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DISTANCE LEARNING ASSIGNMENTS

English III- ACCESS THE FOLLOWING ASSIGNMENTS THROUGH GOOGLE CLASSROOM OR PICK UP HARD COPIES AT THE HIGH SCHOOL ON WEDNESDAY MORNING!

Click on the following link:
https://www.commonlit.org/en/texts/because-i-could-not-stop-for-death

1. Read through the biographical information at the top regarding Emily Dickinson, then read through the poem, “Because I Could Not Stop for Death.”

2. On the right side of the page, you will see tabs. Click on the tab that says “Guiding Questions,” and you will see Q1, Q2, and Q3 appear throughout the poem. Please respond to these questions on a separate Google Doc and submit to me.

3. Then click on the tab to the right that says “Assessment.” Respond to the five questions on that same Google Doc.

4. Submit these answers to me through Google Classroom by Friday, March 20th.

Click on the following link:
https://www.commonlit.org/en/texts/a-september-night

1. Read through the biographical information at the top regarding George Marion McClellan, then read through the poem, “September Night.”

2. On the right side of the page, you will see tabs. Click on the tab that says “Guiding Questions,” and you will see Q1, Q2, and Q3 appear throughout the poem. Please respond to these questions on a separate Google Doc and submit to me.

3. Then click on the tab to the right that says “Assessment.” Respond to the five questions on that same Google Doc.

4. Submit these answers to me through Google Classroom by Wednesday, March 25th.

 

 

 

AP ENGLISH III- ACCESS THE FOLLOWING ASSIGNMENTS THROUGH GOOGLE CLASSROOM OR PICK UP HARD COPIES AT THE HIGH SCHOOL ON WEDNESDAY MORNING!Click on the following link:
https://www.commonlit.org/en/texts/give-me-liberty-or-give-me-death-speech

1. Read through the introductory information at the top regarding Patrick Henry’s speech, then read through the speech.

2. On the right side of the page, you will see tabs. Click on the tab that says “Guiding Questions,” and you will see Q1, Q2, and Q3 appear throughout the poem. Please respond to these questions on a separate Google Doc and submit to me.

3. Then click on the tab to the right that says “Assessment.” Respond to the five questions on that same Google Doc.

4. Then type out a SOAPSToneS Analysis of the speech on the same Google Doc. (Remember the Style portion of SOAPSToneS is about syntax, figurative language devices, etc.)

4. Submit these answers to me through Google Classroom.

ALSO…Complete a Vocabulary Chart for SAT Words List #10. If you are out of chart paper, feel free to create a chart on blank copy paper, use notebook paper, or type up a chart electronically. If you type a chart, be sure you still include illustrations (pictures) for each word. Be prepared to have this chart graded when school resumes on March 30th.

Plans for the Week of 2/3-2/7

AP English III

Monday- Syntax Unit: Complex Sentences Notes (independent & dependent clauses);

Tuesday- Subordinating Conjunctions Notes

Wednesday- Relative Pronoun Notes; go over AP Multiple Choice #1

Thursday- AP Multiple Choice #3

Friday- Types of Sentences Review for Test next week

 

English III

Monday-Friday- The Crucible

Plans for the Week of 11/11-11/15

AP English III

Monday- SAT Vocabulary Chart #4 (61-80)

Tuesday- Create figurative language analysis flipbooks, attach in composition books. Find examples of each device within sermon, “Sinners in the Hands of an Angry God”

Wednesday- ASVAB for all Juniors

Thursday- Vocabulary Chart #4 Due; Work on flipbooks: describe literal meaning of each quote; analyze the effect of that example and how it helped the speaker achieve his purpose

Friday- Vocabulary Test #4; Complete figurative language flipbooks

English III

Monday- SAT Vocabulary Chart #5 (81-100)

Tuesday- Create figurative language analysis flipbooks, attach in composition books. Label and define devices.

Wednesday- ASVAB for all Juniors

Thursday- Vocabulary Chart #4 Due; Work on flipbooks: find examples of each device in the text, write the quote and explain the literal meaning of the quoted text.

Friday- Vocabulary Test #5; Complete figurative language flipbooks

 

Plans for the Week of 10/21-10/25

AP English III

Monday- Teacher Work Day!

Tuesday- Review SAT Words for test tomorrow. (band out)

Wednesday- SAT Vocabulary Video; Vocabulary Test for List #2

Thursday- Thesis statements and Rhetorical Analysis paragraphs for John Smith Letter

Friday- Finish paragraphs from Thursday; writing conferences

 

English III

Monday- Teacher Work Day!

Tuesday- Review SAT Words for test tomorrow. (band out)

Wednesday- SAT Vocabulary Video; Vocabulary Test for List #3

Thursday- American Literary Periods: Puritan/Colonial Era notes in Composition books

Friday- Sinners in the Hands of an Angry God prezi presentation and activities (in comp. books)

Plans for the Week of 10/14-10/18

AP English III

Monday- SAT Vocabulary Chart for List 2 (due Thursday)

Tuesday- annotate John Smith Letter for figurative language devices

Wednesday- Test over “Figurative Language Toolbox”; finish annotating “J.S. Letter” for f/l; highlight diction that supports tone

Thursday- Chart due; Write a thesis statement, topic sentence & identify Concrete details to support topic sentence

Friday- Write R/A paragraph  of “J.S. Letter” and turn in.

 

English III

Monday- SAT Vocabulary Chart for List 3 (due Thursday)

Tuesday- Compound/Complex Sentences Quiz (open notes; daily grade)

Wednesday- Vocabulary Chart due; Sentence types scavenger hunt

Thursday- Sentence Types Bingo!

Friday- Cumulative Sentence Types Assessment!

Plans for the Week of 10/7-10/11

AP English III

Monday- Discuss sentence starter resources & attach to pages 20 & 21 in comp. books; Write a rhetorical analysis thesis statement and paragraph (diction) over  the essay, “I am a Cripple” by Nancy Mairs.

Tuesday- SAT Vocabulary Review for Test tomorrow; Figurative Language Terminology Spectrum (Activating prior knowledge) chart pair-and-share

Wednesday- SAT Vocabulary Test #1; Read “John Smith’s Letter to Queen Anne” on Google Classroom and complete a SOAPSTone analysis over the letter on page 22 of your composition book

Thursday- Introduction to figurative language terms (attach in comp. books); annotate John Smith’s letter for figurative language devices

Friday- Finish annotating; Write a topic sentence, find two pieces of text evidence and write a rhetorical analysis paragraph over the letter.

 

English III

Types of sentences group competition! (Simple, Compound, Complex, Compound/Complex)

Tuesday- Types of sentence practice: highlight all independent classes yellow, all dependent clauses pink, circle comma/conjunctions or semi-colons, box any subordinating conjunctions or relative pronouns.

Wednesday- SAT Vocabulary Test #2; finish sentence types practice

Thursday- Each student will come up and demonstrate/teach examples of each type of sentence, identifying: clauses & conjunctions

Friday- Kahoot Review over Compound/Complex Sentences!

Plans for the Week of 9/23-9/27

AP English:

Monday-

Determining how diction helps to communicate an author’s tone. Find diction in “The Black Table is Still There…” article that supports the tone you chose for that article. Then walk through how you’d put that information into a brief, 3-sentence analysis. HOMEWORK: Read “The Wife-Beater” article and sketch out SOAPSTone for this article. Also highlight any diction that would support the tone you chose. We will do a short Socratic Seminar tomorrow over this article.

Tuesday- Socratic Seminar over “The Wife-Beater” article. Write a brief, 3 sentence analysis of the article and share aloud.

Wednesday- Early Release-shortened class periods! Diction/connotation Warm-up: Given 5 sets of word pairs, write a half page about the difference in connotation of the two words.  Read Question 3 (prompt) from a released AP Exam and sketch out a SOAPS for the passage in pencil. (homework if not finished in class)

Thursday- In groups compare your “P” from your SOAPS analysis of yesterday’s passage. As a group, come to a consensus on purpose. Then discuss primary and secondary tones of the passage with your group. Define thesis and look at a model thesis statement construction. HOMEWORK: Write a thesis statement for the Mairs excerpt on your own using the modeled structure.

Friday- Discuss structure of a rhetorical analysis essay. Construct a diction analysis paragraph that defends a controlling thesis using the Nancy Mairs “I am a cripple” essay. Strong topic sentence (debatable), supporting concrete detail, and elaboration.

English III

Monday- SAT Vocabulary List #1 Chart (due Wednesday); Test on Friday

Tuesday- Subordinating Conjunctions Practice (Warm-up); Complex Sentences: Expand that Thought! Practice

Wednesday- Early Release! SAT Vocabulary#1 Chart is due; Complex Sentence Quiz

Thursday- Compound/Complex Sentences Notes

Friday- SAT Vocabulary Test #1; Compound/Complex Sentence Practice

Plans for the Week of 9/9-9/13

AP English-

Monday- In groups, students will do a SOAPS Analysis of “The Black Table is Still There” article by Lawrence Otis Graham on chart paper. Post in the room; compare & contrast responses from each group.

Tuesday- Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a test.  Handout D & E represent all the choices an author makes when trying to communicate a message with an audience. The collection of tools he/she chooses are known as rhetorical devices and rhetorical strategies.  (Example exercise: SOAPS for 911 call.)

Wednesday- Introduction to tone and connotation. In partners, highlight words you know from the list provided (Handout F). Then sort the words you know into three categories using the chart provided: neutral, positive connotation, and negative connotation. Then complete a gallery walk in which you post words on categories around the room: happiness, sadness, anger, humor, fear, approval, disapproval, etc.

Thursday- Distinguishing tone in non-print text. Students will choose a tone from the given list (Handout F) to stand up and demonstrate by using in a conversation within a short skit. Class will vote on which tone is being demonstrated by each speaker. Study da Vinci’s “Grotesque Portrait Study of Man” and discuss details that would lead us to discovering the tone of the piece. Handout H may help students fine-tune their choices.

Friday- How does detail contribute to tone in non-print text? Study David Alfaro Siqueiros’s “The Echo of the Scream” and silently list all the details you notice in the painting. Then with a partner, discuss this question: Based on the details, how do you think the painter feels about the subject?  Take notes in composition book on the structure of a rhetorical analysis essay paragraph structure, then write a model paragraph using the Da Vinci sketch.

 

English III-

Sentence Types Scavenger Hunt in the Room

Sentence Types Maze

Writing with Compound Sentences

Compound Sentence Quiz

Plans for the Week of August 26-30

AP English

Monday- Socratic Seminar over Animal Farm

Tuesday- Socratic Seminar over Animal Farm

Wednesday- Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message (Introduce and apply the Rhetorical Triangle)

Thursday- Read “Our Barbies, Ourselves” article; In groups discuss ONE sentence, phrase, or word from among all discussed and post it on the board; Introduce author’s purpose

Friday- Identify and describe components of the rhetorical situation using a local newspaper article; Write the SOAPSToneS strategy of analyzing rhetoric in your composition books

 

English III

Monday- Quiz over Parts of Speech (notes in composition books from last week)

Tuesday- Simple Sentence Notes (Guided Notes; Powerpoint; Whole group practice; Individual practice); Attach on page 8 of composition books.

Wednesday- Simple Sentence Practice; More Simple Sentences (whole group practice/group work)

Thursday- Identifying simple sentences in novels and newspapers, Label subject and predicate for each sentence your group identifies.

Friday- Writing With Simple Sentences: write a topic sentence that is simple using given vocabulary words, then expand on that topic by writing a paragraph to elaborate or tell the story

Lessons for the Week of 8/19-8/23

English III

Monday- Turn in English Department Expectations sheet signed; collect supplies; Share questionnaires

Tuesday- Turn in English Department Expectations sheet signed (deadline); collect supplies; sign up for Google Classroom and Remind; set up Interactive Notebooks

Wednesday- Interactive Notebook: “Punctuation 101”; “Parts of Speech” notes

Thursday- Finish “Parts of Speech” notes; Attach Parts of Speech poem and Prepositions handout.

Friday- Review Parts of Speech notes; Review game; Test on Monday over pages 1-7 in your Interactive Notebooks

AP English III

Monday- Summer Reading Assignment: Persuasive Speech

Tuesday- Summer Reading Assignment: Persuasive Speech; Take Questionnaire home to finish (be ready to share on Friday)

Wednesday- Classroom expectations; English Department Expectations; AP Contract (latter two need to be signed and returned by Friday)

Thursday- Share questionnaires; Journalism survey on Google Classroom

Friday- Finish sharing questionnaires as a class; Prepare for Socratic Seminar over Animal Farm on Monday; AP Exam money due on August 30th! ($94)

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