American+Lit+H

> > 1) What does this above quote mean? What is the significance of this quote? Why does Fitzgerald end with these words? Explain the message of this quote with other quotes from the book! > 2) Why does Nick say that Gatsby is “worth the whole damn bunch put together”? > 3) What do you think Fitzgerald is trying to communicate about the time period through this novel? Do you think these ideas have any relevance to today’s society? Why or why not?
 * Homework due June 8th**
 * Submit your research paper on Turnitin.com. Use the appropriate Class ID and password for your class as identified below:
 * Period 4 - ID: 10072058; password: cobb4
 * Period 6 - ID: 10072062; password: cobb6
 * REVISED DUE DATE: Homework due June 5nd**
 * Catcher Socratic Circle
 * Answer three questions using quotations from the text.
 * Catcher in the Rye – Socratic Circle Questions – Part II
 * 1) What do you think the last couple lines of the book mean? What purpose do they serve?
 * 2) What is the significance of Holden’s relationship with Phoebe? How does that relate to his dream of being the “catcher in the rye”? What do you think the dream means?
 * 3) Does Holden mature in this book? Does he experience a rite of passage that transforms him into an adult? Why or why not? What do you think is in store for Holden in the future?
 * Homework due June 1st**
 * Gatsby Socratic Circle (finish the book)
 * Answer three questions
 * “Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that’s no matter – tomorrow we will run faster, stretch out our arms farther… And one fine morning – So we beat on, boats against the current, borne back ceaselessly into the past.”

> > ** Catcher in the Rye – Socratic Circle Questions – Part I (chapters 1-14) ** > > 1. How would you describe Salinger’s style in this novel? Think about things like sentence structure, word choice, sensory details or imagery, figurative language, repetition, dialogue, etc. In what ways does his style connect or relate to the story that is being told? What was the purpose for some of these decisions? > > 2. What do we learn about Holden in this first part through his relationships with other characters? > > 3. Pick something (not a person) from this first part that you believe has symbolic value. What is it? What might it represent? How might it connect to larger ideas in the story? > > 4. If you were to diagnose the source of Holden’s troubles so far, what would it be? > > ** Great Gatsby – Socratic Circle Questions – Part I (chapters 1-5) ** > > 1. How would you describe Fitzgerald’s style in this novel? Think about things like sentence structure, word choice, sensory details or imagery, figurative language, repetition, dialogue, etc. In what ways does his style connect or relate to the story that is being told? What was the purpose for some of these decisions? > > 2. Why do you think Fitzgerald made Nick the narrator of the novel? Do you think he’s a reliable narrator or not? > > 3. What are your initial thoughts on Daisy? Do you find her sympathetic? Why or why not? > > 4. This book was written during the 1920s. What conclusions can you draw on the time period from what you have read so far?
 * Homework due May 29th**
 * Complete Transcendentalism questions
 * Homework due May 26th**
 * Final Copy of research paper due
 * Homework due May 22nd**
 * Rough Draft of research paper due
 * [[file:Research Paper Keystone Scoring Rubric (RIS) (2).doc]]
 * [[file:Societal Illness peer editing.ppt]]
 * Keystone Exam - May 20th and 21st**
 * Homework due Friday, May 15th**
 * Catcher Socratic Circle. Respond to three of the following questions using at least one quotation. Typed.
 * ** * Your answers should reflect your having read Part I of your Independent Reading Book. Remember to use at least one quote in your response. **
 * ** * Your answers should reflect your having read Part I of your Independent Reading Book. Remember to use at least one quote in your response. **
 * Homework due Thursday, May 14th**
 * Gatsby Socratic Circle. Respond to three of the following questions using at least one quotation.Typed.
 * ** * Your answers should reflect your having read Part I of your Independent Reading Book. Remember to use at least one quote in your response. **

>> ====== b. circle unfamiliar words and look up the definition ====== >> ====== c. paraphrase important ideas ====== >> ====== d. add your thoughts to information that is provided ====== >> ====== e. ask questions ======
 * Homework due Wednesday, May 13th**
 * Informal Outline
 * [[file:Research Outline-revised.docx]]
 * Homework due Monday, May 11th**
 * Introductory Paragraph
 * Homework to be emailed by the end of Monday, May 4th**
 * Thesis Proposal
 * email: rfavin@udsd.org
 * Homework due Monday, May 4th**
 * Complete four annotated articles. Consider the following options when annotating:
 * ====== a. summarize paragraphs ======


 * Homework due Friday, May 1st**
 * Decide whether you will read //Catcher in the Rye// or //The Great Gatsby// for your Independent Reading Book.
 * Homework due Wednesday, April 29th**
 * Complete all seven Raisin in the Sun questions in preparation for the Socratic Circle. Make sure you use quotations to support your responses. Typed.
 * Homework due Tuesday, April 28th**
 * Complete your annotated bibliography - minimum 7 sources - typed


 * Homework due Monday, April 27th**
 * Select your Independent Reading Book.
 * Complete __**any four**__ questions from the Raisin in the Sun Socratic Circle Question sheet (also listed below). Each question should be answered using a fully developed paragraph with at least one quotation from the text for support. Type or Write.
 * Raisin in the Sun - Full Text

Raisin in the Sun Questions!

1. Beneatha vehemently claims that she hates assimilationists. Where does she fall on the assimilationist scale? Support your answer with evidence from the text.

2. What qualities do we see in Joseph Asagai in Act III which enable him to break through Beneatha’s mood to consider her own self-pity? Why did Lorraine Hansberry include him in her play?

3. What do you think Mama is referring to when she says to Walter, “You making something inside me cry, son. Some awful pain inside me”? What is the source of that pain?

4. In your opinion, what accounts for Walter’s transformation of character? From what source or sources did he get whatever it took for him to develop the courage he shows at the end of the play?

5. Who are the realists and idealists in our play? (Remember, all of your answers must be backed up by QUOTES-evidence from the text!)

6. Does the end of the play signify our writer to be a realist or an idealist? Explain.

7. We know that Lorraine Hansberry titled her play from Langston Hughes poem, “Harlem” (“Dream Deferred”). How does this title resonate with the themes in the play? Why did she title it this?

Use the 2 quotes you found during class to compare / contrast one character's attitudes and / or values with Lena's (Mama's) attitudes and / or values.
 * Hi friends!**
 * Homework due Monday, April 13th **

Write / type a response on a separate piece of paper to the following questions: - What does Africa mean / represent to Beneatha? Why does she feel that way? How do you know? - What is a place that is important to you? Why do you feel that way?
 * Homework due Thursday, April 9th **

Brainstorm a list of 3-5 potential research ** __questions__ ** that somehow relate to // A Raisin in the Sun. // These should be questions that interest YOU, which you would be able to research further.
 * Homework due Wednesday, April 8th**

// examples: // How did life insurance come to be? ** (Related to the check that is central to the conflicts of the play.) **

What were common expectations for women in the 1960s? ** (Related to Beneatha's desire to be unrestrained by cultural expectations.) **

Are neighborhoods in Chicago still segregated today? ** (Related to the Younger's desire to move.) **

If you have a grade up for your log and you don't like it, COME SEE ME. You can do corrections and get your grades averaged. But you MUST have a brief meeting with me outside of class time so I can give you your work with suggestions. I repeat, I will not let you do this during class. See me before school, during C lunch, after school or during my prep 7th period.

Use the quote you pulled about gender roles from today's reading to discuss that character (either the speaker or the one spoken about) and their interactions with gender roles in the play. Do they embrace their gender's traditional roles? Do they fight them? What do they do that is traditionally masculine or feminine? __ This should be 1 paragraph, 6 + sentences and integrate the quote. __
 * Homework due Wednesday, March 25th**

Make sure your study guide is completed through # 13. Your quiz on Friday will look similar to this, so use it to prepare. Review Act 1 vocab as it will be on Friday's quiz too.
 * Homework due Tuesday, March 24th **

You have a choice this weekend, but it is all based in the //A Raisin in the Sun// packet. You can:
 * Homework due Monday, March 23rd**
 * 1) Read and __annotate__ "Background Information" and "A Note on the Title". You must read closely. Specifically look for information in Lorraine Hansberry's life that is reflected in the play.
 * 2) Write a 1-2 paragraph (if 1 paragraph, it must be 8 or so sentences, if 2, they can each be a little shorter, maybe 4-5 sentences) response to the log question, "Mama observes to Walter, 'Once upon a time freedom used to be life -- now it's money.' What do you think she means by this statement? Do you agree with her? Why doesn't Walter?"
 * 3) Read "White Privilege: Unpacking the Invisible Knapsack" and pick two effects of privilege that really resonate with you. Write a 1 paragraph reflection for each effect, discussing its relevance to society today. Have you seen these things happen? Have they happened to you or to others around you? Why do these things occur?

1. Reread "Harlem" by Langston Hughes. Note that Hughes uses several similes to imagine what happens to a dream that is put off or denied until the future.
 * Homework due Thursday, March 19th**

2. Create 3-4 comparisons (similes or metaphors) about what happens to a dream (or goal, or hope) which is realized (or met, or attained). Each must be at least a sentence long.

//Ex.// //A goal that has been met is a foundation to be built on//.

What does the setting in Act 1, Scene 1 of //A Raisin in the Sun// convey to the readers about the Youngers? In other words, what are the readers led to assume about the Younger family based on the descriptions of their living space. __Reminder__: This is 1-2 paragraphs, handwritten or typed, using the quote(s) you found in class.
 * Homework due Wednesday, March 18th**


 * Homework due Monday, March 9th**


 * 1. Bring the final draft of your log with the log handout stapled behind it. I hope you're having some fun and a good rest!**
 * 2. Read the Chicago Housing article below, which will give you a foretaste of Lorraine Hansberry's //A Raisin in the Sun//. You'll be acting scenes**
 * from this play and we'll start reading it this week.**
 * 3. Be prepared for a set of multiple choice questions on Chicago Housing Monday.**
 * 4. Finally, study your Keystone Glossary of Terms. You'll have a test on all terms this Wednesday. This is to prepare you at a high level for the CDT testing**
 * coming soon.**



Type a picture-perfect draft of your log that meets all the requirements on the log handout (see the box at the top right of the handout). That means you must follow MLA format for the heading and center a creative title. Add an accurate word count to the heading as well. PROOFREAD ALOUD to catch small errors before you complete your final edit. If you're absent tomorrow because of a planned trip, you should email your log to rfavin@udsd.org tonight. If you're sick tomorrow, please email me the work by tomorrow night. Thanks! P.S. I will be collecting your typed draft, your log handout and the writing you did in class on Tuesday (stapled in that order, please).
 * Homework due Wednesday, March 4th (I encourage you to be on time. Please note there will be 5 points deducted for each day your log is late.)**

===

===

**Homework for Tuesday, March 3rd: I made a change so look below at the requirements.**
"The Flowers" chart is worth 10 points
 * Look at the literary devices you underlined and labeled on Alice Walker's "The Flowers" (page 7 in your flash fiction packet - attached below in case you were absent).**
 * You have a copy of the log requirements, but if you've lost it, please print it out from my attachment below and use it to write a these statement that follows the Sample Thesis Statement on the handout.**
 * 2. Fill in 3 quotes from "The Flowers" that you will use as evidence to support your quotes. Your handout should be filled in and ready to be submitted at the START of class. I will be able to check if you're on the right track then.**
 * 3. Finally, set up the heading of your paper as mentioned in the Requirements box at the top right of your handout, give your paper a title (it may be changed later) and then type your first paragraph. I'm having you do this so we can talk about any difficulties you're having. Thanks and your paragraph is worth 10 points. Come prepared with your questions!**
 * 4. If it helps, take a look at the teacher's sample log below.**






 * Homework for Friday, February 27th**
 * Read Pages 7-9 in your Flash Fiction packet. Underline and label and literary devices you find. Be prepared to answer questions on the stories and write the story's premise at the bottom of each story.**


 * Homework for Friday, February 19**
 * Complete your 4 Levels of Thinking chart (aka Depths of Knowledge chart) using your MLK speech. What evidence can you pull from your annotations that reflects the various levels of thinking? Please finish your annotations of the MLK speech if you want more credit for them. I'll collect them with your charts tomorrow.**


 * For planning purposes see the due dates below for the Of Mice and Men readings. Enjoy!**


 * Homework for Wednesday, February 11**
 * Read the 2nd half of Ch. 3 Of Mice and Men**


 * Homework for Thursday, February 12**
 * Read the 1st half of Ch. 4 Of Mice and Men**


 * Homework for Friday, February 13**
 * Read the 2nd half of Ch. 4 Of Mice and Men**


 * Homework for Monday, February 16**
 * Read Ch. 5 Of Mice and Men**


 * Homework for Tuesday, February 17**
 * Read Ch. 6 (very short!)**


 * Homework for Thursday, January 29th**
 * Write a sentence for each of the vocabulary words in Chapter One (page 2 of your packet).**

[]
 * Here's the link to the Selma contest**

Midterm locations: 4th: 121 with Ms. Todd 6th: 123 with Mr. Rowlands


 * Homework for Thursday, January 22nd**
 * 1) **Study the terms on your Midterm Review handout**. Most are taken from the Keystone Glossary of Terms. Others were taught in class and you took notes and wrote definitions for them. Circle any you don’t understand so we can tackle them on Thursday before Friday’s exam.
 * 2) You would be wise to take your time and write into the exit ticket below at home where you have more time, so that you can think through the questions I’ve posed thoroughly. It can only help you on the exam! “All’s well that ends well!” said Shakespeare. So work for a good grade on your midterm!

Compare and Contrast King’s purpose for writing and delivering his “I Have a Dream” speech with Harper Lee’s purpose for writing the novel __To Kill A Mockingbird__. Answer the following question in a paragraph that is 7 or more sentences in length. Question: What is the purpose of MLK’s speech? In your first sentence include King’s full name and the title of his speech in quotation marks as well as his purpose for writing and delivering such a speech. Include to whom the speech was addressed.
 * Exit Ticket to help you prepare for the writing section of the American Literature Midterm, Friday, January 23rd.**

In your 2nd and 3rd sentence answer where the speech was given, when it was given (date and time of day) and why it was given. Not only do you want to write **why he gave the speech** but **why he chose the location he did.**

In your 4th and 5th sentences find supportive statements from King’s speech that help **prove your choice of author’s purpose**. **A rule of 3 examples (one from the beginning, one from the middle and one from the end) show the depth and breadth of your reading skills.** DON’T just take examples from one section if you want full points.

In your 6th and 7th sentences relate the purpose of King’s speech to Harper Lee’s purpose for writing __To Kill a Mockingbird__. In your 8th, 9th and 10th sentences choose 3 examples that you remember from the text to help prove Lee’s purpose.
 * Questions to ask yourself: Is Lee’s purpose the same? Is it different?** (King’s speech and Lee’s book were written three years apart). **Ask yourself why each wrote what they did** and **address the kinds of words they used to get their point across**. Each person’s word choices and images help clarify and contribute to their chosen purpose.


 * Are there events alluded to in King’s speech that you need to look up in order to deeply understand his text? If so, be sure to do so for Friday.**

__**Homework for Tuesday, January 20th**__
 * Fill in the specific literary terms found on the front side of your Midterm Review sheet with their definitions. The terms are taken from your Keystone Glossary of Terms.**


 * Write them mindfully and then quiz yourself with the definition to see if you can determine the literary term. This will be excellent preparation for the**
 * Midterm. I will ask for the rest to be done for Wednesday, January 21st, so if you prefer to do them today for time's sake, that would be wise!**


 * If you wish as a back up to your reading of To Kill a Mockingbird, read what the web says about it. Your writing prompt will reference To Kill a Mockingbird.**

__Homework for Thursday, January 15th__ Create a poem that includes all the elements of poetry as reviewed today in the poetry definition within your Keystone Glossary of Terms. Don't stress about it being your most eloquent work. The challenge is to get the ingredients that constitute poetry embedded into your consciousness. Please type the poem!

__**Homework for Wednesday, January 14th**__ __**Homework for Tuesday, January 13th**__
 * 1. Read and annotate "Exploring Extended Metaphor" in your Of Mice and Men packet. That means there should be a 2- sentence summary for each of the paragraphs that are full sentences and can be shared aloud as a meaningful statement on the meaning of the paragraph.**
 * 2. Using the 2nd and 3rd picture with questions on the following page of the packet, I want you to write full sentence responses to those questions on a separate sheet of paper.**
 * 3. We will return to flash fiction so no one should stress in any way about that until I've had a chance to talk to you further about the assignment.**
 * Review your Keystone Glossary of Literary Devices. The test is comprised of 27 questions as follows: You'll be given a definition and you'll supply the literary term that corresponds to the definition (9x).**
 * Next, there will be 9 multiple choice questions on Literary Devices. And the third section of 9 literary device questions will be True/False.**

Please see the quizlets on the American Lit 002 link (left margin of page has a link to American Lit 002. Open that and then click on the quizlet.

__**Homework for Monday, January 12th**__ 1. Do each of the quizzlets below and print your results. You'll get points for completing what needs to be studied for Tuesday's test IF you show me your results. These quizzlets have been there throughout the holiday, so be prepared! 2. Revise your flash fiction story using the feedback your partner gave you. This is a TYPED 2nd draft of your flash fiction and should be submitted Monday. You should bring your 2nd draft with the feedback stapled BEHIND the 2nd draft and your first draft behind the feedback.
 * Stapled in this order:**
 * 2nd typed draft**
 * Feedback**
 * 1st typed draft.**

__**Homework for Thursday, January 8th**__
 * 1. Read 20 more pages from wherever you've stopped previously and annotate your To Kill a Mockingbird book.**
 * 2. Books will be collected in class on Thursday. No book will mean no credit so please come prepared!**
 * 3. Due previously but checked for credit tomorrow: The typed rough draft of your flash fiction with scribe feedback.**
 * 4. If you complete a quizlet, bring in your results for credit through Friday, January 9th.**


 * Dear students and parents: As you can see from the dates below, my Wiki has been "hacked." I did not delete the November, December and January homework assignments. This is disappointing, but students have completed the expected reading of To Kill a Mockingbird and we're moving on. I've got UD's tech experts working to secure my Wiki.**

Reread Monday, October 27th's focus on catching up. Then read and annotate Chapter four if you haven't done so previously. If you have other homework past due this is the night to do it and turn it in for credit tomorrow since Chapter four is short. Thank you!
 * Homework for Tuesday, October 28th**

Thank you all for your patience with the reading and annotations that we’ve asked you to do. Students are at different points in the reading and annotating, so take this week to catch up. You will become more efficient with your annotating approach as you practice. Your homework for this week, is to catch up through chapter 7. For those of you who have reached chapter 7 in the reading, take a chapter a night and annotate it. We’d like to see your annotations for chapter 3 tomorrow in class. You are all doing a wonderful job. Keep it up!
 * Homework for Monday, October 27th**

=This is how you get your participation points for the month:= Thank you all for your patience with the reading and annotations that we’ve asked you to do. You will become more efficient with your annotating approach as you practice. Your homework for this week, is to catch up through chapter 7. Students are at different places with the reading and annotating. For those of you who have reached chapter 7 in the reading, take a chapter a night and annotate it. We’d like to see your annotations for chapter 3 tomorrow in class. You are all doing a wonderful job. Keep it up! =Homework due October 27th= October 20 || * Read the first 20 pages of __To Kill a Mockingbird__ and Annotate. October || * Complete the first two pages in your purpose/point of view packet (pgs. 32 - middle of page 34). Annotate. October 22 || * Give textual support for 5 theme ideas from the book. October 23 || * Write two pages of Dill’s version of the story based on the first seven chapters. October 24 || * Read 20 pages in __To Kill a Mockingbird.__ Annotate! Make sure you read up to chapter 10. You should read through page 117. = =
 * Is there written proof of **appropriate and thorough** strategy usage on **all** of the passages?: 10 points
 * Is your head up the **entire** time, conversation on topic, and are you engaged and participating in **all aspects of the exercise?:** 10 points
 * Homework for October 27th **
 * ===Update to parents: You'll find if you pick up your child's //To Kill a Mockingbird// text that your child may not be doing the assigned nightly reading. More than several are not despite losing point value for reading/annotation checks. I realize that there are many competing forces on students' time, yet reading and annotating is essential to their critical reading and writing skills' growth.===
 * **I hope you've had a chance to check their PSAT critical reading/writing scores. Their scores will confirm where your child stands now. Please note the Keystone test is more difficult according to numerous sources in the know. Therefore, I ask your support in making a weekend book check a regular Saturday morning habit so your child may be directed to catch up if they've fallen behind. That way there will be no surprises going forward when grades look low though I've tried my best to email you directly if your child is not doing the 10th grade required reading and annotating so critical to their improvement. Practice makes perfect if you'll forgive the cliché. Many thanks for any support you can lend! Warm regards, Mrs. Favin**
 * =Make sure you make an annotation chart in the front of your book. This serves as a guide for you and me when I look at your annotations.=
 * =Keep up with your Direct and Indirect Characterization chart every time you read. You should be filling out new information about the characters EVERY TIME YOU READ.=
 * Monday,
 * Fill out the character chart **ONLY for all the characters you're introduced to in Chapter One**. If you don’t have the book to do this that is okay, **you can use the internet .** ( main characters - Atticus, Scout, Jem, Dill, Boo Radley, Calpurnia, Mr. Ewell, Tom Robinson) ||
 * Tuesday,
 * Read the next 20 pages of __To Kill a Mockingbird__. Annotate! ||
 * Wednesday,
 * First, Make a list of five topics in the book skipping two lines under each. Then under each topic, decide for yourself what the author, Harper Lee, is saying about the topic. Write that in the two lines below the topic. Your annotations will help  with this.
 * Read 20 pages in __To Kill a Mockingbird__. Annotate! ||
 * Thursday,
 * Read 20 pages in __To Kill a Mockingbird__. Annotate! ||
 * Friday,
 * I will be checking annotations in each book.
 * Make sure your character chart is complete for the characters introduced in Chapter One. ( main characters - Atticus, Scout, Jem, Dill, Boo Radley, Calpurnia, Mr. Ewell, Tom Robinson) ||

= = =Homework due Monday, November 3rd - Keep up with your Character Chart= 2014 || Read Chapter 10 and annotate! Make sure to add more information to your character chart. || 2014 || Read Chapter 11 and annotate! Make sure to add more information to your character chart. || 2014 || Read Chapters 12 and 13 and annotate! Make sure to add more information to your character chart. || 2014 || Read Chapters 14 and 15 and annotate! Make sure to add more information to your character chart. || 2014 || Read Chapter 16 and annotate! Make sure to add more information to your character chart. ||
 * Monday, October 27
 * Tuesday, October 28
 * Wednesday, October 29
 * Thursday, October 30
 * Friday, October 31



=For those of you who missed class because of the field trip, please do your "do now" for 5 points. Pick a stanza from "Let America Be America Again" by Langston Hughes. Summarize what that stanza means, and how and why you can relate to it. This is due Thursday 10/16= =YOUR QUIZ IS NOW ON FRIDAY 10/17!!!!=

=Homework due Monday, October 20 - BRING YOUR __TO KILL A MOCKINGBIRD__ BOOK TO CLASS ON TUESDAY= = =
 * Tuesday, October 14 || Research  growing up white in the 1930s. **TYPE** one paragraph on the information you find (MLA format when citing) and type one paragraph on what, if anything, has changed. THERE SHOULD BE SPECIFIC DETAIL!!!!! (one paragraph = 12 - 15 sentences) ||
 * Wednesday, October 15 || Research growing up black in the 19 30s. **TYPE** one paragraph on the information you find (MLA format when citing) and type one paragraph on what has changed **as well as what hasn’t**. THERE SHOULD BE SPECIFIC DETAIL!!!!! (one paragraph = 12 - 15 sentences) ||
 * Thursday, October 16 || Read the article “Good Scout.” Summarize in one paragraph and be prepared for a class discussion on Monday. [] ||
 * Friday, October 17 ||  ||

=Homework due Monday, October 13= “I am From” poem: Drop a line and add a creative title of your own that captures the essence of your poem. || Imagery Metaphor Onomatopoeia Simile Personification Symbolism
 * Monday October 6, 2014 || Look over the poem rubric. Then title your homework My Family’s History/Heritage. Talk to your family and ask about your history/heritage. Be a scribe and write 10 bullet points (full sentences please) that capture their responses. Look at the rubric again and use anything from your parents’ sharing that may enrich your own poem, knowing this will be a graded piece of work. TYPE your poem and title it
 * Tuesday October 7, 2014 || Do literary term index cards for the following (remember a separate card for the term in addition to a card for the definition):

Research sound devices other than onomatopoeia. Write down three that you find, along with an example for each. || = =
 * Wednesday October 8, 2014 || Write 3 paragraphs on what you find out from your conversation with your family about your history/heritage ||  ||   ||
 * Thursday October 9, 2014 || Proofread and edit your 3 paragraphs for:
 * paragraph indenting
 * detail (!!!)
 * proper homophone usage
 * watch your pronoun usage (remember too many pronouns can make something very unclear and confusing)
 * apostrophes
 * proper prefix/suffix usage
 * spelling, and punctuation ||
 * Friday October 10, 2014 || Study for your quiz on Tuesday, October 14!!! ||

October 5th || Study the suffixes: -able, -ible, -al, -ial, -ed, -en, -est, -full, -ic, -er, and use these in a new sentence
 * || **Note: Homework due Monday, October 6th** (Ms. Goldberg's birthday) includes some homework previously assigned. Those of you who have completed some of the below, should not redo work other than to check your accuracy (based on Ms. Goldberg's Friday, Oct. 3rd lesson on root words). ||
 * Monday, September 29th ||  ||
 * Sunday,

Study the suffixes: -ing, -tion,, -ation, -ition, -ity, -ty, -ive, -ative, -itive, and use these in a new sentence. || =There will be no quiz on your suffixes Tuesday, Sept. 30th.= =Revised Homework due Monday, September 29=
 * Monday, September 22nd || Re-do your 2+ comparison/contrast paragraphs using your Trayvon Martin annotations and your work done in class on the who, what, when, where, why and how of 12 Angry Men. Pay strict attention to punctuation (apostrophes), capitalization and proper homophone usage. Use as many specifics from the Trayvon Martin article and your Twelve Angry Men responses as possible. In light of digging deeper into both works, what additional similarities and differences can you elaborate upon with specific details. Create an engaging opening line. Proofread your work because points will be deducted for any of the requirements spelled out above. Note: If you have rewritten your comparison contrast piece before you see this, BE SURE you have taken the above into consideration before submission. ||
 * Tuesday, September 23rd || Literary terms packet pages 6 and 7 - put the words on one set of flashcards and the definitions on another set. ||
 * Saturday, Sept, 27 or Sunday, Sept. 28 || Literary terms packet pages 8 and 9 - put the words on one set of flashcards and the definitions on another set. ||

==

Study ALL the prefixes for a short quiz on Monday worth 20 points (2 points for each correct answer). Hint: We could give you the prefix and ask its meaning or ask you to write a word that incorporates the prefix properly. Then again, we could give you a meaning and ask for the prefix. You’ll need to remember to use accurate punctuation in your sentence for full credit.
 * Homework for Monday, Sept. 22nd **

=**No Homework due Friday, September 19th**=

=**Homework due Thursday, September 18th**= =**Please open the following link to find the Most Common Suffixes**= [] =**The suffixes are on the next page after the prefixes. Write the suffix, its meaning and a sentence that includes an __underlined__ word for ALL the suffixes listed. Pay particular attention to the starred suffixes, which will help you going forward!**= =Note: Prefixes and Suffixes homework will be collected Thursday. Also, go right to the library lab tomorrow. We'll create=

= =

=**Homework for Tuesday, September 16th**= =**Please open the following link to find the Most Common Prefixes**= [] =**Continue working on the page you did in class today. Write the prefix, its meaning and a sentence that includes an underlined word that uses the prefix. Pay particular attention to the starred prefixes, which will help you going forward!**= = =

= = =**Homework for Monday, September 15th**= =**Read the Trayvon Martin article. Type 2 paragraphs comparing and contrasting the people, places, and things in the Martin article to those in 12 Angry Men. Be specific and give supporting detail.**=

=**Homework for Thursday, September 11th**= =Create index cards for page 4 and 5 of your Keystone Glossary of terms for your quiz on Friday. Remember: studying the terms for long term retention is what your goal is so I encourage you to study the terms in short bursts. Do this nightly and you'll master them well!= =Your quiz is on pages 2 through 5.= =NOTE: All index cards will be due Friday (please rubber band them). Your supplies are due also. We'll be checking them while you're taking the quiz. Your words are worth five points. Your definitions are worth five points, too. There will be 3 points off if the words and definitions are on the same index card since we spelled out the directions fully. Thanks!=
 * Homework for Wednesday, September 10th**
 * Study pages 2 and 3 of your Keystone Glossary of terms for your quiz on Friday. Remember: studying the terms for long term retention is what your goal is so I encourage you to study the terms in short bursts. Do this nightly and you'll master them well!**
 * Your quiz will include page 4 terms, which will be due with their definitions on Wednesday and page 5 terms, which will be due Thursday. (I'm telling you in advance so you can manage your time)**
 * All index cards are due Friday (please rubber band them) as well as all supplies. We'll give credit for them while you're taking your quiz. Thanks!**

Create one index card for each of Keystone Glossary words on page 3. On a second index card write the definition only. You should be writing a vocabulary word and a separate index card for each of the definitions for each of the terms assigned. Bring your completed vocabulary cards and all supplies to class on Tuesday for credit. Thanks!
 * Homework for Tuesday, September 9th**

Create an index card for each of Keystone Glossary words on page 2 only. Create a second index card with the definition for each of the words on page 2. In other words you will have two cards for each term (that way we can play matching games as you have many terms to not only know the meaning of but to know how to use effectively.
 * Homework for Monday, September 8th**

To Kill a Mockingbird 12 Angry Men (a short play that we'll read in class) Seven Habits of Highly Effective Teens (buy from the school store please) Of Mice and Men A Raisin in the Sun (a play) A Catcher in the Rye Independent choice book
 * The books that we will be reading this year are as follows:**

2013-2014
 * Honors American Literature Syllabus || [[file:American Studies II honors.doc]] ||
 * Classical Essay Structure || [[file:Aristotle's Classical Schema.doc]] ||