SOLOMON English 3-EEN43_1 (Period 2) 2022 1 Assignments

Write an argument essay based on the attached argument prompt and four texts. Use the annotation strategies taught in class as well as the argument writing structure you've learned. 

Must be done by hand and in class.

Click to be marked present for remote learning on Friday 6/9.

Read the directions and text then write a text-analysis essay. Use your "Barbie Doll" text analysis essay as a model.

Read and annotate Reading Comprehension Passage A for the questions.

Write an argument essay (Part 2 of the regents) based on the four texts. Read the directions carefully. Follow the model / outline.

Write a text analysis response to the poem "Barbie Doll" by Marge Piercy.
Read the directions on the attached link about the Regents.
Read the model.

Complete either the free verse poem or short film choice project from pg 267 in your Into Lit HMH workbooks.

You can preview these texts in your HMH Into Lit workbooks or through your HMH Into Lit ebooks (through TeachHub).
1. from Song of Myself
Poem by Walt Whitman
The great American poet celebrates aspects of American life, himself included.


2. My Friend Walt Whitman
Essay by Mary Oliver
In the absence of friends at school, the writer finds “shadow companions” in books.


3. Poems by Emily Dickinson
This unique American poet is known as the “Belle of Amherst.”


4. Poems by Emily Dickinson
This unique American poet is known as the “Belle of Amherst.”


5. from Last Child in the Woods
Essay by Richard Louv
The writer relates the way he connected to nature as a child.


6. from Walden
Essay by Henry David Thoreau
The well-known transcendentalist yearns for a simpler life.


7. The Minister’s Black Veil
Short Story by Nathaniel Hawthorne
A new accessory alarms the people in a New England town.


8. The Fall of the House of Usher
Short Story by Edgar Allan Poe
A family’s decline is reflected by their home in a rather horrifying fashion.

Complete the guided annotations for pages 252-255. Also, complete the assessment practice.
Each section, underline key words and phrases (NOT full sentences) that help to answer the guiding questions on Slide 2. Then, write a brief note in the margin that answers the question. 

Ex: paragraph 1 - How did the US change after the War of 1812? (underlined words/phrases: "Industrial Revolution," "agricultural," "factory system," "industrial powerhouse," and "farms [to] cities."

From page 213 in your HMH Into Lit workbook (accessible also through HMH Into Lit app on TeachHub), choose one of the three choices to demonstrate your understanding of the themes in the two poems: "On Being Brought from Africa to America" and "Sympathy".

Log on to HMH Into Lit and complete the Growth Measure test. Completing this will result in a 100 participation grade.

Objective: I will understand how Jefferson develops his argument by analyzing the word choices, structure, and use of evidence. 

Directions: 
1. Complete the attached handout (provided in class). You need to refer to the text (online version through HMH app in TeachHub OR your printed packet).
2. If you completed it by hand and submitted it in class, click "mark as done". If you are absent, make a copy of the attached Google doc, and turn it in through GC. 


Tuesday 3/7 & Wednesday 3/8
Objective: I will understand how Jefferson uses language to develop his argument by analyzing specific vocabulary words in context. 

Small groups: 
Complete the close reading of paragraph 31 (online or in your packets). 
Support: Use the adapted text below.
Make sure to think about the key words or phrases Jefferson uses in the ORIGINAL text to help develop his argument. 
Pairs: According to Jefferson, what are the characteristics of a good government? Discuss your ideas with a partner.
Support: Adapted paragraph 31: 
We have not forgotten our British brothers. We have repeatedly warned them of attempts by their government to rule us unjustly. We have reminded them of the circumstances of our arrival and settlement here. We have appealed to their sense of justice. We have asked them, based on our shared family ties, to refuse to support this theft of our rights. They too have been deaf to the voice of justice and our relationship by blood. We must therefore consider them the way we consider the rest of mankind: enemies in war, friends in peace.






Standards:
11-12R5In literary texts, analyze how varied aspects of structure create meaning and affect the reader. In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal.
11-12R2Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text.
11-12R1Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration.
11-12R4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text.

Objective: I will demonstrate my comprehension of the film Rear Window by organizing and analyzing evidence in a multi-paragraph response. 
Using the film Rear Window, choose one of the four topics to write an analytical essay on:
gender roles
marriage
morality, ethics, and voyeurism
dissatisfaction and confinement
Refer to the attached template when writing your essay. 


(Note: the three body paragraphs must show the development of the argument).


You must select a literary device to explore how Hitchcock communicates a message about one of the topics. Use characterization OR conflict. 


In your first body paragraph you need to select evidence that reveals Jeff and/or Lisa's characterization OR conflict in the BEGINNING of the movie.
In your second body paragraph you need to select evidence that reveals Jeff and/or Lisa's characterization OR conflict in the MIDDLE third of the movie.
In your third body paragraph you need to select evidence that reveals Jeff and/or Lisa's characterization OR conflict in the END of the movie.


Thesis Template: In the 1954 movie Rear Window, director Alfred Hitchcock uses [insert characterization / conflict] to communicate the message of [insert message about your topic].

Note: You can add a little to the characterization/conflict part by being specific!

Day 2: 36:44 – 50:29

Tasks: 

1. Write a creative writing journal entry about  the picture prompt: Shadow in the Sky! (see the attached slides - slide 1). 
2. Use the vocabulary handout you previously worked on and continue writing your story, but this time focusing on incorporating a AT LEAST five vocabulary words. Be sure to use context clues. Your story should be at least two pages.

Note: All your work will be in your journal. Update your journal's table of contents. 
3. Click "mark as done" when you have finished.
4. Return your journal to the green bins on the stage when you are done.

Note: If you are absent, please complete these activities on loose-leaf paper. You will staple in your journal entry when you return to school.

Tasks: 

1. Write a journal entry about democracy (see the attached slides - slide 2). Return your journal to the green bins on the stage when you are done.
2. Use the vocabulary handout. Look and define each vocabulary word and use it in a sentence. Hold onto your work for tomorrow's activity.
3. Click "mark as done" when you have finished.

Note: If you are absent, please complete these activities on loose-leaf paper. You will staple in your journal entry when you return to school.

Objective: I will understand the context of the film Rear Window by analyzing how Hitchcock builds suspense and four historical movements of the 1950s.

Read the document "Hitchcock on Suspense  & Rear Window Context" (complete the suspense activity).

Day 1: Watch the film Rear Window (00:00 – 36:44). Complete the guiding questions on the attached Google doc. We actually watched up to 18:00.

Objective: I will identify large themes of a short video clip by citing strong and thorough textual evidence to support analysis.

Directions:

Watch the following video clip.
In the left column list all the observations you can make.
In the right column make inferences based on your observations.
Bold the MOST LIKELY inferences and explain WHY beneath the chart.
Discuss in your small group what come to a consensus on the man's backstory as well as his characterization.
Turn in.
Tips: 
Note EVERY detail. 
What do certain details have in common with others? 
What are the MOST LIKELY inferences you can draw from the details?

Objective: I will understand how the location of New Orleans impacts people across history by integrating sources on the same topic in order to address a question: what connects people to certain places?

With your small group, design a travel brochure for the city of New Orleans (using Canva). Decide what sights, events, festivals, restaurants, types of food, slogans, and images you would use to attract people to the city.

Cabeza de Vaca’s La relación was a crónica, or historical chronicle, that narrated events in more or less the order they occurred. In the Age of Exploration, crónicas were the news reports of their day, even though they lacked the on-demand availability (and editability) that technology gives modern news outlets. That’s where you come in! Using details from Reséndez’s article, retell Cabeza de Vaca’s story in the form of a modern-day news report.

Ideas to consider:
Is this a breaking story, which will be updated frequently as more news is available?
Is this a complete report that has been crafted over time from well-researched data?
How many eyewitnesses will you interview, and how will you cite them?
Is the story told from one point of view or multiple points of view?
What text features will you include: headlines, subheads, and visual elements, such as maps?
Note: You can use Canva (search "newsletter") or you can simply use Google docs. 

Instagram Post
Discuss
the relationship between the style of Instagram, the
author’s style, and the audience. 
Consider how the style of Instagram is different from
the style of other social media. 
What types of posts does
the Instagram audience respond to best? 
What types of
content will make a successful post to Instagram?


The explorers in Cabeza de Vaca’s expedition were blown off course by a hurricane and have just landed on the shores of modern-day Florida. Create a series of Instagram posts from them that capture the novelty of the experience and their reactions to this radically different world. (See: Canva Instagram post templates link)


Graded on: Accuracy of content, coverage of whole story, creativity, organization

Dramatic Monologue:  Get into character before you perform a dramatic monologue. What would Balboa’s voice sound like?
What kind of bearing and posture would Balboa have? What kind of gestures would Balboa employ to convince his unnamed listener to agree with him?
Research: Research the positive and negative aspects of one explorer. Groups should prepare a short presentation on who their explorer was, which country he represented, what he did that was significant, and any actions he took that he should not have taken.
Advice Column:  Advice columnists can help people understand the impact their decisions and actions have had on people around them. The advice is often given by people without counseling degrees or education. Take on the persona of an advice columnist with various attitudes toward Balboa. Consider how the perspective of the columnist would affect what advice they have about social awareness.

Have your group upload a pic of your group's response. Everyone should leave a private comment of WHO has the work.
If you were absent, please select ONE of the six questions to respond to in a Google doc (or upload a pic of your work on loose leaf). The questions are on page 13.

If you were in class on Friday 12/2, you don't need to upload anything. However, if your annotations weren't checked, please upload your annotations to change your grade from 0.

You start with an 80, and lose 10 points for each day you use OR have a a cellphone on your desk. Also, you will lose 10 points if you have AirPods in your ears when you shouldn't (anytime that is not journal writing).

If you are absent WITH NO EXCUSED ABSENCE NOTE, you will also lose 10 points.

Objective: I will compare the Iroquois creation myth with another culture's creation myth by analyzing two creation myths in order to address the question of how myths reveal cultural values and beliefs. (11-12R7)

Introduction: Almost every culture has an explanation for how the world was created. Your group will browse online to research a creation myth from your assigned culture to compare it to the Iroquois creation myth "The World on the Turtle's Back." Then you will create a presentation in Canva to compare the similarities and differences, focusing on the archetypal heroes and villains, gods, and the reflection of the culture's values and beliefs through the myth.


Creation myths to research (your group will be assigned ONE):
China
Japan
Mexico
Africa
India
Australia

You will:
Read the creation myth
Create a digital presentation using Canva that compares the two cultures' myths 
Compare the archetypal characters (hero and villain)
Compare the values and beliefs that are revealed about the culture's society through the myth
Include relevant images on each slide
Canva Presentation:
Join Canva using the link provided on the Google Classroom stream
One person will "create" a "presentation"
The creator will invite the group members to the presentation
Together, you will create a multi-slide presentation that bullet points the culture, its creation myth, archetypal heroes and villains, relevant images (and captions), and a comparison to the Iroquois myth (similarities and differences)
You must use partial quotes (textual evidence) from the creation myth to support your ideas
Your presentation must include three of the five academic vocabulary words from the start of the unit
You must cite your source(s) for what you research
Note: 
One member will submit the link to your Canva presentation.
The other members will leave a private comment with who submitted the link.
Rubric:
organization of Canva presentation
accuracy of archetypal depiction from your culture's creation myth
accuracy of cultural values and beliefs being represented through the myth
use of textual evidence
use of relevant images

State what assignment /activity you are working on today (be specific - don't say "missing assignments"). 

When you want your journal checked, click "mark as done".

You will be graded on the following criteria:
completion of all journal entries
an updated table of contents
extensive writing (meaning, if you have 8 minutes to write and only have a couple of sentences, you missed the point of "continuing to write for the duration of your entry").
**If there is a journal entry that you wish to remain private (meaning, you don't want me to read it, just fold the corner of that entry in and I will respect your privacy).

Create a poster with your partners to visualize you particular literary movement in American history. Use your information sheet (ONE of the three) and information you research to develop your poster. 

Objective: I will understand how Gary Soto develops a central idea in his short story "the Jacket" by analyzing his use of figurative language. 

1. Finish reading and annotating "The Jacket". You are annotating for examples of figurative language, identifying the type and what it reveals about how Soto feels.

2. Complete the handout in class (figurative language chart) that explores several more uses of figurative language in the story and how it connects to a central idea.

Objective: I will understand how writers use figurative language by analyzing the use of figurative language to convey deeper meanings.

Read through the first couple of slides - watch the corresponding shorts clips (video attached).

On slide 3, watch the full short animated film "Being Pretty". Create a Google slide that breaks down the symbolism used and how it develops a central idea. You MUST include a visual.

Objective: I will understand how Gary Soto develops a central idea about his jacket by analyzing his use of figurative language.

Friday 10/28
Read the first page of Gary Soto's personal narrative "The Jacket".
Annotate for uses of figurative language. (see attached doc about figurative language)
Use marginal notes to explain what the figurative language reveals about Gary Soto.

Objective: I will understand how Diaz develops a central idea by analyzing key details and evidence from the story “Wildwood”.


Thursday 10/27
Today we completed an in class post-it activity and then wrote a paragraph identifying a central idea, strong, relevant evidence, and then added commentary on how the evidence supported the central idea. 

If you were absent, please complete the paragraph on a Google doc and attach it to this assignment. Read slide 3 for the task.
If you were present in class and submitted your paragraph on paper, hit "mark as done".

Tomorrow we will read our third and final text of Unit 1: Gary Soto's "The Jacket".


Previous Texts:
1. "Little Things are Big" by Jesus Colon
2. "Wildwood" by Junot Diaz

With your group, can you escape Wildwood?


Load the Google form and work together to get out of Wildwood!

Focus: How do we use relevant appositives in our sentences?
Objective: I will use relevant appositives in my sentences by analyzing character traits.

Read: Finish the story.

Focus: How does Lola express how running away has made her feel?
Objective: I will understand how Lola expresses herself by analyzing the connotations of her diction.

Focus: How does Lola’s diction reveal what she was experiencing at the time of running away from home and reflecting back on it?

Objective: I explore Lola's diction by analyzing the impact of her specific word choices on the meaning. 

While reading through "Wildwood," Lola often uses very specific words and phrases that have strong connotations (an idea or feeling that a word invokes in addition to its literal or primary meaning). Today, we will examine a few of Lola's word choices and how they impact the meaning of the text.


Complete the diction analysis chart (3 rows, the first one is a model).
Then, with a partner, compare your second and third rows. What did you notice about your analysis? Similar? Different? How?
Finally, by yourself, write a paragraph answering:
**How does Lola’s diction reveal both what she was experiencing at the time she ran away and also how she views her actions later in life?

Vocabulary:
Connotation
Dennotation

Focus: How do we embed quotes in our analysis?

Read the document: "Quotation Integration - Wildwood" - this introduces HOW to embed quotes into our sentences.

Focus: How can we capture Lola's characterization in one word?

Read through paragraph 64.
Based on the story so far, choose one vocabulary word that you believe is important to the story. Think about characters, setting, mood, theme, etc. 

Create an animated GIF of that word:
select a YouTube clip that has a short video/image that best represents your word
copy the url (web address)
go to makeagif.com (website link attached)
click on "YouTube to GIF"
paste YouTube link where it says "copy and paste YouTube URL"
wait for it to process
adjust the start time for the clip (trim clip)
adjust how long the GIF will be (trim clip)
click "continue to publishing"
on the left, select a category for your GIF (it can be anything - doesn't matter)
click the yellow "create your GIF" button in lower right
wait for it to process
click the download icon (a down arrow located under the new GIF) and save the GIF to the computer
Google Slide:
create a new Google slide
go to "File", "Page Setup" and then select "Standard 4:3". (Delete the text boxes on the slide)
upload image (select gif you created and downloaded) to a Google slide. (Go to "insert" then "image" then "upload from computer")
stretch the GIF to fill the box
click "Insert" then click "word art" (type in vocab word)
stretch the word to fill over the image
change the "fill" to "transparent"
change the line weight to somewhere between 8 and 12
change the line color to white (or another color that makes the word easy to read)

In the speaker notes of the slide, include:
your name
definition in your own words (and part of speech)
the sentence in the text in which it appears
an explanation as to why you chose it

Focus: How does Diaz characterize Lola as her mother begins to antagonize her?

Complete the attached sentence expansion activity based on paragraphs 32-41 of "Wildwood." Annotate the paragraphs for WHAT Lola's mother does to her, and for Lola's reactions. What does this reveal about Lola?

Using the literary abstract template, write a well-developed paragraph that analyzes how Junot Diaz uses figurative language to develop conflict at the start of the short story “Wildwood.”

Note: This was originally done in class on Oct. 3rd. It was due not later than Thursday Oct. 6th.

Focus: How does Junot Diaz begin to develop Lola’s character in the first 31 paragraphs of “Wildwood”?

Read the directions on the attached Google doc. You will upload a picture of your poster to this assignment and provide a private comment stating who you worked with.

Focus: How does Junot Diaz establish conflict in the beginning of the short story "Wildwood"?
Objective:  I will analyze how Diaz uses conflict in the beginning of the short story "Wildwood" by annotating for different types of conflict in the first thirteen paragraphs and add a marginal note about what Lola's biggest obstacle is to getting what she wants. 

Mini-lesson: Conflict in Literature
Task: Read about internal conflict, and the four types of external conflict. Then, highlight evidence in each of the excepts that reveal what type of conflict is established. Briefly explain how the evidence you highlighted reveals a specific type of conflict. 

Main Lesson: 
Reading: "Wildwood" first 13 paragraphs. 
Task: Annotate the beginning of "Wildwood" for types of conflict (See the two-step process below)

1. Using the following note template, annotate your text of "Wildwood" for conflict:
conflict = _____________
2. In addition to labeling the TYPE of conflict, briefly note what is revealed about Lola or Lola's relationship with her mother.

Help: For example, when Lola would rather read her book then go to her mother when she calls for her, this is a character vs. character conflict. However, it also reveals a tense or unhealthy relationship between Lola and her mother as a dutiful daughter would attend to a parent when summoned.

Classwork for Thursday 9/22
Note: Only complete this online if you are absent from class. If you are in class, you will submit the work there.

Focus: How does Jesus Colon use internal conflict and characterization to develop a central idea in “Little Things are Big”?

Objective: I will analyze how Colon uses internal conflict and characterization to develop a central idea in the essay “Little Things are Big” by annotating the text using marginal notes.

Go through the slides.
By the end you will have annotated the text and will submit it for a grade on Friday.

Focus: How do we use word choice constraints to be more selective in our diction?

1. Watch Larry Smith's TedTalk about the creation of six word memoirs (link attached).
2. Write their own six-word memoir that expresses who YOU are (not just a list of adjectives). It should reveal some part of your life you feel comfortable with. The goal is to explore the power of rhetoric in your own journey through life.
3. You will illustrate the memoir in class on a blank face (see attached pics for examples of final products).
4. Create a Google doc under this assignment and type up an explanation of your six-word memoir as well as your visual.
5. Upload a copy of your final visual.
6. Cut out the face, put your name somewhere on the front, and submit it in class on Friday.

Note: I have also attached the blank face template if you wish to print out another copy.

Complete the attached student information form and click "mark as done" when you submit it.

A three-ring binder with loose-leaf paper (you may use the same binder as other subjects as long as there is a specific English section)
A folder
Pens (black or blue)
Pencils
Journal (one can be supplied for you, if you prefer) - this will stay in class
Click "mark as done" when you have the supplies.

Join our class Remind to send messages (much easier than through Google Classroom private comments) and to receive important updates and reminders about our class. You will also be able to communicate to other group members through the app.

Click "mark as done" when you have successfully joined. Please attach a phone number to your account, so you can receive notifications on your phone.