Freshman English Assignments, Fall Semester, 2018

Freshman English Assignments
Fall Semester, 2018

DateAgendaAIMHomework Assignment
Monday, September 24th-Tuesday, September 25th, 2018:
1. Do Now: Read the article (given out in class or accessible online), "Praying for Common Ground at the Christmas-Dinner Table" (The New York Times). Answer the following questions (be ready to show Ms. Conn on Wednesday). CITE textual evidence to support each answer.
1.) How do the mother, little sister and middle sister reveal their AVERSION of the others' religious beliefs?
2.) Why is this author's family a typical, modern American family?
3.) What do the DISTINCTIVE family members have in common? Share three similarities among them.

2. Work Period: Work on the HW: Read Chapters 3-8 and answer questions for chapters 3-8 in the Seedfolks Study Guide). You MUST cite a quote, chapter number and paragraph number to support each answer.

Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 understand the theme of "common ground" in Seedfolks and how it's comparable to the real world? Due this coming WEDNESDAY, September 26th:
  • Read Chapter 3 (Wendell), Chapter 4 (Gonzalo), Chapter 5 (Leona), Chapter 6 (Sam), Chapter 7 (Virgil), and Chapter 8 (Sae Young) in Seedfolks (packet was provided in class). Answer the corresponding questions for chapters 3-8 here: Seedfolks Study Guide. 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). THESE ASSIGNMENTS ARE WORTH 30 HOMEWORK POINTS (VALUE=THREE HW ASSIGNMENTS).
  • Friday, September 21st, 2018:
    1. Do Now: Choose one of the following questions to answer:
  • What could you do that would bring pride to your family?
  • How can you describe your neighborhood?
  • What do you believe is the author's purpose in beginning the novel with chapters 1 and 2?

    Show HW: Chapters 1 and 2 Questions (from the Seedfolks Study Guide), which must include cited evidence from the text.

    2. Discuss/Share: Students will share their Do Now with table mates and with the captain. Each captain will share their table's answers with the entire class.

    3. Seedfolks Review of Chapters 1-2: Volunteers will share answers (and class will take notes) on chapters 1-2 in the Seedfolks Study Guide). Check your answers and add more details, if necessary. You MUST cite a quote, chapter number and paragraph number to support each answer.

    4. Work Period: Introduce HW. Begin HW.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 understand the significant developments in chapters 1 and 2 in Seedfolks? Due next WEDNESDAY, September 26th:
  • Read Chapter 3 (Wendell), Chapter 4 (Gonzalo), Chapter 5 (Leona), Chapter 6 (Sam), Chapter 7 (Virgil), and Chapter 8 (Sae Young) in Seedfolks (packet was provided in class). Answer the corresponding questions for chapters 3-8 here: Seedfolks Study Guide. 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). THESE ASSIGNMENTS ARE WORTH 30 HOMEWORK POINTS (VALUE=THREE HW ASSIGNMENTS).
  • Thursday, September 20th, 2018:
    1. Do Now: QUIZ on Seedfolks Vocabulary List.

    Show owed HW

    2. Work Period:

  • Answer the following Seedfolks Anticipatory Questions in your LA section:
    1.) Does diversity draw people together? Explain.
    2.) What is the best way to preserve your culture?
    3.) Is America a great place for different genders, races, religions, and cultures to interact? Explain.
    4.) What usually results from a person's good deed?
    5.) What are the consequences of stereotypes?


  • Begin working on the HW due Friday.

    3. Discuss/Share Work Period Answers: Share answers to questions and engage in discussion to prepare for reading of Seedfolks.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 prepare to read Seedfolks? Due TOMORROW, Friday, September 21st:
  • Read Chapter 1 (Kim) and Chapter 2 (Ana) in Seedfolks (packet will also be provided in class). Answer the corresponding questions for chapters 1 and 2 here: Seedfolks Study Guide. 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 18th, 2018:
    1. Do Now: What are your goals for the 1st marking period in your first high school English class? Fill out the Goal Sheet (handout provided).

    Show HW: Vocabulary Story Rewrite (show the original with the teacher's edits)

    2. Discuss/Share:

  • Students will share their Do Now with table mates and with the captain.
  • Each captain will share their table's answers with the entire class.

    3. Work Period:

  • With a partner, create and finish the four DOK questions for the article, "Both Community and Garden Grow in Seedfolks". You must include four answer choices per question. Circle the correct the answer. You must turn it in today for classwork credit.
  • Sign out a copy of Seedfolks for the HW due Friday.
  • Prepare for Thursday's vocabulary quiz and begin working on the HW due Friday.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 effectively set goals for this English class and create DOK questions? Due this Thursday, September 20th:
  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be about 20% of the 1st marking period grade.

    Due this Friday, September 21st:

  • Read Chapter 1 (Kim) and Chapter 2 (Ana) in Seedfolks (packet will also be provided in class). Answer the corresponding questions for chapters 1 and 2 here: Seedfolks Study Guide. 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 17th, 2018:
    1. Do Now: What were your strengths and weaknesses in reading and annotating the article (HW)?

    Show HW: Annotations of the article, "Both Community and Garden Grow in Seedfolks".

    2. Discuss/Share:

  • Students will share their Do Now with table mates and with the new captain.
  • Each captain will share their table's answers with the entire class.

    3. Read-Aloud/Review of HW:

  • Read aloud the article, "Both Community and Garden Grow in Seedfolks". Volunteers will share annotations.

    4. Work Period: With a partner, create four DOK questions for the article, "Both Community and Garden Grow in Seedfolks". You must include four answer choices per question. Circle the correct the answer. Be ready to turn in for classwork credit.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 improve our annotation skills and reading comprehension? Due tomorrow, Tuesday, September 18th:
  • REWRITE the VOCABULARY STORY on "COMMON GROUND": Make the necessary corrections (see the teacher's corrections on your original story). Highlight the corrections on the rewrite and bring in the original story as well.

    Due this Thursday, September 20th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be about 20% of the 1st marking period grade.
  • Friday, September 14th, 2018:
    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 to earn late (half) credit.

    2. Discuss/Share:

  • Students will share their Do Now with table mates and with the captain. Be sure to COMPARE (find similarities; word of the week) and contrast your answers.
  • Each captain will share their table's answers with the entire class.

    3. Work Period:

  • Finish the diagnostic to the best of your ability.
  • Begin HW.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 prove our reading skills on the diagnostic? Due THIS Monday, September 17th:
  • Read "Both Community and Garden Grow in Seedfolks". Annotate (take notes in the margins) every paragraph--summarizing key points. Be ready to share and discuss.

    Due Tuesday, September 18th:

  • REWRITE the VOCABULARY STORY on "COMMON GROUND": Make the necessary corrections (see the teacher's corrections on your original story). Highlight the corrections on the rewrite and bring in the original story as well.

    Due next Thursday, September 20th:

  • VOCABULARY QUIZ on Seedfolks Vocabulary List. Know the definitions and how to use each vocabulary word in a sentence. This quiz will be about 20% of the 1st marking period grade.
  • Thursday, September 13th, 2018:
    1. Do Now: What are strategies for success on the diagnostic (reading passages and answering multiple-choice questions)?

    *Show owed HW to earn late (half) credit.

    2. Discuss/Share:

  • Students will share their Do Now with table mates and with the captain. Be sure to COMPARE (find similarities; word of the week) and contrast your answers.
  • Each captain will share their table's answers with the entire class.

    3. Diagnostic: Work on the diagnostic to the best of your ability.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 prove our reading skills on the diagnostic? Make up HW (these assignments were due yesterday!):
  • 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 ACCURATELY (word of the week) 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 Wednesday, September 12th (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:

    Your Name
    Ms. Conn
    Elements of Literacy, Period 3
    Assignment: Seedfolks Vocabulary Story
    Date

    Original Title

  • VOCABULARY FLASHCARDS: Create flashcards for the 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.
  • CLASS SUPPLIES: Bring in a notebook/divider with 4 labeled sections: DNA (Do Nows and Aims), LA (Literary Analysis), LS (Language Skills), and HW (Homework)
  • Wednesday, September 12th, 2018:
    1. Do Now: What were your challenges and successes in completing the homework (vocabulary story, flashcards and class supplies)?

    *SHOW HW to earn on-time credit.

    2. Discuss/Share:

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

    3. Diagnostic: Listen to instructions on how to be successful on this diagnostic. Work on the diagnostic to the best of your ability.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • ,.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 be assessed on our first homework assignments and a diagnostic? Make up HW (these assignments were due today!):
  • 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 ACCURATELY (word of the week) 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 Wednesday, September 12th (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:

    Your Name
    Ms. Conn
    Elements of Literacy, Period 3
    Assignment: Seedfolks Vocabulary Story
    Date

    Original Title

  • VOCABULARY FLASHCARDS: Create flashcards for the 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.
  • CLASS SUPPLIES: Bring in a notebook/divider with 4 labeled sections: DNA (Do Nows and Aims), LA (Literary Analysis), LS (Language Skills), and HW (Homework)
  • Friday, September 7th, 2018:
    1. Do Now: What are three good deeds/volunteer activities that you can do in your free time? Suggestions include tutoring a child, childcare, grocery shopping for an elderly person, serving food at a homeless shelter; remember, no money is given in exchange for a good deed. (These are good suggestions to counter the evil acts committed on 9/11.) Check out volunteermatch.org to find opportunities near you!

    2. Discuss/Share:

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

    3. Mini-Lesson on HW: Read aloud the Seedfolks Vocabulary List and introduce Flashcards and "Common Ground" Creative Story HW. Begin HW if time allows.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we prepare for our first unit on Seedfolks? Due Wednesday, September 12th, 2018:
  • 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 ACCURATELY (word of the week) 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 Wednesday, September 12th (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:

    Your Name
    Ms. Conn
    Elements of Literacy, Period 3
    Assignment: Seedfolks Vocabulary Story
    Date

    Original Title

  • VOCABULARY FLASHCARDS: Create flashcards for the 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.
  • CLASS SUPPLIES: Bring in a notebook/divider with 4 labeled sections: DNA (Do Nows and Aims), LA (Literary Analysis), LS (Language Skills), and HW (Homework)
  • Thursday, September 6th, 2018:
    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. Mini-Lesson on Classroom Rules: Teacher will introduce emergency procedures and Essential Classroom Rules.

    Common Core Standards:

  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we understand our class expectations? Due Wednesday, September 12th, 2018:
  • 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 ACCURATELY (word of the week) 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 Wednesday, September 12th (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:

    Your Name
    Ms. Conn
    Elements of Literacy, Period 3
    Assignment: Seedfolks Vocabulary Story
    Date

    Original Title

  • VOCABULARY FLASHCARDS: Create flashcards for the 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.
  • CLASS SUPPLIES: Bring in a notebook/divider with 4 labeled sections: DNA (Do Nows and Aims), LA (Literary Analysis), LS (Language Skills), and HW (Homework)
  • Wednesday, September 5th, 2018: 1.) Do Now:
  • Number each of your sticky notes (#1, 2, 3, 4, 5, 6, 7 and 8; keep the numbers small)
  • Write the following sentence starters for each numbered sticky note:
    1. I want to earn my high school diploma because _______________.
    2. The most effective teachers are the ones who ________________.
    3. The most helpful classmates are the ones who _______________.
    4. One of my areas of strength in English class is _______________.
    5. One of my areas of weakness in English class is ______________.
    6. To read and really understand a challenging story or article, I need ______________.
    7. To produce my best writing, I need______________.
    8. By the end of the year, I plan to achieve the following goal: _______________________.

    2. Work Period: Fill in the sentence starters for each numbered sticky note. Listen to instructions on designated teams #1-8 (based on the sticky note sentence starters). Join your designated team at the matching station. Team #1 starts at sentence #1. Team #2 starts at sentence #2.

    3. Discuss/Share:

  • Teams will discuss their answers (Why is that important? What made you say that?) and post their sticky notes.
  • Whole class discussion: What were the three most common responses used to finish your team's sentence starter? Designated team captains will share their answers.
  • Teams will rotate every 2-3 minutes to each sticky note sentence starter station. Then, they'll repeat the same discussion (8x) until they eventually get back to their original station.. They'll get to see more responses from their classmates and they'll get to see themes emerge.
  • Now that they're back at their first station, they will organize the notes (about 34, depending on the number of students in their class) into similar themes or ideas. Example: If eight people said they want to earn their diploma because they want to get a decent job, group those answers together. If six people said they didn't want to disappoint their families, group those answers together. And so on...

    4. Exit Slip:

  • As a team, decide the single most important thing for me, your teacher, to remember about today's discussion (write on an index card). (Have the kids take down the sticky notes to prepare for the next class)
  • Independently, students will turn in a get-to-know-you handout.

    Common Core Standards:

  • SL.9-10.1
  • SL.9-10.4
  • How can we understand our learning styles and goals for success this school year?