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English 1/2 (Period 1)

Course Description

 Period 1 and 6, English 1/2, Room 509/PAC
Submit assignments here-(Class code: 4hcmxz)
Sign up for Remind.com by texting @h8cbb7 to 81010

Posts

Fri. 2/9/18

Goal: Finish reading "Cask of Amontillado" and catch up on other work.
Finish reading "Cask of Amontillado"
  1. Open your predictions chart from yesterday. 
  2. Finish reading the story and continue adding to your prediction chart. 
  3. Don't forget to include the text evidence that supports each of your predictions. 
  1. the text of the story:https://docs.google.com/document/d/1-Cc9eJmhltD6YRpM78zk1-lG1pP5Q44K1Y-OUGpAl3Q/edit?usp=sharing
  2. Follow the directions in the predictions document to read and predict as you go. 
  3. Support your predictions with evidence from the text. (Quote the text. Do not paraphrase.)
 
District reading inventory assessment: AIDAN B, MARCO, GWYN, JARED, MATT N., JACOB, BRADEN S., NOAH, DEVIN, MYTHKA,SOPHIA W, TOM.Take the reading inventory assessment again to see your progress from the beginning of the semester. It will give us valuable data about how you read. This will not become part of your grade (so there is NO reason to cheat), but you will get your results when you finish. START HERE

Wed. 2/7/18- Thurs. 2/8/18

Goal: A second probable passage activity to get us ready for our next reading. It will help you get to know some of the words from the story and get you thinking about what might happen.
Probable Passage:
  1. Copy/Paste the probable passage in your English Journal: https://docs.google.com/drawings/d/11Nr7zi4PQ3dWMQ_WJyAxMz1_JwxvL9EkpwWJPRXYN00/edit?usp=sharing
  2. Look up any words you don't know as you work. 
  3. Discuss your reasoning as you go.
  4. Use as many of the words as you can in your gist statement. 
If you finish early:
Goal: First reading of "Cask of Amontillado" with predictions.
Reading "Cask of Amontillado" while predicting. 
  1. Copy/Post "Predictions Chart Poe" into your English Journal: https://docs.google.com/document/d/1vbi0Od7VnisYg5CT6tfLFsmV4mFZzRZPtqVbgH8FBAI/edit?usp=sharing
  2. the text of the story:https://docs.google.com/document/d/1-Cc9eJmhltD6YRpM78zk1-lG1pP5Q44K1Y-OUGpAl3Q/edit?usp=sharing
  3. Follow the directions in the predictions document to read and predict as you go. 
  4. Support your predictions with evidence from the text. (Quote the text. Do not paraphrase.)

Tues. 2/6/18

Goal: Writing academically about irony and theme in "Possibility of Evil"
Writing: 
  1. Use the prompt below to write a mini essay response about "Possibility of Evil" in your English Journal.
  2. Use evidence (quotes) from the text in your writing. (Note: Open your reading organizer from last week. It will have the link to the text. Also, be sure you completed it.)
  3. Possibility of Evil Reading- https://drive.google.com/file/d/1MqmOQKCbIAXFjZXUhFCnoExgn4fdJmvW/view?usp=sharing
  4. If you need help writing about irony look at THESE SLIDES. 
  5. You can find some examples of irony from the story HERE. (Note, all these examples were suggested by 9th graders. Some of them may not be great examples. Choose wisely.)
  6. Pick a theme- https://docs.google.com/presentation/d/18lcXBdamCkKItE82Zu9UJUBwxG9IhOewLDdqnAD3ob0/edit?usp=sharing
Prompt: Shirley Jackson uses irony frequently in “The Possibility of Evil.” Give at least two examples of irony from the story and explain why each is ironic.  What do these examples tell us about the character and what Jackson thinks about human nature (pick a theme)?

Mon. 2/5/18

Goals: Reviewing irony, finding and explaining examples from the text.
Irony: Lets review some of the forms of irony that come up most often:
Video version: You get to look at one more explanation of irony.
Watch THIS and answer the questions in your English Journal. https://edpuzzle.com/media/5893ca116c10723533e3b5cf
Your examples of Irony:
Complete this form to gather examples of irony form "Possibility of Evil."- https://docs.google.com/forms/d/e/1FAIpQLSeZ9vrHF8Fi4n3vd0db3cNdFMG6h0Jr_OJ5-UsNvJJSmgTrAw/viewform
 
 

Fri. 2/2/18

Goal: Finish reading "Possibility of Evil"
  1. Copy/Paste Reading Organizer into your English Journal: https://docs.google.com/document/d/1r1jF2s1Qb996_44dyTPvvQsT8VyMyDehscw65N3E_z0/edit?usp=sharing
  2. Possibility of Evil Reading- https://drive.google.com/file/d/1MqmOQKCbIAXFjZXUhFCnoExgn4fdJmvW/view?usp=sharing
  3. Follow the directions on the reading organizer to stop and answer the questions as you go. 
  4. Be sure to include the quotations from the story (evidence) that supports your thinking. 
 

Thurs. 2/1/18

Goal: Finish reading "Possibility of Evil"

Quick survey:
Some students in our AVID program are interested in your knowledge and opinions about the PLHS dress code.
Please click HERE to complete their survey. (They said thanks.)

 Continue reading "Possibility of Evil"
  1. Copy/Paste Reading Organizer into your English Journal: https://docs.google.com/document/d/1r1jF2s1Qb996_44dyTPvvQsT8VyMyDehscw65N3E_z0/edit?usp=sharing
  2. Possibility of Evil Reading- https://drive.google.com/file/d/1MqmOQKCbIAXFjZXUhFCnoExgn4fdJmvW/view?usp=sharing
  3. Follow the directions on the reading organizer to stop and answer the questions as you go. 
  4. Be sure to include the quotations from the story (evidence) that supports your thinking. 

District reading inventory assessment.

  • Take the reading inventory assessment again to see your progress from the beginning of the semester. 
  • It will give us valuable data about how you read. This will not become part of your grade (so there is NO reason to cheat), but you will get your results when you finish. START HERE.
 

Wed. 1/31/18

Goal: Read the beginning of The possibility of Evil while gathering evidence to support your thinking. Complete the reading organizer as you go.

Possibility of Evil:
  1. Copy/Paste Reading Organizer into your English Journal: https://docs.google.com/document/d/1r1jF2s1Qb996_44dyTPvvQsT8VyMyDehscw65N3E_z0/edit?usp=sharing
  2. Possibility of Evil Reading- https://drive.google.com/file/d/1MqmOQKCbIAXFjZXUhFCnoExgn4fdJmvW/view?usp=sharing
  3. Follow the directions on the reading organizer to stop and answer the questions as you go. 
  4. Be sure to include the quotations from the story (evidence) that supports your thinking. 
  5. We will take more than one day to read this, but try to get through at least half today. 

District reading inventory assessment.

  • Today we take the reading inventory assessment again to see your progress from the beginning of the semester. 
  • It will give us valuable data about how you read. This will not become part of your grade (so there is NO reason to cheat), but you will get your results when you finish. START HERE.
 

Tues. 1/30/18

Goal: Review and sort words from an upcoming reading to make predictions about the text.

Probable Passage:
-Copy/Past Plot Profile into your new English Journal: https://docs.google.com/drawings/d/118S9ILG6-TRyLMH2rT5QaSgfZHHZjO_oNJ5qOLKIPgs/edit?usp=sharing
-Sort the words into the plot profile categories and then use those words to write a prediction for the story we will read tomorrow.
-Paste your prediction (gist statement) into your English Journal.

Mon. 1/29/18

Goal: New reading challenges and practicing our article of the week skills. 
Article of the week: 
  • Read THIS ARTICLE and write a two paragraph response in your New English Journal. 
  • The first paragraph should be a summary of the main idea and details. 
  • The second paragraph should be your thoughts and opinions about what you read.
  • 3.bp.blogspot.com/-LYernY3WqOc/WSRI9ncSFqI/AAAAAAAAvgA/SXmFFW1_5L4fBqp4dGU68JTotdCHc4nbwCK4B/s1600/FullSizeRender-796487.jpg

Reminders:

  • This is the beginning of a new semester. 
  • Cumulative grades start over. 

Fri. 1/26/18

First Semester Final:

https://docs.google.com/forms/d/e/1FAIpQLSd6L4yu9loZx-yK1l8LM7117K8XZ62uatMeYD9NcHHHzLynkg/viewform

First Semester Final Reading Passages: https://docs.google.com/document/d/1ZV_zje_ZC0SVGn7vBRa3bKtsbR9BzaATdCklpEa0Cdw/edit?usp=sharing

Goal: District reading inventory assessment.

  • Today we take the reading inventory assessment again to see your progress from the beginning of the semester. 
  • It will give us valuable data about how you read. This will not become part of your grade (so there is NO reason to cheat), but you will get your results when you finish. START HERE

English Journal Assignments due on Friday by 2:15pm

Tues. 1/23/18

Rhetorical Precis:
Open your ENGLISH JOURNAL. 
Write a four sentence rhetorical precis of Hip Hop Planet.

https://2.bp.blogspot.com/-LUOnEyBJ7dA/Wi4DXMHCU1I/AAAAAAAAAG0/2pfKI3-JPZcKAt_0EYEiwRCD4GVPVVjugCPcBGAYYCw/s1600/precisframe.jpg

Rhetorical verbs: https://2.bp.blogspot.com/-BIsWvj-yILk/WlUNYZ1iN1I/AAAAAAAAAKk/edJga6LrbG0zGI7vFqeKrCAu4H5EVECDQCLcBGAs/s1600/rhetoricalverbs.jpg

Goal: District reading inventory assessment.

  • Today we take the reading inventory assessment again to see your progress from the beginning of the semester. 
  • It will give us valuable data about how you read. This will not become part of your grade (so there is NO reason to cheat), but you will get your results when you finish. START HERE

English Journal Assignments due on Friday by 2:15pm

 *FINAL STUDY GUIDE*: https://docs.google.com/document/d/1u8C8Q8dk0dbGJYWBoS2gF4l6lIv2_RPzMKXmuykZ5w4/edit?usp=sharing

Period 1 final: Wed

Period 6 final: Fri

Mon. 1/22/18

Goal: Soapstone for Hip Hop Planet and start on a rhetorical precis. 
SOAPSTone: 
Complete the SOAPSTone Activity. You can collaborate or work alone.

https://docs.google.com/forms/d/e/1FAIpQLSdbU6OY_dskRyZna-NAWH1Fed6NAmqHMk81w2LBzmWZ0Y6BZg/viewform

Hip Hop Planet Article: https://docs.google.com/document/d/1wFcjDoVlul5rsF_SEOBapMTay1RcoFh9F-CWx1ZPSOo/edit?usp=sharing

SOAPSTone:
S - Subject / topic / issue of the text
O - Occasion - what is the context of the text? Consider time period, relevant events, and issues current to the text.
A - Audience who is this written for? How do you know?
P - Purpose - why did the author write this? What is his/her goal?
S - Speaker - who is speaker? How do you know? What else can you find out?
T- Tone - sarcastic, humble, bitter, convinced, unsure, reasonable, angry, immature, educated? Tone adjectives:https://www.mhasd.k12.wi.us/cms/lib/WI01001388/Centricity/Domain/123/Huge_list_of_tone_words_with_definitions.pdf

Fri. 1/19/18

Goal: Delve deeper into what McBride is saying and doing in his essay.
Charting the Text:

1/17-1/18

Goal: Our goal today is a closer examination of part of the text we read Friday to help us understand the author's purpose better.
Close Reading/Google Slides:

https://docs.google.com/presentation/d/1PT5HleaZokx5l77yCq0gOtwN04w01CD-VSW51uzfiuU/edit?usp=sharing
Now that you've read James McBride's complete article, we're going to spend some time today focusing on just a few paragraphs, specifically the last two paragraphs..

Copy/Paste paragraphs 11 and 12 into your English Journal.

Original Article:https://docs.google.com/document/d/1wFcjDoVlul5rsF_SEOBapMTay1RcoFh9F-CWx1ZPSOo/edit?usp=sharing
Respond to the following questions in your English Journal:

1.What are some of the words that McBride chooses?                                 

2.What are McBride’s reasons for choosing those words?                                   

3.What is McBride’s tone? Tone adjectives: https://www.mhasd.k12.wi.us/cms/lib/WI01001388/Centricity/Domain/123/Huge_list_of_tone_words_with_definitions.pdf                                                             4-5.Look closely at the last sentence of paragraph 11.What is it that the children can hear?What message can the younger generation hear within hip hop music?   

6.What three problems does McBride say contributed to the rise of hip hop?

7.When McBride asks, “Can we?,” who is the “we” he is referring to?            

8.How do you know?                                                                                      

9-10.What does McBride want his audience to believe or understand? What is his purpose in writing this article?                                                      

11.Do you agree with his argument? Why or why not?