English 1-Career Explorations-EEN41Q9_1 (Period 1) 2023 1 Assignments

1. Read the NY Times 100-word Memoirs Contest Winners. Choose ONE of the winners that is your favorite. Write a brief response as to WHY you liked it.

2. You have a choice of TWO options:

Create a Canva SLIDESHOW that uses relevant images and text and then transitions to YOUR memoir. While you won't actually write a 100-word memoir, your slideshow should tell the story that you WOULD HAVE written (write a story about a meaningful life moment).
OR actually write your own 100-word memoir and include it on your homepage of your Google site.

1. Read the NY Times 100-word Memoirs Contest Winners. Choose ONE of the winners that is your favorite. Write a brief response as to WHY you liked it.

2. You have a choice of TWO options:

Create a Canva SLIDESHOW that uses relevant images and text and then transitions to YOUR memoir. While you won't actually write a 100-word memoir, your slideshow should tell the story that you WOULD HAVE written (write a story about a meaningful life moment).
OR actually write your own 100-word memoir and include it on your homepage of your Google site.

1. Read the NY Times 100-word Memoirs Contest Winners. Choose ONE of the winners that is your favorite. Write a brief response as to WHY you liked it.

2. You have a choice of TWO options:

Create a Canva SLIDESHOW that uses relevant images and text and then transitions to YOUR memoir. While you won't actually write a 100-word memoir, your slideshow should tell the story that you WOULD HAVE written (write a story about a meaningful life moment).
OR actually write your own 100-word memoir and include it on your homepage of your Google site.

Objective: I will show my understanding of how oppressed groups tried to overcome the oppression by completing a research presentation using one of the texts from the unit to focus on.

Task: Using the Google slides bare bones template as a guide, create a presentation (Google slides, Canva, or equivalent program) about how a person or group of people overcame oppression by fighting for change.

Tuesday 1/2: Selecting text / topic and formulating 3-5 research questions to drive inquiry (create a Google doc or upload notes from notebook). 

Ideas to consider asking to help you formulate research questions (what do you want to know more about?):
How was (insert oppressed person / group) oppressed?
Did they ever have freedom? Were they always oppressed?
Wednesday 1/3: Researching and evaluating sources (use the CRAAP test attached)

Gather sources that allow you to understand the complexities of the topic you are researching. Look for multiple sources that present different ideas or sides to grasp the encompassing nature of the topic rather than limiting yourself to the same information.

Link your sources onto your last slide (for now). We will format your Works Cited at a later date.
Complete the chart on page 525 in your workbooks.

Trying your best without rapid guessing and completing the exam = 85.
Improving your RIT score from Fall '23 score = 100.
Hitting your personal RIT target score = 125.

Trying your best without rapid guessing and completing the exam = 85.
Improving your RIT score from Fall '23 score = 100.
Hitting your personal RIT target score = 125.

Trying your best without rapid guessing and completing the exam = 85.
Improving your RIT score from Fall '23 score = 100.
Hitting your personal RIT target score = 125.

Complete #4 and ONE other question of your choice.

Complete #4 and ONE other question of your choice.

Complete this reading skills challenge for a free 100 grade in your assessments category!

Complete the Level Up Tutorial on Author's Style as we read Dudley Randall's poem "Booker T. and W.E.B."

Complete the following 9 multiple choice questions and one short response question based on Martin Luther King Jr.'s "I Have a Dream" speech.

Objective: I will analyze the Shetterly's tone in an excerpt from Hidden Figures by identifying specific word choices and explaining the tone that is created.


Using the last slide as a template (slide 16), write a 5-7 sentence paragraph that analyzes how Margot Shetterly creates tone in the excerpt from Hidden Figures. Complete on loose leaf paper, take a picture, upload to this assignment, and then submit to teacher in person.

Objective: I will understand how Martin Luther King, Jr. effectively communicates his message by analyzing his rhetorical choices and the appeals they create to his audience.

Objective: I will understand how Martin Luther King, Jr. effectively communicates his message by analyzing his rhetorical choices and the appeals they create to his audience.

decline, enable, impose, integrate, reveal, vigilance, wince, consternation, cower, synchronize, neutralize, default, desolate, degenerate, inextricably, redemptive, simulate, assess, maneuver, analytical

decline, enable, impose, integrate, reveal, vigilance, wince, consternation, cower, synchronize, neutralize, default, desolate, degenerate, inextricably, redemptive, simulate, assess, maneuver, analytical

decline, enable, impose, integrate, reveal, vigilance, wince, consternation, cower, synchronize, neutralize, default, desolate, degenerate, inextricably, redemptive, simulate, assess, maneuver, analytical

https://docs.google.com/forms/d/1rGUQ3nEGdJG9ZLcNkV_UkdQ51sglx0TIApETQKS91P0/viewform?

https://docs.google.com/forms/d/1rGUQ3nEGdJG9ZLcNkV_UkdQ51sglx0TIApETQKS91P0/viewform?

Make sure your Google Site is updated and remember to click "publish" twice to allow others to see your updates. Refer to the attached Google doc for what to include on what page.

Edit your share settings:
Click the person with the plus icon in the upper right
Copy and paste the list of emails from the attached Google doc into the "add people and groups" box
Click "done"

Read the directions on the attached document.

Read the directions on the attached document.

Read the directions on the attached document.

Please drop off your journal when you would like to have it graded. Must be turned in before November 29th.

Using ideas, information, and examples from multiple texts in this unit, write an argument that would serve as a newspaper editorial opinion stating your position on the question “Does survival require selfishness?”


Manage your time carefully so that you can:
review the texts in the unit;
plan your essay;
write your essay; and
revise and edit your essay.
Be sure to:
clearly state the claim of your argument;
address alternate or opposing claims;
use and cite relevant and sufficient evidence; and
avoid relying too much on one source.
Complete page 87 in your workbooks.

Complete the attached planning guide for your essay.

Design a Google Classroom header for our class using Canva! Submit your designs today...

Note: Be sure to choose the Google Classroom Header template!

Using the attached guide, complete a revision of your essay.


1. Make a copy of your first draft.
2. Retitle it to remove "First Draft" from the title and replace it with the word "Revision"
3. Attach both your first draft and revised draft to this assignment
4. Be sure to ALSO revise how you introduce evidence (use the quote sandwich method)

Using the attached guide, complete a revision of your essay.


1. Make a copy of your first draft.
2. Retitle it to remove "First Draft" from the title and replace it with the word "Revision"
3. Attach both your first draft and revised draft to this assignment
4. Be sure to ALSO revise how you introduce evidence (use the quote sandwich method)

Complete the first draft of your argumentative essay: Is selfishness required for survival?

Your essay must include everything outlined on page 92 of your workbook.

Choose ONE:

Complete the comparison chart and questions on page 82 of your workbooks (must be written on loose-leaf)
Write a multi-paragraph response about how survival requires selfishness or not that compares Night & Maus (can use Google docs)

Activity: 
Using a comic template (or a design of your own), draw a series of panels (or one large one) as if you were turning the excerpt from Night into a graphic novel
Choose a scene that you found particularly powerful or moving 
You may substitute animals in for humans, if you desire
Upload your comic (take a pic) to GC 
Purpose: 
To understand how the medium of a graphic novel can be used to tell stories, showing complex ideas and emotions
To communicate the ideas of Night through a visual medium
Grading:
Accuracy: Does the comic panel depict a scene from the excerpt of Night?
Clarity: Is the image clear and concise?
Composition: Is the panel well-composed and does it create a sense of flow and movement?
Tone and atmosphere: Does the image convey the story's tone and atmosphere?
Reflection:
Where: On Google Classroom, create a Google doc
What: Write a reflection about what you learned from the medium of graphic novels through this activity. Include references to what you drew and the choices you considered and the choices you made.  
Vocabulary: Your response must include at least THREE vocabulary words that you have either learned or are currently learning. Bold them.
Length: Your response should be 8-10 sentences long.

While reading the various texts in this unit, add reasons and evidence that selfishness is necessary for survival to the chart.
Additionally, if you find and reasons and evidence for selfishness NOT needed for survival, you will also add it to the chart for the corresponding text.

Note: You should highlight the reasons/evidence that support the same claim with the same color.

abscond, access, anarchy, arduous, auspicious, daunt, disentangle, fate, inanimate, incinerate, intrepid, larceny, pliant, pompous, precipice, prototype, rectify, reprieve, revile, hoodwink

Complete weekly vocabulary #3 quiz and then click "mark as done."

Remember, try using these words in both your journal responses as well as your formal writing about texts.

Focus: How do we represent the most important aspect of our literature circle books?
Objective: I will represent the most important aspect of my literature circle book by designing a poster, creating a soundtrack for the story, or writing and performing a skit of the most important scene in the book.

Directions: Choose one of the projects, and work alone, with a partner, or a small group. You will be presenting your project to the class on Friday.

Posters (1 -2 Students): Use Canva. Download poster and upload into your portfolio with an explanation about the poster and the choices you made. Also, cast your "movie" by suggesting which actors/actresses should play the major roles from the book.

Note: If you want to design a poster by hand, I can provide you with poster paper. However, you will need to bring in your own art supplies.

Playlist (1 - 2 students): Create a Google Slides (or Canva) presentation and insert at least 6 Youtube videos and an explanation as to what parts of the book you are "soundtracking" and why. The playlist might include music from the time period as well as songs that you feel have a message or tone that connects to the theme. Your liner notes will thoroughly explain each of your song choices how each one connects to the story

Skit (2+ students): Write an adaptation (script) of a scene from the book and perform the scene for the class. Each group member must participate in the performance. Be prepared to provide a short explanation about the context (upload a document as well with this project explaining your thought process) of the scene so the audience understands the scene they watch. You will add the script through Google Classroom. Each student must participate in the creation of the script.

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)
on the left, select a category for your GIF (it can be anything - doesn't matter)
click "continue to publishing"
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 border 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
an explanation as to the gif you chose and how it connects to the situation in the text

Complete weekly vocabulary #2 quiz and then click "mark as done."

Remember, try using these words in both your journal responses as well as your formal writing about texts. 

Practice learning your new set of vocabulary words and start thinking about when to start trying to use them in your journal writing and formal writing while responding to texts. 

New Words:
abridge
altercation
condone
dissent
fabricate
irate
pilfer
rift
semblance
surmount
terminate
trite
dimension
external
sustain
laud
transfix
consume
berate
edict

Only one person in your group needs to share the pacing schedule. All other members should DELETE their copy of schedule from Google Classroom and leave a private comment of which group member has the shared copy.

Context: Previously we used EduBlogs for our blogging and portfolio. Due to the extreme limitations of that service, we will use the much more user friendly Google Sites. 

Directions:
1. Create a Google site (using your NYC accounts), and attach the link of your site to this assignment. 

How do I copy my website address?

Once you've "published" the site, there is a paperclip icon at the top, which will allow you to copy your site's web address. You then will attach it to this assignment (click "add/create" button and then click "link" and paste in the web address. 

To set up your blog:
Go to the menu "pages" in the right
Hover over the plus button on the bottom
Click the top option "New Menu Section"
Call it "Blog"
Click on the three dots to the right of the new menu section you created
Select "Add subpage"
Call it (Date - Topic of what you wrote about)
Insert your Google doc (or copy and paste your response right onto your newly created subpage)
Click publish (purple button in upper right)

2. On your site, you will house many projects and writings in a live portfolio (including your final personal narrative and infographic). To do this, create a page called "Portfolio" and then you will add a new subpage for each new response (dated).

Study your 10 new vocabulary words for the week.
When you have completed the practice sessions, click "mark as done."
Also, add FIVE new words to your own vocabulary list on vocabulary.com (you will also add these words into your journal with definitions, parts of speech, the place where you saw these words, lines that they were seen in, etc.)

Attach a copy of your FINAL draft of your personal narrative.

Please review the personal narrative guidelines and rubric attached to this assignment BEFORE submitting your final draft. 

Objective: I will analyze the characters and setting of my literature circle book by identifying relevant quotes that reveal character traits and purposes for various settings. 

For each meeting: Complete TWO entries

An entry could focus on:
characters
setting
conflict
theme
personal connections
predictions

Complete the weekly quiz for your List #1.
Advice: complete your study/practice session BEFORE taking this quiz.
Click "mark as done" when you have completed the quiz.
Due by midnight on Wednesday. 

Your notebook (binder) should have all handouts, texts, written assignments on loose-leaf and class notes organized in chr9onological order.

Objective: I will show my understanding of the narrative revision process by making strategic use of digital media (Canva) to enhance my understanding of how to better communicate my message to my audience. 

Task:
With your group, create a Canva infographic that identifies the TOP 5 revision strategies students should consider while revising their personal narrative. 

Consider the following strategies we have examined and experimented with: 
using details to show, not tell (imagery, sensory details and figurative language)
tell a complete story, with a true narrative arc (somebody, wanted, but, so, then)
hooking the reader (dropping the reader into the scene, for example)
using dialogue effectively
reflecting on the experience to give the reader a take-away
writing from your own point-of-view, in your real voice (big words/small words, punctuation, fragments, slang, serious or funny, fast paced, slow paced, etc.).

Rationale: You are examining and evaluating key steps in revising your personal narrative in order to tell your story and communicate your message to readers more effectively

Directions:
One member should create a Canva infographic (log in using the Google button) and share it with the group (editors)
Type "infographic poster" into the big search bar in the middle
Your group should select a template they like (try to choose one with five sections already)
Decide on a title for your poster
Identify the FIVE revision strategies you want other aspiring writers to consider when revising their personal narratives
Each strategy should have a subheading
Briefly summarize what the strategy is
Provide an example from ANY of the personal narratives we have read in class (use quotation marks, author's name, and title of the personal narrative)
Include some sort of visual enhancement for the strategy (icon, illustration, photo, etc.) Note: Try to avoid using paid graphics that have watermarks. Look for dollar signs and avoid those.
Add group member names on the poster
Each group member should download the poster (as a png)
Attach it to this assignment and click "turn in"
The Next Step:
Create your SECOND blog post (this will be listed as a separate assignment on Google Classroom) - you will upload your group's poster, and write about how you have (or will) incorporate these ideas into your own revision of your personal narrative using examples from what you've written
Standards:  
 9-10SL4: Present claims, findings, and supporting evidence clearly, concisely, and logically; organization,
development, substance, and style are appropriate to task, purpose, and audience.
 9-10SL5: Make strategic use of digital media and/or visual displays in presentations to enhance
understanding of findings, reasoning, and evidence, and to add elements of interest to engage the
audience.

Type up your first draft and run through the FOUR revision exercises this week (Tues 10/10 - Fri 10/13).

Each day's revision will count as 25 points towards your revision grade.


Tuesday 10/10: Dropping the Reader into the Scene
Wednesday 10/11: Using Details to Show Not Tell
Thursday 10/12: Using Effective Dialogue (posted as a separate assignment on GC)
Monday 10/16: Reflection

Complete group annotations and independent worksheet based on your assigned narrative.

Write a story about a time where you learned that differences presented opportunities rather than challenges to overcome.

Upload your first draft (must be hand-written).
Create a Google doc, and type up your first draft as well. We will use that doc for revision exercises next week.

We will be using Vocabulary.com as a way to learn new vocabulary words and then start applying our newfound vocabulary into our writing and speech. 

Directions:
Click the link below to join.
There will be weekly practice sessions in which your effort and completion will be graded as a HW assignment.
The following week, you will receive a quiz (including on how to spell the word). This will count as a quiz grade under your assessments category.

It is best to spread practice out over the week rather than to get it out of the way in one sitting. If you cram in one session, you will be less likely to remember the words. 

Earning badges in the program will earn you extra credit towards your practice and quizzes. 

Focus: How do we use a Somebody, Wants, But, So, Then chart to write a summary?

Objective: I will read the personal narrative “The Ballad of Tribute Steve” to complete a Somebody, Wants, But, So, Then chart to understand how stories utilize a narrative (story) arc and then write a three-sentence summary.

Read the second part of "the Ballad of Tribute Steve" and complete the Somebody, Wanted, But, So, Then chart.
Then, complete the three sentences based on the chart.
Finally, copy-paste the three sentences together into a paragraph in the purple Summary Box.

In your journals, create a page where you select at least TEN of the twenty words provided. Choose words which you feel you may use or want to start using. Copy the word, part of speech, and definition. Optimal: you can include synonyms and antonyms

Write a sentence for Journal entry #4: Unlikely Friends that uses at least one of your new vocabulary words.

You will include FIVE additional vocabulary words that you come across in your reading of your literature circle book (or anywhere else you do reading) that you want to learn. Add them to your journal entry. 

You will use these words in speech and writing. You will have a choice on how you want to be assessed on them each week. The choice board is attached. 

You will have time in class on Friday to complete your vocabulary choices.

Upload a pic of your written paragraph.

Your grade for the NWEA Test will reflect your effort in taking the test (no rushing and guessing, talking during the exam, etc.)

Objective: I will brainstorm topics for a personal narrative by considering an experience or event in my life that explores how differences between people can be opportunities rather than obstacles.

After reading "The Bluff" and your independent reading narrative in class on Friday 9/15, consider a moment in your life that has made a lasting impact (the moment can be big or small). 

Prompt: Write a personal narrative about how differences between people can be opportunities rather than obstacles.

Complete the graphic organizer handed out on Friday and upload a picture to this assignment of the front. If you were absent, make a copy of the attached Google doc "Plan Your Narrative," complete it, and attach it to this assignment.

Due Sunday 9/17  by midnight.

Objective: I will understand how to reflect a central idea by incorporating an author's central idea in my own writing.

Prompt: Imagine that you regularly attended Kathy and David's Thursday night dinner. Write a blog post that details your experience.

Include information about:
people attending
the food you eat
conversation topics
your own reflections and reactions
You DO NOT have to write the post a simply a list of the bullet points. Instead, consider writing a story that happens to touch on the various bullet points.

Throughout the year, you will maintain a blog (that only people in the class can see). This blog will be used to allow you to develop your writing skills, voice, and creativity. Sometimes you will respond to specific quotes, prompts, images, etc. Other times you will be allowed to write creatively.

Blogs provide plenty of customization options for appearance and formatting.

Today, you will set up your student blog and then share the url to this Google Classroom assignment.

Steps:

1. Click attached link.
2. Select an appropriate username (I like to add rhhs before or after my name)

Supplies needed by Wednesday 9/13:
a journal (like a marble notebook): this will stay in the classroom
a section in a binder with loose leaf paper: this will travel with you to and from class
a folder for handouts
pen and pencil
Optional supplies: highlighters, post-its, etc.
Note: When you have gotten the supplies and have brought them to school, click "mark as done" to receive your grade.

Lateness: -1 for each day late.

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.

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