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Due:

"The Walking Boy" in Google Classroom

"The Walking Boy"

Created by Melissa Soto: Monday, January 29 9:15 AM

Due:

"The Walking Boy" in Google Classroom

"The Walking Boy"

Created by Melissa Soto: Monday, January 29 9:15 AM

Due:

"The Walking Boy" in Google Classroom

"The Walking Boy"

Created by Melissa Soto: Monday, January 29 9:15 AM

Due:

Photos of the Great Depression in Google Classroom

Photos of the Great Depression

*The federal government assigned photographer, Walker Evans, the task of documenting the effects of the Great Depression. 

Select 3 photos to write a short paragraph response about- One paragraph per photo.

The photographs reflect the choices and objectives of the photographer.
Consider not only what you see, but also what Evans may have wanted to convey with each image. 
Example- You see a general store; why do you think Evans chose to highlight this location and these items? What may be significant?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Photos of the Great Depression in Google Classroom

Photos of the Great Depression

*The federal government assigned photographer, Walker Evans, the task of documenting the effects of the Great Depression. 

Select 3 photos to write a short paragraph response about- One paragraph per photo.

The photographs reflect the choices and objectives of the photographer.
Consider not only what you see, but also what Evans may have wanted to convey with each image. 
Example- You see a general store; why do you think Evans chose to highlight this location and these items? What may be significant?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Photos of the Great Depression in Google Classroom

Photos of the Great Depression

*The federal government assigned photographer, Walker Evans, the task of documenting the effects of the Great Depression. 

Select 3 photos to write a short paragraph response about- One paragraph per photo.

The photographs reflect the choices and objectives of the photographer.
Consider not only what you see, but also what Evans may have wanted to convey with each image. 
Example- You see a general store; why do you think Evans chose to highlight this location and these items? What may be significant?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Photos of the Great Depression in Google Classroom

Photos of the Great Depression

*The federal government assigned photographer, Walker Evans, the task of documenting the effects of the Great Depression.

Select 3 photos to write a short paragraph response about- One paragraph per photo.

The photographs reflect the choices and objectives of the photographer.
Consider not only what you see, but also what Evans may have wanted to convey with each image.
Example- You see a general store; why do you think Evans chose to highlight this location and these items? What may be significant?
Created by Melissa Soto: Thursday, February 15 6:15 PM

Due:

Chapter 3 Close Read in Google Classroom

Chapter 3 Close Read

How does Scout feel about going to the porch that evening?What reasons does Scout initially give for why she doesn’t want to go to school? Is Atticus convinced by them? Explain how you know.Scout eventually tells Atticus what happened at school, what inferences can be about about Atticus based on his mannerisms before responding? What is his advice to Scout, and how does he apply that advice to the situation Scout found herself in at school?How does Scout’s reaction show that she disagrees with Atticus?Why does Atticus interrupt her response this time? What does his response tell the reader about his view of the law and of rules generally?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Chapter 3 Close Read in Google Classroom

Chapter 3 Close Read

How does Scout feel about going to the porch that evening?What reasons does Scout initially give for why she doesn’t want to go to school? Is Atticus convinced by them? Explain how you know.Scout eventually tells Atticus what happened at school, what inferences can be about about Atticus based on his mannerisms before responding? What is his advice to Scout, and how does he apply that advice to the situation Scout found herself in at school?How does Scout’s reaction show that she disagrees with Atticus?Why does Atticus interrupt her response this time? What does his response tell the reader about his view of the law and of rules generally?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Chapter 3 Close Read in Google Classroom

Chapter 3 Close Read

How does Scout feel about going to the porch that evening?What reasons does Scout initially give for why she doesn’t want to go to school? Is Atticus convinced by them? Explain how you know.Scout eventually tells Atticus what happened at school, what inferences can be about about Atticus based on his mannerisms before responding? What is his advice to Scout, and how does he apply that advice to the situation Scout found herself in at school?How does Scout’s reaction show that she disagrees with Atticus?Why does Atticus interrupt her response this time? What does his response tell the reader about his view of the law and of rules generally?
Created by Melissa Soto: Thursday, January 25 9:16 AM

Due:

Chapter 3 Close Read in Google Classroom

Chapter 3 Close Read

How does Scout feel about going to the porch that evening?What reasons does Scout initially give for why she doesn’t want to go to school? Is Atticus convinced by them? Explain how you know.Scout eventually tells Atticus what happened at school, what inferences can be about about Atticus based on his mannerisms before responding? What is his advice to Scout, and how does he apply that advice to the situation Scout found herself in at school?How does Scout’s reaction show that she disagrees with Atticus?Why does Atticus interrupt her response this time? What does his response tell the reader about his view of the law and of rules generally?
Created by Melissa Soto: Friday, February 16 6:16 PM

Due:

JLC Character Slides in Google Classroom

JLC Character Slides

Created by Melissa Soto: Monday, December 11 3:38 PM

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26 Malignant Gates in Google Classroom

26 Malignant Gates

As you read each section, characterize the mother based on what she says and does and what others say about her.
Consider Tan's use of figurative language in each section.

For "Rules of the Game", see guiding questions posted in the slideshow for help.
Created by Melissa Soto: Friday, November 3 8:16 AM

Due:

26 Malignant Gates in Google Classroom

26 Malignant Gates

As you read each section, characterize the mother based on what she says and does and what others say about her.
Consider Tan's use of figurative language in each section.

For "Rules of the Game", see guiding questions posted in the slideshow for help.
Created by Melissa Soto: Friday, November 3 2:37 PM

Due:

Quindlen/Kennedy Comparison Essay in Google Classroom

Quindlen/Kennedy Comparison Essay

MLA Headings and Spacings

Introduction: General reflection on the topic; Reason for comparison, introduce prompt; Items to be compared- describe each one by one; Thesis makes a claim with similarity between two texts, ideas, concepts, or points of view
Body Paragraphs (2): Each should focus on a specific text; TS: Write a claim about how the author makes the argument in the specific text; Context with Evidence: Explain the situation of the quote before transitioning with page number; Commentary: Describe the meaning of the quote; Explain how the quote choice supports the specific topic sentence for this body paragraph;Connect the quote and commentary back to the general argument of your thesis statement (different from previous sentence)
Conclusion: Emphasizes the issues raised by each author; further demonstrates the importance of ideas; offers closure of final messages about topic
Created by Melissa Soto: Tuesday, November 7 12:16 PM

Due:

Quindlen/Kennedy Comparison Essay in Google Classroom

Quindlen/Kennedy Comparison Essay

MLA Headings and Spacings

Introduction: General reflection on the topic; Reason for comparison, introduce prompt; Items to be compared- describe each one by one; Thesis makes a claim with similarity between two texts, ideas, concepts, or points of view
Body Paragraphs (2): Each should focus on a specific text; TS: Write a claim about how the author makes the argument in the specific text; Context with Evidence: Explain the situation of the quote before transitioning with page number; Commentary: Describe the meaning of the quote; Explain how the quote choice supports the specific topic sentence for this body paragraph;Connect the quote and commentary back to the general argument of your thesis statement (different from previous sentence)
Conclusion: Emphasizes the issues raised by each author; further demonstrates the importance of ideas; offers closure of final messages about topic
Created by Melissa Soto: Tuesday, November 7 12:16 PM

Due:

Quindlen/Kennedy Comparison Essay in Google Classroom

Quindlen/Kennedy Comparison Essay

MLA Headings and Spacings

Introduction: General reflection on the topic; Reason for comparison, introduce prompt; Items to be compared- describe each one by one; Thesis makes a claim with similarity between two texts, ideas, concepts, or points of view
Body Paragraphs (2): Each should focus on a specific text; TS: Write a claim about how the author makes the argument in the specific text; Context with Evidence: Explain the situation of the quote before transitioning with page number; Commentary: Describe the meaning of the quote; Explain how the quote choice supports the specific topic sentence for this body paragraph;Connect the quote and commentary back to the general argument of your thesis statement (different from previous sentence)
Conclusion: Emphasizes the issues raised by each author; further demonstrates the importance of ideas; offers closure of final messages about topic
Created by Melissa Soto: Tuesday, November 7 12:16 PM

Due:

Quindlen/Kennedy Comparison Essay in Google Classroom

Quindlen/Kennedy Comparison Essay

MLA Headings and Spacings

Introduction: General reflection on the topic; Reason for comparison, introduce prompt; Items to be compared- describe each one by one; Thesis makes a claim with similarity between two texts, ideas, concepts, or points of view
Body Paragraphs (2): Each should focus on a specific text; TS: Write a claim about how the author makes the argument in the specific text; Context with Evidence: Explain the situation of the quote before transitioning with page number; Commentary: Describe the meaning of the quote; Explain how the quote choice supports the specific topic sentence for this body paragraph;Connect the quote and commentary back to the general argument of your thesis statement (different from previous sentence)
Conclusion: Emphasizes the issues raised by each author; further demonstrates the importance of ideas; offers closure of final messages about topic
Created by Melissa Soto: Tuesday, November 7 12:16 PM

Due:

"The Immigrant Contribution" Questions in Google Classroom

"The Immigrant Contribution" Questions

Analyze the Text 1-4
Analyze Craft and Structure 1-3 (create chart)
Created by Melissa Soto: Friday, October 27 12:16 PM

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"The Immigrant Contribution" Questions in Google Classroom

"The Immigrant Contribution" Questions

Analyze the Text 1-4
Analyze Craft and Structure 1-3 (create chart)
Created by Melissa Soto: Friday, October 27 12:16 PM

Due:

"The Immigrant Contribution" Questions in Google Classroom

"The Immigrant Contribution" Questions

Analyze the Text 1-4
Analyze Craft and Structure 1-3 (create chart)
Created by Melissa Soto: Friday, October 27 12:16 PM

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"Quilt of a Country" Questions in Google Classroom

"Quilt of a Country" Questions

MLA Headings for format
Created by Melissa Soto: Wednesday, October 25 12:15 PM

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"Quilt of a Country" Questions in Google Classroom

"Quilt of a Country" Questions

MLA Headings for format
Created by Melissa Soto: Wednesday, October 25 12:15 PM

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"Quilt of a Country" Questions in Google Classroom

"Quilt of a Country" Questions

MLA Headings for format
Created by Melissa Soto: Wednesday, October 25 12:15 PM

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Feathers from a Thousand Li Away Character Guide in Google Classroom

Feathers from a Thousand Li Away Character Guide

Created by Melissa Soto: Thursday, October 12 4:15 PM

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Feathers from a Thousand Li Away Character Guide in Google Classroom

Feathers from a Thousand Li Away Character Guide

Created by Melissa Soto: Thursday, October 12 4:15 PM

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Background Articles in Google Classroom

Background Articles

Post answers to your assigned questions.
Created by Melissa Soto: Tuesday, October 10 12:16 PM

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Background Articles in Google Classroom

Background Articles

Post answers to your assigned questions.
Created by Melissa Soto: Tuesday, October 10 12:16 PM

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Background Articles in Google Classroom

Background Articles

Post answers to your assigned questions.
Created by Melissa Soto: Tuesday, October 10 12:16 PM

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Background Articles in Google Classroom

Background Articles

Post answers to your assigned questions.
Created by Melissa Soto: Tuesday, October 10 12:16 PM

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Respond to Parable Questions in Google Classroom

Respond to Parable Questions

Created by Melissa Soto: Tuesday, October 3 9:14 AM

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JLC Heritage Survey (anonymous) in Google Classroom

JLC Heritage Survey (anonymous)

Created by Melissa Soto: Tuesday, October 3 9:14 AM

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Literary Term Definitions/Examples in Google Classroom

Literary Term Definitions/Examples

You only need to write complete definitions for these terms.
You will fill in the examples during class presentations
Created by Melissa Soto: Monday, September 11 12:14 PM

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Literary Term Definitions in Google Classroom

Literary Term Definitions

You only need to write complete definitions for these terms.
You will fill in the examples during class presentations
Created by Melissa Soto: Tuesday, August 29 8:12 AM

Due:

Literary Term Definitions in Google Classroom

Literary Term Definitions

You only need to write complete definitions for these terms.
You will fill in the examples during class presentations
Created by Melissa Soto: Tuesday, August 29 8:12 AM

Due:

Literary Terms Presentation in Google Classroom

Literary Terms Presentation

Directions:
Create a presentation on Google Slides for your assigned literary terms On the slideshow, include the following:
Slide 1: Title Slide (English 9H Literary Terms Presentation with your first and last names)
Slide 2: Literary term and its definition
Slide 3: First example of the use of the literary term (with picture)
Slide 4: Second example of the use of the literary term (with picture)
Make sure to check the following before submitting:
Label the project/slideshow )
Correct spelling and grammar
All requirements are met
Font/Color is visible and legible
You will present the literary term to the rest of the class. 
Make sure to take handwritten notes during presentations. You’ll each show me your notes, and there will likely be a quiz on these words.
Created by Melissa Soto: Tuesday, August 29 8:12 AM

Due:

Literary Terms Presentation in Google Classroom

Literary Terms Presentation

Directions:
Create a presentation on Google Slides for your assigned literary terms On the slideshow, include the following:
Slide 1: Title Slide (English 9H Literary Terms Presentation with your first and last names)
Slide 2: Literary term and its definition
Slide 3: First example of the use of the literary term (with picture)
Slide 4: Second example of the use of the literary term (with picture)
Make sure to check the following before submitting:
Label the project/slideshow )
Correct spelling and grammar
All requirements are met
Font/Color is visible and legible
You will present the literary term to the rest of the class. 
Make sure to take handwritten notes during presentations. You’ll each show me your notes, and there will likely be a quiz on these words.
Created by Melissa Soto: Tuesday, August 29 8:12 AM

Due:

Literary Terms Presentation in Google Classroom

Literary Terms Presentation

Directions:
Create a presentation on Google Slides for your assigned literary terms On the slideshow, include the following:
Slide 1: Title Slide (English 9H Literary Terms Presentation with your first and last names)
Slide 2: Literary term and its definition
Slide 3: First example of the use of the literary term (with picture)
Slide 4: Second example of the use of the literary term (with picture)
Make sure to check the following before submitting:
Label the project/slideshow )
Correct spelling and grammar
All requirements are met
Font/Color is visible and legible
You will present the literary term to the rest of the class. 
Make sure to take handwritten notes during presentations. You’ll each show me your notes, and there will likely be a quiz on these words.
Created by Melissa Soto: Tuesday, August 29 8:12 AM

Due:

Night Reading Comprehension Test in Google Classroom

Night Reading Comprehension Test

Created by Melissa Soto: Monday, August 28 9:25 AM

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Growth- Project and Essay in Google Classroom

Growth- Project and Essay

Created by Melissa Soto: Friday, August 18 12:12 PM

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An Acknowledgement of Course Guidelines and Policies in Google Classroom

An Acknowledgement of Course Guidelines and Policies

Attached are documents and slides reviewed in class and sent home to your families.
Please review and submit your "Verification of Understanding" form. 
If you have any questions on the material please email me.
Created by Melissa Soto: Monday, August 14 4:12 PM