English 10 Honors (Period 7) Assignments

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Major film scene analysis presentations begin on 5/24. Signs ups are on my door.
Created: Wednesday, May 18 11:17 AM

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Research paper final UPDATE!
 
Due date has been moved to 5/13 (Friday) because of AP testing and because your teacher is awesome :)
Still must be printed with a Works Cited page, and submitted to turnitin.com
Created: Tuesday, May 3 1:48 PM

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If you were absent today, below is the link for the TED talk that we watched and took notes on.
 
Created: Wednesday, May 11 2:57 PM

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Truman Show ppt
Created: Monday, May 9 10:43 AM

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Final drafts of your research paper are due on May 9. You must have a hard copy, and also submit the paper to turnitin.com before class on that day. Works Cited needs to be attached to the hard copy only.
 
Rubric attached.
Created: Tuesday, May 3 1:47 PM

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Pleasantville mural assignment miss-en-scene slides attached.
 
Essay due Wednesday.
Created: Tuesday, May 3 8:09 AM

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Pleasantville questions due tomorrow (typed).
Created: Wednesday, April 27 10:04 AM

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Read "How to Apply Feminist Criticism to Million Dollar Baby" and annotate. Look specifically for places that Steinem would agree/disagree.
Created: Tuesday, April 19 2:06 PM

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Attached are your Gatsby project choices: Group video project, or Body Biography.
Rubrics attached also.
Created: Tuesday, March 22 10:28 AM

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Gatsby test Wednesday. Review attached.
Created: Monday, April 4 12:31 PM

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Finish reading The Great Gatsby (ch. 8-9) over spring break.
 
 
Created: Wednesday, March 23 1:13 PM

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Research paper outline due.
Created: Monday, March 14 11:51 AM

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Write an essay on the following prompt in Word or Google Docs, and upload it to edmodo. Please be sure to double space (MLA format). 
 

Read the passage on page 83 beginning with “When Jordan Baker...” and ending with “He came alive to me, delivered suddenly from the womb of his purposeless splendor.” In a well- organized essay, analyze Fitzgerald’s use of figurative language in this passage and explain how the final metaphor contributes to the overall meaning of the novel.

Created: Tuesday, March 22 8:48 AM

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Read Gatsby ch. 7 pgs. 127-143 to "cooling twilight."
Created: Friday, March 18 10:06 AM

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Read ch. 7 pgs. 119-127 to "golden girl..."
Created: Thursday, March 17 10:23 AM

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Finish reading chapter 6.
Created: Wednesday, March 16 10:23 AM

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Read Gatsby ch. 6 pgs. 103-113
Created: Tuesday, March 15 8:48 AM

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Plagiarism ppt attached. (Summary, paraphrase, quote)
Created: Friday, February 26 9:28 AM

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Read to the end of chapter 4 (73-85).
 
Bring sources/cards to take notes tomorrow for research paper.
Created: Thursday, March 3 9:43 AM

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Answer edmodo post. One paragraph response.
Read Gatby ch. 4 pgs. 65-73
Created: Wednesday, March 2 12:26 PM

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Read Gatsby ch. 3 pgs. 43-53.
Created: Friday, February 26 9:28 AM

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Chapter 2 reading comp questions due.
 
Post a response on Edmodo to the question there. Your response should be two paragraphs.
Created: Thursday, February 25 8:55 AM

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PPT for source and note cards attached. All source cards due on Wednesday.
Created: Tuesday, February 16 10:39 AM

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MLA format powerpoint for source cards. 
 
Created: Tuesday, February 23 10:14 AM

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Finish reading chapter 1 in Gatsby (pgs. 20-26).
Created: Monday, February 22 2:31 PM

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Create your own tragic hero and be able to explain why they fit that character. This needs to be in color and must have a name!
Created: Thursday, February 18 9:56 AM

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Read Gatsby preface and ch. 1 to pg. 20 by Monday.
Finish your part of the group mini project and be prepared to speak on Monday.
Created: Friday, February 19 10:13 AM

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Research The Roaring 20s (Age of Intolerance) and write down the following:
 
-definition
-4 elements of that time period
Created: Thursday, February 18 9:57 AM

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Read and annotate Gatsby handouts (Prohibition, and Jazz Age)
Created: Wednesday, February 17 8:30 AM

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Study for Romantics test on Friday. It will include the following:
 
Emerson and "Self-Reliance"
Irving and "Tom Walker"
Thoreau and "Resistance to Civil Gov"
Romantic elements (5 I's)
cold read questions: similar text that we have not read together
Questions will be written in AP style: (choose the BEST answer)
must choice and 2 short answer
Created: Tuesday, February 9 9:06 AM

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Complete "Tom Walker" symbol handout.
Finish mood tree map (diction, symbolism, plot) and answer the frame:Diction, symbolism, and plot all contribute to a _______ mood by/through...
Created: Monday, February 8 3:02 PM

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Read "The Devil and Tom Walker" by Washington Irving (pgs. 153-161) by Monday.
Created: Wednesday, February 3 9:52 AM

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Finish planning for your Emerson essay tomorrow. Ppt attached.
Created: Tuesday, February 2 9:55 AM

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Using Emerson's "Self-Reliance" and pgs. 187-88, answer questions 1, 4.
Created: Thursday, January 28 11:58 AM

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Romanticism ppt attached.
Created: Wednesday, January 27 9:43 AM

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Prep for civil resistance socratic seminar tomorrow.
 
We will be using the following texts:
Thoreau's essay
Gandhi's speech
King's letter
TED talk: the success of non-violent resistance
News article: "Civil Disobedience Carries Consequences"
Your 2 paragraph response to non violent/violent resistance
 
Here is the question we are prepping for: why is non violent resistance more successful? You might also explore the difference between just and unjust laws and the need for civil resistance.
Created: Monday, January 25 10:37 AM

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  • Thoreau’s essay, King’s letter, and Gandhi’s speech all are consistent in their political assumptions about the source of the government’s power, and just and unjust laws. Analyze the pieces that we have read and write an essay in which you answer the following questions: What ways of resisting injustice are appropriate (according to each author), and how does each author use rhetoric to convince the reader of the need for civil resistance?
Essay due typed, double spaced, 2-3 pages long, in MLA format.
Created: Friday, January 22 10:13 AM

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Prep for civil resistance essay on Friday.
Created: Wednesday, January 20 12:20 PM

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Create a turnitin.com account by tomorrow. Use the class ID and password that I gave you today.
 
Created: Thursday, January 21 10:01 AM

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Finish analyzing Gandhi's speech for logos, ethos, pathos, moral. Study for Thoreau quiz.
Created: Tuesday, January 19 2:55 PM

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Finish chart for Thoreau's rhetorical devices (logos, ethos, pathos, ethical/moral).
 
Created: Thursday, January 14 9:37 AM

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Read Thoreau's "from Resistance to Civil Government" pigs. 211-216
Created: Monday, January 11 10:20 AM

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Attached is the Huck Presentations schedule and group info.
Created: Tuesday, November 17 1:12 PM

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Prep for in class (partial) essay on Wednesday.
Created: Monday, November 30 10:15 AM

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Prep for in class essay tomorrow. Focus on group work about "human nature".
Created: Tuesday, December 1 8:59 AM

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I have attached a calendar for the rest of the semester: reading, Huck presentations, and final exams.
Created: Monday, November 16 11:04 AM

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Attached are the photos of your Huck group literary discussions.
Created: Wednesday, November 18 10:51 AM

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Attached are the photos of your Huck literary presentations.
Created: Wednesday, November 18 2:43 PM

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Assignment due dates changed for final project. 
 
Group 1: Tuesday, 12/8
Group 2: Wednesday 12/9
Group 3: Thursday 12/10
Group 4: Friday 12/11
Group 5: Monday 12/14
Created: Friday, November 20 11:56 AM

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Read ch. 34-35
Created: Monday, November 23 2:11 PM

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Read Huck ch. 30-33.
Created: Friday, November 20 9:10 AM

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Read Huck ch. 26-27.
Created: Wednesday, November 18 10:53 AM

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Huck ch. 23-25.
Created: Tuesday, November 17 1:13 PM

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Read through chapter 20 in Huck Finn by Monday.
Created: Friday, November 13 12:14 PM

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Read Huck, ch. 15-16.
Created: Thursday, November 12 3:04 PM

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Read Huck ch. 12-14.
 
Re do your Crucible essay in a flee map. Power Point examples attached. Flee map directions below.
 
Thesis: Fix it to include a stronger theme, and whatever else your essay says. Underline what you changed.
 
Each body paragraph box should include: (in the box) topic sentence. Make sure that each tells me what your paragraph will prove.
 
Below the box for each paragraph:
 
Commentary: 1-2 sentences
Analysis: 1-2 sentences that tells me what this MEANS. 
 
No conclusion.
 
Created: Monday, November 9 1:37 PM

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Read Huck Finn ch. 10-11.
Created: Friday, November 6 2:35 PM

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Read Huck Finn chapters 5-9 and complete close reading of ch. 1 passage.

*We will be testing for the next two days, so there will be no additional classwork on Wed/Thurs.
Created: Tuesday, November 3 1:35 PM

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Make a political cartoon as a student of Rowland High School (use the cartoons that we discussed in class today as examples).
 
 
Created: Monday, November 2 10:19 AM

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Huck Finn: Read the first 5 chapters.
Created: Tuesday, October 27 8:58 AM

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Bring IDs tomorrow.
Created: Monday, October 26 11:16 AM

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Character or alternate play ending project due.
Created: Thursday, October 15 3:30 PM

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Crucible in class essay (practice quote/literary analysis for author's purpose, diction, and theme.
Created: Thursday, October 15 3:29 PM

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Prep for Crucible essay tomorrow. Be sure to review main characters and how they changed throughout the play. 
 
Attached is a three step thesis example.
Created: Wednesday, October 21 10:18 AM

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Characters to study for essay prompt tomorrow include:
Hale
Danforth
Abigail
Elizabeth 
Created: Wednesday, October 21 12:07 PM

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Crucible Test on Tuesday. Study guide will be posted/reviewed on Monday.
 
Created: Thursday, October 15 3:28 PM

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Study for Crucible test Tuesday.
 
Character review: for each character below find at least one significant quote, describe their character traits/faults/sins, and tell me if they are a foil for another character(s).
Abigail
Parris
John Proctor
Elizabeth Proctor
Hale
Rebecca Nurse
Mary Warren
Betty
Mr. Putnam
Mrs. Putnam
Giles
Herrick
Judge Hawthorne
Danforth
Tituba
 
(This is for your own understanding) Understand/define the following lit terms and find an example of each in the text:
Allegory
symbolism
motif
dramatic irony
Biblical allusion
Metaphor
Characterization (methods of)
tone
diction
Created: Friday, October 16 9:25 AM

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Complete The Crucible "think questions."
Must be typed, double spaced.
Created: Tuesday, October 13 2:55 PM

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Finish reading Act IV.
 
Created: Tuesday, October 13 2:55 PM

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Read Act III to girls' entrance by Friday.
Created: Tuesday, October 6 10:14 AM

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Using the flow map passed out in class finish the following: reread John Proctor’s comments toward Elizabeth during Act II (first 8-9 pages). Take notes on how it functions to construct Proctor’s identity: internal conflict, morality, heroic traits, etc.

Read Act 3 to girls entrance by Friday.

Created: Thursday, October 8 10:11 AM

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Quiz on Act 2 plus vocal moved to Thursday.
Created: Tuesday, October 6 10:14 AM

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Complete Act 2. 
Created: Monday, October 5 1:36 PM

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Define the following Act II vocabulary:
 

ecstatic

pallor

ameliorate

indignant

begrudge

base

ineptly

calamity

blasphemy

Created: Tuesday, October 6 10:13 AM

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Read The Crucible Act II to Giles entrance by Monday.
Created: Friday, October 2 11:05 AM

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Finish reading Act 1.
Created: Wednesday, September 30 9:06 AM

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Read The Crucible to Hale's entrance (p. 32)
Created: Monday, September 28 2:59 PM

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Anticipation guide attached
Created: Tuesday, September 29 9:20 AM

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Read the attached essay by Arthur Miller about his play, The Crucible.
Created: Friday, September 25 9:56 AM

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Review the AP rubric and style notes for essay tomorrow. Attached you will fin the ppt examples given in class today for diction and tone.
Created: Wednesday, September 23 10:14 AM

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Inferences about Franklin due tomorrow (6 inferences with diction and tone support) and 2-3 modern examples.
Created: Tuesday, September 22 11:22 AM

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Complete Ben Franklin's aphorism handout. 
Created: Monday, September 21 8:50 AM

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Email me your thesis statement about the purpose of Ken Robinson's TED talk on creativity. If you were to write a paper in response to his talk, what would you say his main point is?
 
Created: Wednesday, September 16 8:47 AM

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Using the 3 generalizations that Bruchac gives us, as well as 4 other elements of your choice, write a 500-800 word tale.
  • Include: animals, a major metaphor, and a clear moral
  • Final paper must be typed, double spaced.
Created: Wednesday, September 9 2:34 PM

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*Due Friday: notes on Edwards' sermon/tone and your answer to the questions: How does the tone reveal the author's purpose? Is Edwards trying to manipulate or motivate his audience?
 
*Read the excerpt below (by Monday) on Jonathan Edwards and The First Great Awakening and add important details to your notes. Be sure to site where you got the info.
 

Excerpts from “Religion in 18th Century America”: http://www.loc.gov/exhibits/religion/rel02.html

Evangelicalism is difficult to date and to define. In 1531, at the beginning of the Reformation, Sir Thomas More referred to religious adversaries as "Evaungelicalles." Scholars have argued that, as a self- conscious movement, evangelicalism did not arise until the mid-seventeenth century, perhaps not until the Great Awakening itself. The fundamental premise of evangelicalism is the conversion of individuals from a state of sin to a "new birth" through preaching of the Word.

The first generation of New England Puritans required that church members undergo a conversion experience that they could describe publicly. Their successors were not as successful in reaping harvests of redeemed souls. During the first decades of the eighteenth century in the Connecticut River Valley a series of local "awakenings" began. By the 1730s they had spread into what was interpreted as a general outpouring of the Spirit that bathed the American colonies, England, Wales, and Scotland. In mass open- air revivals powerful preachers like George Whitefield brought thousands of souls to the new birth. The Great Awakening, which had spent its force in New England by the mid-1740s, split the Congregational and Presbyterian Churches into supporters--called "New Lights" and "New Side"--and opponents--the "Old Lights" and "Old Side." Many New England New Lights became Separate Baptists. Together with New Side Presbyterians (eventually reunited on their own terms with the Old Side) they carried the Great Awakening into the southern colonies, igniting a series of the revivals that lasted well into the nineteenth century....

Jonathan Edwards (1703-17) was the most important American preacher during the Great Awakening. A revival in his church in Northampton, Massachusetts, 1734-1735, was considered a harbinger of the Awakening which unfolded a few years later. Edwards was more than an effective evangelical preacher, however. He was the principal intellectual interpreter of, and apologist for, the Awakening. He wrote analytical descriptions of the revival, placing it in a larger theological context. Edwards was a world- class theologian, writing some of the most original and important treatises ever produced by an American. He died of smallpox in 1758, shortly after becoming president of Princeton.

Created: Thursday, September 10 10:09 AM

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Paragraph supporting group thesis due Thursday.
 
See sample paragraph below.
 

     Mary does not see this period of her capture as torture, but rather as a “remove” from civilization. She is truly convinced that all of her struggles are the works of God, and if she “believes”, then she will be freed. She says that, although she gets lost in the woods, she will plot her way through Christian existence. She initially refers to the Indians as “wild beasts of the forest” and refuses to join in any of their customs. However, as the need for survival and an understanding of God’s grace transform her outlook, she is able to see her “remove” from civilization as part of God’s way of communicating with her.

Created: Wednesday, September 16 9:41 AM

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Read pgs. 45-48 in your textbook.
Created: Wednesday, September 9 9:48 AM