Junior Assignments, Spring 2008

Junior Assignments
Winter/Spring 2008

DateAgendaAIMHomework Assignment
Monday, June 16th, 2008: 1. Do Now: Review the Essay Outline Exam questions and answers.

2. Review task essays and strategies for success on each section of the exam.

Students will analyze strategies for success on the English Regents Exam.
  • Review all notes, exams and strategies for success on the English Regents. DON'T FORGET--THE ENGLISH REGENTS IS ON WEDNESDAY AT 8:15AM AND THURSDAY AT 8:15AM. DON'T BE LATE!!!!! SLEEP WELL, EAT A GOOD BREAKFAST AND BRING MULTIPLE PENS AND PENCILS, ALONG WITH YOUR SCHOOL ID.
  • Examine old Regents exams HERE.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by TOMORROW, Thursday, June 12th (during class time).
  • Friday, June 13th, 2008: 1. Do Now: Review the multiple choice questions and answers.

    2. Examine sample, high scoring essays for Task I.

    Students will examine high scoring essays. Students will practice note-taking and listening skills.
  • Examine old Regents exams HERE.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by TOMORROW, Thursday, June 12th (during class time).
  • Thursday, June 12th, 2008: 1. Do Now: Task I practice--listen, take copious notes and go over the multiple choice questions and answers.

    2. Examine sample, high scoring essays for Task I.

    Students will examine high scoring essays. Students will practice note-taking and listening skills.
  • Examine old Regents exams HERE.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by TOMORROW, Thursday, June 12th (during class time).
  • Wednesday, June 11th, 2008: Work Period: Read sample essays that scored 5s and 6s for the Tasks I, II, III and IV that everyone has completed. What do they all have in common? What should you strive for? What should you avoid? Students will examine high scoring essays, analyzing the components of a well developed, interpreted, organized essay with sophisticated language.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by TOMORROW, Thursday, June 12th (during class time).
  • Tuesday, June 10th, 2008: Work Period: Read sample essays that scored 5s and 6s for the Tasks I, II, III and IV that everyone has completed. What do they all have in common? What should you strive for? What should you avoid? Students will examine high scoring essays.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by Thursday, June 12th (during class time).
  • Monday, June 9th, 2008: 1. Do Now: Read over the grading rubrics for each of the essays for Tasks I, II, III and IV. What do they all have in common? What should you strive for? What should you avoid?

    2. Examine sample essays that scored 5s and 6s. What should you work on to achieve a high score?

    Students will examine the criteria for a high scoring essay.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed--all HW must be turned in by Thursday, June 12th (during class time).
  • Friday, June 6th, 2008: EXAM ON ESSAY OUTLINES Students will be assessed on their knowledge of essay writing for the Regents.
  • Continue to prepare for the upcoming English Regents Exam, including the outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed.
  • Wednesday, June 4th, 2008: Work Period: Study for the exam on Friday. Work on HW owed. Students will work on pre-writing strategies and essay outlining for the Regents.
  • DUE THIS FRIDAY, JUNE 6th: Exam on all outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed.
  • Tuesday, June 3rd, 2008: 1. Do Now: Work on the multiple choice questions for the June 2006 Session One Task One--pages 2-4.

    2. Work Period: Introduce the Task I Essay Outline. Start writing the Task I Essay.

    Students will work on pre-writing strategies and essay composition for Task I on the Regents.
  • DUE TOMORROW, WEDNESDAY, JUNE 4th: Task I Essay using the Task I Essay Outline.


  • DUE THIS FRIDAY, JUNE 6th: Exam on all outlines--Task I Essay Outline, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Make up HW owed.
  • Monday, June 2nd, 2008: 1. Do Now: Vocabulary Quiz

    2. Listening Passage: Listen and take notes to an account on Christopher Reeve. Take notes and begin to answer the multiple choice questions for the June 2006 Session One Task One--pages 2-4. Write down names, dates, important events, all details that support the task, situation and multiple choice questions.

    Students will be assessed on learned vocabulary. Students will practice listening and notetaking skills for Task I on the Regents.
  • Make up HW owed.
  • DUE THIS FRIDAY, JUNE 6th: Exam on all outlines--Task I Outline coming soon, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Friday, May 30th, 2008: Work Period: Work on HW owed, prepare for Monday's quiz, and review all outlines. Students will engage in individual and group work, preparing for upcoming assessments.
  • Make up HW owed.
  • DUE MONDAY, JUNE 2nd: Vocabulary Quiz on the 10 unknown words identified individually from the Task II packet.
  • DUE FRIDAY, JUNE 6th: Exam on all outlines--Task I Outline coming soon, Task II Essay Outline, Task III essay outline, Task IV Critical Lens Essay Outline.
  • Thursday, May 29th, 2008: 1. Discuss/Analyze: Share and analyze the Task II Packet--pages 5-9--examining the multiple choice questions and answers.

    2. Work Period: Work on the HW due tomorrow.

    Students will analyze the Task II text, graphic, and questions.
  • Make up HW owed.
  • DUE TOMORROW, FRIDAY, MAY 30TH: Define 10 unknown words from the Task II packet. Write an original, complex sentence for each unknown word.
  • Wednesday, May 28th, 2008: 1. Discuss/Analyze: Share and analyze the Task II Packet--pages 5-9--examining the annotations and multiple choice questions and answers.

    2. Work Period: Work on the HW due tomorrow--Compose the Task II essay from the Task II Packet--pages 5-9. Use the Task II Essay Outline as a guide to write the essay.

    Students will analyze the Task II text, graphic, and questions. Students will prepare to write the Task II essay.
  • Make up HW owed.
  • DUE TOMORROW, THURSDAY, MAY 29TH: Compose the Task II essay from the Task II Packet--pages 5-9. Use the Task II Essay Outline as a guide to write the essay.
  • Tuesday, May 27th, 2008: 1. Discuss/Analyze: Share and analyze classmates' Critical Lens Essays--p. 8. Discuss the Critical Lens Essay Outline.

    2. Work Period: Work on owed HW and begin the Task II essay, using the Task II Essay Outline as a guide to write the essay.

    Students will analyze the components of the Task IV (Critical Lens) essay by engaging in discussion and revision.
  • Make up HW owed.
  • DUE THURSDAY, MAY 29TH: Compose the Task II essay from the Task II Packet--pages 5-9. Use the Task II Essay Outline as a guide to write the essay.
  • Friday, May 23rd, 2008: 1. Discuss/Analyze: Share and analyze classmates' Critical Lens Essays--p. 8. Discuss the Critical Lens Essay Outline.

    2. Work Period: Start HW.

    Students will analyze the components of the Task IV (Critical Lens) essay by engaging in discussion and revision.
  • DUE TUES, MAY 27th: Work on the Task II Packet--pages 5-9; read the passage and analyze the document, taking summary notes in the margin and circle/underline important text that addresses the task; answer the multiple choice questions.
  • Thursday, May 22nd, 2008: 1. Work Period: Discuss the strategies to succeed on a Critical Lens Essay--p. 8. Discuss the Critical Lens Essay Outline. Work on the Task IV Critical Lens Essay. Students will prepare to work and write the Task IV (Critical Lens) essay by engaging in pre-writing exercises of brainstorming and sample outline analysis.
  • DUE TOMORROW, FRIDAY, MAY 22ND: Critical Lens Essay, using the Critical Lens Essay Outline.
  • Wednesday, May 21st, 2008: 1. Do Now: Analyze two Critical Lens quotes and examine the instructions pages.

    2. Discussion/Analysis: Discuss the strategies to succeed on a Critical Lens Essay--p. 8. Introduce the Critical Lens Essay Outline.

    Students will prepare to work on the Task IV (Critical Lens) essay by engaging in pre-writing exercises of brainstorming and sample outline analysis.
  • DUE FRIDAY: Critical Lens Essay, using the Critical Lens Essay Outline.
  • Tuesday, May 20th, 2008: 1. Work Period: Work on HW owed. Choose TWO novels that you know VERY well. Freewrite two full pages per novel (that's a total of FOUR full pages!) which can be used for the Task IV (Critical Lens) essay. Freewriting involves writing everything known about the novel, including plot summary, characterization of the characters, setting description, and other literary elements. Students will prepare to work on the Task IV (Critical Lens) essay by engaging in a pre-writing exercise of freewriting.
  • Make up any HW owed.
  • Monday, May 19th, 2008: 1. Do Now: Read and offer critical feedback for your neighbor's Task III essay--instructions can be found on p. 2 in the January 2007 Task III. Use the Task III essay outline to evaluate the essay.

    2. Discuss/Analyze: Discuss, share and analyze the components of the Task III essay. Examine the grading rubric for the Task III essay.

    3. If time allows, freewrite two full pages on one novel which can be used for the Task IV (Critical Lens) essay. Freewriting involves writing everything known about the novel, including plot summary, characterization of the characters, setting description, and other literary elements.

    Students will examine the components of a successful Task III essay, which compares and contrasts a poem and a passage.
  • Make up any HW owed.
  • Friday, May 16th, 2008: 1. Do Now: Finish reading aloud and sharing literary elements and other strategies used in the January 2007 Task III. Read the short story aloud. Summarize and identify literary elements, including the author's tone, characterization, setting, symbolism, etc. Share reading strategies

    2. Discuss: Task III essay--instructions can be found on p. 2 in the January 2007 Task III. Use the Task III essay outline to write the essay.

    Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a passage.
  • Task III essay: instructions can be found on p. 2 in the January 2007 Task III. Use the Task III essay outline to write the essay.
  • Thursday, May 15th, 2008: 1. Do Now: Vocabulary Quiz!

    2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the short story aloud. Summarize and identify literary elements, including the author's tone, characterization, setting, symbolism, etc. Share reading strategies.

    Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a passage.
  • Make up any HW owed.
  • Wednesday, May 14th, 2008: 1. Do Now: Study the unknown words and the definitions you looked up for HW. Show your completed vocabulary HW and the list of five books that may be used on the Critical Lens essay.

    2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the poem aloud. Summarize the poem, identify the poet's tone toward the subject (grandmothers) and the literary devices used.

    Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a poem. Due TOMORROW:
  • Vocabulary Quiz on the 10 words identified in yesterday's Task III packet. Know their definitions and how they're used in sentences.
  • Tuesday, May 13th, 2008: 1. Do Now: Write a list of all unknown words (at least FIVE) in the Task III packet. Show your completed Task III HW--the multiple choice questions and the annotations on the poem and short story.

    2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the poem and short story aloud, and answer the multiple choice questions as a class. Share reading strategies and multiple choice question strategies used.

    Students will determine reading strategies they are familiar with (metacognition) and strategies they'd like to learn. Due TOMORROW:
  • Use the Merriam-Webster Dictionary Online to look up at least 10 unknown words from the Task III packet. Bring in the definitions tomorrow.
  • Write a list of five books that you know VERY well. Include their authors. These are books that you could write about on the Regents Exam--Critical Lens section.
  • Monday, May 12th, 2008: 1. Do Now: Examine a sample Regents Exam and brainstorm all reading strategies you use for reading passages and poems and answering multiple choice questions. Using the sample Regents Exam, independently brainstorm (on a looseleaf, which you will divide into 3 sections--Reading Strategies I Know, Reading Strategies I'd Like to Learn, and Areas of Reading Needing Improvement) reading strategies that you would use to take this exam. Suggested questions to answer: What do you do while you're reading the directions? What are you thinking about while reading the directions? What do you do while reading the poem? The short story? What are you thinking about while reading the poem? The short story? When do you read the multiple choice questions? What do you do while reading the multiple choice questions? What are you thinking about? Do you use any strategies that help your success on a reading portion of an exam?

    2. Discuss: Share reading strategies used in reading exams. Are there any similar strategies? Are there any strategies that you would like to employ? If so, write them in the "Reading Strategies I'd Like to Learn" section of your looseleaf paper.

    3. Work Period: If time allows, begin to take the January 2007 Regents Section II Part A ONLY. Read the poem and short story, and answer the multiple choice questions (not the essay). Be ready to share reading strategies and multiple choice question strategies used.

    Students will determine reading strategies they are familiar with (metacognition) and strategies they'd like to learn. Due TOMORROW:
  • Finish the January 2007 Regents Section II Part A ONLY. Read the poem and short story, and answer the multiple choice questions (not the essay). Be ready to share reading strategies and multiple choice question strategies used.
  • MONTHS OF FEBRUARY, MARCH, APRIL, and MAY 1-9, 2008: See Mr. Diaz's syllabus: click HERE. See Mr. Diaz's syllabus: click HERE. See Mr. Diaz's syllabus: click HERE.
    Friday, February 8th, 2008: 1. Do Now: Brainstorm the following literary terms: alliteration, characterization, conflict, flashback, foreshadowing, hyperbole, imagery, irony, metaphor, motif, mood, oxymoron, personification, plot, setting, simile, symbol, theme, tone. Work with a partner. Identify as many literary terms that you know and their definitions. When a teacher (Ms. Conn or Mr. Diaz) gives you the OK, put your literary term and definition on the chart paper. When done with your brainstorming, proceed with finishing the reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice.

    2. Discussion: Discuss/Share literary terms with class. Keep a glossary of literary terms in your literature section.

    3. Reading/Analysis of Chapter 1 of 1984: Share the literary terms revealed and the summary of the first ten pages of 1984.

    Students will review the literary terms they know and how they can apply to the first ten pages of 1984. Students will work on main ideas of the opening pages of 1984. Due MONDAY:
  • Read Chapter 1 (up to p. 20) in 1984. Identify and describe a literary element on a post-it for each page. Write one-sentence summary for each page.
  • Thursday, February 7th, 2008: 1. Do Now: Brainstorm literary terms. Work with a partner. Identify as many literary terms that you know and their definitions. When a teacher (Ms. Conn or Mr. Diaz) gives you the OK, put your literary term and definition on the chart paper. When done with your brainstorming, proceed with reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice.

    2. Discussion: Discuss/Share literary terms with class. Keep a glossary of literary terms in your literature section.

    3. Reading/Analysis of Chapter 1 of 1984: Continue with reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice AND write one sentence summary for each page in the novel. Work with a partner.

    Students will review the literary terms they know and how they can apply to the opening pages of 1984. Students will work on main ideas of the opening pages of 1984. Due TOMORROW:
  • Read up to p. 10 in 1984. Identify and describe a literary element on a post-it for each page. Write one-sentence summary for each page.
  • Wednesday, February 6th, 2008: 1. Do Now--Reading/Analysis of the opening of 1984: Analyze the front cover, read the back of the novel, and read the first page. Predict the plot. Identify the mood, imagery, setting, and the protagonist (Winston Smith) on post-its.

    2. Discuss/Analyze: Discuss students' analysis of the mood, imagery, setting, and the protagonist (Winston Smith).

    3. Read aloud: Read aloud pp. 2-3. Analyze, discuss and take notes on post-its on the setting, mood, the characterization of Winston Smith.

    Students will analyze the literary terms of setting, mood, imagery, and characterization of the protagonist in the opening pages of 1984. Make up any HW owed.
    Tuesday, February 5th, 2008: 1. Do Now: Brainstorm the government's depiction of a utopian (perfect) society (in your opinion). Think about the government's impressions of perfect citizens. How would the government lead the people? What laws would be in effect, if any? Write individually, discuss with neighbors and then share with the class.

    2. Discussion: Share Do Now. Share the HW--a new headline for the Daily News that highlights the Superbowl! Write it in alliteration (almost every word starts with the same consonant letter). For example: Champs Chomp Patriots! Share editorial HW.

    Students will analyze a utopian society (from the government's perspective) and the opening of 1984, examining literary terms. Make up any HW owed.
    Monday, February 4th, 2008: 1. Do Now: Brainstorm your depiction of a utopian (perfect) society. Think about the government, the communities (including the streets, businesses, etc.), and the people. How would people treat each other? How would the government lead the people? What laws would be in effect, if any? Write individually, discuss with neighbors and then share with the class.

    2. Introduce HW.

    Students will informally write on utopian society, the portrayal of society in 1984. Due TOMORROW:
  • Write a new headline for the Daily News that highlights the Superbowl! Write it in alliteration (almost every word starts with the same consonant letter). For example: Champs Chomp Patriots!
  • Bring in the owed supplies for this course--binder with five dividers and marble notebook/journal.
  • Find and bring in a current news article (which you've read, of course) that supports or negates (denies) one of the statements from the Anticipation Guide. Find a newspaper (Daily News, Newsday, New York Times, free newspapers, like AM New York or Metro) or use one of these links: Google News (where you can search for the topic of interest from the Anticipation Guide), Newsday, Daily News. Write a 250-word (or more) editorial on the article. An editorial is a writing that reveals your opinions on facts in the news. Editorials are always in newspapers--you may want to read a few to understand the format.
  • Friday, February 1st, 2008: 1. Do Now: Finish yesterday's "Deep Thought" Written Response. Students will finish writing a 250-word "Deep Thought" response to one of the statements in the Anticipation Guide, providing a detailed explanation supporting their beliefs.

    2. Discussion: Share/Discuss statement choices and beliefs.

    3. Begin HW.

    Students will evaluate their own thinking (metacognition) in a written response to a theme in 1984. Due Monday, February 4th:
  • Bring in the supplies for this course--binder with five dividers and marble notebook/journal.
  • Find and bring in a current news article (which you've read, of course) that supports or negates (denies) one of the statements from the Anticipation Guide. Find a newspaper (Daily News, Newsday, New York Times, free newspapers, like AM New York or Metro) or use one of these links: Google News (where you can search for the topic of interest from the Anticipation Guide), Newsday, Daily News. Write a 250-word (or more) editorial on the article. An editorial is a writing that reveals your opinions on facts in the news. Editorials are always in newspapers--you may want to read a few to understand the format.
  • Thursday, January 31st, 2008: 1. Do Now: Finish discussion/sharing of student opinions on the statements outlined in the Anticipation Guide.

    2. Written Response: Students will individually write a 250-word "Deep Thought" response to one of the statements in the Anticipation Guide, providing a detailed explanation supporting their beliefs.

    3. Discussion: Share/Discuss statement choices and beliefs.

    Students will evaluate their own thinking (metacognition) in a written response to a theme in 1984. Due Monday, February 4th:
  • Bring in the supplies for this course--binder with five dividers and marble notebook/journal.
  • Find and bring in a current news article (which you've read, of course) that supports or negates (denies) one of the statements from the Anticipation Guide. Write a 250-word (or more) editorial on the article. An editorial is a writing that reveals your opinions on facts in the news. Editorials are always in newspapers--you may want to read a few to understand the format.
  • Wednesday, January 30th, 2008: 1. Do Now: Introduction of Junior Syllabus for Spring 2008.

    2. Anticipation Guide: Individual survey of themes found in 1984. Students will agree or disagree with each statement.

    3. Discussion: Compare/Contrast responses to Anticipation Guide with a neighbor. Discuss with class.

    Students will learn class policies and procedures. Students will read for information and understanding. Due Monday, February 4th:
  • Bring in the supplies for this course--binder with five dividers and marble notebook/journal.
  • Find and bring in a current news article (which you've read, of course) that supports or negates (denies) one of the statements from the Anticipation Guide. Write a 250-word (or more) editorial on the article. An editorial is a writing that reveals your opinions on facts in the news. Editorials are always in newspapers--you may want to read a few to understand the format.