English 7 period 5 Assignments
- Instructor
- Ms. Cecilia Goldhor
- Term
- 2018-2019
- Department
- English
- Description
-
The major purpose of this course is to provide students with the skills and content knowledge to build academic vocabulary in oral and written forms, and independent reading skills to significantly improve reading comprehension and vocabulary. Students are expected towrite texts of between 500 and 700 words in the form of responses to literature, research reports, argumentative compositions, and personal narratives.
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Students are responding to a quiz on the Greek myth, "Flight of Icarus" answering text dependent questions
that focus on characterization, conflict and the overall values of the Greek culture that are represented in the theme.
Due:
Assignment
Students are completing a summary of the Greek myth "Flight of Icarus" found in the Collections text. They have
annotated the text as they engage in a close reading of the myth, focusing on characterization, conflict, and overall
theme.
Due:
Assignment
Students are using pictures from the storybook, The Mysteries of Harris Burdick as inspiration from an original frightening story in which they use description, sensory language, setting dialogue, characterization, and pacing to create a
narrative based on real or imagined events. Their story should build suspense and establish a frightening tone.
Final drafts are due, word processed , beginning of class, October 31st. Students will continue writing their stories in class
on Monday October 29th.
Homework: Read 30 minutes ,independent novel, 1 quote with 2 sentences of analysis, total of 17 quotes for Monday.
Due:
Assignment
Students are identifying phrases and clauses and completing sentence exercises as they recognize the
different usage. They are applying this to their daily writing in an effort to add more descriptive elements
to their sentence structure.
Due:
Assignment
Students are illustrating important elements of the plot of the short story, "Rogue Wave," using language from
the text whenever possible as captions . They are including the highest point of tension as they fill their picture
frames with the action. suspense, climax, and resolution.
Due:
Assignment
Students are completing their online performance task essays of the interim assessment, using their notes
to respond to the prompt.
Due:
Assignment
Students are collaborating on text questions focused on character, conflict, and theme in the short story,
"Rogue ave," found in their Collections text, They are creating a paragraph that describes the theme or
message about life that is illustrated in the story.
Due:
Assignment
Students are taking notes as they prepare to complete the performance task of the Interim Assessment,
a standardized test that prepares them for the final SBAC testing in the spring.
Due:
Assignment
Students are completing a close reading of the scientific article "Saving the Lost" which examines new discoveries
in helping patients in a vegetative state by exploring brain scans and activity. Students are annotating their text,
responding to text questions, and writing a summary of the article, citing specific case studies and the resulting
consequences.
Due:
Assignment
Students are examining the effect of perspective in the works of Julien Beever, found in their "Collections" text.
They are commenting on the illusion created in this public chalk art that creates a 3-D impression. We are viewing
video of the artist's technique in action and commenting on additional works.
Due:
Assignment
Students are comparing and contrasting the film version of "Sorry Wrong Number" to the drama. They are noting differences in lighting, setting and character portrayal, and making a final comment on which version best captures the dramatic tension
of the original work.
Due:
Assignment
Students are completing an original cover illustrating an important scene from their independent reading novel.
Dialectical journals are due at the end of class with 20 quotes and 2 sentences of analysis for each quote focused
on character , setting, plot, theme, and conflict.
Due:
Assignment
Final drafts are due: Literary analysis of Ms. Stevenson- Perception versus Reality. Students have cited evidence from the
drama , "Sorry , Wrong Number" to support their analysis of the difference between the way Ms. Stevenson views herself
and the way others perceive her.
Students are creating a diamante poem for their journal cover, that captures change in a character.
Homework: Read 30 minutes,1 quote with 2 sentences of analysis.independent reading novel, Journal due
Wednesday, October 3, 20 quotes total with original cover.
Due:
Assignment
Students are creating a rough draft, citing evidence from the drama, "Sorry Wrong Number," as they respond to the prompt discussing the difference between the way Mrs. Stevenson views herself and the way others perceive her.
This literary analysis final draft is due Friday September 28, word process 12 pt font. double spaced.
Due:
Assignment
Students are engaged in a "readers' theater" activity as they read the drama "Sorry, Wrong Number" found in their
Collections text. Using realia, they are following the mystery, noting character traits, in the main character,
Ms. Stevenson. They will be writing a character analysis of her when we finish reading the play. They
are responding to text dependent questions as they draw inferences from the dialogue and stage directions.
They are recognizing conflict, suspense, and climax as the drama unfolds.
Homework: Student should read for 60 minutes over the weekend, add 2 quotes with analysis to their dialectical
journal, and have a total of 15 quotes, 150 pages read minimum in their independent reading novel. Parents can help
by checking their journals for quotes.
Due:
Assignment
Students are recognizing theme as they interpret imagery in the poem, "Song of the Wandering Aengus" by W.B. Yeats,
found in their Collections text. After responding to text dependent questions, they are creating a body paragraph that describes the theme in the poem, citing imagery from the text to support their opinion, and using imaginative and original
language in their analysis.
They are discovering the use of paradox, as they analyze the diction or word choice in Shakespeare's "Sonnet 43,"
and engaging in a collaborative discussion of form and theme.
Homework: Read 30 minutes, 1 quote with 2 sentences of analysis, independent reading novel. Students should have a total of 11 quotes, minimum 110 pages read .
Due:
Assignment
Students are writing a summary that answers the questions: Who? Where and when? and What Happens?
in the short story "Heartbeat," found in their Close Reader.They are citing evidence from the text as they follow the sequence of the events and note the changes in the main character.
Due:
Assignment
Students are responding to text dependent questions, as they complete a close reading of the short story,
"Heartbeat" found in their Close Reader. They are commenting on elements of plot, characterization, and theme
as their collaborate with their peers in a class discussion.
Due:
Assignment
Students are recognizing the main idea as they read the article "The Positive Effects of Testing" found on the online
website NEWSELA. They are annotating the text as they read the article and completing a quiz when they have finished
reading the article.
Due:
Assignment
Students have completed 15 quotes in their independent reading journals focusing on characterization,impact of setting,
conflict and theme. They should comment on their chosen quotes with two sentences of analysis, using original
language. They have also designed an original cover, illustrating an important scene from the novel.
Due:
Assignment
Final narrative essays are due, word processed, 12 point font, Times New Roman, double spaced.....at the beginning
of class. Students are describing dynamic characters who "change" in the independent reading books,selecting
important quotes, and commenting with original and imaginative language.
Homework: Students should continue to read their independent reading choices nightly. They should have fourteen
quotes with analysis in the reading journals for Tuesday, September 4th. They should be just about finished with their novel.
Independent reading journals will be due on September 6th, with a total of 15 quotes.
Due:
Assignment
Students are creating a rough draft in response to a writing prompt describing a significant experience in their lives that has
had a lasting effect on them. They are using specific details and imaginative language as they describe the experience.
Due:
Assignment
Students are responding to text dependent questions focused on elements of conflict, character, and theme
in the folk tale, "The People Could Fly." They are citing evidence from the text as they create a body paragraph
that discusses theme in the folk tale. Using imaginative language, they are adding commentary and analysis as
they choose important details from the text.
Homework: Students are reading their independent reading book, a novel, 30 minutes , choosing a quote from
what they've read, and adding two sentences of analysis on character, conflict, setting, or theme.
Due:
Assignment
Students are completing a close reading of the folk tale, "the People Could Fly," recognizing main ideas,
drawing inferences and describing their reactions to the text.
Due:
Assignment
Students are designing a mandala of 5 symbols to reflect the harmony and wholeness of themselves.
They are describing the use of their symbols using imaginative and creative language.
Finally, they are designing a border using a Native American pattern and interpreting how
the pattern relates to their goals and dreams.
Due:
Assignment
Students are collaborating in groupsj to comment on their mandalas, noting design, creativity, the use of symbol,
color and imaginative language.