Freshman English Assignments, Fall Semester, 2017

Freshman English Assignments
Fall Semester, 2017

DateAgendaAIMHomework Assignment
Tuesday, October 17th, 2017: 1. Do Now: Choose one of the following questions to answer.
  • Why do people discriminate against others?
  • What is an example of discrimination that you've personally witnessed, and how did you react?

    Show owed HW.

    2. Discuss/Share: Turn and talk with your table mates, and share with your captain (this person was captain on Wednesday of last week and will be captain this week). Turn and talk with your table mates. Captains will share their answers.

    3. Read-Aloud/Annotate: Continue reading aloud Eboo Patel's "Making the Future Better Together".

  • Annotate in the margins, providing succinct (brief) summaries of each paragraph.
  • Review the answers to the 10 questions (HW). Students will correct their answers, if necessary.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we improve our annotation and summarizing skills? Make up owed HW (see previous days' assignments)
    Monday, October 16th, 2017: 1. Do Now: Choose one of the following options:
  • What was one intriguing (interesting) fact in Eboo Patel's "Making the Future Better Together" packet?
  • How can you summarize Eboo Patel's "Making the Future Better Together" packet in 20 words or less?

    Show HW: well-developed paragraph (10-12 sentences), 10 questions answered in the "Making the Future Better Together" packet and any owed HW.

    2. Discuss/Share: Turn and talk with your table mates, and share with your captain (this person was captain on Wednesday of last week and will be captain this week). Turn and talk with your table mates. Captains will share their answers.

    3. Read-Aloud/Annotate: Read aloud Eboo Patel's "Making the Future Better Together". Review the answers to the 10 questions (HW). Students will correct their answers, if necessary.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we improve our annotation and summarizing skills? Make up owed HW (see previous days' assignments)
    Thursday-Friday, October 12th-13th, 2017: Work Period: Work on the HW due on Monday and owed work. Here are the assignments due on Monday:

    1.) Write a WELL-DEVELOPED PARAGRAPH (10-12 sentences) on the following question: Should Americans be required (by the local or federal government) to make their communities better? In the paragraph, you must include the following:

  • Establish your claim (answer the question clearly) whether or not Americans should make their communities better.
  • Use specific and relevant evidence from SEEDFOLKS to support your claim.
  • Present the opposing claim (counterclaim) and briefly explain why the counterclaim is not effective or appropriate.
  • Organize your ideas in a cohesive (organized) and coherent (clearly expressed) manner. Use transition words like the following: in addition, therefore, however, as a result, on the other hand, finally, and consequently)
  • Follow the conventions of standard English (use proper grammar, spelling, punctuation and capitalization).


    2.) READ AND ANSWER THE 10 QUESTIONS IN THE PACKET RECEIVED IN CLASS: Eboo Patel's "Making the Future Better Together". ANSWER the questions that follow. Fill in all the blank spaces and provide textual evidence when required to do so.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our knowledge of Seedfolks?

    DUE NEXT MONDAY, OCTOBER 16th (EACH ASSIGNMENT WILL HAVE CLASSWORK AND HOMEWORK CREDIT, SO THAT'S DOUBLE CREDIT!:
    1.) Write a WELL-DEVELOPED PARAGRAPH (10-12 sentences) on the following question: Should Americans be required (by the local or federal government) to make their communities better? In the paragraph, you must include the following:

  • Establish your claim (answer the question clearly) whether or not Americans should make their communities better.
  • Use specific and relevant evidence from SEEDFOLKS to support your claim.
  • Present the opposing claim (counterclaim) and briefly explain why the counterclaim is not effective or appropriate.
  • Organize your ideas in a cohesive (organized) and coherent (clearly expressed) manner. Use transition words like the following: in addition, therefore, however, as a result, on the other hand, finally, and consequently)
  • Follow the conventions of standard English (use proper grammar, spelling, punctuation and capitalization).


    2.) READ AND ANSWER THE 10 QUESTIONS IN THE PACKET RECEIVED IN CLASS: Eboo Patel's "Making the Future Better Together". ANSWER the questions that follow. Fill in all the blank spaces and provide textual evidence when required to do so.

    Make up owed HW (see previous days' assignments)

  • Wednesday, October 11th, 2017: 1. Do Now: Exam on Seedfolks (no notes or electronic devices are allowed during this exam; a #2 pencil is required)

    Turn in HW: Turn in "Researching Diverse Backgrounds" handout and any owed HW.

    2. Work Period: Write this in your LA section. In Seedfolks, people chose to create a garden to make their community better; they were not forced to do so. Should Americans be required (by the local or federal government) to make their communities better? Explain your answer briefly in 2-3 sentences.

    3. Discuss/Share: Choose a new captain (this person will be captain this week and next week). Turn and talk with your table mates. Captains will share their answers.

    4. Introduce HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our knowledge of Seedfolks?

    DUE NEXT MONDAY, OCTOBER 16th (EACH ASSIGNMENT WILL HAVE CLASSWORK AND HOMEWORK CREDIT, SO THAT'S DOUBLE CREDIT!:
    1.) Write a WELL-DEVELOPED PARAGRAPH (10-12 sentences) on the following question: Should Americans be required (by the local or federal government) to make their communities better? In the paragraph, you must include the following:

  • Establish your claim (answer the question clearly) whether or not Americans should make their communities better.
  • Use specific and relevant evidence from SEEDFOLKS to support your claim.
  • Present the opposing claim (counterclaim) and briefly explain why the counterclaim is not effective or appropriate.
  • Organize your ideas in a cohesive (organized) and coherent (clearly expressed) manner. Use transition words like the following: in addition, therefore, however, as a result, on the other hand, finally, and consequently)
  • Follow the conventions of standard English (use proper grammar, spelling, punctuation and capitalization).


    2.) READ Eboo Patel's "Making the Future Better Together" and ANSWER the questions that follow. Fill in all the blank spaces and provide textual evidence when required to do so.

    Make up owed HW (see previous days' assignments)

  • Tuesday, October 10th, 2017: 1. Do Now: Read "Researching Diverse Backgrounds" handout. Access your assigned computer.

    Show HW: Academic Vocabulary Story, Images for Study Guide Questions and any owed HW.

    2. Work Period: Conduct Internet Research and complete the "Researching Diverse Backgrounds" handout BASED ON YOUR ASSIGNED PEOPLE. Turn it in for classwork credit.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we research diverse backgrounds that are based on the characters in Seedfolks?

    DUE TOMORROW, WEDNESDAY, OCTOBER 11th:

  • Turn in today's classwork, if necessary. Here it is: conduct Internet Research and complete the "Researching Diverse Backgrounds" handout BASED ON YOUR ASSIGNED PEOPLE (you will be assigned in class; if you're absent from class, you can choose one group of people from the list on the handout).
  • EXAM (50% of your 1st marking period grade) on Seedfolks. Make sure that you review your Do Now's and all the answers to the STUDY GUIDE QUESTIONS (which compiles all the homework questions). Bring in a #2 pencil (you will not be provided with one). The exam will only include multiple-choice questions. You cannot use any notes or electronic devices.

    EXTRA CREDIT DONATION for PUERTO RICO: DONATE something to help Puerto Rico after the devastating hurricane. You can donate anything, but we PREFER to collect the following items (since they greatly need these items): canned food, feminine hygiene products, baby food, baby formula, baby wipes, pampers, batteries, rice, over the counter medicine (like tylenol, aspirin, medicine creams, etc.), tape, gauze, adult diapers, and desitin cream. You can earn ONE FREE HOMEWORK CREDIT (value=10 points) for your donation(s). If you want to donate more out of the goodness of your heart, you can give to Room 137, Mr. Giambalvo or Mr. Cordero. You will earn a ticket and a chance to earn prizes. Thank you!!

    Make up owed HW (see previous days' assignments)

  • Thursday and Friday, October 5th-6th, 2017: Work Period:
    1.) Work on owed HW (make sure that you have no zeroes on jupitergrades)
    2.) Work on HW due next Tuesday:
  • Create (with your own drawings OR find on google) Images for the STUDY GUIDE QUESTIONS: You will create (or google search) an image for each answer to the questions on the Study Guide. Since most of us are visual learners, this is a great study tool for the Exam we will be having on Wednesday, October 11th. In order to earn full credit for this assignment turned in on time, you will need to show an image for each study guide answer.
  • Vocabulary Story about "My Neighborhood": You will write a creative story on the topic of "My Neighborhood." Your story must include 20 of the words taken from Academic Vocabulary. You must use 20 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "My Neighborhood" You may want to write a non-fiction (true) story about your neighborhood (you may want to use the History of Your Neighborhood handout. You may want to create a fiction (fake) story between characters in a fantasy neighborhood in another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Tuesday, October 10th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 20 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Academic Vocabulary Story
          
                       Original Title
    


  • PREPARE for the EXAM (50% of your 1st marking period grade) on Seedfolks NEXT WEDNESDAY, October 12th. Make sure that you review your Do Now's and all the answers to the STUDY GUIDE QUESTIONS (which compiles all the homework questions). Bring in a #2 pencil (you will not be provided with one). The exam will only include multiple-choice questions. You cannot use any notes or electronic devices.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we understand the value in this novel's purpose and improve our academic vocabulary skills? DUE NEXT TUESDAY, OCTOBER 10th:
  • Images for the STUDY GUIDE QUESTIONS: You will create (or google search) an image for each answer to the questions on the Study Guide. Since most of us are visual learners, this is a great study tool for the Exam we will be having on Wednesday, October 11th. In order to earn full credit for this assignment turned in on time, you will need to show an image for each study guide answer.
  • Vocabulary Story about "My Neighborhood": You will write a creative story on the topic of "My Neighborhood." Your story must include 20 of the words taken from Academic Vocabulary. You must use 20 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "My Neighborhood" You may want to write a non-fiction (true) story about your neighborhood (you may want to use the History of Your Neighborhood handout. You may want to create a fiction (fake) story between characters in a fantasy neighborhood in another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Tuesday, October 10th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 20 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Academic Vocabulary Story
          
                       Original Title
    

    DUE NEXT WEDNESDAY, OCTOBER 11th:

  • EXAM (50% of your 1st marking period grade) on Seedfolks. Make sure that you review your Do Now's and all the answers to the STUDY GUIDE QUESTIONS (which compiles all the homework questions). Bring in a #2 pencil (you will not be provided with one). The exam will only include multiple-choice questions. You cannot use any notes or electronic devices.

    EXTRA CREDIT DONATION for PUERTO RICO: DONATE something to help Puerto Rico after the devastating hurricane. You can donate anything, but we PREFER to collect the following items (since they greatly need these items): canned food, feminine hygiene products, baby food, baby formula, baby wipes, pampers, batteries, rice, over the counter medicine (like tylenol, aspirin, medicine creams, etc.), tape, gauze, adult diapers, and desitin cream. You can earn ONE FREE HOMEWORK CREDIT (value=10 points) for your donation(s). If you want to donate more out of the goodness of your heart, you can give to Room 137, Mr. Giambalvo or Mr. Cordero. You will earn a ticket and a chance to earn prizes. Thank you!!

    Make up owed HW (see previous days' assignments)

  • Wednesday, October 4th, 2017: 1. Do Now: What do you believe is the author's purpose in writing Seedfolks?

    Show HW: Academic Vocabulary Flashcards and any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. Captains will share answers with the class.
  • Review all remaining answers to questions on Chapters 9-13 in Seedfolks Study Guide.

    3. Introduce HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we understand the value in this novel's purpose and improve our academic vocabulary skills? DUE NEXT TUESDAY, OCTOBER 10th:
  • Images for the STUDY GUIDE QUESTIONS: You will create (or google search) an image for each answer to the questions on the Study Guide. Since most of us are visual learners, this is a great study tool for the Exam we will be having on Wednesday, October 11th. In order to earn full credit for this assignment turned in on time, you will need to show an image for each study guide answer.
  • Vocabulary Story about "My Neighborhood": You will write a creative story on the topic of "My Neighborhood." Your story must include 20 of the words taken from Academic Vocabulary. You must use 20 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "My Neighborhood" You may want to write a non-fiction (true) story about your neighborhood (you may want to use the History of Your Neighborhood handout. You may want to create a fiction (fake) story between characters in a fantasy neighborhood in another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Tuesday, October 10th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 20 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Academic Vocabulary Story
          
                       Original Title
    

    DUE NEXT WEDNESDAY, OCTOBER 11th:

  • EXAM (50% of your 1st marking period grade) on Seedfolks. Make sure that you review your Do Now's and all the answers to the STUDY GUIDE QUESTIONS (which compiles all the homework questions). Bring in a #2 pencil (you will not be provided with one). The exam will only include multiple-choice questions. You cannot use any notes or electronic devices.

    EXTRA CREDIT DONATION for PUERTO RICO: DONATE something to help Puerto Rico after the devastating hurricane. You can donate anything, but we PREFER to collect the following items (since they greatly need these items): canned food, feminine hygiene products, baby food, baby formula, baby wipes, pampers, batteries, rice, over the counter medicine (like tylenol, aspirin, medicine creams, etc.), tape, gauze, adult diapers, and desitin cream. You can earn ONE FREE HOMEWORK CREDIT (value=10 points) for your donation(s). If you want to donate more out of the goodness of your heart, you can give to Room 137, Mr. Giambalvo or Mr. Cordero. You will earn a ticket and a chance to earn prizes. Thank you!!

    Make up owed HW (see previous days' assignments)

  • Tuesday, October 3rd, 2017: 1. Do Now: Choose one of the questions below to answer.
  • According to The Christian Science Monitor, why is this novel a "profound message of hope"?
  • According to the ALA Booklist, why is this novel "engaging and entertaining"?

    Show HW: Questions and answers for Chapters 12 and 13 in Seedfolks and any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. New captains will share answers with the class.
  • Introduce Academic Vocabulary and HW due tomorrow.
  • Review answers to Chapters 7-13 in Seedfolks Study Guide.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we understand the value in this novel and improve our academic vocabulary skills? DUE TOMORROW, WEDNESDAY, OCTOBER 4th:
  • Academic Vocabulary Flashcards: Create flashcards for Academic Vocabulary on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    EXTRA CREDIT DONATION for PUERTO RICO: DONATE something to help Puerto Rico after the devastating hurricane. You can donate anything, but we PREFER to collect the following items (since they greatly need these items): feminine hygiene products, baby food, baby formula, baby wipes, pampers, batteries, rice, over the counter medicine (like tylenol, aspirin, medicine creams, etc.), tape, gauze, adult diapers, and desitin cream. You can earn ONE FREE HOMEWORK CREDIT (value=10 points) for your donation(s). If you want to donate more out of the goodness of your heart, you can give to Room 137, Mr. Giambalvo or Mr. Cordero. You will earn a ticket and a chance to earn prizes. Thank you!!

    Make up owed HW (see previous days' assignments)

  • Monday, October 2nd, 2017: 1. Do Now: What is a fascinating fact from your research on the History of Your Neighborhood?

    Show HW: Turn in two handouts (History of your Neighborhood and Exit Slip) and show Questions and answers for Chapters 9, 10 and 11 in Seedfolks

    2. Discuss/Share:

  • Turn and talk with your table mates. New captains will share answers with the class.
  • Review answers to Chapters 6-11 in Seedfolks Study Guide.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we find value in internet research on the history of our neighborhood ? DUE TOMORROW, TUESDAY, OCTOBER 3rd:
  • Read and answer the Questions for Chapter 12 (Amir) and Chapter 13 (Florence) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    DUE THIS WEDNESDAY, OCTOBER 4th:

  • Academic Vocabulary Flashcards: Create flashcards for Academic Vocabulary on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    EXTRA CREDIT DONATION for PUERTO RICO: DONATE something to help Puerto Rico after the devastating hurricane. You can donate anything, but we PREFER to collect the following items (since they greatly need these items): feminine hygiene products, baby food, baby formula, baby wipes, pampers, batteries, rice, over the counter medicine (like tylenol, aspirin, medicine creams, etc.), tape, gauze, adult diapers, and desitin cream. You can earn ONE FREE HOMEWORK CREDIT (value=10 points) for your donation(s). If you want to donate more out of the goodness of your heart, you can give to Room 137, Mr. Giambalvo or Mr. Cordero. You will earn a ticket and a chance to earn prizes. Thank you!!

    Make up owed HW (see previous days' assignments)

  • Friday, September 29th, 2017: 1. Do Now: Read History of Your Neighborhood handout. Access your assigned computer.

    Show HW: Questions and answers for Chapters 6, 7 and 8 in Seedfolks

    2.Work Period: Conduct Internet Research and complete the History of Your Neighborhood handout. Turn it in for classwork credit.

    3. Exit Slip (turn it in for classwork credit!)

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
  • How can we conduct internet research on the history of our neighborhood and integrate the information into clear, believable and accurate responses? DUE THIS MONDAY, OCTOBER 2nd:
  • Finish today's classwork: History of Your Neighborhood handout and Exit Slip. You will be graded for completed handouts!
  • Read and answer the Questions for Chapter 9 (Curtis), Chapter 10 (Nora) and 11 (Maricella) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    DUE TUESDAY, OCTOBER 3rd:

  • Read and answer the Questions for Chapter 12 (Amir) and Chapter 13 (Florence) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    Make up owed HW (see previous days' assignments)

  • Thursday, September 28th, 2017: 1. Do Now: How can you help to create a "paradise" in your neighborhood/school/family? Recall how the characters in Seedfolks positively influenced other people and their neighborhood: Gonzalo took care of Tio Juan and Leona brought her neighborhood's trash to the Public Health Department.

    Show owed HW.

    2.Discuss/Share: Turn and talk with your table mates. New captains will share answers with the class.

    3. Seedfolks Review of Chapters 1-5: Volunteers will share answers (and class will take notes) on chapters 1-5 in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer.

    4. Work on owed HW or begin working on HW due tomorrow and next week.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we understanding the significance (meaning) of the characters' actions in chapters 1-5 in Seedfolks? DUE TOMORROW, FRIDAY, SEPTEMBER 29th:
  • Read and answer the Questions for Chapter 6 (Sam), Chapter 7 (Virgil) and 8 (Sae Young) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    DUE MONDAY, OCTOBER 2nd:

  • Read and answer the Questions for Chapter 9 (Curtis), Chapter 10 (Nora) and 11 (Maricella) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    DUE TUESDAY, OCTOBER 3rd:

  • Read and answer the Questions for Chapter 12 (Amir) and Chapter 13 (Florence) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    Make up owed HW (see previous days' assignments)

  • Wednesday, September 27th, 2017: 1. Do Now: What gives people meaning (fulfillment, purpose) in their lives? For example, what gives you, your friends or your parents meaning in their lives?

    Show HW: Chapters 4 and 5 questions for Seedfolks (you MUST have citations, which include a quote and paragraph number for each answer)

    2.Discuss/Share: Turn and talk with your table mates. New captains will share answers with the class.

    3. Seedfolks Review of Chapters 1-5: Volunteers will share answers (and class will take notes) on chapters 1-5 in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer.

    4. Introduce HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we understanding the significance (meaning) of the characters' actions in chapters 1-5 in Seedfolks? DUE THIS FRIDAY, SEPTEMBER 29th:
  • Questions for Chapter 6 (Sam), Chapter 7 (Virgil) and 8 (Sae Young) in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The character in the story believes...Textual evidence that supports the event in the story includes the following: "It was dawn" (chapter 1, first paragraph).

    Make up owed HW (see previous days' assignments)

  • Tuesday, September 26th, 2017: 1. FINISH WRITING PORTION OF DIAGNOSTIC EXAM

    Show owed HW: Chapters 1, 2 and 3 questions for Seedfolks (you MUST have citations, which include a quote and paragraph number for each answer)

    2. Begin HW due tomorrow.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our writing composition skills? DUE TOMORROW, WEDNESDAY, SEPTEMBER 27th:
  • Chapters 4 (Gonzalo) and 5 (Leona) questions in the Study Guide in SEEDFOLKS. Answer your questions in the HW section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The common ground that the characters share is...Textual evidence that supports the common ground includes the following: "It was dawn" (chapter 1, first paragraph).

    Make up owed HW (see previous days' assignments)

  • Monday, September 25th, 2017: BEGIN WRITING PORTION OF DIAGNOSTIC EXAM

    Show HW: Chapters 1, 2 and 3 questions for Seedfolks (you MUST have citations, which include a quote and paragraph number for each answer)

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our writing composition skills? Make up owed HW (see previous days' assignments)
    Wednesday, September 20th, 2017: 1. DO NOW: FINISH DIAGNOSTIC EXAM

    2. Begin HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our skills in reading comprehension and multiple-choice questions? Make up owed HW

    DUE THIS MONDAY, SEPTEMBER 25th:

  • Read Chapter 1 (Kim), Chapter 2 (Ana) and Chapter 3 (Wendell) in SEEDFOLKS. Answer the corresponding chapter questions for chapters 1-3 found in the SEEDFOLKS STUDY GUIDE. Answer your questions in the LA section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The common ground that the characters share is...Textual evidence that supports the common ground includes the following: "It was dawn" (chapter 1, first paragraph).
  • Tuesday, September 19th, 2017: FINISH DIAGNOSTIC EXAM

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we prove our skills in reading comprehension and multiple-choice questions? Make up owed HW

    TOMORROW, WE WILL FINISH THE DIAGNOSTIC EXAM (reading passages and answering multiple-choice questions)

    DUE MONDAY, SEPTEMBER 25th:

  • Read Chapter 1 (Kim), Chapter 2 (Ana) and Chapter 3 (Wendell) in SEEDFOLKS. Answer the corresponding chapter questions for chapters 1-3 found in the SEEDFOLKS STUDY GUIDE. Answer your questions in the LA section. You MUST cite a quote, chapter number and paragraph number to support each answer. For example: The common ground that the characters share is...Textual evidence that supports the common ground includes the following: "It was dawn" (chapter 1, first paragraph).
  • Monday, September 18th, 2017:
    1. Do Now: Vocabulary Quiz on Seedfolks Vocabulary List

    SHOW HW: vocabulary flashcards and any owed HW

    2. Work Period: In your LA section, write the following title: Strategies for Reading Passages and Answering Multiple-Choice Questions. Determine at least FIVE strategies for success in reading passages and answering multiple-choice questions.

    3. Discuss/Share:

  • Finish reviewing the annotations for the article, "Both Community and Garden Grow in Seedfolks. For each paragraph, share an annotation mark from the Annotation Bookmark. With the annotation mark, you MUST share notes in the margin for each paragraph.
  • Share answers for Strategies for Reading Passages and Answering Multiple-Choice Questions

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we improve our annotation, reading and multiple-choice question skills? Make up owed HW

    TOMORROW, WE WILL HAVE A DIAGNOSTIC EXAM (reading passages and answering multiple-choice questions)

    Friday, September 15th, 2017:
    1. Do Now: What were your strengths and weaknesses in annotating the article and composing the vocabulary story?

    SHOW HW: article with annotations and the vocabulary story

    2. Discuss/Share: Turn and talk with your table mates. Captain will share answers with the class.

    3. Read Analysis Mini-Lesson: Review the annotations for the article, "Both Community and Garden Grow in Seedfolks. For each paragraph, share an annotation mark from the Annotation Bookmark. With the annotation mark, you MUST share notes in the margin for each paragraph.

    4. Vocabulary Story Sharing: Volunteers will share excerpts from their vocabulary stories.

    5. HW Reminders

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • How can we improve our annotation skills, creative writing and language skills? DUE THIS MONDAY, SEPTEMBER 18th:
  • VOCABULARY FLASHCARDS: Create flashcards for Seedfolks Vocabulary List on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    DUE THIS MONDAY, SEPTEMBER 18th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.
  • Thursday, September 14th, 2017:
    1. Do Now: Describe your neighborhood. Choose TWO of the following questions to answer:
  • What does it mean to be neighbors?
  • What are your relationships with your neighbors?
  • What are some things that could potentially turn a neighborhood into a community?
  • Do you think your neighbors would welcome the opportunity to get to know you better? Explain.

    SHOW owed HW: Goal Sheet, binder/notebook with labeled sections, syllabus handout and Good Deed paragraph.

    2. Discuss/Share: Turn and talk with your table mates. Captain will share answers with the class.

    3. Work Period: Read "Both Community and Garden Grow in Seedfolks. For each paragraph, identify an annotation mark from the Annotation Bookmark. With the annotation mark, you MUST write notes in the margin for each paragraph. Be ready to share in class tomorrow.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively prepare to read Seedfolks, a novel on finding common ground? MAKE UP OWED HOMEWORK: See previous days' assignments. You will earn half-credit for late work.

    DUE TOMORROW, FRIDAY, SEPTEMBER 15th:

  • FINISH TODAY'S CLASSWORK: Read "Both Community and Garden Grow in Seedfolks. For each paragraph, identify an annotation mark from the Annotation Bookmark. With the annotation mark, you MUST write notes in the margin for each paragraph. Be ready to show in class tomorrow.
  • Vocabulary Story about "Common Ground": You will write a creative story on the topic of "Common Ground" (similar interests among people). Your story must include 10 of the words taken from Seedfolks Vocabulary List. You must use 10 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "Common Ground." You may want to write a non-fiction (true) story about common ground that you have with your family, friends, neighbors, or members of a sports team. You may want to create a fiction (fake) story about common ground between characters in a fantasy world, another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Friday, September 15th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 10 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Seedfolks Vocabulary Story
          
                       Original Title
    
    

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY FLASHCARDS: Create flashcards for Seedfolks Vocabulary List on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.
  • Wednesday, September 13th, 2017:
    1. Do Now: Use your electronic device or access your assigned laptop. Go to this Seedfolks Anticipation Survey.

    2. Work Period: Complete the Seedfolks Anticipation Survey. First, WRITE YOUR FULL NAME AND CLASS PERIOD in the #1 box. Then, answer question #1 and all of the questions in the corresponding boxes. Answer in complete sentences. Write YES or NO and your reason in 1-2 sentences per question.

    SHOW owed HW: binder/notebook with labeled sections, syllabus handout and Good Deed paragraph.

    3. Discuss/Share: Turn and talk with your table mates about the following question: In your LA section, answer the following question: What conclusions could you draw about the novel, Seedfolks, from the questions and your answers? Captain will share answers with the class.

    4. Work Period: Fill out the Goal Sheet. Turn it in.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively prepare to read Seedfolks, a novel on finding common ground? MAKE UP OWED HOMEWORK: See previous days' assignments. You will earn half-credit for late work.

    DUE THIS FRIDAY, SEPTEMBER 15th:

  • Vocabulary Story about "Common Ground": You will write a creative story on the topic of "Common Ground" (similar interests among people). Your story must include 10 of the words taken from Seedfolks Vocabulary List. You must use 10 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "Common Ground." You may want to write a non-fiction (true) story about common ground that you have with your family, friends, neighbors, or members of a sports team. You may want to create a fiction (fake) story about common ground between characters in a fantasy world, another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Friday, September 15th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 10 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Seedfolks Vocabulary Story
          
                       Original Title
    
    

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY FLASHCARDS: Create flashcards for Seedfolks Vocabulary List on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.
  • Tuesday, September 12th, 2017:
    1. Do Now: What do you believe are the habits of good readers in high school? Make a "Top Ten" list.

    *If you're done early, read the Seedfolks Vocabulary List and begin writing a non-fiction or fiction story on "Common Ground" (similar interests among people). You may write about common ground that you have with your family, friends, neighbors, or members of a sports team. You may want to create a fiction (fake) story about common ground between characters in a fantasy world, another country or universe. You MUST include 10 of the vocabulary words from the list in the story you write.

    SHOW HW: binder/notebook with labeled sections, syllabus handout and Good Deed paragraph.

    2. Discuss/Share: Turn and talk with your table mates. Captain will share answers with the class.

    3. Introduce Seedfolks Vocabulary List and HW.

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively prepare to read Seedfolks, a novel on finding common ground? MAKE UP OWED HOMEWORK: See previous days' assignments. You will earn half-credit for late work.

    DUE THIS FRIDAY, SEPTEMBER 15th:

  • Vocabulary Story about "Common Ground": You will write a creative story on the topic of "Common Ground" (similar interests among people). Your story must include 10 of the words taken from Seedfolks Vocabulary List. You must use 10 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "Common Ground." You may want to write a non-fiction (true) story about common ground that you have with your family, friends, neighbors, or members of a sports team. You may want to create a fiction (fake) story about common ground between characters in a fantasy world, another country or universe. Write two pages handwritten OR one page typed (double-spaced, 12 point font, Times New Roman and 1-inch margins). If you type the paper, you must bring in a printed copy to class or e-mail me before class on Friday, September 15th (my e-mail is hconn@schools.nyc.gov) to earn on-time credit. Remember, you must use your 10 chosen vocabulary words correctly in your story. Here's the heading format:
    Ms. Conn/Ms. Sarlin                                                    Your Name
    Elements of Literacy, Period                                            Date
    Assignment: Seedfolks Vocabulary Story
          
                       Original Title
    
    

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY FLASHCARDS: Create flashcards for Seedfolks Vocabulary List on index cards, loose leaf or an electronic device. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition and an original sentence (write your own sentence; don't copy from the internet or another source). *You may use an electronic flashcard app.

    DUE NEXT MONDAY, SEPTEMBER 18th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.
  • Monday, September 11th, 2017:
    1. Do Now: Think of three good deeds that you can do in your free time (each one should not take more than an hour; suggestions: tutor a child, go grocery shopping for an elderly person, serve food at a homeless shelter, etc.; remember, no money is given in exchange for a good deed).

    2. Work Period: Write a well-developed paragraph (10-12 sentences) in which you write about a GOOD DEED that you will do today to honor the tragedy of 9/11. Good can counteract evil, and that's why you will write about a good deed that you can do today to counter the evil that happened on 9/11. You should write about an action that you can do that takes one hour. You should include the following in your well-developed paragraph (10-12 sentences):

  • A clear and detailed description of the good deed (suggestions include: tutoring, grocery shopping, serving food to someone in need, etc.; no exchange of money is allowed)
  • Reason(s) you chose this good deed
  • How the good deed may influence others
  • How the good deed may make you feel
  • How the good deed may make the world a better place

    *You may want to use this Volunteer Match to find volunteer opportunities near you!

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively determine a good deed to enact today to honor 9/11? DUE TOMORROW, TUESDAY, SEPTEMBER 12th, 2017:
  • Fill out the syllabus handout and turn it in.
  • Bring in the binder/notebook with the appropriately labeled sections (they must be labeled and shown during the "Do Now" time).
  • TURN IN today's classwork: Write a well-developed paragraph (10-12 sentences) in which you write about a GOOD DEED that you will do today to honor the tragedy of 9/11. Good can counteract evil, and that's why you will write about a good deed that you can do today to counter the evil that happened on 9/11. You should write about an action that you can do that takes about one hour. You should include the following in your well-developed paragraph (10-12 sentences):
  • A clear and detailed description of the good deed (suggestions include: tutoring, grocery shopping, serving food to someone in need, etc.; no exchange of money is allowed)
  • Reason(s) you chose this good deed
  • How the good deed may influence others
  • How the good deed may make you feel
  • How the good deed may make the world a better place

    *You may want to use this Volunteer Match to find volunteer opportunities near you!

  • Friday, September 8th, 2017:
    1. Do Now: Find your assigned seat. What "common ground" do you have with your table mates? (You must determine a similar activity, personality trait, or cultural background similarity)

    2. Discuss/Share:

  • Students will share their Do Now with table mates and with a chosen captain.
  • Each captain will share their table's "common ground" with the entire class.

    3. Classroom Rules: Teachers will introduce emergency procedures and Essential Classroom Rules.

    4. HW Reminders: Syllabus and supplies required

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we understand our class expectations? DATE CHANGE: DUE THIS TUESDAY, SEPTEMBER 12th, 2017:
  • Fill out the syllabus handout and turn it in.
  • Bring in the binder/notebook with the appropriately labeled sections (they must be labeled and shown during the "Do Now" time).
  • Thursday, September 7th, 2017:
    1. Do Now: Access a computer and go to my website. Then, complete the Learning Style Inventory. On the index card provided, write down answers to the following: What's your full name and name you want me to call you (in parentheses)? What type of learner best defines you (according to the learning style inventory)? What are the ways you learn and process information best (see the description provided on the inventory)? Do you believe it's accurate? Why or why not?

    2. Discuss/Share: Turn and talk with a neighbor. What's their learning style? Do they believe it's accurate? Why or why not? Be ready to introduce your neighbor's first name and their answers. Each student will introduce their neighbor.

    3. Classroom Evaluation: How can you evaluate the classroom based on the visuals? Student volunteers will share their evaluations of visuals.

    4. HW introduced: Syllabus and supplies required

    Common Core Standards:

  • RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we understand our learning styles and class expectations? DUE MONDAY, SEPTEMBER 11th, 2017:
  • Fill out the syllabus handout and turn it in.
  • Bring in the binder/notebook with the appropriately labeled sections (they must be labeled and shown during the "Do Now" time).