Junior English Assignments, Fall Semester, 2017

Junior English Assignments
Fall Semester, 2017

DateAgendaAIMHomework Assignment
Wednesday, November 22nd, 2017: 1. Do Now: What is the message in the famous phrase, "carpe diem" (seize the day)? How do you currently apply carpe diem or plan on seizing the day in the future? How do characters in literature use carpe diem?

Show HW: Vocabulary flashcards for The Scarlet Letter Vocabulary List #1

2. Discuss/Share: Turn and talk with your table mates. Share with your captains. Captains share Do Now answers with the class.

3. Film Viewing : View the famous film, "Dead Poets Society," which made "O Captain! My Captain!" famous to modern day viewers! Check out a corresponding reading list for "Dead Poets Society".

Common Core Standards:

  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • How can we understand the meaning of carpe diem (seize the day), as seen in "Dead Poets Society"? DUE NEXT TUESDAY, NOVEMBER 28th:
  • VOCABULARY QUIZ on The Scarlet Letter Vocabulary List #1. (about 20% of the 1st marking period). You need to know the definitions and how to use the vocabulary words in sentences.
  • CREATIVE VOCABULARY STORY using 15 words from The Scarlet Letter Vocabulary List #1. You MUST use your chosen vocabulary words correctly and underline the vocabulary words! Story topic/title choices MUST be one of the chapter titles (The Prison Door, The Marketplace, The Interview, Hester at Her Needle, Pearl, The Leech, A Flood of Sunshine, or The Revelation of the Scarlet Letter) in The Scarlet Letter. The genre of the story can be fiction, non-fiction, poetry, play/movie script, etc. You MUST use the words correctly in a story that makes sense. Write two pages handwritten or one, typed, double-spaced page (12 point font, Times New Roman). Include your name, your teacher's name (Ms. Conn), the date, College Readiness, and Period 8 in your heading.

    Make up owed HW

  • Tuesday, November 21st, 2017: 1. Do Now: Read the The Scarlet Letter Vocabulary List #1 and identify words that you knew before (with a check) and words you didn't know (with a question mark).

    2. Discuss/Share #1: Read aloud the The Scarlet Letter Vocabulary List #1.

    3. Work Period: The Scarlet Letter Pre-Reading Questionnaire

    4. Discuss/Share #2: Review students' answers to the Pre-Reading Questionnaire. Additional follow-up questions:

  • Why do some people deal with adversity (trouble, struggle) better than others?
  • What are some strategies for overcoming adversity?

    Common Core Standards:

  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • How can we improve our vocabulary skills and prepare to read The Scarlet Letter? DUE TOMORROW, WEDNESDAY, NOVEMBER 22nd:
  • VOCABULARY FLASHCARDS for The Scarlet Letter Vocabulary List #1. Create flashcards for all 25 words. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition, an original sentence (not the sentence provided on the lists), the chapter and page number on the back of the card. You may use an electronic flashcard app.

    DUE TUESDAY, NOVEMBER 28th:

  • VOCABULARY QUIZ on The Scarlet Letter Vocabulary List #1. (about 20% of the 1st marking period). You need to know the definitions and how to use the vocabulary words in sentences.
  • CREATIVE VOCABULARY STORY using 15 words from The Scarlet Letter Vocabulary List #1. You MUST use your chosen vocabulary words correctly and underline the vocabulary words! Story topic/title choices MUST be one of the chapter titles in The Scarlet Letter. The genre of the story can be fiction, non-fiction, poetry, play/movie script, etc. You MUST use the words correctly in a story that makes sense. Write two pages handwritten or one, typed, double-spaced page (12 point font, Times New Roman). Include your name, your teacher's name (Ms. Conn), the date, College Readiness, and Period 8 in your heading.

    Make up owed HW

  • Monday, November 20th, 2017: 1. Do Now: Finish reading the four texts, and finish writing the ARGUMENTATIVE ESSAY, following the Argumentative Essay Rubric (page 3).

    2. Work Period: Begin HW.

    Common Core Standards:

  • RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • How can we understand why Walt Whitman is considered one of the greatest American poets of all time, based on his poems: "Song of Myself" and "O Captain! My Captain"? DUE THIS WEDNESDAY, NOVEMBER 22nd:
  • VOCABULARY FLASHCARDS for The Scarlet Letter Vocabulary List #1. Create flashcards for all 25 words. Write the vocabulary word and part of speech (noun, verb, adjective or adverb) on the front of the card. Write the definition, an original sentence (not the sentence provided on the lists), the chapter and page number on the back of the card. You may use an electronic flashcard app.

    DUE TUESDAY, NOVEMBER 28th:

  • VOCABULARY QUIZ on The Scarlet Letter Vocabulary List #1. (about 20% of the 1st marking period). You need to know the definitions and how to use the vocabulary words in sentences.
  • CREATIVE VOCABULARY STORY using 15 words from The Scarlet Letter Vocabulary List #1. You MUST use your chosen vocabulary words correctly and underline the vocabulary words! Story topic/title choices MUST be one of the chapter titles in The Scarlet Letter. The genre of the story can be fiction, non-fiction, poetry, play/movie script, etc. You MUST use the words correctly in a story that makes sense. Write two pages handwritten or one, typed, double-spaced page (12 point font, Times New Roman). Include your name, your teacher's name (Ms. Conn), the date, College Readiness, and Period 8 in your heading.

    Make up owed HW

  • Friday, November 17th, 2017: Work Period: Read the four texts, and begin writing the Argumentative Essay, following the Argumentative Essay Rubric (page 3).

    Common Core Standards:

  • RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • How can we understand why Walt Whitman is considered one of the greatest American poets of all time, based on his poems: "Song of Myself" and "O Captain! My Captain"? DUE THIS MONDAY, NOVEMBER 20th:
  • FINISH IN-CLASS ARGUMENTATIVE ESSAY (25% of the 2nd marking period) on Walt Whitman's first two sections of "Song of Myself" by Walt Whitman, "O Captain! My Captain! and two other texts that you'll be provided in class. Be ready to annotate the texts, write 5 paragraphs (3 body paragraphs, with 10-12 sentences for each body paragraph), and adhere to the argumentative essay rubric (page 3). Do NOT use outside sources or do any internet research on this material over the weekend. You will lose significant points on your grade if you do so!

    Make up owed HW

  • Thursday, November 16th, 2017: 1. Do Now: Finish yesterday's Venn Diagram in which we compare and contrast "O Captain! My Captain! and the first two sections of "Song of Myself". Consider literary devices and the poet's themes (messages or main ideas) in both poems. Make sure that you have at least 5 comparisons and 5 contrasts.

    Show HW: 5 multiple-choice questions for "O Captain! My Captain! (with 4 answer choices and an explanation for the correct answer).

    2. Discuss/Share: Share Do Now answers with the captains. Captains will share one new comparison and contrast between the two poems.

    3. Mini-Lesson: Introduce the Argumentative Essay Rubric (page 3). Underline key words in the 6 column (90+ range) and tomorrow's essay.

    4. Work Period: Tables will compose a Top Ten List of the top qualities of a successful argumentative essay. Be ready to share with the class on chart paper.

    5. Reflections: Table captains will share Top Ten List for a Successful Argumentative Essay.

    Common Core Standards:

  • RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • How can we understand why Walt Whitman is considered one of the greatest American poets of all time, based on his poems: "Song of Myself" and "O Captain! My Captain"? DUE TOMORROW, FRIDAY, NOVEMBER 17th and MONDAY, NOVEMBER 20th:
  • IN-CLASS ARGUMENTATIVE ESSAY (25% of the 2nd marking period) on Walt Whitman's first two sections of "Song of Myself" by Walt Whitman, "O Captain! My Captain! and two other texts that you'll be provided in class. Be ready to annotate the texts, write 5 paragraphs (3 body paragraphs, with 10-12 sentences for each body paragraph), and adhere to the argumentative essay rubric (page 3).

    Make up owed HW

  • Wednesday, November 15th, 2017: 1. Do Now: Based on our reading of the first two sections of "Song of Myself" by Walt Whitman, why is Walt Whitman considered a great American poet?

    *Cite textual evidence (stanza and line number in the section)

    2. Discuss/Share: Share your Do Now answers with your table mates. Share with the captain. Captains will share their answers with the class.

    3. Read-Aloud: Read Whitman's poem "O Captain! My Captain!. Annotate (write summarizing notes in the margin).

    4. Work Period: Create a Venn Diagram in which we compare and contrast "O Captain! My Captain! and the first two sections of "Song of Myself". Consider literary devices and the poet's themes (messages or main ideas) in both poems.

    4. Reflections:

    Common Core Standards: RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text. RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we understand why Walt Whitman is considered one of the greatest American poets of all time, based on his poems: "Song of Myself" and "O Captain! My Captain"? DUE TOMORROW, THURSDAY, NOVEMBER 16th: Re-read "O Captain! My Captain!, compose five Regents-style, multiple-choice questions, four answer choices, circle the correct answer for each question, and explain your answer (use textual evidence; for example: In stanza 3, the poet states, "..." and this supports the answer because...). Here are some sentence starters:
  • The poet’s purpose in referencing...in stanza 3 is most likely to establish...
  • The second stanza reveals that the narrator’s overall point of view is influenced by...
  • The repetition in the poem implies the narrator...
  • The word “exulting” in line 3 suggests...
  • Throughout the poem, the mood can best be described as...
  • The reference to the ship in stanzas 1 and 3 contributes to a central idea by suggesting that...
  • The poem is developed primarily through the use of...

    Make up owed HW

  • Tuesday, November 14th, 2017: 1. Do Now: Section 1 of "Song of Myself" contributes to a central idea by pointing out a parallel between (1) blood and dirt (2) identity and nature (3) activity and inactivity (4) benevolence and malevolence

    *Cite textual evidence (stanza and line number in the section)

    Show owed HW: Show the five multiple-choice questions (with four answer choices per question).

    2. Discuss/Share: Share your Do Now answers with your table mates. Share with the captain. Captains will share their answers with the class.

    3. Read-Aloud:

  • Read the rest of section 1 and section 2 of "Song of Myself" by Walt Whitman and annotate (with summarizing notes in the margin).
  • Read Walt Whitman's Biography. What are elements of his biography that are present in his poem?
  • Read the two literary movements that influenced Walt Whitman: Transcendentalism and Realism.

    4. Reflections: Should Walt Whitman be considered one of the greatest American poets of all time? Explain your answer, using textual evidence from his poem, "Song of Myself."

    Common Core Standards:

  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we understand an individual's relationship with himself and nature in "Song of Myself" by Walt Whitman? Make up owed HW
    Monday, November 13th, 2017: 1. Do Now: Choose one of the following questions to answer:
  • How can you compare and contrast your HW questions with your table mates?
  • What are your strengths and weaknesses in completing the HW assignment?

    Show HW: Show the five multiple-choice questions (with four answer choices per question).

    2. Discuss/Share: Share your Do Now answers with your table mates. Choose a new captain. Captains will share their answers with the class.

    3. Read-Aloud: Read the first stanza of "Song of Myself" by Walt Whitman and annotate (with summarizing notes in the margin).

    Common Core Standards:

  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we understand the components of "Song of Myself" by Walt Whitman? Make up owed HW
    Thursday, November 9th, 2017: 1. Do Now: Finish the Diagnostic Exam.

    2. Work Period: Begin HW.

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we assess our writing skills in a diagnostic exam? DUE MONDAY, NOVEMBER 13th, 2017:
    Read the first seven sections of "Song of Myself" poem, compose five Regents-style, multiple-choice questions, four answer choices, circle the correct answer for each question, and explain your answer (use textual evidence; for example: In stanza 3, the poet states, "..." and this supports the answer because...). Here are some sentence starters:
  • The poet’s purpose in referencing...in stanza 5 is most likely to establish...
  • The second section reveals that the narrator’s overall point of view is influenced by...
  • The repetition in the first two stanzas implies the narrator...
  • The word “loafe” in lines 4-5 suggests
  • Throughout the poem, the tone can best be described as
  • The reference to the grass in section 6 contributes to a central idea by suggesting that

    Make up owed HW

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

    2. Work Period: DIAGNOSTIC EXAM

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we assess our writing skills in a diagnostic exam? TOMORROW, THURSDAY, NOVEMBER 9th:
  • Finish the Diagnostic Exam in class.

    Make up owed HW

  • Monday, November 6th, 2017: 1. Do Now: SCENE PRESENTATIONS: What was effective in their performance? If they had more time, what could they improve?

    2. Reflections: How do you feel about your scene performances? What are the long-term benefits in performing scenes from a play we've studied?

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we apply the grading requirements to effectively present our scenes from A View from the Bridge to the class? DUE THIS WEDNESDAY, NOVEMBER 8th:
  • REWRITE your Central Idea Essay. You must make the corrections that I included on your essay. You must highlight the corrections (underline or highlight in a different color). You must bring in the original essay and the rewrite.
  • Friday, November 3rd, 2017: 1. Do Now: Extra Credit Scene Presentations. What was effective in their performance? If they had more time, what could they improve?

    2. Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share the answer from the Do Now with the rest of the class.

    3. Work Period: In your group of 2-4 students will stand up and act out their scene of 2-3 pages from A View From the Bridge. Read aloud and apply the Grading Rubric for A View From the Bridge to your character roles.

    4. Reflections: How do you feel about your scene practice? What are next steps in your practice?

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we apply the grading requirements to effectively present our scenes from A View from the Bridge to the class? DUE THIS MONDAY, NOVEMBER 6th:
  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.

    DUE NEXT WEDNESDAY, NOVEMBER 8th:

  • REWRITE your Central Idea Essay. You must make the corrections that I included on your essay. You must highlight the corrections (underline or highlight in a different color). You must bring in the original essay and the rewrite.
  • Thursday, November 2nd, 2017: 1. Do Now: Arrange into your scene groups. How would you characterize (describe personality traits, actions, thoughts, feelings, and other people's points of view) your character?

    2. Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share the answer from the Do Now with the rest of the class.

    3. Work Period: In your group of 2-4 students will stand up and act out their scene of 2-3 pages from A View From the Bridge. Read aloud and apply the Grading Rubric for A View From the Bridge to your character roles.

    4. Reflections: How do you feel about your scene practice? What are next steps in your practice?

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we apply the grading requirements to effectively present our scenes from A View from the Bridge to the class? EXTRA CREDIT OPPORTUNITY: PRESENT YOUR SCENE TOMORROW WITH YOUR GROUP AND EARN UP TO 20 points EXTRA on your PRESENTATION GRADE!

    DUE THIS MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Wednesday, November 1st, 2017: 1. Do Now: Arrange into your scene groups. What is the modern interpretation of your scene and why?

    Turn in owed HW (today is the last day of the 1st marking period!).

    2. Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share the answer from the Do Now with the rest of the class.

    3. Work Period: In your group of 2-4 students will stand up and act out their scene of 2-3 pages from A View From the Bridge. Read aloud and apply the Grading Rubric for A View From the Bridge to your character roles.

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we apply the grading requirements to effectively present our scenes from A View from the Bridge to the class? DUE MONDAY, NOVEMBER 6th:
  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Tuesday, October 31st, 2017: 1. Do Now: Finish MIDTERM EXAM

    2. Work Period:

  • Make up owed homework.
  • Prepare for your scene presentation (on Monday!) by learning your lines and understanding the characterization of your character.
  • Study for the Spelling Bee (the last 10 minutes of class today!): Vocabulary List #1 and Academic Vocabulary.

    3. Spelling Bee on Vocabulary List #1 and Academic Vocabulary.

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we prove our knowledge of the standards learned this year? DUE TOMORROW, WEDNESDAY, NOVEMBER 1st:
  • ALL makeup assignments are due (by the end of the school day)! It's the last day of the 1st marking period.

    DUE NEXT MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Monday, October 30th, 2017: MIDTERM EXAM

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • How can we prove our knowledge of the standards learned this year? Make up owed HW (these assignments were due last Monday!):
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    DUE THIS WEDNESDAY, NOVEMBER 1st:

  • ALL makeup assignments are due (by the end of the school day)! It's the last day of the 1st marking period.

    DUE NEXT MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Friday, October 27th, 2017: MIDTERM EXAM

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we prove our knowledge of the standards learned this year?

    MIDTERM CONTINUES ON MONDAY, OCTOBER 30th:

  • MIDTERM EXAM (it will be about 7% of the 1st marking period grade). It will be a multiple-choice test. Questions will ask you the following: theme/central idea, characterization, author's purpose, conflict, resolution and setting.

    Make up owed HW (these assignments were due on Monday!):

  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    DUE NEXT WEDNESDAY, NOVEMBER 1st:

  • ALL makeup assignments are due (by the end of the school day)! It's the last day of the 1st marking period.

    DUE MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Thursday, October 26th, 2017: 1. Do Now: Which part of the Grading Rubric for A View From the Bridge do you find most challenging and why?

    Turn in owed HW.

    2. Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share one of the answers from the Do Now.

    3. Read-Aloud/Review: Read the Grading Rubric for A View From the Bridge to know the requirements for the scene presentation.

    4. Work Period: In your group of 2-4 students read your scene of 2-3 pages from A View From the Bridge. Read aloud and apply the grading rubric to your character roles.

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we understand the requirements to present our scenes from A View from the Bridge to the class?

    TOMORROW, FRIDAY, OCTOBER 27th-MONDAY, OCTOBER 30th:

  • MIDTERM EXAM (it will be about 7% of the 1st marking period grade). It will be a multiple-choice test. Questions will ask you the following: theme/central idea, characterization, author's purpose, conflict, resolution and setting.

    Make up owed HW (these assignments were due on Monday!):

  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    DUE NEXT WEDNESDAY, NOVEMBER 1st:

  • ALL makeup assignments are due (by the end of the school day)! It's the last day of the 1st marking period.

    DUE MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Wednesday, October 25th, 2017: 1. Do Now: Finish answering yesterday's questions. In your group of 2-4 students (in which you will present a scene of 2-3 pages from A View From the Bridge), you must do and answer the following:
  • Assign character roles
  • Read aloud the scene
  • How would you introduce your scene to an audience?
  • How does your scene fit into the entire play?
  • Which central idea (family, love, honor or justice and the law) does your scene focus on and why?

    Turn in owed HW.

    Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share one of the answers from the Do Now.

    3. Introduce Scene Grading Requirements: Read the Grading Rubric for A View From the Bridge to know the requirements for the scene presentation.

    4. Work Period: In your group of 2-4 students read your scene of 2-3 pages from A View From the Bridge. Read aloud your character roles. Here are the suggested scenes:

  • pp. 7-9
  • pp. 37-39
  • pp. 62-63
  • pp. 83-85

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we understand the significance of our chosen scene, the relevant central idea, and preparation to present to the class? Make up owed HW (these assignments were due on Monday!):
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    THIS FRIDAY, OCTOBER 27th-MONDAY, OCTOBER 30th:

  • MIDTERM EXAM (it will be about 7% of the 1st marking period grade). It will be a multiple-choice test. Questions will ask you the following: theme/central idea, characterization, author's purpose, conflict, resolution and setting.

    DUE NEXT WEDNESDAY, NOVEMBER 1st:

  • ALL makeup assignments are due (by the end of the school day)! It's the last day of the 1st marking period.

    DUE MONDAY, NOVEMBER 6th:

  • A VIEW FROM THE BRIDGE SCENE PRESENTATIONS (grade value=about 10% of the 2nd marking period). You will be graded as a group on the following Grading Rubric for A View From the Bridge.
  • Tuesday, October 24th, 2017: 1. Do Now: How would you summarize your scene from the play, A View From the Bridge? Write 2-3 sentences with your chosen group. You should have chosen one of these scenes (or another scene approved by the teacher):
  • pp. 7-9
  • pp. 37-39
  • pp. 62-63
  • pp. 83-85

    Turn in owed HW.

    Discuss/Share: Turn and talk with your table mates and share with the captain. Captains will share their answers.

    3. Work Period: In your group of 2-4 students (in which you will present a scene of 2-3 pages from A View From the Bridge), you must do and answer the following:

  • Assign character roles
  • Read aloud the scene
  • How would you introduce your scene to an audience?
  • How does your scene fit into the entire play?
  • Which central idea (family, love, honor or justice and the law) does your scene focus on and why?

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text.
  • RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  • SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
  • How can we understand the significance of our chosen scene, the relevant central idea, and preparation to present to the class? Make up owed HW (these assignments were due yesterday!):
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    Make up owed HW (see previous days' assignments)

  • Monday, October 23rd, 2017: 1. Do Now: Choose one of the following self-assessment questions to answer:
  • What were your strengths in your Central Idea Essay? Identify at least two.
  • If you had more time, how would you change your Central Idea Essay?
  • Why is the Central Idea Essay a valuable piece of writing for college?

    Turn in HW: Central Idea Essay with grading rubric and Researching Central Idea Essay handout

    Discuss/Share: Turn and talk with your table mates and share with the captain (this person was captain last Wednesday and will continue this week). Captains will share their answers.

    3. Work Period: Choose a group of 2-4 students to work with to present a scene of 2-3 pages from A View From the Bridge. Choose character roles. Read aloud the scene. Begin to interpret the scene in your own words (2-4 sentences). Choose one of these scenes (or choose another scene and obtain teacher's approval):

  • pp. 7-9
  • pp. 37-39
  • pp. 62-63
  • pp. 83-85

    Common Core Standards:

  • RI.11-12.1: 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 self-assess our central idea essays? Make up owed HW (these assignments were due today!):
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). You MUST turn in the assignment before 8th period on Monday, October 23rd. Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    Make up owed HW (see previous days' assignments)

  • Friday, October 20th, 2017: Work Period: Work on the HW (due this Monday):

    1. Complete the Researching Central Idea Essay handout. Use the following websites to assist you:

  • Central Idea Essay Example #1
  • Central Idea Essay Example #2

    2. CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). You MUST turn in the assignment before 8th period on Monday, October 23rd. Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we research central idea essays and understand strengths and weaknesses to prepare composing our own central idea essays? DUE THIS MONDAY, OCTOBER 23rd:
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). You MUST turn in the assignment before 8th period on Monday, October 23rd. Lateness Penalty: For each day late, you will have -10 points deducted from this MAJOR assignment's grade.

    Make up owed HW (see previous days' assignments)

  • Thursday, October 19th, 2017: 1. Do Now: Read the Researching Central Idea Essay handout. Access your assigned computer.

    Show owed HW.

    2. Work Period: Complete the Researching Central Idea Essay handout. Use the following websites to assist you:

  • Central Idea Essay Example #1
  • Central Idea Essay Example #2

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we research central idea essays and understand strengths and weaknesses to prepare composing our own central idea essays? DUE MONDAY, OCTOBER 23rd:
  • Turn in the classwork: Researching Central Idea Essay handout.
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). You MUST turn in the assignment before 8th period on Monday, October 23rd.

    Make up owed HW (see previous days' assignments)

  • Wednesday, October 18th, 2017: 1. Do Now: Throughout the play, the contrast between Eddie and Rodolpho characterizes both of them as the following, respectively:
    (1) educated vs. uneducated
    (2) warm vs. cold
    (3) masculine vs. feminine
    (4) predictable vs. unpredictable

    *Cite textual evidence (a quote and a page number) and explain reasoning for your answer.

    Show owed HW.

    2. Discuss/Share #1: Turn and talk with your table mates and share with the captain (this person was captain last Wednesday and will continue this week). Captains will share their answers.

    3. Discuss/Share #2: Review HW: Discussion Questions on A View From the Bridge and textual evidence.

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we identify and analyze key events and character interactions that support central ideas in A View From the Bridge? DUE MONDAY, OCTOBER 23rd:
  • CENTRAL IDEA ESSAY ON A VIEW FROM THE BRIDGE: You will follow the OUTLINE and you will be graded on the RUBRIC (page 1). This will be 50% of the 1st marking period grade. You should use your t-charts and all homework and classwork relevant to A View From the Bridge to assist you in writing this essay. If you follow the outline carefully, you will be successful! Follow Ms. Conn's Writing Standards to include a proper heading or e-mail (if you choose to e-mail the assignment). You MUST turn in the assignment before 8th period on Monday, October 23rd.

    Make up owed HW (see previous days' assignments)

  • Tuesday, October 17th, 2017: 1. Do Now: Eddie's final monologue on p. 84 supports the theme (or central idea) of
    (1) the lack of justice and breaking the law
    (2) disloyalty and betrayal of family
    (3) romantic love and heartbreak
    (4) religious values and honor

    *Explain reasoning for your answer.

    Show owed HW.

    2. Discuss/Share #1: Turn and talk with your table mates and share with the captain (this person was captain last Wednesday and will continue this week). Captains will share their answers.

    3. Discuss/Share #2: Review HW: take-home quiz answers and textual evidence (and, if time allows, the discussion questions and textual evidence).

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we identify and analyze key events and character interactions that shocked 1950's audiences watching A View From the Bridge? Make up owed HW (see previous days' assignments)
    Monday, October 16th, 2017: 1. Do Now: What are controversial events, character portrayals, or character interactions in the play that shocked 1950's audiences? Explain reasons for your answers.

    Show HW: A View From the Bridge Take-Home Quiz (value=20 points; homework and classwork credit), Discussion Questions on A View From the Bridge (value=homework and classwork credit), and any owed HW.

    2. Discuss/Share #1: Turn and talk with your table mates and share with the captain (this person was captain last Wednesday and will continue this week). Captains will share their answers.

    3. Discuss/Share #2: Review HW: take-home quiz answers and textual evidence (and, if time allows, the discussion questions and textual evidence).

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we identify and analyze key events and character interactions that shocked 1950's audiences watching A View From the Bridge? Make up owed HW (see previous days' assignments)
    Thursday-Friday, October 12th-13th, 2017: Work Period: Work on HW due Monday (and any owed HW). Here are the assignments due Monday--which were provided in class (for classwork and homework credit):
  • A View From the Bridge Take-Home Quiz (value=20 points; homework and classwork credit): You MUST cite textual evidence for each answer.
  • Discussion Questions on A View From the Bridge (value=homework and classwork credit): You MUST cite textual evidence for each answer.

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we improve our academic vocabulary skills and prepare for a central idea essay on A View From the Bridge? DUE NEXT MONDAY, OCTOBER 16th (each assignment will have classwork and homework credit, so that's double credit!):
  • A View From the Bridge Take-Home Quiz (value=20 points; homework and classwork credit). You MUST cite textual evidence for each answer.
  • Discussion Questions on A View From the Bridge (value=homework and classwork credit). You MUST cite textual evidence for each answer.

    Make up owed HW (see previous days' assignments)

  • Wednesday, October 11th, 2017: 1. Do Now: QUIZ on ACADEMIC VOCABULARY

    Turn in HW: Turn in the Central Idea Research Handout and any owed HW.

    2. Work Period: Write this question in your LA section. What are your overall impressions of the play A View From the Bridge (consider the plot, the characters and the playwright's message)?

  • 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.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we improve our academic vocabulary skills and prepare for a central idea essay on A View From the Bridge? DUE NEXT MONDAY, OCTOBER 16th (each assignment will have classwork and homework credit, so that's double credit!):
  • A View From the Bridge Take-Home Quiz (value=20 points; homework and classwork credit)
  • Discussion Questions on A View From the Bridge (value=homework and classwork credit)

    Make up owed HW (see previous days' assignments)

  • Tuesday, October 10th, 2017: 1. Do Now:
  • Read the Central Idea Research Handout. Access your assigned computer.

    Show HW: Show two final t-charts (pp. 57-86), academic vocabulary flashcards, academic vocabulary story, and any owed HW.

    2. Work Period:

  • Conduct internet research and complete the Central Idea Research Handout.

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we conduct research on the central ideas present in A View From the Bridge? DUE TOMORROW, WEDNESDAY, OCTOBER 11th:
  • Complete today's classwork, if necessary. Here it is: Central Idea Research Handout
  • ACADEMIC VOCABULARY QUIZ. Study the 35 vocabulary words and know their definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.

    Make up owed HW (see previous days' assignments)

    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!!

  • Thursday-Friday, October 5th-6th, 2017: Work Period:
    1. Work on owed HW (make sure that you take care of the zeroes on jupitergrades).

    2. Work on HW due next week: DUE NEXT TUESDAY, OCTOBER 10th:

  • 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.
  • VOCABULARY STORY: You will write a creative story on the topic of "Goodness in America" 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 "Goodness in America" You may want to write a non-fiction (true) story about the good qualities about your community, education, family, friends, neighbors, etc. You may want to create a fiction (fake) story about "The Goodness in America" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 from the Academic Vocabulary correctly in your story. Here's the heading format:
    Ms. Conn                                             Your Name 
    College Readiness, Period                    Date 
    Assignment: Academic Vocab. Story 
                          
                            Original Title
    
    

    DUE NEXT TUESDAY, OCTOBER 10th

  • In your LA section, READ the rest of A View From the Bridge and compose TWO FINAL T-CHARTS for pp. 57-67 and 68-86. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE NEXT WEDNESDAY, OCTOBER 11th:

  • ACADEMIC VOCABULARY QUIZ. Study the 35 vocabulary words and know their definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we understand the benevolent qualities of the characters and the author's message in A View From the Bridge AND improve our academic vocabulary knowledge? DUE NEXT TUESDAY, OCTOBER 10th:
  • 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.
  • VOCABULARY STORY: You will write a creative story on the topic of "Goodness in America" 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 "Goodness in America" You may want to write a non-fiction (true) story about the good qualities about your community, education, family, friends, neighbors, etc. You may want to create a fiction (fake) story about "The Goodness in America" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 from the Academic Vocabulary correctly in your story. Here's the heading format:
    Ms. Conn                                             Your Name 
    College Readiness, Period                    Date 
    Assignment: Academic Vocab. Story 
                          
                            Original Title
    
    

    DUE NEXT TUESDAY, OCTOBER 10th

  • In your LA section, READ the rest of A View From the Bridge and compose TWO FINAL T-CHARTS for pp. 57-67 and 68-86. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE NEXT WEDNESDAY, OCTOBER 11th:

  • ACADEMIC VOCABULARY QUIZ. Study the 35 vocabulary words and know their definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.

    Make up owed HW (see previous days' assignments)

    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!!

  • Wednesday, October 4th, 2017: 1. Do Now:
  • Which phrase from the text of A View From the Bridge best illustrates the meaning of "patsy" as used by Eddie on p. 46?
    (1) "She can't marry you, can she?" (Alfieri)
    (2) "You did your job, now it's her life" (Alfieri)
    (3) "Well, all right, thanks. Thanks very much" (Eddie)
    (4) "He's stealing from me!" (Eddie)

    *Explain reasoning for your answer.

    Show HW: Show Act I Journal #2 and any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. Captains will share answers with the class.
  • Introduce Academic Vocabulary and HW.
  • Volunteers share intriguing evidence and analysis of central ideas that highlight the benevolent qualities of the characters and a positive slant on the author's message in pp. 34-56. Consider the remaining questions to answer: If this play was set in 2017, how would it be different or the same? Eddie wants control over Catherine's life and her romantic partner. How can you relate (in terms of your relationship with your parents)? Why is Alfieri's character important? In movies and books, what roles do spectator characters play? Eddie is considered a tragic hero with a major flaw that could lead to his downfall. What is his flaw, and what do you believe could be his downfall?

    Common Core Standards:

  • RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases on grade level reading and content.
  • How can we understand the benevolent qualities of the characters and the author's message in A View From the Bridge AND improve our academic vocabulary knowledge? DUE NEXT TUESDAY, OCTOBER 10th:
  • 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.
  • VOCABULARY STORY: You will write a creative story on the topic of "Goodness in America" 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 "Goodness in America" You may want to write a non-fiction (true) story about the good qualities about your community, education, family, friends, neighbors, etc. You may want to create a fiction (fake) story about "The Goodness in America" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 from the Academic Vocabulary correctly in your story. Here's the heading format:
    Ms. Conn                                             Your Name 
    College Readiness, Period                    Date 
    Assignment: Academic Vocab. Story 
                          
                            Original Title
    
    

    DUE NEXT TUESDAY, OCTOBER 10th

  • In your LA section, READ the rest of A View From the Bridge and compose TWO FINAL T-CHARTS for pp. 57-67 and 68-86. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE NEXT WEDNESDAY, OCTOBER 11th:

  • ACADEMIC VOCABULARY QUIZ. Study the 35 vocabulary words and know their definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.

    Make up owed HW (see previous days' assignments)

    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!!

  • Tuesday, October 3rd, 2017: 1. Do Now:
  • In A View From the Bridge, the narrator portrays Beatrice's benevolent quality as
    (1) adventurous
    (2) assertive
    (3) ebullient
    (4) gluttonous

    *Explain reasoning for your answer, and cite textual evidence (a quote with a page #).

    Show HW: Show T-Chart for pp. 44-56 and any owed HW.

    2. Discuss/Share:

  • Turn and talk with your table mates. New captains will share answers with the class.
  • Volunteers share intriguing evidence and analysis of central ideas that highlight the benevolent qualities of the characters and a positive slant on the author's message in pp. 34-56. Consider the following questions: Why is the budding relationship between Catherine and Rodolpho a good thing? What's the author's message about Catherine growing up? What are the positive qualities about Rodolpho? Why is Beatrice an atypical character for the 1950's? If this play was set in 2017, how would it be different or the same? Eddie wants control over Catherine's life and her romantic partner. How can you relate (in terms of your relationship with your parents)? Why is Alfieri's character important? In movies and books, what roles do spectator characters play? Eddie is considered a tragic hero with a major flaw that could lead to his downfall. What is his flaw, and what do you believe could be his downfall?

    Common Core Standards:

  • RI.11-12.1: 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 benevolent qualities of the characters and the author's message in A View From the Bridge? DUE TOMORROW, WEDNESDAY, OCTOBER 4th:
  • Read all of Act I (pp. 3-56) of A View From the Bridge. Central Idea Journal: Write a journal focusing on one of these central ideas that are present in the play--Love, Family, Honor, or Justice and the Law. Your journal must be TWO pages (450-500 words, typed, double-spaced pages with 12 point font, Times New Roman) and must include your personal reflections/anecdotes/epiphanies and textual evidence from throughout Act I (pp. 3-56) of A View From the Bridge to support the central idea. Your evidence should be cited like this example: Beatrice said, "Here, take the bags!" (21). You need to PROVE that you've read the entire act (all the way until p. 56).

    DUE TUESDAY, OCTOBER 10th:

  • 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.
  • VOCABULARY STORY: You will write a creative story on the topic of "Goodness in America" 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 "Goodness in America" You may want to write a non-fiction (true) story about the good qualities about your community, education, family, friends, neighbors etc. You may want to create a fiction (fake) story about "The Goodness in America" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 from the Academic Vocabulary correctly in your story. Here's the heading format:
    Ms. Conn                                             Your Name 
    College Readiness, Period                    Date 
    Assignment: Academic Vocab. Story 
                          
                            Original Title
    
    

    DUE TUESDAY, OCTOBER 10th

  • In your LA section, READ the rest of A View From the Bridge and compose TWO FINAL T-CHARTS for pp. 57-67 and 68-86. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    Make up owed HW (see previous days' assignments)

    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!!

  • Monday, October 2nd, 2017: 1. Do Now:
  • What is the most fascinating fact discovered in your research on the History of Your Neighborhood?
  • A View From the Bridge is seen by a civilized spectator's distance through the eyes of
    (1) Eddie
    (2) Catherine
    (3) Marco
    (4) Alfieri

    *Explain reasoning for your answer, and cite textual evidence (a quote with a page #).

    Show HW: Turn in handouts (History of Your Neighborhood and Exit Slip) and show T-Chart for pp. 34-43.

    2. Discuss/Share:

  • Turn and talk with your table mates. New captains will share answers with the class.
  • Volunteers share intriguing evidence and analysis of central ideas in pp. 34-43.

    Common Core Standards:

  • RI.11-12.1: 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 find value in the internet research on the history of our neighborhood and make connections to A View From the Bridge? DUE TOMORROW, TUESDAY, OCTOBER 3rd:
  • In your LA section, compose a T-CHART for pp. 44-56 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE THIS WEDNESDAY, OCTOBER 4th:

  • Read all of Act I (pp. 3-56) of A View From the Bridge. Central Idea Journal: Write a journal focusing on one of these central ideas that are present in the play--Love, Family, Honor, or Justice and the Law. Your journal must be TWO pages (450-500 words, typed, double-spaced pages with 12 point font, Times New Roman) and must include your personal reflections/anecdotes/epiphanies and textual evidence from throughout Act I (pp. 3-56) of A View From the Bridge to support the central idea. Your evidence should be cited like this example: Beatrice said, "Here, take the bags!" (21). You need to PROVE that you've read the entire act (all the way until p. 56).

    Make up owed HW (see previous days' assignments)

    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!!

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

    Show HW: T-Chart on pp. 24-33.

    2. Work Period: Conduct Internet Research and complete the History of Your Neighborhood handout.

    3. Exit Slip

    Common Core Standards:

  • RI.11-12.1: 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 conduct internet research on the history of our neighborhood and compare and contrast to the setting of A View From the Bridge? DUE THIS MONDAY, OCTOBER 2nd:
  • Finish today's classwork: History of Your Neighborhood handout and Exit Slip. You will be graded for completed handouts!
  • In your LA section, compose a T-CHART for pp. 34-43 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE TUESDAY, OCTOBER 3rd:

  • In your LA section, compose a T-CHART for pp. 44-56 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE WEDNESDAY, OCTOBER 4th:

  • Read all of Act I (pp. 3-56) of A View From the Bridge. Central Idea Journal: Write a journal focusing on one of these central ideas that are present in the play--Love, Family, Honor, or Justice and the Law. Your journal must be TWO pages (450-500 words, typed, double-spaced pages with 12 point font, Times New Roman) and must include your personal reflections/anecdotes/epiphanies and textual evidence from throughout Act I (pp. 3-56) of A View From the Bridge to support the central idea. Your evidence should be cited like this example: Beatrice said, "Here, take the bags!" (21). You need to PROVE that you've read the entire act (all the way until p. 56).

    Make up owed HW (see previous days' assignments)

  • Thursday, September 28th, 2017: 1. Do Now: The passage as a whole on p. 17 supports the theme (or central idea) that with
    (1) approval of family comes societal freedom
    (2) honor comes love of family
    (3) gossip comes trouble with the law
    (4) following justice and the law comes honor to the country

    **Explain and identify textual evidence to support your answer.

    Show owed HW

    2. Discuss/Share #1: Turn and talk over the Do Now with your table mates. Captains will gather their table mates' answers to the Do Now. Captains will share their table mates' answers with the class.

    3. Discuss/Share #2: Volunteer sharing and evaluation of the play thus far. Here are discussion questions. Use textual evidence to support your answers.

  • What are your first impressions of Eddie? How does Eddie interact with Catherine, his niece, and Beatrice, his wife? How would you characterize him (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What are your first impressions of Catherine? How does Catherine interact with Eddie, her uncle, and Beatrice, her aunt? How would you characterize her (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What are your first impressions of Beatrice? How does Beatrice interact with Eddie, her husband, and Catherine, her niece? How would you characterize her (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What other literary techniques (like setting, tone, conflict, mood) have importance in this play so far and why?
  • Which central ideas (love, family, justice and the law, or honor) stand out the most in the first 23 pages and why?
  • What do you believe is the author's purpose in writing this play and why?
  • What do you personally like most about the play so far and why?

    Common Core Standards:

  • RI.11-12.1: 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 identify and analyze central ideas and literary techniques in the first 23 pages of the play? DUE TOMORROW, FRIDAY, SEPTEMBER 29th:
  • In your LA section, compose a T-CHART for pp. 24-33 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE MONDAY, OCTOBER 2nd:

  • In your LA section, compose a T-CHART for pp. 34-43 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE TUESDAY, OCTOBER 3rd:

  • In your LA section, compose a T-CHART for pp. 44-56 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE WEDNESDAY, OCTOBER 4th:

  • Read all of Act I (pp. 3-56) of A View From the Bridge. Central Idea Journal: Write a journal focusing on one of these central ideas that are present in the play--Love, Family, Honor, or Justice and the Law. Your journal must be TWO pages (450-500 words, typed, double-spaced pages with 12 point font, Times New Roman) and must include your personal reflections/anecdotes/epiphanies and textual evidence from throughout Act I (pp. 3-56) of A View From the Bridge to support the central idea. Your evidence should be cited like this example: Beatrice said, "Here, take the bags!" (21). You need to PROVE that you've read the entire act (all the way until p. 56).

    Make up owed HW (see previous days' assignments)

  • Wednesday, September 27th, 2017: 1. Do Now: Alfieri's opening soliloquy on pp. 4-5 in A View From the Bridge contributes to a central idea of justice and the law by suggesting that
    A.) Italians have acquired glamorous characteristics
    B.) the neighborhood has dealt with compensation, evictions and family squabbles
    C.) people in Brooklyn have more self awareness
    D.) scientists have discovered an increase in natural disasters

    **Explain and identify textual evidence to support your answer.

    Show HW: T-Chart for pp. 14-23 in A View From the Bridge.

    2. Discuss/Share #1: Turn and talk over the Do Now with your table mates. Captains will gather their table mates' answers to the Do Now. Captains will share their table mates' answers with the class.

    3. Discuss/Share #2: Volunteer sharing and evaluation of the play thus far. Here are discussion questions. Use textual evidence to support your answers.

  • What are your first impressions of Eddie? How does Eddie interact with Catherine, his niece, and Beatrice, his wife? How would you characterize him (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What are your first impressions of Catherine? How does Catherine interact with Eddie, her uncle, and Beatrice, her aunt? How would you characterize her (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What are your first impressions of Beatrice? How does Beatrice interact with Eddie, her husband, and Catherine, her niece? How would you characterize her (personality traits, actions, thoughts, feelings, speech, and interactions with other characters)?
  • What other literary techniques (like setting, tone, conflict, mood) have importance in this play so far and why?
  • Which central ideas (love, family, justice and the law, or honor) stand out the most in the first 23 pages and why?
  • What do you believe is the author's purpose in writing this play and why?
  • What do you personally like most about the play so far and why?

    Common Core Standards:

  • RI.11-12.1: 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 identify and analyze central ideas and literary techniques in the first 23 pages of the play? DUE THIS FRIDAY, SEPTEMBER 29th:
  • In your LA section, compose a T-CHART for pp. 24-33 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE MONDAY, OCTOBER 2nd:

  • In your LA section, compose a T-CHART for pp. 34-43 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE TUESDAY, OCTOBER 3rd:

  • In your LA section, compose a T-CHART for pp. 44-56 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    DUE WEDNESDAY, OCTOBER 4th:

  • Read all of Act I (pp. 3-56) of A View From the Bridge. Central Idea Journal: Write a journal focusing on one of these central ideas that are present in the play--Love, Family, Honor, or Justice and the Law. Your journal must be TWO pages (450-500 words, typed, double-spaced pages with 12 point font, Times New Roman) and must include your personal reflections/anecdotes/epiphanies and textual evidence from throughout Act I (pp. 3-56) of A View From the Bridge to support the central idea. Your evidence should be cited like this example: Beatrice said, "Here, take the bags!" (21). You need to PROVE that you've read the entire act (all the way until p. 56).

    Make up owed HW (see previous days' assignments)

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

    Show owed HW: T-Chart and Journal for pp. 3-13 in A View From the Bridge.

    2. Begin HW.

    Common Core Standards:

  • RI.11-12.1: 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:
  • In your LA section, compose a T-CHART for pp. 14-23 in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea. Check out an exemplary quote, introduction to the quote, and analysis of the quote below:
    Alfieri stated in his soliloquy, "But this is Red Hook, not Sicily. This is the slum...this is the gullet of New York" (p. 4). Alfieri is characterized as a knowledgeable lawyer who has insider knowledge about the setting of this play and the background of the characters. He appears to be the informant about justice and the law, and provides this information to the audience.

    Make up owed HW (see previous days' assignments)

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

    Show HW: T-Chart and Journal for pp. 3-13 in A View From the Bridge.

    Common Core Standards:

  • RI.11-12.1: 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. FINISH DIAGNOSTIC EXAM

    Show HW: The quote and analysis from pp. 3-7 in A View From the Bridge.

    2. Begin HW.

    Common Core Standards:

  • RI.11-12.1: 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 on author's purpose, theme, vocabulary in context, literary analysis and the purpose of figurative language? DUE THIS MONDAY, SEPTEMBER 25th:
  • T-CHART FOR pp. 3-13: In your LA section, compose a T-CHART for the first ten pages (pp. 3-13) in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea.
  • Central Idea Journal on pp. 3-13 in A View From the Bridge: Write a journal focusing on one of these Central Ideas that are present in the opening of the play--Love, Family, Honor, or Justice and the Law. Your journal must be ONE page (typed, double-spaced page with 12 point font, Times New Roman font; you can e-mail the journal to hconn@schools.nyc.gov). You must include your personal experiences/reflections/anecdotes/epiphanies and textual evidence (at least one reference to the play's revelation of one of these Central Ideas: Love, Family, Honor, or Justice and the Law) from pp. 3-13 of A View From the Bridge to support the central idea. You MUST include at least TWO quotes to support your central idea. You also should clearly explain how those quotes connect to the central idea you chose. Include a heading with the following: Your Name, Ms. Conn, Date, College Readiness, Period _____, Assignment Title: Central Idea Journal for pp. 3-13.

    Make up owed HW (see previous days' assignments)

  • Tuesday, September 19th, 2017: DIAGNOSTIC EXAM

    Common Core Standards:

  • RI.11-12.1: 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 on author's purpose, theme, vocabulary in context, literary analysis and the purpose of figurative language? DUE TOMORROW, WEDNESDAY, SEPTEMBER 20th:
  • You will finish the DIAGNOSTIC EXAM IN CLASS.
  • Read pp. 3-7 (the first five pages) of A View From the Bridge and determine which central idea (theme/main idea/author's message) you'd like to focus on and explain your reason. Choose a central idea from the following choices: LOVE, FAMILY, HONOR, or JUSTICE AND THE LAW. Find textual evidence (a quote and a page #) to support your choice. Also, choose a literary technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) that supports the central idea you chose. Include textual evidence (a quote and a page #) to support the literary technique you chose that connects to the central idea you chose. Then, analyze the quote. Here's an example: Beatrice said, "Here, take the bags!" (21). Beatrice is characterized as a demanding and compassionate woman who prioritizes family helping each other.

    DUE MONDAY, SEPTEMBER 25th:

  • T-CHART FOR pp. 3-13: In your LA section, compose a T-CHART for the first ten pages (pp. 3-13) in A View From the Bridge. On one side, include QUOTES (choose THREE; include the character speaking and the page #) from the play that support your chosen central idea (love, honor, family, or justice and the law). On the other side, include ANALYSIS (2-3 sentences for each quote) of how the author uses a chosen literary element/technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) to develop that central idea.
  • Central Idea Journal on pp. 3-13 in A View From the Bridge: Write a journal focusing on one of these Central Ideas that are present in the opening of the play--Love, Family, Honor, or Justice and the Law. Your journal must be ONE page (typed, double-spaced page with 12 point font, Times New Roman font; you can e-mail the journal to hconn@schools.nyc.gov). You must include your personal experiences/reflections/anecdotes/epiphanies and textual evidence (at least one reference to the play's revelation of one of these Central Ideas: Love, Family, Honor, or Justice and the Law) from pp. 3-13 of A View From the Bridge to support the central idea. You MUST include at least TWO quotes to support your central idea. You also should clearly explain how those quotes connect to the central idea you chose. Include a heading with the following: Your Name, Ms. Conn, Date, College Readiness, Period _____, Assignment Title: Central Idea Journal for pp. 3-13.

    Make up owed HW (see previous days' assignments)

  • Monday, September 18th, 2017:
    1. Do Now: Vocabulary List #1 Quiz

    *Show owed HW:

    2. Work Period on A View From the Bridge: Finish reading the introduction to A View From the Bridge. Finish answering the following questions in your LA section.

  • What have you learned from the introduction, written by the playwright (the author of the play) about the plot, characters, setting and conflicts? (Cite textual evidence--quotes and page numbers)
  • How are the following themes--Love, Family, Honor and Justice and the Law--present in the play? (Cite textual evidence--quotes and page numbers)

  • Check out A View From the Bridge to take home.

    3. Discuss/Share: Volunteers will share their answers from the work period.

    4. Introduce HW.

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we evaluate the content of A View From the Bridge from the playwright's introduction? DUE THIS WEDNESDAY, SEPTEMBER 20th:
  • Read the first five pages of A View From the Bridge and determine which central idea (theme/main idea/author's message) you'd like to focus on and explain your reason. Choose a central idea from the following choices: LOVE, FAMILY, HONOR, or JUSTICE AND THE LAW. Find textual evidence (a quote and a page #) to support your choice. Also, choose a literary technique (characterization, conflict, metaphor, simile, setting, symbolism or tone) that supports the central idea you chose. Include textual evidence (a quote and a page #) to support the literary technique you chose that connects to the central idea you chose. Then, analyze the quote. Here's an example: Beatrice said, "Here, take the bags!" (21). Beatrice is characterized as a demanding and compassionate woman who prioritizes family helping each other.

    Make up owed HW (see previous days' assignments)

  • Friday, September 15th, 2017:
    1. Do Now: What are movies, books or any stories that you can recall where the protagonist was an important person and falls to disaster through a combination of personal failings and circumstances? Identify the works of literature and describe the protagonist's fall to disaster.

    *Show HW: syllabus handout, flashcards and vocabulary story

    2. Discuss/Share: Turn and talk with your table mates. Captains will share the answers compiled from each table.

    3. A View From the Bridge Mini-Lesson: Read the introduction to A View From the Bridge. Answer the following questions in your LA section.

  • What have you learned from the introduction, written by the playwright (the author of the play) about the plot, characters, setting and conflicts? (Cite textual evidence--quotes and page numbers)
  • How are the following themes--Love, Family, Honor and Justice and the Law--present in the play? (Cite textual evidence--quotes and page numbers)

    4. HW Reminders

    Common Core Standards:

  • RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we evaluate the content of A View From the Bridge from the playwright's introduction? DUE THIS MONDAY, SEPTEMBER 19th:
  • VOCABULARY QUIZ on Vocabulary List #1. Study the 30 vocabulary words and know their definitions and how to use each vocabulary word in a sentence. This quiz will be 10% of the 1st marking period grade.

    Make up owed HW (see previous days' assignments)

  • Thursday, September 14th, 2017:
    1. Do Now: What can you predict about Arthur Miller's A View From the Bridge?

    *Show owed HW: Binder with labeled sections, completedGoal Sheet and Good Deed paragraph (10-12 sentences)

    2. Discuss/Share #1: Turn and talk with your table mates. Captains will share the answers compiled from each table.

    3. Discuss/Share #2: Review answers for the Webquest for A View From the Bridge.

    4. Syllabus Mini-Lesson: Read and review the Junior English Syllabus for Fall, 2017.

    5. HW Reminders

    Common Core Standards:

  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we use our webquest research on the author and themes to determine the content of A View From the Bridge? Make up owed HW (see previous days' assignments)

    DUE TOMORROW, FRIDAY, SEPTEMBER 15th:

  • Turn in the completed, last page of the Junior English Syllabus for Fall, 2017
  • VOCABULARY FLASHCARDS: Create 30 flashcards for Vocabulary List #1 on index cards, loose leaf or an electronic device. On the front of the card, write the vocabulary word and part of speech (noun, verb, adjective or adverb). On the back of the card, write the definition and an original sentence (not the sentences provided). *You may use an electronic device.
  • VOCABULARY STORY: You will write a creative story on the topic of "The Immigrant Experience." Your story must include 15 of the words taken from List #1. You must use 15 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "The Immigrant Experience." You may want to write a non-fiction (true) story about "The Immigrant Experience" for your family, friends, or neighbors. You may want to create a fiction (fake) story about "The Immigrant Experience" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 15 chosen vocabulary words correctly in your story. Here's the heading format: Ms. Conn Your Name College Readiness, Period Date Assignment: Vocabulary List #1 Story Original Title

    DUE NEXT MONDAY, SEPTEMBER 19th:

  • VOCABULARY QUIZ on Vocabulary List #1. Study the 30 vocabulary words and know their 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: Access your assigned laptop. Begin the Webquest for A View From the Bridge.

    *Show owed HW: Binder with labeled sections, completedGoal Sheet and Good Deed paragraph (10-12 sentences)

    2. Work Period: Complete the Webquest for A View From the Bridge. You may work with a partner or independently. Turn it in.

    3. Syllabus Mini-Lesson: Read and review the Junior English Syllabus for Fall, 2017.

    4. HW Reminders

    Common Core Standards:

  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively prepare to read A View From the Bridge? Make up owed HW (see previous days' assignments)

    DUE THIS FRIDAY, SEPTEMBER 15th:

  • Turn in the completed, last page of the Junior English Syllabus for Fall, 2017
  • VOCABULARY FLASHCARDS: Create 30 flashcards for Vocabulary List #1 on index cards, loose leaf or an electronic device. On the front of the card, write the vocabulary word and part of speech (noun, verb, adjective or adverb). On the back of the card, write the definition and an original sentence (not the sentences provided). *You may use an electronic device.
  • VOCABULARY STORY: You will write a creative story on the topic of "The Immigrant Experience." Your story must include 15 of the words taken from List #1. You must use 15 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "The Immigrant Experience." You may want to write a non-fiction (true) story about "The Immigrant Experience" for your family, friends, or neighbors. You may want to create a fiction (fake) story about "The Immigrant Experience" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 15 chosen vocabulary words correctly in your story. Here's the heading format: Ms. Conn Your Name College Readiness, Period Date Assignment: Vocabulary List #1 Story Original Title

    DUE NEXT MONDAY, SEPTEMBER 19th:

  • VOCABULARY QUIZ on Vocabulary List #1. Study the 30 vocabulary words and know their 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. (When completed, finish HW, if necessary)

    *Show HW: Binder with labeled sections, completedGoal Sheet and Good Deed paragraph (10-12 sentences)

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

    3. Vocabulary Mini-Lesson: Introduce SAT/College Vocabulary List #1

    4. Work Period: Work on HW (assignments owed today and assignments due on Friday).

    Common Core Standards:

  • L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11 reading and content.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we effectively improve our vocabulary skills and prepare to read A View From the Bridge? Make up owed HW (see previous days' assignments)

    DUE THIS FRIDAY, SEPTEMBER 15th:

  • Turn in the completed, last page of the Junior English Syllabus for Fall, 2017
  • VOCABULARY FLASHCARDS: Create 30 flashcards for Vocabulary List #1 on index cards, loose leaf or an electronic device. On the front of the card, write the vocabulary word and part of speech (noun, verb, adjective or adverb). On the back of the card, write the definition and an original sentence (not the sentences provided). *You may use an electronic device.
  • VOCABULARY STORY: You will write a creative story on the topic of "The Immigrant Experience." Your story must include 15 of the words taken from List #1. You must use 15 of the words correctly and underline them in a story that makes sense and adheres (connects) to the topic of "The Immigrant Experience." You may want to write a non-fiction (true) story about "The Immigrant Experience" for your family, friends, or neighbors. You may want to create a fiction (fake) story about "The Immigrant Experience" between characters in a fantasy world, another country or universe. Write four pages handwritten OR two pages 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 15 chosen vocabulary words correctly in your story. Here's the heading format: Ms. Conn Your Name College Readiness, Period Date Assignment: Vocabulary List #1 Story Original Title

    DUE NEXT MONDAY, SEPTEMBER 19th:

  • VOCABULARY QUIZ on Vocabulary List #1. Study the 30 vocabulary words and know their 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:
  • Bring in a binder/notebook with the appropriately labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Literary Skills (LS), Regents Strategies (RS), and Homework (HW). They must be labeled at home and shown during the "Do Now" time only.
  • Complete the Goal Sheet.
  • 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!

    DUE FRIDAY, SEPTEMBER 15th:

  • Turn in the completed, last page of the Junior English Syllabus for Fall, 2017
  • Friday, September 8th, 2017:
    1. Do Now: Introduce Diagnostic Exam (Part 1: Regents multiple-choice questions section)

    2. Work Period: Work on the 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.
  • SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners.
  • How can we prove our reading comprehension and multiple-choice question skills? DATE CHANGE: DUE THIS TUESDAY, SEPTEMBER 12th, 2017:
  • Bring in a binder/notebook with the appropriately labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Literary Skills (LS), Regents Strategies (RS), and Homework (HW). They must be labeled at home and shown during the "Do Now" time only.
  • Complete the Goal Sheet.
  • Thursday, September 7th, 2017:
    1. Do Now: Access a computer. 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 and Diagnostic Exam introduced:

  • Binder/Notebook with labeled sections--Why is this helpful? What do you believe is the purpose for creating labeled sections in a notebook?
  • Diagnostic Exam (multiple-choice questions from an English Regents Exam)--What are strategies for success when reading passages? What are strategies for success when answering multiple-choice questions?

    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:
  • Bring in a binder/notebook with the appropriately labeled sections: Do Nows and Aims (DNA), Literary Analysis (LA), Literary Skills (LS), Regents Strategies (RS), and Homework (HW). They must be labeled at home and shown during the "Do Now" time only.