Fall 2018 - English II - 4th Period (Period 4) Assignments
- Instructor
- Jennifer Williams
- Term
- 2018-2019 School Year
- Department
- English Department
- Description
-
This course is designed to build a solid foundation of knowledge, skills, and strategies that will be refined, applied, and extended as students engage in more complex ideas, texts,a nd tasks. Students will be introduced to various genres of classical and contemporary narrative and informational texts, while developing and enhancing their grammar and writing skills.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
English II *Review for Subpart 2 and Subpart 3 (Testing is Monday, December 10)
Monday, December 3
Bell Work-> Mystery Riddles
- Language TNReady Practice (15-21)
- https://quizlet.com/join/CXtSJqtrbß Quizlet! Join with your First Name.
- Excerpt from “Is It a Crime for a Citizen of the United States to Vote?” by Susan B. Anthony
Tuesday, December 4
Bell Work- Kahoot! ---Review your answers from yesterday…
- Language TNReady Practice (15-21)
- Khan Academy – Text Structure Questions
Wednesday, December 5
Bell Work- Triva Style - Mystery Riddles
- Language TNReady Practice (15-21)
- Khan Academy – Central Idea and Point of View
Thursday, December 6
Bell Workà Mystery Riddles (Trivia Style)
Texts Excerpts: "The Minister's Black Veil" by Nathaniel Hawthorne & "The Pit and the Pendelum" by Edgar Allan Poe
- Individual Practice: Read & Annotate the texts to show comprehension.
- Partner Practice: Complete the Comparison Chart
Friday, December 7
Multiple Choice Analysis
Texts Excerpts: "The Minister's Black Veil" by Nathaniel Hawthorne & "The Pit and the Pendelum" by Edgar Allan Poe
Due:
Assignment
Standard: W.TTP.1
Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Standard: W.TTP.2
Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Standard: W.TTP.3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
English II – Subpart 1 Testing this week…. 😊
Monday, Nov. 26
SUBPART 1 Practice Writing Assessment (pages 5-8)
Tuesday, Nov. 27
SUBPART 1 Practice Writing Assessment (pages 6-8, 10)
Wednesday, Nov. 28
Sample Analysis:
- Analyze the prompt. 2. Highlight evidence. 3. Outline on scratch paper.
Thursday, Nov. 29 Subpart 1 Writing Assessment
Friday, Nov. 30 *Reward & Relax
Due:
Assignment
Due:
Assignment
November 12 - Confusing Words - Copy the following definitions and examples onto your own paper!
accept - to receive
Ex: Gary did not accept the bribe.
except - to leave out; to exclude
Ex: Everybody except me knew the answer.
affect - to influence
Ex: Working part time did not seem to affect his study habits.
effect - a result of some action
Ex: Teens need to understand the effects of their actions on others.
allusion - an indirect reference to something
Ex: This stroy has an allusion to "Noah's Ark" in it.
illusion - mistaken idea or a misleading appearance
Ex: Stripes embellish the surface to create the illusion of wood grain textures.
between - refers to two things at a time
Ex: A strong bond exists between the twins.
among - refers to all members of a group rather than to separate individuals in the group.
Ex: We distributed the pamphlets among the crowd.
fewer - used with plural nouns and tells "how many"
Ex: There are fewer whales than there once was.
less - used with singular nouns and tells "how much"
Ex: We should have bought less meat and more vegetables.
which - refers to things only
Ex: Her medal, which is actually gold-plated, is quite heavy.
that - refers to people or things
Ex: Carlotta is the runner that (who) won the gold medal.
who - refers to people only
Ex: Carlotta, who is a sophomore, won the gold medal.
capital - center of government; money or property used in business; punishable by death; of major importance; excellent; uppercase
Ex: Do you support capital punishment?
capitol - building where legislature meets
Ex: We could see the capitol from our hotel.
complement - to make whole or complete
Ex: That scarf complements your outfit nicely.
compliment - praise; coureous act or statement
Ex: He received many compliments on his cooking.
coarse - rough or crude
Ex: Burlap is a coarse fabric.
course - part of a meal; series of studies; a playing field; path of action
Ex: What course will resolve the conflict?
counsel - advice; advise
Ex: Sue followed her aunt's counsel.
council - group called together to accomplish a job
Ex: Members of the council voted on the resolution.
Get with a partner and read the 20 paragrpahs and choose the claim and the counterclaim from each paragraph. Highlight the claims i one color and highlight the counterclaims in another color.
If time allows, we will begin readig the articles that you will be using to write your argumentative essay. We will discuss the articles as we read.
Thursday, November 15, 2018
We will get online and take the practice tests on Nextera.
Friday, November 16, 2018
Bell Work
November 16 - Confusing Words cont'd - Choose the correct word from the parentheses to make the sentence correct.
1. The tasks were divided evenly (among, between) the two scouts.
2. The audience was deeply (affected, effected) by Simon Estes's powerful baritone voice.
3. No ne (accept, except) the sophomores will attend.
4. Penicillin has had a profound (affect, effect) on modern medicine.
5. Uncle Joe said that the crosslike rays radiating from the moon were an (allusion, illusion) caused
by the screen door.
6. In his remarks about Dr. King, the speaker last night made an (allusion, illusion) to Ghandi,
whose nonviolent protests paved the way for the civil rights movement in the United States.
7. The heat has (affected, effected) the growing season; we'll harvest (fewer, less) olives this year.
8. Don't forget that you can mix cursive, printed, capital, and lowercase letters to create
(affects, effects) like the ones in these ambigrams.
9. The workers (which, that, who) put up that new office building certainly finihsed it quickly.
10. Ronald E. McNair was aboard the space shuttle (which, that, who) exploded in January 1986.
11. Thanks to modern medicine, there are (fewer, less) cases of tetanus and diptheria nowadays.
We will choose our essay topic. Or you can look here for an essay topic...
https://gun-control.procon.org/
https://vittana.org/10-advantages-and-disadvantages-of-gun-control
https://www.kibin.com/essay-writing-blog/12-gun-control-articles-for-argumentative-essay/
We will develop our introductory paragraph together as a class and begin writing our argumentative essay.
Due:
Assignment
Due:
Assignment
March 7 - Subject-Verb Agreement cont'd
The following indefinite prounouns are singular:
anybody everybody no one something
anyone everyone nothing
anything everything one
each neither somebody
either nobody someone
Ex: Niether of the animals in the pen has been fed this morning.
Ex: Somebody is bringing a CD player to the birthday party on Saturday.
Ex: Was everyone on the volleyball team on time for the class picture at noon?
Ex: One of the puppies has chewed a hole in your tennis shoe.
March 9 -Subject-Verb Agreement cont'd
The following indefinite pronouns are plural:
both few many several
Ex: Have both of them been informed?
Ex: Many of the staff volunteer with local charities.
The following indefinite pronouns are singular or plural, depending on how they are used:
all any more most none some
Ex: Most of the job was finished.
Ex: Most of the jobs were finished.
Ex: Has any of the shipment arrived?
Ex: Have any of the shipments arrived?
March 13 - The subjects and verbs in some of the sentences do not agree. If a sentence is incorrect, write the correct form of the verb. If a sentence is already correct, write C.
1. Several of the forwards on the team was commended by the captain.
2. Neither of the coacher were happy with the decision.
3. Each of us are going to make a large poster for the upcoming election.
4. Some of the frozen yogurt have started to melt.
5. Does both of those games require special gear?
6. Either of Mr. Catalano's assistants have approval and can go.
7. None of the buildings were damaged by the hail.
8. None of the food have been frozen.
9. Niether of the book reports were finished on time.
10. Does anyone want to help me make gefilte fish for the Passover feast?
Due:
Assignment
You MUST take complete notes over all videos!!!
October 26 - Give the subject and then choose the verb that agrees with it.
1. A heaping basket of turnip greens (was, were) sitting on the counter.
2. The cost of two new snow tires (was, were) more than I had expected.
3. The community college course on collecting stamps always (attracts, attract) many people.
4. The members of the Pak family (meets, meet) for a reunion every year.
5. The carpeting you saw in the upstairs and downstairs rooms (is, are) going to be replaced.
6. The turquoise stones in the Navajo ring certainly (is, are) pretty.
7. One friend of my brothers (says, say) that I look a little like his teacher.
8. The package sent by my cousins (was, were) smashed in the mail.
9. Not all the singers who tried out for the shcool choir (sings, sing) equally well.
10.Burt, not Anne and Laura, (has, have)borrowed the bicycle pump.
Writing Prompt: What was the Final Solution?
Due:
Assignment
READ THE DIRECTIONS ON THE HANDOUT!!!!
READ THE DIRECTIONS ON THE HANDOUT!!!!
You MUST take complete notes over all videos!!!
Due:
Assignment
Due:
Assignment
Due:
Assignment
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Standard: R.CS.5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Standard: R.KID.2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Monday, September 17, 2018
Bell Work
- previewing texts
- K-W-L chart
- Pre-reading vocabulary
Due:
Assignment
R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CS.5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (eg., a section, chapter, scene, or stanza) relate to each other and the whole.
W.TTP.3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Monday, September 10, 2018
Bell Work
September 12 - Semicolons
Use a semicolon between independent clauses that are closely related if they are not jointed by and, but, for, nor, or, so, or yet.
**The semicolon takes the place of the comma and the conjunction.**
Ex: First, I had a sandwich and a glass of milk; then I called you for the homework assignment.
A semicolon can take the place of a period to join two or more simple sentences.
Ex: Eric looked out at the downpour; then he put on his raincoat and boots.
Use a semicolon between independent clauses joined by a conjunctive adverb or transition.
Ex: Emma felt shy; however, she soon made some new friends.
Take notes on “Writing a Narrative Essay”
Watch the short film “Lifted”
Tuesday, September 11, 2018
Move to Mrs. Jones' room for presentation on 9/11
Wednesday, September 12, 2018
Bell Work
Have a lesson on quotation marks…give handout with two comic strips on it.
The first comic has been put on a sheet of chart paper in dialogue form. Point out that the quotation marks represent the speech bubbles (circle the speaking parts to show).
Having speech bubbles in a story wouldn’t be feasible so we use quotation marks instead.
You will now create your own story based on the comic strip on the handout. You will put your story on a sheet of chart paper to hang around the room.
Thursday, September 13, 2018
Bell Work
Using what you know so far, create a narrative story with dialogue for the short film “Lifted.”
You will type your story and make sure that it includes dialogue. You may want to watch the film as you write.
Your narrative must be:
At least one full page
Times New Roman
12 font
Double spaced
It should:
Contain a beginning, middle, and end
Set forth a problem
Set forth a conclusion
Contain dialogue
Must contain imagery / vivid verbs; you want to show, not tell what is going on…
You will finish writing your narrative story based on “Lifted”
Friday, September 14, 2018
REWARD DAY!!!