1-4, p. 3-32.

Reading response #1, in-class. Bring book.

Complete EOS Survey in class.

WM- read Coleman Barks' intro to Rumi poetry, p. 114-15. Read Rumi biography, p. 116-17 and take notes. Read poems p. 118-123, and answer questions 1-7 and 10 on p. 125.

WM- read from The Guilstan, by Sa'di, p. 106-110. Answer questions 2ab, 3abc, 4 ab, and 5ab, on p.110. Read Literary Analysis, p. 111; take notes and answer question 1 on p. 111.

Read p.100-01 intro to The Rubaiyat, by Omar Khayyamn and intro to The Gulistan, by Sa'di, take notes. Read from The Rubaiyat, p. 102-05, and answer question 5ab on p. 105

 

In class: use this link to read more verse from The Rubaiyat and complete in class assignment.

PSAT- All sophomore students take the PSAT today.

WM- read from The Thousand and One Nights, p. 84-85 and take notes. Read "The Fisherman and the Jinee," p. 86-96; answer questions 4c, 5 and 6 on p. 96.

Read this article and listen to some of Scheherazade:

 

WM- Persian and Arabic Literature assignments attached.

Read intro to the Our'on,  p, 76-77 and take notes. Read excerpts, and answer questions 2,3,4 & 5 on p. 81.

Read The Alchemist, p. 116-171 in orange 25^th anniversary edition, or from where we left off on 9/29 to the end of the book. Complete reading response #3. Due Friday, 10/6. Bring book.

Binder Check #2- use attached score sheet to organize your binder.

Working with one of your three creation stories, answer the questions below:

Discuss what this creation story reflects about the people and culture from which it comes.

Compare selected creation story to “Genesis” 1-3;

Compare selected creation story to “The Wooden People.”

“The Wooden People,”  Mayan myth and into p. 54-57. Complete questions 1,2 and 3, p.57.

The Alchemist: read Part 2 to p. 116 (in 25^th anniversary ed), p. 107 in orange cover with pyramids, p. 112 mountains and castle), or the page where the boy meets the alchemist before “Next morning, there were two thousand armed men scattered throughout the palm trees at Al-Fayoum.” Complete reading response #2.

WM- read "Genesis" 6-9, p. 44-50. Answer questions 1, 2 and 3 on p. 51. Then, compare the flood story in the Bible to a flood story from a different people/culture. You may use Gilgamesh or research another flood story for comparison.

WM- read Hebrew literature, p. 36-37, and take notes; read “Genesis,” 38-43, and complete questions 5 and 6, p. 43. Due Wednesday, 9/27.

The Alchemist- read to p. 50 (end of part 1). Bring book.

Reading Response #1 due (reading response suggestions attached).

Gilgamesh creative writing assignment due. Typed, final draft (guidelines attached).

Symbols project due for presentation. Be sure to include a Works Cited slide.

Symbols project work time.

Gilgamesh- reading response #1 due. Note date change.

Binder check #1- bring organized 3-ring binder of homework and class work ready to score. use attached score sheet to organize your assignments.

Bring ID card to check out The Alchemist.

 

Link to interesting article on a recently discovered fragment of Gilgamesh:

Bring ID card to check out The Alchemist.

 Booktalk #1 due.

Booktalk guidelines attached.

Symbols project research. Remember to keep track of works used.

 

Read WM- Introduction to the Ancient World, p.1-13. Take notes. Specific parts to read are listed below:

Skip p. 2 & 3.

Look at p. 4 & 5- timeline

Read and take notes on p. 6-13.

You do not need to bring the textbook to class.

 Syllabus signature sheet and contact info form due.

Review symbols project guidelines (attached), and select a symbol for your research.

 Make a list of at least five symbols that you want to complete preliminary research on to determine the one you will research for your project.

Period 4- grade level assembly. Meet in class for roll, and then we will go to the Big Gym for the assembly.

 Read, highlight and annotate "Is That a Symbol," Thomas Foster (handout). Come to class ready for a discussion on the article.

Complete personal symbol and be ready to share in class.

 Textbook check out. Bring ID and schedule.