Junior English Assignments, Spring Semester, 2019

Junior English Assignments
Fall Semester, 2019

DateAgendaAIMHomework Assignment
Friday, November 15th, 2019:
  • See TODAY'S AGENDA
  • See Final Fishbowl Discussion on the novel, The Joy Luck Club
  • How can we engage in a final fishbowl discussion on The Joy Luck Club?? MAKE UP OWED HOMEWORK (see previous days' assignments)
    Thursday, November 14th, 2019:
  • See TODAY'S AGENDA
  • How can we write a central idea essay on The Joy Luck Club?? MAKE UP OWED HOMEWORK (see previous days' assignments)
    Wednesday, November 13th, 2019:
  • See TODAY'S AGENDA
  • See Literary Devices for The Joy Luck Club
  • See Central Idea Essay Rubric and Exemplary Central Idea Essay
  • How can we write a central idea essay on The Joy Luck Club?? DUE TOMORROW, THURSDAY, NOVEMBER 14th:
  • ESSAY EXAM ON THE JOY LUCK CLUB. You MUST study this CENTRAL IDEA ESSAY TEMPLATE. Review your double-entry journals and chapter questions and answers. You will be allowed to use your homework, classwork and novel during the essay exam. The exam will be worth about 15% of the 2nd marking period grade.
  • Tuesday, November 12th, 2019:
  • See TODAY'S AGENDA
  • Show HW for chapter 16 ("A Pair of Tickets" on pp. 267-288). Show the completed The Joy Luck Club Double-Entry Journals. Show the answers for the following questions on chapter 16. Show the citations of textual evidence (a quote and page number from the text) to support each answer.
    1.) How does Jing-Mei connect to her Chinese background?
    2.) Why does Jing-Mei struggle to connect to her Chinese background?
    3.) What captivated (fascinated) you about Jing-Mei's mother's story with her twin sisters?
    4.) How can you describe Jing-Mei's meeting her twin sisters at the end of the chapter? How does this meeting connect to a theme (message/lesson) that repeats throughout the novel?
  • How can we cite textual evidence that supports the analysis of how Chinese culture and relationships develop in chapter 16 in The Joy Luck Club?? DUE THIS THURSDAY, NOVEMBER 14th:
  • ESSAY EXAM ON THE JOY LUCK CLUB. You MUST study this CENTRAL IDEA ESSAY TEMPLATE. Review your double-entry journals and chapter questions and answers. You will be allowed to use your homework, classwork and novel during the essay exam. The exam will be worth about 15% of the 2nd marking period grade.
  • Friday, November 8th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion for Chapter 15
  • How can we cite textual evidence that supports the analysis of how Chinese culture and relationships develop in chapter 15 in The Joy Luck Club?? DUE TUESDAY, NOVEMBER 12th:
  • Read chapter 16 ("A Pair of Tickets" on pp. 267-288). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 16. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) How does Jing-Mei connect to her Chinese background?
    2.) Why does Jing-Mei struggle to connect to her Chinese background?
    3.) What captivated (fascinated) you about Jing-Mei's mother's story with her twin sisters?
    4.) How can you describe Jing-Mei's meeting her twin sisters at the end of the chapter? How does this meeting connect to a theme (message/lesson) that repeats throughout the novel?

    DUE NEXT THURSDAY, NOVEMBER 14th:

  • ESSAY EXAM ON THE JOY LUCK CLUB. You MUST study this CENTRAL IDEA ESSAY TEMPLATE. Review your double-entry journals and chapter questions and answers. You will be allowed to use your homework, classwork and novel during the essay exam. The exam will be worth about 15% of the 2nd marking period grade.
  • Thursday, November 7th, 2019:
  • See TODAY'S AGENDA
  • How can we cite textual evidence that supports the analysis of how Chinese culture, superstitions, and relationships develop in chapter 14 in The Joy Luck Club?? DUE TOMORROW, FRIDAY, NOVEMBER 8th:
  • Read chapter 15 ("Double Face" on pp. 253-266). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 15. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What is one example of the differences between American and Chinese culture?
    2.) What is one example of a superstitious sign in this chapter?
    3.) How can you describe the narrator Lindo's past (her childhood and courtship with her husband)?
    4.) How can you describe the relationship between the narrator, Lindo, and her daughter, Waverly?
  • Wednesday, November 6th, 2019:
  • See TODAY'S AGENDA
  • How can we cite textual evidence that supports the analysis of how Chinese culture, superstitions, and relationships develop in chapter 13 in The Joy Luck Club?? DUE TOMORROW, THURSDAY, NOVEMBER 7th:
  • Read chapter 14 ("Waiting Between the Trees" on pp. 242-252). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 14. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What is one example of the differences between American and Chinese culture?
    2.) What is one example of a superstitious sign in this chapter?
    3.) How can you describe Ying-Ying's shameful past?
    4.) How can you describe the relationship between the narrator, Ying-Ying, and her daughter?
  • Monday, November 4th, 2019:
  • See TODAY'S AGENDA: Vocabulary List #4
  • How can we advance our SAT vocabulary knowledge? DUE WEDNESDAY, NOVEMBER 6th:
  • Read chapter 13 ("Magpies" on pp. 215-241). Complete The Joy Luck Club Double-Entry Journal for chapter 13. Answer the following questions on chapter 13. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) How can you describe the relationship between the narrator, An-Mei, and her mother?
    2.) What's a Chinese immigrant experience in this chapter that could be universal?
    3.) What's a Chinese tradition explained in this chapter?
    4.) What was the revelation of An-Mei's mother's story of how she became an outcast in the family?
  • Friday, November 1st, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion on Chapter 12 ("Best Quality")
  • How can we engage in a fishbowl discussion on the author's choices in chapter 12 ("Best Quality") in The Joy Luck Club? MAKE UP OWED HOMEWORK (see previous days' assignments below)
    Thursday, October 31st, 2019:
  • See TODAY'S AGENDA
  • How can we identify and analyze how Chinese culture, superstitions, and relationships develop in chapters 7-11 in The Joy Luck Club?? DUE TOMORROW, FRIDAY, NOVEMBER 1st:
  • Read chapter 12 ("Best Quality" on pp. 197-209). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 12. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) How can you describe the relationship between the narrator, June, and Waverly?
    2.) Why is the title of this chapter called "Best Quality"?
    3.) What's the symbolism of the jade pendant throughout the chapter?
    4.) How can you describe the relationship between the narrator, June, and her mother?
  • Wednesday, October 30th, 2019:
  • See TODAY'S AGENDA
  • How can we apply our knowledge and strategies to be successful on the Midterm, (a practice English Regents Exam)? DUE TOMORROW, THURSDAY, OCTOBER 31st:
  • Read chapter 11 ("Without Wood" on pp. 185-196). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 11. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) How can you describe the relationship between the narrator, Rose, and her mother?
    2.) Why is the title of this chapter called "Without Wood"?
    3.) What is a Chinese superstition described in this chapter?
    4.) How can you describe the relationship between the narrator, Rose, and her husband?
  • Tuesday, October 29th, 2019:
  • See TODAY'S AGENDA
  • How can we apply our knowledge and strategies to be successful on the Midterm, (a practice English Regents Exam)? DUE TOMORROW, WEDNESDAY, OCTOBER 30th:
  • Read chapter 10 ("Four Directions" on pp. 166-184). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 10. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What news did Waverly want to tell her mother at lunch and why was it a struggle throughout the chapter?
    2.) What flashback occurs in this chapter? How does this flashback reveal Waverly's relationship with her mother?
    3.) How did Waverly's mother criticize Waverly's boyfriend, Rich?
    4.) What is one mistake that Rich made with Waverly's mother and how did it reveal their different backgrounds?
    5.) Why does Waverly think going to China with her mother and Rich would be a good idea?


  • We will FINISH the MIDTERM (English Regents Exam). Just review these strategies for success.
    Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle/underline key words in the questions before reading the passages. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), specific line numbers, vocabulary in context, figurative language (literary devices) and their purpose, tone (author's attitude toward the subject), and author's purpose (Why are we reading this passage? What's the point? Why is it important to us? What should we learn?).
    2.) Underline the line numbers in the reading passages (see the line numbers in the questions). You do this so when you read the passages, you are prepared to focus on the underlined line numbers.
    3.) When you are done reading the passages, cover up the answer choice and answer the questions without looking at the answer choices. Write your own answers in the margins of each question. You do this so you're not distracted by the answer choices, but instead you focus on figuring out the correct answer quickly.
    4.) Eliminate two wrong answers for each question (50-50 rule). You should easily cross out two wrong answers (usually, they have similar/close meanings).
    5.) If you don't know the meanings of unknown words, determine if the words are positive or negative. This will help you figure out which answers to eliminate. Trust your gut instinct about positive or negative sounding words. Also, use your prior knowledge (roots, other languages like Spanish or French) to make your best guess about the meanings of the words.

    Part 2/Argumentative Essay:

    1.) Circle key words in the Topic Question (those key words should be repeated throughout your essay; you may use synonyms of those key words). Establish your Thesis Statement as your answer to the Topic Question.
    2.) Read the four passages (be ready to choose three passages), focusing on underlining evidence that supports the key words from the Topic Question and your Thesis Statement.
    3.) USE THIS ARGUMENTATIVE ESSAY OUTLINE to follow for writing your 5 paragraphs (2-3 handwritten pages) for your essay that always focuses on the Thesis Statement (the answer to the Topic Question). Make sure that you include the counterclaim and your attack on the counterclaim. Include abundant evidence at least 5 direct quotes) from THREE PASSAGES (out of the four you're given). For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The introductory paragraph introduces the Thesis Statement.
    4.) Write your essay of 5 paragraphs that focuses on the Thesis Statement (the answer to the Topic Question). Follow and expand on #3 above. Include sophisticated vocabulary, like THE SAT VOCABULARY LISTS you were given. Cite the evidence (give credit to the passages you've referenced). Make sure that every sentence (except the counterclaim) supports your Thesis Statement. Remember, this is an argumentative essay.

    Part 3/Central Idea Essay:

    1.) Read the passage provided, and identify a central (main) idea in the text. Search for ONE literary element (such as CHARACTERIZATION, conflict, setting, or symbolism) that develops the central idea. Take notes in the margin that support the central idea and the literary element that develops the central idea.
    2.) Create a formal/informal outline of 3 paragraphs (about 1-1 and a 1/2 page), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and ONE literary element that develops the central idea. Stay focused on the central idea (which you clearly identified in a thesis statement in the introduction paragraph). 3.) USE THIS TEMPLATE AND SAMPLE CENTRAL IDEA ESSAY to write your essay of 3 paragraphs (intro. paragraph=4-6 sentences, body paragraph=10-12 sentences, and conclusion=4-6 sentences) that focuses on the central idea and ONE literary element that develops the central idea. Include sophisticated vocabulary, like ALL THE SAT VOCABULARY you were given. Cite the evidence (include at least 3 quotes from the passage provided; give credit to the passage with line #s). Make sure that every sentence supports your central idea.

  • Monday, October 28th, 2019:
  • See TODAY'S AGENDA
  • How can we apply our knowledge and strategies to be successful on the Midterm, (a practice English Regents Exam)? DUE TOMORROW, TUESDAY, OCTOBER 29th:
  • Read chapter 9 ("Rice Husband" on pp. 149-165). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 9. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What are the three things that Lena's mother predicted that come true? Why are her predictions significant to the plot of this chapter?
    2.) How did Arnold die and why is his life significant to Lena's life story?
    3.) How can you describe the relationship between Lena and her husband, Harold?
    4.) Why is the marble table's collapse at the end of the chapter symbolic (representative of something else)?


  • We will continue the MIDTERM (English Regents Exam). Just review these strategies for success.
    Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle/underline key words in the questions before reading the passages. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), specific line numbers, vocabulary in context, figurative language (literary devices) and their purpose, tone (author's attitude toward the subject), and author's purpose (Why are we reading this passage? What's the point? Why is it important to us? What should we learn?).
    2.) Underline the line numbers in the reading passages (see the line numbers in the questions). You do this so when you read the passages, you are prepared to focus on the underlined line numbers.
    3.) When you are done reading the passages, cover up the answer choice and answer the questions without looking at the answer choices. Write your own answers in the margins of each question. You do this so you're not distracted by the answer choices, but instead you focus on figuring out the correct answer quickly.
    4.) Eliminate two wrong answers for each question (50-50 rule). You should easily cross out two wrong answers (usually, they have similar/close meanings).
    5.) If you don't know the meanings of unknown words, determine if the words are positive or negative. This will help you figure out which answers to eliminate. Trust your gut instinct about positive or negative sounding words. Also, use your prior knowledge (roots, other languages like Spanish or French) to make your best guess about the meanings of the words.

    Part 2/Argumentative Essay:

    1.) Circle key words in the Topic Question (those key words should be repeated throughout your essay; you may use synonyms of those key words). Establish your Thesis Statement as your answer to the Topic Question.
    2.) Read the four passages (be ready to choose three passages), focusing on underlining evidence that supports the key words from the Topic Question and your Thesis Statement.
    3.) USE THIS ARGUMENTATIVE ESSAY OUTLINE to follow for writing your 5 paragraphs (2-3 handwritten pages) for your essay that always focuses on the Thesis Statement (the answer to the Topic Question). Make sure that you include the counterclaim and your attack on the counterclaim. Include abundant evidence at least 5 direct quotes) from THREE PASSAGES (out of the four you're given). For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The introductory paragraph introduces the Thesis Statement.
    4.) Write your essay of 5 paragraphs that focuses on the Thesis Statement (the answer to the Topic Question). Follow and expand on #3 above. Include sophisticated vocabulary, like THE SAT VOCABULARY LISTS you were given. Cite the evidence (give credit to the passages you've referenced). Make sure that every sentence (except the counterclaim) supports your Thesis Statement. Remember, this is an argumentative essay.

    Part 3/Central Idea Essay:

    1.) Read the passage provided, and identify a central (main) idea in the text. Search for ONE literary element (such as CHARACTERIZATION, conflict, setting, or symbolism) that develops the central idea. Take notes in the margin that support the central idea and the literary element that develops the central idea.
    2.) Create a formal/informal outline of 3 paragraphs (about 1-1 and a 1/2 page), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and ONE literary element that develops the central idea. Stay focused on the central idea (which you clearly identified in a thesis statement in the introduction paragraph). 3.) USE THIS TEMPLATE AND SAMPLE CENTRAL IDEA ESSAY to write your essay of 3 paragraphs (intro. paragraph=4-6 sentences, body paragraph=10-12 sentences, and conclusion=4-6 sentences) that focuses on the central idea and ONE literary element that develops the central idea. Include sophisticated vocabulary, like ALL THE SAT VOCABULARY you were given. Cite the evidence (include at least 3 quotes from the passage provided; give credit to the passage with line #s). Make sure that every sentence supports your central idea.

  • Friday, October 25th, 2019:
  • See TODAY'S AGENDA
  • How can we apply our knowledge and strategies to be successful on the Midterm, (a practice English Regents Exam)? DUE MONDAY, OCTOBER 28th:
  • Read chapter 8 ("Two Kinds" on pp. 132-144). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 8. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What made Jing-Mei's mother think that Jing-Mei could be a prodigy?
    2.) Why was Jing-Mei resistant to becoming a prodigy?
    3.) What was the outcome of Jing-Mei's piano recital?
    4.) What did Jing-Mei realize after she had played both "Pleading Child" and "Perfectly Contented" a few times and how was that significant (important) to the entire plot of the chapter?


  • We will continue the MIDTERM (English Regents Exam). Just review these strategies for success.
    Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle/underline key words in the questions before reading the passages. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), specific line numbers, vocabulary in context, figurative language (literary devices) and their purpose, tone (author's attitude toward the subject), and author's purpose (Why are we reading this passage? What's the point? Why is it important to us? What should we learn?).
    2.) Underline the line numbers in the reading passages (see the line numbers in the questions). You do this so when you read the passages, you are prepared to focus on the underlined line numbers.
    3.) When you are done reading the passages, cover up the answer choice and answer the questions without looking at the answer choices. Write your own answers in the margins of each question. You do this so you're not distracted by the answer choices, but instead you focus on figuring out the correct answer quickly.
    4.) Eliminate two wrong answers for each question (50-50 rule). You should easily cross out two wrong answers (usually, they have similar/close meanings).
    5.) If you don't know the meanings of unknown words, determine if the words are positive or negative. This will help you figure out which answers to eliminate. Trust your gut instinct about positive or negative sounding words. Also, use your prior knowledge (roots, other languages like Spanish or French) to make your best guess about the meanings of the words.

    Part 2/Argumentative Essay:

    1.) Circle key words in the Topic Question (those key words should be repeated throughout your essay; you may use synonyms of those key words). Establish your Thesis Statement as your answer to the Topic Question.
    2.) Read the four passages (be ready to choose three passages), focusing on underlining evidence that supports the key words from the Topic Question and your Thesis Statement.
    3.) USE THIS ARGUMENTATIVE ESSAY OUTLINE to follow for writing your 5 paragraphs (2-3 handwritten pages) for your essay that always focuses on the Thesis Statement (the answer to the Topic Question). Make sure that you include the counterclaim and your attack on the counterclaim. Include abundant evidence at least 5 direct quotes) from THREE PASSAGES (out of the four you're given). For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The introductory paragraph introduces the Thesis Statement.
    4.) Write your essay of 5 paragraphs that focuses on the Thesis Statement (the answer to the Topic Question). Follow and expand on #3 above. Include sophisticated vocabulary, like THE SAT VOCABULARY LISTS you were given. Cite the evidence (give credit to the passages you've referenced). Make sure that every sentence (except the counterclaim) supports your Thesis Statement. Remember, this is an argumentative essay.

    Part 3/Central Idea Essay:

    1.) Read the passage provided, and identify a central (main) idea in the text. Search for ONE literary element (such as CHARACTERIZATION, conflict, setting, or symbolism) that develops the central idea. Take notes in the margin that support the central idea and the literary element that develops the central idea.
    2.) Create a formal/informal outline of 3 paragraphs (about 1-1 and a 1/2 page), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and ONE literary element that develops the central idea. Stay focused on the central idea (which you clearly identified in a thesis statement in the introduction paragraph). 3.) USE THIS TEMPLATE AND SAMPLE CENTRAL IDEA ESSAY to write your essay of 3 paragraphs (intro. paragraph=4-6 sentences, body paragraph=10-12 sentences, and conclusion=4-6 sentences) that focuses on the central idea and ONE literary element that develops the central idea. Include sophisticated vocabulary, like ALL THE SAT VOCABULARY you were given. Cite the evidence (include at least 3 quotes from the passage provided; give credit to the passage with line #s). Make sure that every sentence supports your central idea.

  • Thursday, October 24th, 2019:
  • See TODAY'S AGENDA
  • How can we apply our knowledge and strategies to be successful on the Midterm, (a practice English Regents Exam)? DUE TOMORROW, FRIDAY, OCTOBER 25th:

  • Read chapter 7 ("Half and Half" on pp. 116-131). Complete The Joy Luck Club Double-Entry Journals. Answer the following questions on chapter 7. Cite textual evidence (a quote and page number from the text) to support each answer.
    1.) What does the small leatherette Bible symbolize in this chapter?
    2.) How did Ted's race and Rose's race affect their relationship?
    3.) How does Chinese culture or superstition influence Rose's family members?
    4.) How does Rose connect her failed marriage to her brother Bing's drowning?


  • We will continue the MIDTERM (English Regents Exam). Just review these strategies for success.
    Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle/underline key words in the questions before reading the passages. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), specific line numbers, vocabulary in context, figurative language (literary devices) and their purpose, tone (author's attitude toward the subject), and author's purpose (Why are we reading this passage? What's the point? Why is it important to us? What should we learn?).
    2.) Underline the line numbers in the reading passages (see the line numbers in the questions). You do this so when you read the passages, you are prepared to focus on the underlined line numbers.
    3.) When you are done reading the passages, cover up the answer choice and answer the questions without looking at the answer choices. Write your own answers in the margins of each question. You do this so you're not distracted by the answer choices, but instead you focus on figuring out the correct answer quickly.
    4.) Eliminate two wrong answers for each question (50-50 rule). You should easily cross out two wrong answers (usually, they have similar/close meanings).
    5.) If you don't know the meanings of unknown words, determine if the words are positive or negative. This will help you figure out which answers to eliminate. Trust your gut instinct about positive or negative sounding words. Also, use your prior knowledge (roots, other languages like Spanish or French) to make your best guess about the meanings of the words.

    Part 2/Argumentative Essay:

    1.) Circle key words in the Topic Question (those key words should be repeated throughout your essay; you may use synonyms of those key words). Establish your Thesis Statement as your answer to the Topic Question.
    2.) Read the four passages (be ready to choose three passages), focusing on underlining evidence that supports the key words from the Topic Question and your Thesis Statement.
    3.) USE THIS ARGUMENTATIVE ESSAY OUTLINE to follow for writing your 5 paragraphs (2-3 handwritten pages) for your essay that always focuses on the Thesis Statement (the answer to the Topic Question). Make sure that you include the counterclaim and your attack on the counterclaim. Include abundant evidence at least 5 direct quotes) from THREE PASSAGES (out of the four you're given). For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The introductory paragraph introduces the Thesis Statement.
    4.) Write your essay of 5 paragraphs that focuses on the Thesis Statement (the answer to the Topic Question). Follow and expand on #3 above. Include sophisticated vocabulary, like THE SAT VOCABULARY LISTS you were given. Cite the evidence (give credit to the passages you've referenced). Make sure that every sentence (except the counterclaim) supports your Thesis Statement. Remember, this is an argumentative essay.

    Part 3/Central Idea Essay:

    1.) Read the passage provided, and identify a central (main) idea in the text. Search for ONE literary element (such as CHARACTERIZATION, conflict, setting, or symbolism) that develops the central idea. Take notes in the margin that support the central idea and the literary element that develops the central idea.
    2.) Create a formal/informal outline of 3 paragraphs (about 1-1 and a 1/2 page), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and ONE literary element that develops the central idea. Stay focused on the central idea (which you clearly identified in a thesis statement in the introduction paragraph). 3.) USE THIS TEMPLATE AND SAMPLE CENTRAL IDEA ESSAY to write your essay of 3 paragraphs (intro. paragraph=4-6 sentences, body paragraph=10-12 sentences, and conclusion=4-6 sentences) that focuses on the central idea and ONE literary element that develops the central idea. Include sophisticated vocabulary, like ALL THE SAT VOCABULARY you were given. Cite the evidence (include at least 3 quotes from the passage provided; give credit to the passage with line #s). Make sure that every sentence supports your central idea.

  • Wednesday, October 23rd, 2019:
  • See TODAY'S AGENDA
  • Show HW: double-entry journals and chapter questions for chapters 5 and 6. Vocabulary mini-story (well-developed paragraph) was due on Monday on JUNO DOC.
  • Review the answers (check for HW and discuss answers in class) for the following questions on Chapter 5 (pp. 89-101) and Chapter 6 (pp. 102-115). Cite textual evidence (quotes from the text) and corresponding page numbers. Chapter 5:
    1.) What was the "art of invisible strength" that Waverly's mother taught her and why did she teach it?
    2.) What are two examples that Waverly associates with Chinese culture?
    3.) How did Waverly learn to play chess?
    4.) What is one challenge that Waverly's mother experiences as a new immigrant in America?
    5.) How can you describe the relationship between Waverly and her mother, and why is it typical/atypical of a parent-child relationship?

    Chapter 6:
    1.) What are challenges that Lena (the narrator) experienced as a biracial girl?
    2.) How can you describe Lena's mother's experience at the American immigration station?
    3.) What were challenges that Lena's mother experienced as a new immigrant and how did Lena and her father help her?
    4.) How can you compare/contrast Lena's relationship with her mother and her neighbor Teresa's relationship with her mother (Mrs. Sorci)?

  • How can we recognize evidence of the Chinese immigrant experience being universal in chapter 5 (The Rules of the Game) and chapter 6 (The Voice from the Wall) in The Joy Luck Club? DUE TOMORROW, THURSDAY, OCTOBER 24th:
  • MIDTERM (English Regents Exam). Just review these strategies for success.
    Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle/underline key words in the questions before reading the passages. The questions will ask about characterization of characters (personality traits, appearance, actions, thoughts/feelings, other people's points of view and dialogue/speech), specific line numbers, vocabulary in context, figurative language (literary devices) and their purpose, tone (author's attitude toward the subject), and author's purpose (Why are we reading this passage? What's the point? Why is it important to us? What should we learn?).
    2.) Underline the line numbers in the reading passages (see the line numbers in the questions). You do this so when you read the passages, you are prepared to focus on the underlined line numbers.
    3.) When you are done reading the passages, cover up the answer choice and answer the questions without looking at the answer choices. Write your own answers in the margins of each question. You do this so you're not distracted by the answer choices, but instead you focus on figuring out the correct answer quickly.
    4.) Eliminate two wrong answers for each question (50-50 rule). You should easily cross out two wrong answers (usually, they have similar/close meanings).
    5.) If you don't know the meanings of unknown words, determine if the words are positive or negative. This will help you figure out which answers to eliminate. Trust your gut instinct about positive or negative sounding words. Also, use your prior knowledge (roots, other languages like Spanish or French) to make your best guess about the meanings of the words.

    Part 2/Argumentative Essay:

    1.) Circle key words in the Topic Question (those key words should be repeated throughout your essay; you may use synonyms of those key words). Establish your Thesis Statement as your answer to the Topic Question.
    2.) Read the four passages (be ready to choose three passages), focusing on underlining evidence that supports the key words from the Topic Question and your Thesis Statement.
    3.) USE THIS ARGUMENTATIVE ESSAY OUTLINE to follow for writing your 5 paragraphs (2-3 handwritten pages) for your essay that always focuses on the Thesis Statement (the answer to the Topic Question). Make sure that you include the counterclaim and your attack on the counterclaim. Include abundant evidence at least 5 direct quotes) from THREE PASSAGES (out of the four you're given). For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) for each paragraph. The introductory paragraph introduces the Thesis Statement.
    4.) Write your essay of 5 paragraphs that focuses on the Thesis Statement (the answer to the Topic Question). Follow and expand on #3 above. Include sophisticated vocabulary, like THE SAT VOCABULARY LISTS you were given. Cite the evidence (give credit to the passages you've referenced). Make sure that every sentence (except the counterclaim) supports your Thesis Statement. Remember, this is an argumentative essay.

    Part 3/Central Idea Essay:

    1.) Read the passage provided, and identify a central (main) idea in the text. Search for ONE literary element (such as CHARACTERIZATION, conflict, setting, or symbolism) that develops the central idea. Take notes in the margin that support the central idea and the literary element that develops the central idea.
    2.) Create a formal/informal outline of 3 paragraphs (about 1-1 and a 1/2 page), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and ONE literary element that develops the central idea. Stay focused on the central idea (which you clearly identified in a thesis statement in the introduction paragraph). 3.) USE THIS TEMPLATE AND SAMPLE CENTRAL IDEA ESSAY to write your essay of 3 paragraphs (intro. paragraph=4-6 sentences, body paragraph=10-12 sentences, and conclusion=4-6 sentences) that focuses on the central idea and ONE literary element that develops the central idea. Include sophisticated vocabulary, like ALL THE SAT VOCABULARY you were given. Cite the evidence (include at least 3 quotes from the passage provided; give credit to the passage with line #s). Make sure that every sentence supports your central idea.

  • Tuesday, October 22nd, 2019:
  • See TODAY'S AGENDA
  • Do today's classwork: Write the answers for the following questions on Chapter 5 (pp. 89-101) and Chapter 6 (pp. 102-115). Cite textual evidence (quotes from the text) and corresponding page numbers. Chapter 5:
    1.) What was the "art of invisible strength" that Waverly's mother taught her and why did she teach it?
    2.) What are two examples that Waverly associates with Chinese culture?
    3.) How did Waverly learn to play chess?
    4.) What is one challenge that Waverly's mother experiences as a new immigrant in America?
    5.) How can you describe the relationship between Waverly and her mother, and why is it typical/atypical of a parent-child relationship?

    Chapter 6:
    1.) What are challenges that Lena (the narrator) experienced as a biracial girl?
    2.) How can you describe Lena's mother's experience at the American immigration station?
    3.) What were challenges that Lena's mother experienced as a new immigrant and how did Lena and her father help her?
    4.) How can you compare/contrast Lena's relationship with her mother and her neighbor Teresa's relationship with her mother (Mrs. Sorci)?

  • How can we recognize evidence of the Chinese immigrant experience being universal in chapter 5 (The Rules of the Game) and chapter 6 (The Voice from the Wall) in The Joy Luck Club? DUE TOMORROW, WEDNESDAY, OCTOBER 23rd: Do the classwork: Write the answers for the following questions on Chapter 5 (pp. 89-101) and Chapter 6 (pp. 102-115). Cite textual evidence (quotes from the text) and corresponding page numbers.

    Chapter 5:
    1.) What was the "art of invisible strength" that Waverly's mother taught her and why did she teach it?
    2.) What are two examples that Waverly associates with Chinese culture?
    3.) How did Waverly learn to play chess?
    4.) What is one challenge that Waverly's mother experiences as a new immigrant in America?
    5.) How can you describe the relationship between Waverly and her mother, and why is it typical/atypical of a parent-child relationship?

    Chapter 6:
    1.) What are challenges that Lena (the narrator) experienced as a biracial girl?
    2.) How can you describe Lena's mother's experience at the American immigration station?
    3.) What were challenges that Lena's mother experienced as a new immigrant and how did Lena and her father help her?
    4.) How can you compare/contrast Lena's relationship with her mother and her neighbor Teresa's relationship with her mother (Mrs. Sorci)?

    Do the classwork assignment DUE YESTERDAY, MONDAY, OCTOBER 21st, on JUNO DOC: compose a mini-vocabulary story, which is a well-developed paragraph (10-12 sentences) on one of the following topics: the immigrant experience in 2019, the immigrant experience in The Joy Luck Club, a day in your life, or life at ITHS. You must properly integrate (include) at least FIVE vocabulary words from List #3 (appall, cognizant, commiserate, expedient, hindrance, kindle, lavish, ludicrous, negligent, and scrutinize).

    DUE THIS WEDNESDAY, OCTOBER 23rd:
    Read chapter 5 ("Rules of the Game" on pp. 89-101) and chapter 6 ("The Voice from the Wall" on pp. 102-115). Complete TWO The Joy Luck Club Double-Entry Journals (one for each chapter).

    Monday, October 21st, 2019:
  • See TODAY'S AGENDA
  • On JUNO DOC, compose a mini-vocabulary story, which is a well-developed paragraph (10-12 sentences) on one of the following topics: the immigrant experience in 2019, the immigrant experience in The Joy Luck Club, a day in your life, or life at ITHS. You must properly integrate (include) at least FIVE vocabulary words from List #3 (appall, cognizant, commiserate, expedient, hindrance, kindle, lavish, ludicrous, negligent, and scrutinize). THIS IS DUE TODAY.
  • How can we compose a piece of writing on the modern-day immigrant experience and integrate vocabulary? Do the classwork assignment DUE TODAY, MONDAY, OCTOBER 21st, on JUNO DOC: compose a mini-vocabulary story, which is a well-developed paragraph (10-12 sentences) on one of the following topics: the immigrant experience in 2019, the immigrant experience in The Joy Luck Club, a day in your life, or life at ITHS. You must properly integrate (include) at least FIVE vocabulary words from List #3 (appall, cognizant, commiserate, expedient, hindrance, kindle, lavish, ludicrous, negligent, and scrutinize).

    DUE THIS WEDNESDAY, OCTOBER 23rd:
    Read chapter 5 ("Rules of the Game" on pp. 89-101) and chapter 6 ("The Voice from the Wall" on pp. 102-115). Complete TWO The Joy Luck Club Double-Entry Journals (one for each chapter).

    Friday, October 18th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion for Chapter 4
  • How can we engage in a fishbowl discussion in which we analyze the universality of the Chinese immigrant experience in chapter 4 (The Moon Lady) in The Joy Luck Club? DUE NEXT WEDNESDAY, OCTOBER 23rd:
    Read chapter 5 ("Rules of the Game" on pp. 89-101) and chapter 6 ("The Voice from the Wall" on pp. 102-115). Complete TWO The Joy Luck Club Double-Entry Journals (one for each chapter).
    Thursday, October 17th, 2019:
  • See TODAY'S AGENDA
  • Discuss and take notes on the answers to the following questions on Chapter 4 (pp. 67-83). Cite textual evidence (quotes from the text) and corresponding page numbers.
    1.) What does Ying-Ying say her earliest recollection (memory) is and why was it forgotten?
    2.) Why does Amah tell Ying-ying that she must keep her wishes secret?
    3.) How did Ying-Ying wind up in the water?
    4.) What is the ultimate fate of the Moon Lady?
    5.) What was the effect on Ying-Ying of listening to the Moon Lady's story?
    6.) What does the Moon Lady symbolize for Ying-Ying?
    7.) What wish did Ying-Ying ask for from the Moon Lady?
    8.) How does Ying-Ying's story reflect her life and that of her daughter?
    9.) How does this chapter reveal the Chinese immigrant experience is universal?

    **When finished with discussion on chapter 4 today, students will offer at least one fishbowl question, answer and textual evidence (a quote and page number) that they'd like to discuss on chapter 4 or anywhere in The Joy Luck Club.

  • How can we recognize evidence of the Chinese immigrant experience being universal in chapter 4 (The Moon Lady) in The Joy Luck Club? DUE NEXT WEDNESDAY, OCTOBER 23rd:
    Read chapter 5 ("Rules of the Game" on pp. 89-101) and chapter 6 ("The Voice from the Wall" on pp. 102-115). Complete TWO The Joy Luck Club Double-Entry Journals (one for each chapter).
    Wednesday, October 16th, 2019:
  • See TODAY'S AGENDA
  • Show HW (before the end of class): The Joy Luck Club Double-Entry Journal
  • With a partner, answer the following questions on Chapter 4 (pp. 67-83). Cite textual evidence (quotes from the text) and corresponding page numbers. This must be shown by the end of class.
    1.) What does Ying-Ying say her earliest recollection (memory) is and why was it forgotten?
    2.) Why does Amah tell Ying-ying that she must keep her wishes secret?
    3.) How did Ying-Ying wind up in the water?
    4.) What is the ultimate fate of the Moon Lady?
    5.) What was the effect on Ying-Ying of listening to the Moon Lady’s story?
    6.) What does the Moon Lady symbolize for Ying-Ying?
    7.) What wish did Ying-Ying ask for from the Moon Lady?
    8.) How does Ying-Ying’s story reflect her life and that of her daughter?
    9.) How does this chapter reveal the Chinese immigrant experience is universal?
  • How can we recognize evidence of the Chinese immigrant experience being universal in chapter 4 (The Moon Lady) in The Joy Luck Club? DUE TODAY, WEDNESDAY, OCTOBER 16th (BY THE END OF CLASS): MAKE UP OWED HW (see previous days' assignments)--ALL WORK FOR 1st marking period MUST be turned in DURING CLASS TODAY, WEDNESDAY, OCTOBER 16th
    Tuesday, October 15th, 2019:
  • See TODAY'S AGENDA
  • With a partner, answer the following questions on Chapter 4 (pp. 67-83). Cite textual evidence (quotes from the text) and corresponding page numbers.
    1.) What does Ying-Ying say her earliest recollection (memory) is and why was it forgotten?
    2.) Why does Amah tell Ying-ying that she must keep her wishes secret?
    3.) How did Ying-Ying wind up in the water?
    4.) What is the ultimate fate of the Moon Lady?
    5.) What was the effect on Ying-Ying of listening to the Moon Lady’s story?
    6.) What does the Moon Lady symbolize for Ying-Ying?
    7.) What wish did Ying-Ying ask for from the Moon Lady?
    8.) How does Ying-Ying’s story reflect her life and that of her daughter?
    9.) How does this chapter reveal the Chinese immigrant experience is universal?
  • How can we recognize evidence of the Chinese immigrant experience being universal in chapter 4 (The Moon Lady) in The Joy Luck Club? DUE WEDNESDAY, OCTOBER 16th:
  • Read chapter 4 ("The Moon Lady") in The Joy Luck Club--pp. 66-83
  • Complete the The Joy Luck Club Double-Entry Journal
    Show classwork questions: With a partner, answer the following questions on Chapter 4 (pp. 67-83). Cite textual evidence (quotes from the text) and corresponding page numbers.
    1.) What does Ying-Ying say her earliest recollection (memory) is and why was it forgotten?
    2.) Why does Amah tell Ying-ying that she must keep her wishes secret?
    3.) How did Ying-Ying wind up in the water?
    4.) What is the ultimate fate of the Moon Lady?
    5.) What was the effect on Ying-Ying of listening to the Moon Lady’s story?
    6.) What does the Moon Lady symbolize for Ying-Ying?
    7.) What wish did Ying-Ying ask for from the Moon Lady?
    8.) How does Ying-Ying’s story reflect her life and that of her daughter?
    9.) How does this chapter reveal the Chinese immigrant experience is universal?

    MAKE UP OWED HW (see previous days' assignments)--ALL WORK FOR 1st marking period MUST be turned in by TOMORROW, WEDNESDAY, OCTOBER 16th

  • Friday, October 11th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion on Chapter 3 in The Joy Luck Club
  • How can we engage in a fishbowl discussion on chapter 3 (The Red Candle) of The Joy Luck Club? DUE WEDNESDAY, OCTOBER 16th:
  • Read chapter 4 ("The Moon Lady") in The Joy Luck Club--pp. 66-83
  • Complete the The Joy Luck Club Double-Entry Journal

    MAKE UP OWED HW (see previous days' assignments)

  • Thursday, October 10th, 2019:
  • See TODAY'S AGENDA
  • Show any owed HW
  • How can we identify evidence of superstitions, traditions and the struggle for autonomy in chapter 3 (The Red Candle) of The Joy Luck Club? MAKE UP OWED HW (see previous days' assignments)
    Tuesday, October 8th, 2019:
  • See TODAY'S AGENDA
  • Show HW: Double-Entry Journal for Chapter 3 of The Joy Luck Club.
  • How can we identify evidence of superstitions, traditions and the struggle for autonomy in chapter 3 (The Red Candle) of The Joy Luck Club? DUE THIS THURSDAY, OCTOBER 10th:
  • NOTEBOOK QUIZ (about 15% of your 1st marking period grade)--prove that you've been taking notes (daily Do Now responses, vocabulary lists 1-3, and notes in your LA section). You will use your notes to answer the short-answer questions.

    MAKE UP OWED HW (see previous days' assignments)

  • Monday, October 7th, 2019:
  • See TODAY'S AGENDA: SAT Vocabulary List #3
  • Work on HW due tomorrow and owed HW.
  • How can we determine the meaning of unknown words using context clues, etymology and an array of visual strategies? DUE TOMORROW, TUESDAY, OCTOBER 8th:
  • Read chapter 3 ("The Red Candle") in The Joy Luck Club--pp. 49-66
  • Complete the The Joy Luck Club Double-Entry Journal

    MAKE UP OWED HW (see previous days' assignments)

  • Friday, October 4th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Handout on Chapters 1 and 2 in The Joy Luck Club.
  • How can we engage in a fishbowl discussion to learn about the Chinese immigrant experience in chapters 1 and 2 in The Joy Luck Club? DUE NEXT TUESDAY, OCTOBER 8th:
  • Read chapter 3 ("The Red Candle") in The Joy Luck Club--pp. 49-66
  • Complete the The Joy Luck Club Double-Entry Journal

    MAKE UP OWED HW (see previous days' assignments)

  • Thursday, October 3rd, 2019:
  • See TODAY'S AGENDA
  • Begin HW.
  • How can we compare/contrast the Chinese immigrant experience in chapter 1 of The Joy Luck Club to other immigrants' experiences? DUE TOMORROW, FRIDAY, OCTOBER 4th:
  • Read chapter 2 ("Scar") in Joy Luck Club--pp. 42-48
  • Complete the Joy Luck Club Double-Entry Journal

    MAKE UP OWED HW (see previous days' assignments)

  • Wednesday, October 2nd, 2019:
  • See TODAY'S AGENDA
  • How can we compare/contrast the Chinese immigrant experience in chapter 1 of The Joy Luck Club to other immigrants' experiences? MAKE UP OWED HW (see previous days' assignments)
    Friday, September 27th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion Handout
  • How can we engage in a fishbowl discussion to learn about the Chinese immigrant experience? DUE WEDNESDAY, OCTOBER 2nd:
  • Read the first chapter ("Joy Luck Club") in Joy Luck Club--pp. 19-41.
  • Complete the Joy Luck Club Double-Entry Journal

    MAKE UP OWED HW (see previous days' assignments)

  • Thursday, September 26th, 2019:
  • See TODAY'S AGENDA
  • How can we develop personal and historical background to a novel on the Chinese immigrant experience? MAKE UP OWED HW (see previous days' assignments)
    Wednesday, September 25th, 2019:
  • See TODAY'S AGENDA
  • See Double-Entry Journal
  • How can we develop personal and analytical connections to an essay on the Japanese immigrant experience? MAKE UP OWED HW (see previous days' assignments)
    Tuesday, September 24th, 2019:
  • See TODAY'S AGENDA
  • See Double-Entry Journal
  • How can we develop personal and analytical connections to an essay on the Japanese immigrant experience? DUE TOMORROW, WEDNESDAY, SEPTEMBER 25th:
  • Double-Entry Journal on "Growing Up Asian in America" (classwork)
  • Monday, September 23rd, 2019:
  • See TODAY'S AGENDA
  • See Double-Entry Journal (to work on after today's vocabulary quiz, if time allows)
  • How can we demonstrate our knowledge of new SAT vocabulary? DUE THIS WEDNESDAY, SEPTEMBER 25th:
  • Double-Entry Journal on "Growing Up Asian in America" (classwork)
  • Friday, September 20th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion on "Growing Up Asian in America"
  • How can we engage in a fishbowl discussion on an essay about the Japanese immigrant experience? DUE THIS MONDAY, SEPTEMBER 23rd:
  • VOCABULARY QUIZ on List 1 and List 2
  • VOCABULARY FLASHCARDS for List 1 and List 2. Put the word and part of speech on the front of the flashcard and the definition and an original sentence (not the sentences provided in the lists above) on the back of the flashcard. Electronic flashcards are acceptable and encouraged (for example: download the flashcard app onto your smart phone!).
  • VOCABULARY STORY for List 1 and List 2. Write a vocabulary story using all of the List 1 and List 2 vocabulary words above. You MUST use all of the words (underline them!). You may write fiction or non-fiction. Topic/Title suggestions include: a day in your life, life at ITHS, junior year, or an approved topic of your choice (approved by Ms. Conn). You do need to use the words correctly in a story that makes sense. Write about one typed page/three paragraphs (uploaded on JUPITERGRADES as a NEW JUNO DOC) underlining all of the vocabulary words. You must write your OWN story.
  • Thursday, September 19th, 2019:
  • See TODAY'S AGENDA
  • See Double-Entry Journal
  • How can we develop personal and analytical connections to an essay on the Japanese immigrant experience? DUE THIS MONDAY, SEPTEMBER 23rd:
  • VOCABULARY QUIZ on List 1 and List 2
  • VOCABULARY FLASHCARDS for List 1 and List 2. Put the word and part of speech on the front of the flashcard and the definition and an original sentence (not the sentences provided in the lists above) on the back of the flashcard. Electronic flashcards are acceptable and encouraged (for example: download the flashcard app onto your smart phone!).
  • VOCABULARY STORY for List 1 and List 2. Write a vocabulary story using all of the List 1 and List 2 vocabulary words above. You MUST use all of the words (underline them!). You may write fiction or non-fiction. Topic/Title suggestions include: a day in your life, life at ITHS, junior year, or an approved topic of your choice (approved by Ms. Conn). You do need to use the words correctly in a story that makes sense. Write about one typed page/three paragraphs (uploaded on JUPITERGRADES as a NEW JUNO DOC) underlining all of the vocabulary words. You must write your OWN story.
  • Wednesday, September 18th, 2019:
  • See TODAY'S AGENDA
  • See Double-Entry Journal
  • How can we develop personal and analytical connections to an essay on the Japanese immigrant experience? DUE NEXT MONDAY, SEPTEMBER 23rd:
  • VOCABULARY QUIZ on List 1 and List 2
  • VOCABULARY FLASHCARDS for List 1 and List 2. Put the word and part of speech on the front of the flashcard and the definition and an original sentence (not the sentences provided in the lists above) on the back of the flashcard. Electronic flashcards are acceptable and encouraged (for example: download the flashcard app onto your smart phone!).
  • VOCABULARY STORY for List 1 and List 2. Write a vocabulary story using all of the List 1 and List 2 vocabulary words above. You MUST use all of the words (underline them!). You may write fiction or non-fiction. Topic/Title suggestions include: a day in your life, life at ITHS, junior year, or an approved topic of your choice (approved by Ms. Conn). You do need to use the words correctly in a story that makes sense. Write about one typed page/three paragraphs (uploaded on JUPITERGRADES as a NEW JUNO DOC) underlining all of the vocabulary words. You must write your OWN story.
  • Tuesday, September 17th, 2019:
  • See TODAY'S AGENDA: Reading Inventory
  • Show any owed HW/finish the Regents Diagnostic (for those students who were absent or get extra time).
  • Work on HW due next Monday.

    *Objective: Students will be able to demonstrate their reading skills and areas of reading comprehension that they need to work on.

  • How can we use the lexile reading inventory to maximize our learning? DUE NEXT MONDAY, SEPTEMBER 23rd:
  • VOCABULARY QUIZ on List 1 and List 2
  • VOCABULARY FLASHCARDS for List 1 and List 2. Put the word and part of speech on the front of the flashcard and the definition and an original sentence (not the sentences provided in the lists above) on the back of the flashcard. Electronic flashcards are acceptable and encouraged (for example: download the flashcard app onto your smart phone!).
  • VOCABULARY STORY for List 1 and List 2. Write a vocabulary story using all of the list 1 and list 2 vocabulary words above. You MUST use all of the words (underline them!). You may write fiction or non-fiction. Topic/Title suggestions include: a day in your life, life at ITHS, junior year, or an approved topic of your choice (approved by Ms. Conn). You do need to use the words correctly in a story that makes sense. Write about one typed page/three paragraphs (uploaded on JUPITERGRADES as a NEW JUNO DOC) underlining all of the vocabulary words. You must write your OWN story.
  • Monday, September 16th, 2019:
  • See TODAY'S AGENDA: SAT Vocabulary Chapter 2
  • Show any owed HW
  • How can we assess/evaluate our understanding of the SAT Vocabulary Chapter 2? DUE NEXT MONDAY, SEPTEMBER 23rd:
  • VOCABULARY QUIZ on List 1 and List 2
  • VOCABULARY FLASHCARDS for List 1 and List 2. Put the word and part of speech on the front of the flashcard and the definition and an original sentence (not the sentences provided in the lists above) on the back of the flashcard. Electronic flashcards are acceptable and encouraged (for example: download the flashcard app onto your smart phone!).
  • VOCABULARY STORY for List 1 and List 2. Write a vocabulary story using all of the List 1 and List 2 vocabulary words above. You MUST use all of the words (underline them!). You may write fiction or non-fiction. Topic/Title suggestions include: a day in your life, life at ITHS, junior year, or an approved topic of your choice (approved by Ms. Conn). You do need to use the words correctly in a story that makes sense. Write about one typed page/three paragraphs (uploaded on JUPITERGRADES as a NEW JUNO DOC) underlining all of the vocabulary words. You must write your OWN story.
  • Friday, September 13th, 2019: 1. Do Now: Listen to the reminder instructions on the importance of the English Regents Diagnostic Exam. Take this exam seriously. It will show which areas you need to work on and which parts of the exam that you need me to focus on this semester.

    2. Work Period: FINISH the English Regents Diagnostic. You may skip around (you may begin the essays (parts 2 and 3) first if you'd prefer. Apply the strategies that you've used in the past and all prior knowledge on how to write successful essays and read and annotate the passages.

    3. Reflections: What were your strengths on today's Diagnostic? What were your weaknesses? How can you be successful on the Regents Exam in January?

    How can we demonstrate our skills in reading comprehension, answering multiple-choice questions, composing an argumentative essay and composing a central idea essay? Make up owed HW (see previous days' assignments)
    Thursday, September 12th, 2019: 1. Do Now: Listen to the reminder instructions on the importance of the English Regents Diagnostic Exam. Take this exam seriously. It will show which areas you need to work on and which parts of the exam that you need me to focus on this semester.

    2. Work Period: Continue the English Regents Diagnostic. You may skip around (you may begin the essays (parts 2 and 3) first if you'd prefer. Apply the strategies that you've used in the past and all prior knowledge on how to write successful essays and read and annotate the passages.

    3. Reflections: What were your strengths on today's Diagnostic? What were your weaknesses? How can you be successful tomorrow as you finish the Regents Diagnostic Exam?

    How can we demonstrate our skills in reading comprehension, answering multiple-choice questions, composing an argumentative essay and composing a central idea essay? Make up owed HW (see previous days' assignments)
    Wednesday, September 11th, 2019: 1. Do Now: Listen to the reminder instructions on the importance of the English Regents Diagnostic Exam. Take this exam seriously. It will show which areas you need to work on and which parts of the exam that you need me to focus on this semester.

    2. Work Period: Continue the English Regents Diagnostic. You may skip around (you may begin the essays (parts 2 and 3) first if you'd prefer. Apply the strategies that you've used in the past and all prior knowledge on how to write successful essays and read and annotate the passages.

    3. Reflections: What were your strengths on today's Diagnostic? What were your weaknesses? How can you be successful tomorrow and the days ahead as you finish the Regents Diagnostic Exam?

    How can we demonstrate our skills in reading comprehension, answering multiple-choice questions, composing an argumentative essay and composing a central idea essay? DUE TOMORROW, THURSDAY, SEPTEMBER 12th:
  • GOOD DEED TO HONOR THE VICTIMS OF 9/11: Write a well-developed paragraph (10-12 sentences) on JUNO DOC (Jupitergrades) in which you write about a GOOD DEED that you will do today to honor the victims 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 may want to use this Volunteer Match to find volunteer opportunities near you. 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
  • Tuesday, September 10th, 2019: 1. Do Now: Listen to the instructions on the importance of the English Regents Diagnostic Exam. Take this exam seriously. It will show which areas you need to work on and which parts of the exam that you need me to focus on this semester.

    2. Work Period: Begin the English Regents Diagnostic. You may skip around (you may begin the essays (parts 2 and 3) first if you'd prefer. Apply the strategies that you've used in the past and all prior knowledge on how to write successful essays and read and annotate the passages.

    3. Reflections: What were your strengths on today's Diagnostic? What were your weaknesses? How can you be successful tomorrow and the days ahead as you finish the Regents Diagnostic Exam?

    How can we demonstrate our skills in reading comprehension, answering multiple-choice questions, composing an argumentative essay and composing a central idea essay? DUE TOMORROW, WEDNESDAY, SEPTEMBER 11th:
  • Summer Assignment (upload the essay on jupitergrades.com as a "new Juno Doc").
  • Monday, September 9th, 2019:
  • See TODAY'S AGENDA: SAT Vocabulary Chapter 1
  • Show HW (turn in the self-assessment handout and show the labeled sections of your notebook).
  • How can we assess/evaluate our understanding of the SAT Vocabulary Chapter 1? DUE THIS WEDNESDAY, SEPTEMBER 11th:
  • Summer Assignment (upload the essay on jupitergrades.com as a "new Juno Doc").
  • Friday, September 6th, 2019:
  • See TODAY'S AGENDA (upload your argumentative essay as a "new Juno Doc" during class (any late uploads will be half credit).
  • "US News and World Report" article on ITHS
  • How can we demonstrate our argumentative writing and speaking skills? DUE THIS MONDAY, SEPTEMBER 9th:
  • Self-Assessment Handout
  • Bring in class supplies: Create labeled sections of a notebook/binder/electronic device: Do Nows and Aims (DNA), Literary Analysis (LA), Language Skills (LS), Regents Strategies (RS), and Homework (HW). You must show these labeled sections during your class time only.

    DUE THIS WEDNESDAY, SEPTEMBER 11th:

  • Summer Assignment (upload the essay on jupitergrades.com as a "new Juno Doc").
  • Thursday, September 5th, 2019:
  • See TODAY'S AGENDA
  • "US News and World Report" article on ITHS
  • How can we demonstrate our argumentative writing and speaking skills? DUE TOMORROW, FRIDAY, SEPTEMBER 6th:
  • Finish the classwork essay! You MUST upload it as a "new Juno Doc" on Jupitergrades.

    DUE MONDAY, SEPTEMBER 9th:

  • Bring in class supplies: Create labeled sections of a notebook/binder/electronic device: Do Nows and Aims (DNA), Literary Analysis (LA), Language Skills (LS), Regents Strategies (RS), and Homework (HW). You must show these labeled sections during your class time only.