Freshman English Assignments, Fall Semester, 2017

Freshman English Assignments
Fall Semester, 2017

DateAgendaAIMHomework Assignment
Wednesday, November 22nd, 2017: 1. Do Now: Choose one of the following questions to answer.
  • What do you believe Abraham Lincoln would be grateful for at the time of "The Gettysburg Address"?
  • Why are you grateful that you live in your time period and location (as opposed to Lincoln's)?

    2. Discuss/Share: Captains will check to see that their table mates have completed the Do Now. Captains from each table will report their table mates' answers to the whole class.

    3. Mini-Lesson: Finish writing annotations for "The Gettysburg Address" in your LA section of your notebook. Your annotations will be summarizing notes (connect the notes to each paragraph).

    4. Question & Answer Review: Discuss and take notes (in your LA section) on the questions on p. 30 in the The Collections Textbook.

    5. Lottery for Free Homework Passes

    6. HW Reminder

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.9-10.3: Evaluate a speakerís point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • How can we understand the significance of "The Gettysburg Address" in history and within the context of our semester's theme of common ground? DUE NEXT TUESDAY, NOVEMBER 28th:
  • VOCABULARY STORY on the following question: Should people unite or isolate themselves? You can choose to write a non-fiction or creative story on the question above. Your story must include 10 of the words taken from the Vocabulary from "The Gettysburg Address". You must use 10 of the words correctly and underline them in a story that makes sense and adheres (connects) to the question: Should people unite or isolate themselves? You may want to write a non-fiction (true) story on how and why people unite or isolate themselves (you can refer to the texts we've studied in class so far--"Gettysburg Address," "Making the Future Better Together," and Seedfolks). You may want to write a non-fiction story about your friends, family or teenagers (in general) uniting or isolating themselves. You may want to create a fiction (fake) story about unity or isolation of 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 can e-mail me at hconn@schools.nyc.gov before class time on Tuesday, November 28th 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: Vocabulary Story
          
                       Should People Unite or Isolate Themselves? 
    
  • Tuesday, November 21st, 2017: 1. Do Now: QUIZ on Vocabulary from "The Gettysburg Address"

    2. Work Period: Begin reading "The Gettysburg Address" on p. 27 in the Collections textbook and begin answering the questions following the speech on p. 30.

    3. Reading/Listening of "The Gettysburg Address": It can be found on (pp. 27-28 in Collections Textbook) and audio version of "The Gettysburg Address" (on teacher tube). What are your first impressions of this speech? Why do you think this speech goes down as Lincoln's most important speech and one of the most famous American speeches?

    4. Mini-Lesson: Annotate "The Gettysburg Address" in your LA section of your notebook. Your annotations will be summarizing notes (connect the notes to each paragraph).

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.9-10.3: Evaluate a speakerís point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • How can we understand the significance of "The Gettysburg Address" in history and within the context of our semester's theme of common ground? DUE TUESDAY, NOVEMBER 28th:
  • VOCABULARY STORY on the following question: Should people unite or isolate themselves? You can choose to write a non-fiction or creative story on the question above. Your story must include 10 of the words taken from the Vocabulary from "The Gettysburg Address". You must use 10 of the words correctly and underline them in a story that makes sense and adheres (connects) to the question: Should people unite or isolate themselves? You may want to write a non-fiction (true) story on how and why people unite or isolate themselves (you can refer to the texts we've studied in class so far--"Gettysburg Address," "Making the Future Better Together," and Seedfolks). You may want to write a non-fiction story about your friends, family or teenagers (in general) uniting or isolating themselves. You may want to create a fiction (fake) story about unity or isolation of 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 can e-mail me at hconn@schools.nyc.gov before class time on Tuesday, November 28th 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: Vocabulary Story
          
                       Should People Unite or Isolate Themselves? 
    
  • Monday, November 20th, 2017: 1. Do Now: Why do you believe speeches can be so powerful?

    Show HW: Vocabulary Flashcards

    2. Discuss/Share: Captains will check to see that their table mates have completed the Do Now. Captains from each table will report to the class that their table mates have completed the Do Now task.

    3. Mini-Lesson: Share the history of "The Gettysburg Address" (its 154th anniversary was yesterday), which can be found here. Focus on the following:

  • the purpose of the speech (as a eulogy to the victims at the Battle of Gettysburg)
  • the historical background (the Civil War had just ended)
  • Lincoln's brief message (which was not the keynote address)
  • the speech's American ideals (equality among people, sacrifice, and liberty)

    4. Reading/Listening of "The Gettysburg Address": It can be found on (pp. 27-28 in Collections Textbook) and audio version of "The Gettysburg Address" (on teacher tube). What are your first impressions of this speech? Why do you think this speech goes down as Lincoln's most important speech and one of the most famous American speeches?

    5. Work Period: Begin the textbook questions following the speech on p. 30 in the Collections textbook.

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.9-10.3: Evaluate a speakerís point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • How can we understand the significance of "The Gettysburg Address" in history and within the context of our semester's theme of common ground? DUE TOMORROW, TUESDAY, NOVEMBER 21st:
  • QUIZ on Vocabulary from "The Gettysburg Address". You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 10% of the 2nd marking period.
  • Friday, November 17th, 2017: 1. Do Now: What are the thesis statements for todayís presenters? (See the chalkboard and copy the thesis statements in your Argumentative Speech Evaluation)

    2. Discuss/Share: Captains will check to see that their table mates have completed the Do Now. Captains from each table will report to the class that their table mates have completed the Do Now task.

    3. Public Speaking Presentations: All remaining speakers MUST present today. All essays must be turned in today!

    4. Introduce Vocabulary HW

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.9-10.3: Evaluate a speakerís point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • How can we present our argumentative essays and evaluate our peers on content analysis, textual evidence and delivery? DUE THIS MONDAY, NOVEMBER 20th:
  • Compose flashcards for Vocabulary from "The Gettysburg Address". Create 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 TUESDAY, NOVEMBER 21st:

  • QUIZ on Vocabulary from "The Gettysburg Address". You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 10% of the 2nd marking period.
  • Thursday, November 16th, 2017: 1. Do Now: What are the thesis statements for todayís presenters? (See the chalkboard and copy the thesis statements in your Argumentative Speech Evaluation)

    2. Discuss/Share: Captains will check to see that their table mates have completed the Do Now. Captains from each table will report to the class that their table mates have completed the Do Now task.

    3. Public Speaking Presentations: Speakers scheduled for today will present. Any students who owe presentations will present if time remains.

    4. Exit Ticket: Did any content (information) from the argumentative speeches change your opinion? Explain your answer. Provide textual evidence, and analyze that textual evidence in connection to the answer.

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • 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.9-10.3: Evaluate a speakerís point of view, reasoning and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • How can we present our argumentative essays and evaluate our peers on content analysis, textual evidence and delivery? DUE TOMORROW, FRIDAY, NOVEMBER 17th: If you have not presented your speech yet, will have one last opportunity to present your Argumentative Essay/Speech. You will be graded on the following rubrics: Writing Checklist Rubric for 10% of your 2nd marking period grade and Speech Delivery Rubric for another 10% of your 2nd marking period grade. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary. THE LAST DAY YOU CAN PRESENT AND TURN IN YOUR ESSAY WILL BE TOMORROW, FRIDAY, NOVEMBER 17th (with deducted points)!
    Wednesday, November 15th, 2017: 1. Do Now: Fill out the thesis statements for the presenters in the Argumentative Speech Evaluation.

    2. Public Speaking Presentations: Speakers scheduled for today will present. Extra credit for presenters who will present early.

    3. Reflections: Q & A: After speech presentations, student volunteers will have the opportunity to ask questions to the student speakers. Volunteers will use the DOK question stems to ask questions, with a focus on DOK 2 and DOK 3. Suggested questions include the following: How would these speeches help other people? How would you apply what you learned in these speeches to your life? How would you describe the importance of speech delivery? What would happen if you presented your speech to other people?

    4. Work Period: Make up owed HW, show owed HW and practice for upcoming presentations.

    Common Core Standards:

  • RL.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.
  • 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.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task. SL.9-10.6.Adapt speech to a variety of contexts and communicative tasks demonstrating a command of formal English when indicated or appropriate.
  • How can we effectively present our argumentative essay and public speaking skills? DUE TOMORROW, THURSDAY, NOVEMBER 16th: This is 20% of your 2nd marking period grade. You will present your Argumentative Essay/Speech on one of these days, based on alphabetical assignment: Tuesday: Last names beginning with A-E; Wednesday: Last names beginning with F-M, Thursday: Last names beginning with N-Z. You will be graded on the following rubrics: Writing Checklist Rubric for 10% and Speech Delivery Rubric for 10%. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary. If you don't present on your assigned date, you will earn -10 points off for each day late. THE LAST DAY YOU CAN PRESENT AND TURN IN YOUR ESSAY WILL BE FRIDAY, NOVEMBER 17th (with deducted points)! EXTRA CREDIT OPPORTUNITY: If you present your speech early (not the day you're required), then you can earn +10 points on your speech presentation grade (if time allows!).
    Tuesday, November 14th, 2017: 1. Do Now: Fill out the thesis statements for the presenters in the Argumentative Speech Evaluation.

    2. Public Speaking Presentations: Speakers scheduled for today will present. Extra credit for presenters who will present early.

    3. Reflections: Q & A: After speech presentations, student volunteers will have the opportunity to ask questions to the student speakers. Volunteers will use the DOK question stems to ask questions, with a focus on DOK 2 and DOK 3. Suggested questions include the following: How would you summarize your speech's message? How would you apply what you learned in writing this argumentative speech to another writing assignment? How would you describe the sequence (order) of your writing process? What would happen if you wrote another argumentative speech?

    4. Work Period: Make up owed HW, show owed HW and practice for upcoming presentations.

    Common Core Standards:

  • RL.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.
  • 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.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task. SL.9-10.6.Adapt speech to a variety of contexts and communicative tasks demonstrating a command of formal English when indicated or appropriate.
  • How can we effectively present our argumentative essay and public speaking skills? DUE TOMORROW, WEDNESDAY, NOVEMBER 15th/THURSDAY, NOVEMBER 16th: This is 20% of your 2nd marking period grade. You will present your Argumentative Essay/Speech on one of these days, based on alphabetical assignment: Tuesday: Last names beginning with A-E; Wednesday: Last names beginning with F-M, Thursday: Last names beginning with N-Z. You will be graded on the following rubrics: Writing Checklist Rubric for 10% and Speech Delivery Rubric for 10%. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary. If you don't present on your assigned date, you will earn -10 points off for each day late. THE LAST DAY YOU CAN PRESENT AND TURN IN YOUR ESSAY WILL BE FRIDAY, NOVEMBER 17th (with deducted points)! EXTRA CREDIT OPPORTUNITY: If you present your speech early (not the day you're required), then you can earn +10 points on your speech presentation grade (if time allows!).
    Monday, November 13th, 2017: 1. Do Now: Take out your argumentative essay and the two rubrics. Which components (parts) of the rubrics do you need to work on the most and why?

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

    3. Public Speaking Practice: Read the body paragraph to your table mates. Make sure that everyone gets a turn. Work on eye contact, volume, pitch (vary your voice), gestures, and composure. Give each other warm (positive) and cool (negative, but be nice!) feedback.

    4. Reflections: How did the public speaking practice go today? Are you ready for presentations this week?

    Common Core Standards:

  • RL.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.
  • 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.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task. SL.9-10.6.Adapt speech to a variety of contexts and communicative tasks demonstrating a command of formal English when indicated or appropriate.
  • How can we improve our argumentative essay and public speaking skills? Make up owed HW

    DUE TOMORROW, TUESDAY, NOVEMBER 14th/WEDNESDAY, NOVEMBER 15th/THURSDAY, NOVEMBER 16th: This is 20% of your 2nd marking period grade. You will present your Argumentative Essay/Speech on one of these days, based on alphabetical assignment: Tuesday: Last names beginning with A-E; Wednesday: Last names beginning with F-M, Thursday: Last names beginning with N-Z. You will be graded on the following rubrics: Writing Checklist Rubric for 10% and Speech Delivery Rubric for 10%. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary. If you don't present on your assigned date, you will earn -10 points off for each day late. THE LAST DAY YOU CAN PRESENT AND TURN IN YOUR ESSAY WILL BE FRIDAY, NOVEMBER 17th (with deducted points)! EXTRA CREDIT OPPORTUNITY: If you present your speech early (not the day you're required), then you can earn +10 points on your speech presentation grade (if time allows!).

    Friday, November 10th, 2017: PERIODS 1, 2 and 6 WILL ONLY MEET TODAY:

    1. Do Now: Take out your argumentative essay (rewrite it, if necessary). Go through the Writing Checklist Rubric to see that you're fulfilling all of the requirements.

    2. Review the Speech Delivery Rubric.

    3. Public Speaking Practice: Read the introductory paragraph to your table mates. Make sure that everyone gets a turn. Work on eye contact, volume, pitch (vary your voice), gestures, and composure. Give each other warm (positive) and cool (negative, but be nice!) feedback.

    Common Core Standards:

  • RL.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.
  • 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.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task. SL.9-10.6.Adapt speech to a variety of contexts and communicative tasks demonstrating a command of formal English when indicated or appropriate.
  • How can we improve our argumentative essay and public speaking skills? Make up owed HW

    DUE NEXT TUESDAY, NOVEMBER 14th/WEDNESDAY, NOVEMBER 15th/THURSDAY, NOVEMBER 16th: This is 20% of your 2nd marking period grade. You will present your Argumentative Essay on one of these days, based on alphabetical assignment: Tuesday: Last names beginning with A-E; Wednesday: Last names beginning with F-M, Thursday: Last names beginning with N-Z. You will be graded on the following rubrics: Writing Checklist Rubric for 10% and Speech Delivery Rubric for 10%. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary. If you don't present on your assigned date, you will earn -10 points off for each day late. THE LAST DAY YOU CAN PRESENT AND TURN IN YOUR ESSAY WILL BE FRIDAY, NOVEMBER 17th (with deducted points)!

    Thursday, November 9th, 2017: 1. Do Now: Finish the Diagnostic Exam

    2. Read the Class Participation Rubric

    3. Read the Writing Checklist Rubric for 10% (2nd marking period) and Speech Delivery Rubric for 10% (2nd marking period).

    Common Core Standards:

  • RL.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.
  • 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 assess (evaluate) our writing skills in a multiple-choice diagnostic exam? Make up owed HW

    DUE NEXT TUESDAY, NOVEMBER 14th/WEDNESDAY, NOVEMBER 15th/THURSDAY, NOVEMBER 16th: This is 20% of your 2nd marking period grade. You will present your Argumentative Speech on one of these days, based on alphabetical assignment: Tuesday: Last names beginning with A-E; Wednesday: Last names beginning with F-M, Thursday: Last names beginning with N-Z. You will be graded on the following rubrics: Writing Checklist Rubric for 10% and Speech Delivery Rubric for 10%. You may handwrite it or type (double-spaced). You must include the following in the heading: your full name, the date, Ms. Conn and Ms. Sarlin, English, Period ______, and an original title. Include sophisticated vocabulary from Academic Vocabulary and Seedfolks Vocabulary.

    Wednesday, November 8th, 2017: 1. Do Now: Listen to instructions for Diagnostic Exam

    Show owed HW.

    2. Work Period: Work on the Diagnostic Exam.

    Common Core Standards:

  • RL.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.
  • 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 assess (evaluate) our writing skills in a multiple-choice diagnostic exam? Make up owed HW

    TOMORROW, THURSDAY, NOVEMBER 9th:

  • FINISH TAKING THE DIAGNOSTIC EXAM FOR 2ND MARKING PERIOD (multiple-choice questions on writing skills). You do not need to study for this exam. Just eat a good breakfast and bring a #2 pencil. It will be 10% of the 2nd marking period.
  • Monday, November 6th, 2017: 1. Do Now: QUIZ on Academic Vocabulary

    Show HW: images for the argumentative essay outline and owed HW (including the body paragraph and conclusion paragraph in your argumentative essay)

    2. Work Period: Work on the Goal Sheet for the 2nd marking period.

    3. Discuss/Share: Turn and talk with your table mates about your #1 goals for the 2nd marking period. New captains will share with the class.

    4. HW Reminders

    Common Core Standards:

  • L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content.
  • How can we prove our academic vocabulary skills and set goals for the future? Make up owed HW

    WEDNESDAY, NOVEMBER 8th-THURSDAY, NOVEMBER 9th:

  • DIAGNOSTIC EXAM FOR 2ND MARKING PERIOD (multiple-choice questions on writing skills). You do not need to study for this exam. Just eat a good breakfast and bring a #2 pencil.
  • Friday, November 3rd, 2017: 1. Do Now: Read the handout provided. Access a computer.

    2. Work Period: Work on the Researching Images for Your Argumentative Essay. You need to follow this Outline for a 3-paragraph Argumentative Essay in order to effectively research and arrange images.

    Show HW: Body Paragraph and Conclusion Paragraph that follows the Outline for a 3-paragraph Argumentative Essay.

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • RL.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 create a digital presentation of our argumentative speeches? DUE THIS MONDAY, NOVEMBER 6th:
  • QUIZ on Academic Vocabulary. Know how to use each word in a sentence and know the definitions for each word. This will be 10% of the 2nd marking period.
  • Finish today's classwork: Complete and show an electronic copy of Researching Images for Your Argumentative Essay. You may e-mail Ms. Conn at hconn@schools.nyc.gov. You MUST have a minimum of 12 images (4 images for the introduction, 5 images for the body paragraph, and 3 images for the conclusion).
  • Thursday, November 2nd, 2017: 1. Do Now: What is an essential component (part) of a body paragraph? What is an essential component of a conclusion?

    2. Discuss/Share: Turn and talk with your table mates. Captains will gather their table mates' answers from the Do Now. Captains will share their table mates' answers with the class.

    3. Mini-Lesson on the Body Paragraph and Conclusion of an Argumentative Essay: Introduce the Outline for a 3-paragraph Argumentative Essay

    4. Work Period: Work on composing your body paragraph (10-12 sentences( and conclusion paragraph (4-6 sentences) for your argumentative essay.

    Common Core Standards:

  • W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • RL.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 compose an effective body paragraph and conclusion in an argumentative speech? DUE TOMORROW, FRIDAY, NOVEMBER 3rd:
  • Finish today's classwork: compose the body paragraph and conclusion paragraph of your argumentative essay. Follow the Outline for a 3-paragraph Argumentative Essay. You MUST use two quotes of textual evidence from "Making the Future Better Together".

    DUE NEXT MONDAY, NOVEMBER 6th:

  • QUIZ on Academic Vocabulary. Know how to use each word in a sentence and know the definitions for each word. This will be 10% of the 2nd marking period.
  • Wednesday, November 1st, 2017: 1. Do Now: Why is the process of writing and delivering an argumentative essay/speech a useful skill in high school?

    Show owed HW! It's the last day of the 1st marking period.

    2. Discuss/Share: Turn and talk with your table mates. New captains will gather their table mates' answers from the Do Now. Captains will share their table mates' answers with the class.

    3. Work Period: Finish evaluating three of your classmates' introduction paragraphs, using the iintro. paragraph evaluation table (provided) in class. THIS MUST BE TURNED IN BY THE END OF CLASS TODAY (it's classwork credit).

    4. Reflections: What was the significance in evaluating your classmates' intro. paragraphs?

    ***ALL OWED HOMEWORK MUST BE TURNED IN BY THE END OF CLASS TODAY.

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we understand the significance in writing an argumentative speech? DUE NEXT MONDAY, NOVEMBER 6th:
  • QUIZ on Academic Vocabulary. Know how to use each word in a sentence and know the definitions for each word. This will be 10% of the 2nd marking period.
  • Tuesday, October 31st, 2017: 1. Do Now:Finish MIDTERM EXAM

    2. Work Period:
    Make up owed homework

  • Study the spelling of the following words: Seedfolks Vocabulary and Academic Vocabulary

    3. Spelling Bee!

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we be prove our knowledge of the standards learned and apply them in reading passages and multiple-choice questions? Make up owed HW MUST be turned in by TOMORROW, WEDNESDAY, NOVEMBER 1st (the last day of the 1st marking period), by the end of the school day

    DUE NEXT MONDAY, NOVEMBER 6th:

  • QUIZ on Academic Vocabulary. Know how to use each word in a sentence and know the definitions for each word. This will be 10% of the 2nd marking period.
  • Tuesday, October 31st, 2017: 1. Do Now:Finish MIDTERM EXAM

    2. Work Period:
    Make up owed homework

  • Study the spelling of the following words: Seedfolks Vocabulary and Academic Vocabulary

    3. Spelling Bee!

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we be prove our knowledge of the standards learned and apply them in reading passages and multiple-choice questions? Make up owed HW MUST be turned in by TOMORROW, WEDNESDAY, NOVEMBER 1st (the last day of the 1st marking period), by the end of the school day

    DUE NEXT MONDAY, NOVEMBER 6th:

  • QUIZ on Academic Vocabulary. Know how to use each word in a sentence and know the definitions for each word. This will be 10% of the 2nd marking period.
  • Monday, October 30th, 2017: MIDTERM EXAM

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we be prove our knowledge of the standards learned and apply them in reading passages and multiple-choice questions? MIDTERM CONTINUES TOMORROW (if necessary), TUESDAY, OCTOBER 31st: MIDTERM EXAM: It will be a multiple-choice question exam. You will be tested on understanding how to summarize passages, understanding the speaker's points of view, identifying the theme (main idea), characterizing (describing) characters, understanding characters' attitudes/tones (feelings), setting, flashback (a scene set in a time earlier than the main story), resolution (the ending of a conflict), inference (assumption based on evidence) and author's purpose (why he/she wrote the passage). This grade will be 10% of the 1st marking period.

    Make up owed HW MUST be turned in by THIS WEDNESDAY, NOVEMBER 1st (the last day of the 1st marking period), by the end of the school day

    Friday, October 27th, 2017: MIDTERM EXAM

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we be prove our knowledge of the standards learned and apply them in reading passages and multiple-choice questions? MIDTERM CONTINUES ON MONDAY, OCTOBER 30th: MIDTERM EXAM: It will be a multiple-choice question exam. You will be tested on understanding how to summarize passages, understanding the speaker's points of view, identifying the theme (main idea), characterizing (describing) characters, understanding characters' attitudes/tones (feelings), setting, flashback (a scene set in a time earlier than the main story), resolution (the ending of a conflict), inference (assumption based on evidence) and author's purpose (why he/she wrote the passage). This grade will be 10% of the 1st marking period.

    Make up owed HW MUST be turned in by WEDNESDAY, NOVEMBER 1st (the last day of the 1st marking period), by the end of the school day

    Thursday, October 26th, 2017: 1. Do Now: Read Researching Argumentative Essay Research handout. Access your assigned computer.

    Show owed HW.

    2. Work Period:

  • Complete your Researching Argumentative Essay Research handout. Turn it in for classwork credit.
  • Make up owed HW.
  • Continue evaluating three of your classmates' introduction paragraphs, using the intro. paragraph evaluation table (provided) in class.

    3. HW Reminders

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we gather research to prepare for our argumentative essays? DUE TOMORROW, FRIDAY, OCTOBER 27th:
  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You MUST do 2 hours of community service (where you are not getting paid), log your hours (including adult supervision and signature), and write a minimum of 10-12 sentences (1/2 page typed or 1 handwritten page; include a proper heading of your name, the teachers' names, the date, the class period, and the title of the assignment). You will be required to do the following: Here are community service suggestions: you may volunteer at your local library (story time in the children's section!), your middle school (or another neighborhood school), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT (log of the hours AND the reflection paper of a minimum of 10-12 sentences).

    TOMORROW, FRIDAY, OCTOBER 27th-MONDAY, OCTOBER 30th: MIDTERM EXAM: It will be a multiple-choice question exam. You will be tested on understanding how to summarize passages, understanding the speaker's points of view, identifying the theme (main idea), characterizing (describing) characters, understanding characters' attitudes/tones (feelings), setting, flashback (a scene set in a time earlier than the main story), resolution (the ending of a conflict), inference (assumption based on evidence) and author's purpose (why he/she wrote the passage). This grade will be 10% of the 1st marking period.

    Make up owed HW by WEDNESDAY, NOVEMBER 1st (the last day of the 1st marking period), by the end of the school day

  • Wednesday, October 25th, 2017: 1. Do Now: What are your strengths and weaknesses in composing the introductory paragraph? How can you improve your intro. paragraph?

    Show yesterday's classwork intro. paragraph (including the attention grabber, interpretation, thesis and preview) and any owed HW.

    2. Discuss/Share: Turn and talk over the Do Now with your table mates. Captains will share their tablemates' answers with the whole class.

    3. Work Period: Evaluate three of your classmates' introduction paragraphs, using the intro. paragraph evaluation table (provided) in class.

    4. HW Reminders

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we understand the components of an effective introduction? DUE THIS FRIDAY, OCTOBER 27th:
  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You MUST do 2 hours of community service (where you are not getting paid), log your hours (including adult supervision and signature), and write a minimum of 10-12 sentences (1/2 page typed or 1 handwritten page; include a proper heading of your name, the teachers' names, the date, the class period, and the title of the assignment). You will be required to do the following: Here are community service suggestions: you may volunteer at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT (log of the hours AND the reflection paper of a minimum of 10-12 sentences).

    THIS FRIDAY, OCTOBER 27th-MONDAY, OCTOBER 30th: MIDTERM EXAM: It will be a multiple-choice question exam. You will be tested on understanding how to summarize passages, understanding the speaker's points of view, identifying the theme (main idea), characterizing (describing) characters, understanding characters' attitudes/tones (feelings), setting, flashback (a scene set in a time earlier than the main story), resolution (the ending of a conflict), inference (assumption based on evidence) and author's purpose (why he/she wrote the passage). This grade will be 10% of the 1st marking period.

    Make up owed HW (see previous days' assignments)

  • Tuesday, October 24th, 2017: 1. Do Now: Which attention grabber/hook do you like the most and why)?
    A.) General Statement: Building bridges between people with diverse social backgrounds becomes increasingly important as our society becomes more diverse and socially stratified.
    B.) Quote: "A true community is not just about being geographically close to someone or part of the same social web network. It's about feeling connected and responsible for what happens. Humanity is our ultimate community, and everyone plays a crucial role."--Yehuda Berg
    C.) Statistic: America's diversity remains on the rise, the U.S. Census Bureau says in a new snapshot of the national population.
    D.) Question: Is the level of discrimination in the world rising or dropping?

    Show yesterday's classwork one, full handwritten page of brainstorming on your chosen argumentative question.

    2. Discuss/Share: Turn and talk over the Do Now with your table mates. New captains will share their tablemates' answers with the whole class.

    3. Mini Lesson: Here are the components of an introduction paragraph.
    Introductory Paragraph (4-6 sentences)

  • Attention Grabber (general statement, statistic, quote or question)
  • Interpretation of Attention Grabber and Connection to Thesis
  • Thesis (your claim and answer to the argumentative question)
  • Preview (briefly state your main points that support your thesis)

    Sample Introductory Paragraph: America's diversity remains on the rise, the U.S. Census Bureau says in a new snapshot of the national population. This fact is very important, and it affects how people in America interact with each other. The U.S. does value diversity because it embraces people of all different backgrounds, as can be seen by this statistic. There are three main points that support this claim, and they are that people of different races and religions live together, work together and learn in schools together.

    4. Work Period: Write your own Introductory Paragraph (following the mini-lesson format).

    5. HW Reminders

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we choose an attention grabber and compose an effective introduction? DUE TOMORROW, WEDNESDAY, OCTOBER 25th:
  • Finish today's classwork: Write your own Introductory Paragraph (following the in-class, mini-lesson format). Here are the components of an introduction paragraph.
    Introductory Paragraph (4-6 sentences)
  • Attention Grabber (general statement, statistic, quote or question)
  • Interpretation of Attention Grabber and Connection to Thesis
  • Thesis (your claim and answer to your chosen argumentative question)
  • Preview (briefly state your main points that support your thesis)

    DUE THIS FRIDAY, OCTOBER 27th:

  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You MUST do 2 hours of community service (where you are not getting paid), log your hours (including adult supervision and signature), and write a minimum of 10-12 sentences (1/2 page typed or 1 handwritten page; include a proper heading of your name, the teachers' names, the date, the class period, and the title of the assignment). You will be required to do the following: Here are community service suggestions: you may volunteer at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT (log of the hours AND the reflection paper of a minimum of 10-12 sentences).

    DUE MONDAY, OCTOBER 30TH: QUIZ ON ACADEMIC VOCABULARY. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 10% of the 1st marking period.

    Make up owed HW (see previous days' assignments)

  • Monday, October 23rd, 2017: 1. Do Now: Which argumentative question do you like the most and why (each question is connected to "Making the Future Better Together" essay)?
    A.) Is it beneficial for people to build bridges with others from different backgrounds?
    B.) Should people be required to do community service?
    C.) Does the U.S. value diversity?
    D.) Should the government intervene in people's lives to stop discrimination?

    Show owed HW.

    2. Discuss/Share: Turn and talk over the Do Now with your table mates. New captains will share their tablemates' answers with the whole class.

    3. Work Period: In your LA section, brainstorm on your chosen Do Now question. Write at least ONE full, handwritten page in which you answer the question, give at least 2-3 reasons why your answer is valid (accurate), and write anything that comes to mind regarding the question.

    4. HW Reminders

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we choose an argumentative speech question that appeals to our interests and class texts? DUE TOMORROW, TUESDAY, OCTOBER 24th:
    Finish today's classwork: In your LA section, brainstorm on your chosen Do Now question.
    A.) Is it beneficial for people to build bridges with others from different backgrounds?
    B.) Should people be required to do community service?
    C.) Does the U.S. value diversity?
    D.) Should the government intervene in people's lives to stop discrimination?

    *Write ONE full, handwritten page in which you answer the question, give at least 2-3 reasons why your answer is valid (accurate), and write anything that comes to mind regarding the question.

    DUE THIS FRIDAY, OCTOBER 27th:

  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You MUST do 2 hours of community service (where you are not getting paid), log your hours (including adult supervision and signature), and write a minimum of 10-12 sentences (1/2 page typed or 1 handwritten page; include a proper heading of your name, the teachers' names, the date, the class period, and the title of the assignment). You will be required to do the following: Here are community service suggestions: you may volunteer at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT (log of the hours AND the reflection paper of a minimum of 10-12 sentences).

    DUE MONDAY, OCTOBER 30TH: QUIZ ON ACADEMIC VOCABULARY. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 10% of the 1st marking period.

    Make up owed HW (see previous days' assignments)

  • Friday, October 20th, 2017: 1. Do Now: Why would Patel and Fleischman be very pleased that you're going to engage in community service? You may choose one of the author's opinions/reactions.

    Show yesterday's Classwork: Show Researching Community Service handout and any owed HW.

    2. Discuss/Share: Turn and talk over the Do Now with your table mates. Captains will share their tablemates' answers with the whole class.

    3. Read-Aloud/Analysis: Review the questions and answers for the Seedfolks Exam.

    4. Review HW requirements for community service. Volunteers share community service ideas.

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we understand the importance and value of community service? DUE NEXT FRIDAY, OCTOBER 27th:
  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You MUST do 2 hours of community service (where you are not getting paid), log your hours (including adult supervision and signature), and write a minimum of 10-12 sentences (1/2 page typed or 1 handwritten page; include a proper heading of your name, the teachers' names, the date, the class period, and the title of the assignment). You will be required to do the following: Here are community service suggestions: you may volunteer at your local library (story time in the children's section!), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT (log of the hours AND the reflection paper of a minimum of 10-12 sentences).

    DUE MONDAY, OCTOBER 30TH: QUIZ ON ACADEMIC VOCABULARY. You MUST know the definitions for each vocabulary word and how to compose each word in a sentence. This quiz grade will be 10% of the 1st marking period.

    Make up owed HW (see previous days' assignments)

  • Thursday, October 19th, 2017: 1. Do Now: Read Researching Community Service handout. Access your assigned computer.

    Show yesterday's Classwork: annotations summarizing each paragraph in Eboo Patel's "Making the Future Better Together".

    2. Work Period: Complete your Researching Community Service handout. Turn it in for classwork credit.

    Common Core Standards:

  • RI.9-10.1
  • W.9-10.6
  • How can we understand the importance and value of community service? DUE TOMORROW, FRIDAY, OCTOBER 20th:
  • Complete your Researching Community Service handout. Turn it in for classwork credit.

    DUE NEXT FRIDAY, OCTOBER 27th:

  • COMMUNITY SERVICE ACTIVITY: In honor of the beauty of volunteerism and good citizenship, you are assigned to do the following: Volunteer a minimum of two hours of your time in which you help make the world a better place! This community service assignment is worth THREE HOMEWORK ASSIGNMENTS (value=30 points). You will be required to do the following: Volunteer two hours of your time (where you are not getting paid). You may volunteer at your local library (story time in the children's section!), your middle school (or another neighborhood school), homeless shelter, soup kitchen, animal shelter/pet store, tutoring a neighbor's son/daughter, grocery shopping for an elderly neighbor, church/temple/mosque, senior citizen/nursing home, hospital, or one of the great NYC parks or museums. Here are some recommended websites to find volunteer opportunities: Volunteer in NYC, Volunteer Match and Masbia Soup Kitchen in Rego Park, Queens. You MUST complete this COMMUNITY SERVICE HANDOUT.

    Make up owed HW (see previous days' assignments)

  • Wednesday, October 18th, 2017: 1. Do Now: What can you personally do to make the future better together? (Examples include stop polluting, help the homeless, not use too much water, build a community center for adults of different races and religions, etc.)

    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: Finish 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? DUE TOMORROW, THURSDAY, OCTOBER 19th:
  • Show the classwork (today's and yesterday's class notes): summarizing annotations in the packet, Eboo Patel's "Making the Future Better Together".

    Make up owed HW (see previous days' assignments)

  • 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).