English 10 (2020-2021) Assignments

“Why Do Some Brains Enjoy Fear?” Comprehension Check #1-3 on page 95 and Analyze Craft and Structure on page 97

Expand and develop Writing Assignment #1 in order to tell a story using sensory details to help readers imagine and experience fearfulness. Remember to balance show and tell to establish the pace of the story. Incorporate dialogue and consider voice as you craft your scene. 


For this assignment, you should be adding an additional paragraph to Writing Assignment #1.

“Where Is Here?” Comprehension Check #1-4 on page 77 and Analyze Craft and Structure on page 79

Analyze the Text #1-4 on page 44 and Analyze Craft and Structure page 45

Directions:


For this unit, you will be creating a fictional piece - a scary story, to go along with the texts we are reading. Each time you write, you will develop the story more, working at it a piece at a time. 


Consider all the elements you learned in narrative writing and carry it over to this writing assignment.
1. How can you slow down time to be more descriptive?
2. How can you use sensory details to describe people, places, and events?
3. How can you balance show and tell?
4. How can you incorporate dialogue in order to develop your voice as a writer?


Your assignment is to craft an intense moment in 150 words. Think of this as your starting point to your longer piece. In addition, remember that our Essential Craft Question is the following: How do writers create fearfulness in their readers? Poe used the setting and mysteriousness of his characters in “The Fall of the House of Usher.” You may want to consider doing the same.

Directions: 
Consider class discussions, the video, and the Launch Text as you respond to the following prompt:In what ways does transformation play a role in stories meant to scare us? Write a two chunk paragraph (TS, CD, CM, CM, CD, CM, CM, CS) addressing the prompt above.

Directions:
Identify a significant scene in Night. Write it down and identify what it reveals about Elie’s character, how he perceives others and his point of view, and how that scene develops the story.

Now rewrite that scene, but from a different character's point of view. Key elements cannot be changed, but consider what you can reveal about his/her character and point of view, which may differ from Elie’s.

Directions:
Now pick a scene from Night and rephrase it to mimic Bradley’s style. How does this provide deeper insight into the novel, character, setting, etc.?

Photographic Narrative: Group Work - Due Friday, March 19th
Directions:
Working in your groups, select two photos from either the Best Photographs of the Year by National Geographic or Time Magazine. Create a 100 word narrative for each photo. Then find a photo online that would work with a passage in Night.
Create a Google Slide with all of the above (three slide minimum). Make sure to include the passage selected from the novel.

Directions:
Continue reading “Indian Education” independently. Keep in mind the following question: What moves and techniques employed by the writer make this an effective piece? Write a two-chunk paragraph response (TS, CD, CM, CM, CD, CM, CM, CS).

Directions:
In 150 words, zoom in on a moment which shows who you are, not just explicitly telling a reader who you are. Consider specific details to help craft your response and slowing down the time of the moment to be more descriptive. Use all your senses to describe people, places, and events.

Directions:
Write a list of your memories. As a reminder, although people and places are significant, the ideas and events shape memories.

Directions: After reading “The Origin Story” and taking a closer look at Elie and Moshe’s relationship, write a two-chunk paragraph (TS, CD, CM, CM, CD, CM, CM, CS) comparing the two.

Directions:
We will read “Where I’m From” by George Ella Lyon. After listening to the poem, respond. The goal is to generate as many words on the page as possible within ten minutes. Choose your form of writing - a list, sentences and ideas similar to the poem, or a poem itself. It is up to you, but you must write.

Before you can understand others, you must first look at the self. Create an Identity Chart (Bubble Map) for yourself using the following guidelines.
Put your name in the center.
Write down at least 5 words and/or phrases that describe the way you see yourself.
Write down at least 2 words and/or phrases that describe the way others see you.
Circle the two that you feel the strongest about.

Directions: Complete The Tempest Act V Analyze the Text #1-4 on page 598.

Complete Act IV: Analyze the Text #1-3 on page 583, Analyze Craft and Structure #1-4 on page 584, and Author’s Style on page 585.

Directions:
One of the strongest human drives seems to be a desire for power. Write a response in which you discuss how a character in The Tempest struggles to free him/herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your response how Shakespeare uses this power struggle to enhance the meaning of the work (theme).

Your essay will consist of an introduction paragraph and one body paragraph.

Complete Act III Analyze the Text #1-3 on page 569 Analyze Craft and Structure on page 570.

Complete Act II Analyze the Text #1-3 on page 551, Analyze Craft and Structure #1 on page 552, and Author’s Style Read It on page 553

Complete Analyze the Text #1-3 on page 531 and Analyze Craft and Structure on page 532.

Consider class discussions, presentations, the video, and the Launch Text as you think about the prompt: Can justice and forgiveness go hand in hand? Write a two-chunk paragraph (TS, CD, CM, CM, CD, CM, CM, CS) responding to the prompt above.

Write a summary of “Neither Justice Nor Forgetting: Defining Forgiveness.” Your summary should be a one-chunk paragraph (TS, CD, CD, CM, CS).

Read pages 502-509 and page 511 in your textbook. As you are reading, highlight/note/mark key information in your textbook. Then organize the highlighted material in a note format, utilizing the Cornell Notes handout, to group key information together.

Review slides 3-7 in Nearpod and complete the handout.

Analyze the Text #1,3 on page 476 and Analyze Craft and Structure on page 477

Comprehension Check #1-5 on page 464 and Analyze the Text #1,3 on page 465

“The Golden Touch” Analyze the Text #1, 3 on page 457 and Analyze Craft and Structure on page 458

Here is the audio if you prefer to listen to the text. We left off on paragraph 26 at 12:14.

Listen and follow along to “7 Rings” by Ariana Grande. Write a response comparing the song to the poem “Avarice” by Yuself Komunyakaa. What similarities and/or differences are evident?

In your response, take into consideration that you should have a topic sentence, textual support, and commentary. Think about your organization and structure as you complete your response.

Two-Chunk Paragraph: TS, CD, CM, CM, CD, CM, CM, CS

“Avarice,” “The Good Life,” and “Money”: Analyze the Text #1-3 on page 438 and Analyze Craft and Structure Practice Chart and #1-3 on page 439

Directions:
In a well-organized essay, compare the two short stories, “The Necklace” and “The Jewels.” Your essay will include an introduction and thesis statement. The thesis statement should connect to both stories and address theme - what message is Guy De Maupassant conveying? After your introduction, write one body paragraph comparing the stories. Keep in mind your thesis statement; your topic sentence should relate to it. Make sure to incorporate textual support from both works and include in-depth commentary. Avoid plot summary.

Working in pairs, create a Partial Double Bubble Map for “The Necklace” and “The Glass Slipper.” Find at least four similarities between the two texts (consider tone, theme, characterization, etc). For each bubble, you will need to include textual evidence from “The Necklace” and “The Glass Slipper.” In total you will have 4 bubbles (center) and 8 pieces of textual evidence.

As you independently read “The Jewels,” create a Two-Page Spread on the short story. The Two-Page Spread will include the following:
- Title of short story and author
- Plot elements: point of view, narration, setting, and characterization
- Literary techniques and devices: imagery and symbolism
- Quotes that help develop plot and/or characters
- Quotes that help show and develop theme
- Words that are just beautiful, which show an author’s craft and style
- Illustrations - to give you a visual

The fate of the main character in “Civil Peace” is determined in large part by his personality. Working in groups of four, create a Bubble Map identifying at least four character traits for Jonathan. Provide one piece of textual evidence for each character trait. In addition, explain how these traits help Jonathan overcome obstacles. Include concept vocabulary words in your explanations.

Directions:
In a well-organized, 100 word response, analyze and discuss a value a character possesses in “Civil Peace.” What does this value reveal about the character? Include textual support and commentary in your response.

Directions:

Write a one-chunk summary (TS, CD, CD #2, CM, CS) of “I Came, I Saw, I Shopped.” Remember, a summary is a concise, complete, and accurate overview of a text. It should not include a statement of your opinion or an analysis.

Directions:

Consider class discussions, the video, and the Launch Text as you think about the prompt: How do we decide what we want versus what we need? What can result from an imbalance between want and need?

Write a two-chunk paragraph (TS, CD, CM, CM, CD, CM, CM, CS) responding to the above prompt.

Review slides 3-5 in Nearpod. Take notes using one of the attached handouts.

Please create a Google Doc and complete all activities for the week on it.

One of the greatest lessons we learn is how to look beyond racial stereotypes in order to understand different perspectives and build human connection. In a one chunk paragraph (topic sentence, concrete detail, commentary, commentary, concluding sentence), discuss how Geraldo is negatively perceived.

Please upload a Google Doc with your shared paragraph that you wrote with your partner(s). Remember that you are focusing on how Cecilia feels in the second half of the paragraph and you are writing, together, a one-chunk paragraph: topic sentence, concrete detail, commentary #1, commentary #2, and concluding sentence.

Only one person needs to submit the Google Doc. The other person just needs to write, in a private comment, who s/he worked with.

After completing the one-chunk paragraph together as a class for "To Sleep Under the Stars," go back and revise your paragraph. Write a stronger topic sentence (TS) and consider how the concrete details (CD) and commentary (CM) flow within your paragraph. Remember that you want a strong, concluding sentence (CS) that is not repetitive of your topic sentence.

Please create a Google Doc and complete all activities for the week on it.

In order for me and your classmates to get to know you better, create an Identity Slide on this shared Google Slide.
1. Select an empty, available slide for your Identity Slide. Put your name on the slide to claim it; you can modify the design of your name later. Keep in mind that others in your class may be simultaneously working so make sure you are on your own slide and do not add or delete other slides.
2. This slide is all about you! Make sure your name is visibly clear and consider including any of the following things:
picture(s)
text/words that describe you
favorite book/poem
favorite movie/tv show
favorite quote/phrase
favorite thing(s) to do
traditions or customs
family
pet(s)
3. Add an audio file to your Identity Slide. Make sure you state your name and one positive thing you experienced since March.