Junior English Assignments, Spring Semester, 2019

Junior English Assignments
Spring Semester, 2019

DateAgendaAIMHomework Assignment
Monday, June 17th, 2019:
  • See TODAY'S AGENDA
  • College Planning: 11th Grade Checklist
  • How can we identify one of our semester's themes of the importance of education or the pursuit of the American Dream in a classic film? ENGLISH REGENTS EXAM STRATEGIES (REMEMBER: THE ENGLISH REGENTS EXAM IS THIS WEDNESDAY, JUNE 19th at 8:15am. IF YOU EARNED A 74 OR LOWER ON THE REGENTS EXAM, THEN YOU SHOULD RETAKE IT!!!): Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle 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), speaker's point of view, 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. Compose an essay. Recommendation: create an outline before writing (look at your outlines!). Write the essay that includes 5 paragraphs (2-3 handwritten pages) and 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. For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) and abundant textual evidence (from the passages provided only) for each paragraph. The introductory paragraph introduces the Thesis Statement. Include sophisticated vocabulary. 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 MAIN 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 literary element that develops the central idea.
    2.) Create an essay of 3 paragraphs (recommendation: create an outline before writing the essay), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and the 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). Include sophisticated vocabulary. Cite the evidence (give credit to the passage with line #s). Make sure that every sentence supports your central idea.

    Summer Recommendations: Get a job, volunteer (check out Volunteer Match to find a volunteer opportunity near you, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, do career research HERE and so much more!

    *Read for pleasure and challenge!

    **It was a great pleasure teaching you!

    Friday, June 14th, 2019:
  • See TODAY'S AGENDA
  • College Planning: 11th Grade Checklist
  • How can we identify one of our semester's themes of the importance of education or the pursuit of the American Dream in a classic film? ENGLISH REGENTS EXAM STRATEGIES (REMEMBER: THE ENGLISH REGENTS EXAM IS NEXT WEDNESDAY, JUNE 19th at 8:15am. IF YOU EARNED A 74 OR LOWER ON THE REGENTS EXAM, THEN YOU SHOULD RETAKE IT!!!): Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle 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), speaker's point of view, 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. Compose an essay. Recommendation: create an outline before writing (look at your outlines!). Write the essay that includes 5 paragraphs (2-3 handwritten pages) and 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. For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) and abundant textual evidence (from the passages provided only) for each paragraph. The introductory paragraph introduces the Thesis Statement. Include sophisticated vocabulary. 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 MAIN 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 literary element that develops the central idea.
    2.) Create an essay of 3 paragraphs (recommendation: create an outline before writing the essay), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and the 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). Include sophisticated vocabulary. Cite the evidence (give credit to the passage with line #s). Make sure that every sentence supports your central idea.

    Summer Recommendations: Get a job, volunteer (check out Volunteer Match to find a volunteer opportunity near you, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, do career research HERE and so much more!

    *Read for pleasure and challenge!

    **It was a great pleasure teaching you!

    Thursday, June 13th, 2019:
  • See TODAY'S AGENDA
  • Review the SAT Vocabulary (from the PowerPoint presentations): All Vocabulary Lists
  • How can we attain long-term acquisition of SAT vocabulary? ENGLISH REGENTS EXAM STRATEGIES (REMEMBER: THE ENGLISH REGENTS EXAM IS NEXT WEDNESDAY, JUNE 19th at 8:15am. IF YOU EARNED A 74 OR LOWER ON THE REGENTS EXAM, THEN YOU SHOULD RETAKE IT!!!): Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle 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), speaker's point of view, 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. Compose an essay. Recommendation: create an outline before writing (look at your outlines!). Write the essay that includes 5 paragraphs (2-3 handwritten pages) and 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. For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) and abundant textual evidence (from the passages provided only) for each paragraph. The introductory paragraph introduces the Thesis Statement. Include sophisticated vocabulary. 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 MAIN 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 literary element that develops the central idea.
    2.) Create an essay of 3 paragraphs (recommendation: create an outline before writing the essay), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and the 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). Include sophisticated vocabulary. Cite the evidence (give credit to the passage with line #s). Make sure that every sentence supports your central idea.

    Summer Recommendations: Get a job, volunteer (check out Volunteer Match to find a volunteer opportunity near you, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, do career research HERE and so much more!

    *Read for pleasure and challenge!

    **It was a great pleasure teaching you!

    Wednesday, June 12th, 2019:
  • See TODAY'S AGENDA
  • Review the SAT Vocabulary (from the PowerPoint presentations): All Vocabulary Lists
  • How can we attain long-term acquisition of SAT vocabulary? ENGLISH REGENTS EXAM STRATEGIES (REMEMBER: THE ENGLISH REGENTS EXAM IS NEXT WEDNESDAY, JUNE 19th at 8:15am. IF YOU EARNED A 74 OR LOWER ON THE REGENTS EXAM, THEN YOU SHOULD RETAKE IT!!!): Part 1/Reading Passages and Multiple-Choice Questions:
    1.) Preview the questions AND circle 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), speaker's point of view, 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. Compose an essay. Recommendation: create an outline before writing (look at your outlines!). Write the essay that includes 5 paragraphs (2-3 handwritten pages) and 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. For the body paragraphs, you MUST write 10-12 sentences (ONE FULL PAGE) and abundant textual evidence (from the passages provided only) for each paragraph. The introductory paragraph introduces the Thesis Statement. Include sophisticated vocabulary. 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 MAIN 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 literary element that develops the central idea.
    2.) Create an essay of 3 paragraphs (recommendation: create an outline before writing the essay), with one body paragraph of 10-12 sentences. Include 3-5 direct quotes from the passage that support the central idea and the 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). Include sophisticated vocabulary. Cite the evidence (give credit to the passage with line #s). Make sure that every sentence supports your central idea.

    Summer Recommendations: Get a job, volunteer (check out Volunteer Match to find a volunteer opportunity near you, read books you've always wanted to read and books to challenge your mind, write poetry/creative writing/a book, etc., create a website/blog, enjoy a new hobby (i.e. karate, boxing, software development, game design, salsa dancing, and more), work on your resume (sample high school resumes), write a draft of your college essay, prepare (check out: Ms. Conn's vocabulary lists) and sign up for the fall SAT, figure out what colleges you will apply to and obtain their applications, do career research HERE and so much more!

    *Read for pleasure and challenge!

    **It was a great pleasure teaching you!

    Tuesday, June 11th, 2019:
  • See TODAY'S AGENDA
  • How can we complete all required assignments in this class or serve as a peer tutor to ensure our classmates complete all required assignments? MAKE UP ALL OWED HOMEWORK BY TODAY, TUESDAY, JUNE 11th (by your class period only)!

    DUE THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -30 for 3 or more days late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Friday, June 7th-Monday, June 10th, 2019:
  • See TODAY'S AGENDA
  • How can we evaluate our successes and challenges in this class? MAKE UP ALL OWED HOMEWORK BY TUESDAY, JUNE 11th (by your class period only)!

    DUE THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -30 for 3 or more days late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Wednesday, June 5th, 2019:
  • See TODAY'S AGENDA
  • Fishbowl Discussion after the Research Paper
  • Show owed HW
  • How can we evaluate our success on the research paper? DUE TOMORROW, THURSDAY, JUNE 6th (uploaded on Juno Doc BEFORE MIDNIGHT):
  • REWRITE of Fences Essay: You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay). This is your LAST homework assignment of the school year!

    MAKE UP ALL OWED HOMEWORK BY TUESDAY, JUNE 11th (by your class period only)!

    DUE THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -30 for 3 or more days late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Friday, May 31st, 2019:
  • See TODAY'S AGENDA
  • Show owed HW
  • How can we evaluate our own success on the research paper? DUE NEXT THURSDAY, JUNE 6th (uploaded on Juno Doc BEFORE MIDNIGHT):
  • REWRITE of Fences Essay: You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay). This is your LAST homework assignment of the school year!

    MAKE UP ALL OWED HOMEWORK BY TUESDAY, JUNE 11th (by your class period only)!

    DUE LAST NIGHT THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -10 each day late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Thursday, May 30th, 2019:
  • See TODAY'S AGENDA
  • Show owed HW
  • How can we apply the outline and the grading rubric to compose an effective, cohesive research paper? DUE TONIGHT THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -10 each day late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:
  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Wednesday, May 29th, 2019:
  • See TODAY'S AGENDA
  • Show owed HW
  • How can we use the outline and the grading rubric to compose an effective, cohesive research paper? DUE TOMORROW, THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -10 each day late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:
  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Tuesday, May 28th, 2019:
  • See TODAY'S AGENDA
  • Show HW: Interview Data
  • How can we use the outline to compose an effective, cohesive research paper? DUE THIS THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -10 each day late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:
  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the paper at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.
  • You will be graded on the Research Paper Rubric.

    MAKE UP OWED HW (See previous days' assignments)

  • Friday, May 24th, 2019:
  • See TODAY'S AGENDA
  • How can we identify the components of the research paper by examining the outline? DUE THIS COMING TUESDAY, MAY 28th: Interview Data. Conduct interviews on your research paper question. Ask 5 adults (over 21 years old) and 5 kids (under 21 years old) your research question: How has technology influenced___________________? Please provide each person's answer to the question, name, age, gender, and city of residence for each interviewee (person being interviewed).

    DUE NEXT THURSDAY, MAY 30th (uploaded on Juno Doc BEFORE MIDNIGHT; -10 each day late): RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the essay at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.

    DATE CHANGE: DUE TODAY, THURSDAY, MAY 23rd (at the end of your class period only!):

  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED CLASSWORK: DUE THURSDAY, MAY 16th: FIVE SOURCE CARDS. Follow the Source Card Sample. You can use Easy Bib or Citation Machine to guide you.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Thursday, May 23rd, 2019:
  • See TODAY'S AGENDA
  • Show your completed 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card).
  • How can we identify relevant information from our sources and compose research note cards for our research paper? DUE TUESDAY, MAY 28th: Interview Data. Conduct interviews on your research paper question. Ask 5 adults (over 21 years old) and 5 kids (under 21 years old) your research question: How has technology influenced___________________? Please provide each person's answer to the question, name, age, gender, and city of residence for each interviewee (person being interviewed).

    DUE NEXT THURSDAY, MAY 30th: RESEARCH PAPER (25% of the 3rd marking period): Research Paper requirements include the following:

  • 5-7 pages, typed, double-spaced, 12 point font, Times New Roman font
  • Proper heading that includes your name, teacher's name, class name, class period, date (the due date of the research paper), title (centered), and your last name and page # on each page (in the right hand corner)
  • Do not use any form of first person (I, me, my, we, our, etc.) or second person (you, your, yours, us, etc.).
  • Five, cited sources: All sources must be cited in the essay at least once.
  • Reference to the interview data and a conclusion based on the results.
  • Works Cited Page must be attached to your research paper (it does not count as the 5-7 pages of writing). The Works Cited Page includes all of your source cards listed in alphabetical order.
  • You MUST cite the source when you are using or referring to someone else's words or ideas, when you use information gained through interviewing another person, and when you use any statistic.
  • Follow the OUTLINE.
  • See Sample Research Papers.

    DATE CHANGE: DUE TODAY, THURSDAY, MAY 23rd (at the end of your class period only!):

  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED CLASSWORK: DUE THURSDAY, MAY 16th: FIVE SOURCE CARDS. Follow the Source Card Sample. You can use Easy Bib or Citation Machine to guide you.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Wednesday, May 22nd, 2019:
  • See TODAY'S AGENDA
  • Work on the 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card).
  • How can we identify relevant information from our sources and compose research note cards for our research paper? DATE CHANGE: DUE TOMORROW, THURSDAY, MAY 23rd (at the end of your class period only!):
  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED CLASSWORK: DUE THURSDAY, MAY 16th: FIVE SOURCE CARDS. Follow the Source Card Sample. You can use Easy Bib or Citation Machine to guide you.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Tuesday, May 21st, 2019:
  • See TODAY'S AGENDA
  • Work on the 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card).
  • How can we identify relevant information from our sources and compose research note cards for our research paper? DATE CHANGE: DUE THURSDAY, MAY 23rd (at the end of your class period only!):
  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED CLASSWORK: DUE THURSDAY, MAY 16th: FIVE SOURCE CARDS. Follow the Source Card Sample. You can use Easy Bib or Citation Machine to guide you.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Monday, May 20th, 2019:
  • See TODAY'S AGENDA

    1. Do Now: Write the SAT vocabulary words for Chapter 11 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words? (Use your knowledge of etymology, prior knowledge and other languages to help you)
    2. Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
    3. Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 11 Quiz.
    4. Work Period: Work on HW (research note cards) due Wednesday (in class).

  • How can we use context clues to identify the meanings of new vocabulary words? DUE THIS COMING WEDNESDAY, MAY 22nd (at the end of your class period only!):
  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

  • Friday, May 17th, 2019:
  • See TODAY'S AGENDA
  • Work on the 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card).
  • How can we identify relevant information from our sources and compose research note cards for our research paper? DUE THIS COMING WEDNESDAY, MAY 22nd (at the end of your class period only!):
  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED CLASSWORK: DUE YESTERDAY, THURSDAY, MAY 16th: FIVE SOURCE CARDS. Follow the Source Card Sample. You can use Easy Bib or Citation Machine to guide you.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Thursday, May 16th, 2019:
  • See TODAY'S AGENDA
  • Source Card Sample
  • You can use Easy Bib or Citation Machine.
  • Work on the 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card).

    ***Show Classwork: 5 source cards!

  • How can we cite and evaluate sources for the research paper? DUE WEDNESDAY, MAY 22nd (at the end of your class period only!):
  • 20 RESEARCH CARDS: Use Example #1 or Example #2 to guide you. Your research cards should have information from all of your sources (at least one research card for each source card). THIS IS WORTH THREE HOMEWORK ASSIGNMENTS.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Wednesday, May 15th, 2019:
  • See TODAY'S AGENDA
  • Source Card Sample
  • You can use Easy Bib or Citation Machine.
  • How can we acquire an understanding of the composition of source cards? DUE TOMORROW, THURSDAY, MAY 16th:
  • SUPER QUIZ on Vocabulary Lists 8, 9 and 10. There will only be multiple-choice questions. This super quiz will be about 10% of the 3rd marking period grade.
  • FIVE SOURCE CARDS: This will be due at the end of class. You can use Easy Bib or Citation Machine.

    MAKE UP OWED HW: DUE IN CLASS, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    MAKE UP OWED HW: DUE IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Tuesday, May 14th, 2019:
  • See TODAY'S AGENDA
  • Source Card Sample

    ***Show HW: Vocabulary Flashcards

  • How can we acquire an understanding of source cards? DUE THIS THURSDAY, MAY 16th:
  • SUPER QUIZ on Vocabulary Lists 8, 9 and 10. There will only be multiple-choice questions. This super quiz will be about 10% of the 3rd marking period grade.

    DUE TODAY (IN CLASS), TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE YESTERDAY, IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Monday, May 13th, 2019:
  • See TODAY'S AGENDA
  • How can we acquire vocabulary skills by using vocabulary in context? DUE TOMORROW, TUESDAY, MAY 14th:
    VOCABULARY FLASHCARDS: Compose flashcards for Vocabulary Lists 8, 9 and 10. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS THURSDAY, MAY 16th:

  • SUPER QUIZ on Vocabulary Lists 8, 9 and 10. There will only be multiple-choice questions. This super quiz will be about 10% of the 3rd marking period grade.

    DUE TODAY, IN CLASS ONLY, MONDAY, MAY 13th:

  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Friday, May 10th, 2019:
  • See TODAY'S AGENDA
  • "Criteria to Evaluate the Credibility of WWW Resources" (George Mason University)
  • How can we choose an essential question and begin to conduct electronic research for our research paper? DUE THIS MONDAY, MAY 13th:
  • ELECTRONIC RESEARCH: Research and find FIVE online sources (show the URLs) on your research topic (Use your essential question to guide you. Here are the essential question choices (choose one): 1.) How has technology influenced education? 2.) How has technology influenced race relations? 3.) How has technology influenced parent-child relationships? 4.) How has technology influenced romantic relationships? 5.) How has technology influenced the American Dream?). Upload your chosen URLs (website addresses) with your essential question on JUNO DOC. USE THESE SOURCES ONLY:
  • Reputable news sources (such as: New York Times, Fox News, CNN, Wall Street Journal, NBC, ABC, BBC, Associated Press, Reuters, Al Jazeera, C-Span, NPR, Pew Research, Web MD, Psychology Today, Washington Post and Huffington Post)
  • Academic universities/colleges
  • Non-profit organizations (such as: American Red Cross, Smithsonian, ACLU, Boys and Girls Club of America, Public Broadcasting Service, ASPCA)
  • Google Scholar articles

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Thursday, May 9th, 2019:
  • See TODAY'S AGENDA
  • Movie Review Worksheet
  • How can we compare and contrast the film version to the original text of Fences?

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Wednesday, May 8th, 2019:
  • See TODAY'S AGENDA
  • Movie Review Worksheet
  • How can we compare and contrast the film version to the original text of Fences?

    MAKE UP OWED HW: DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Tuesday, May 7th, 2019:
  • See TODAY'S AGENDA
  • Movie Review Worksheet
  • How can we compare and contrast the film version to the original text of Fences?

    MAKE UP OWED HW: DUE YESTERDAY, MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Monday, May 6th, 2019:
  • See TODAY'S AGENDA
  • How can we improve our vocabulary skills by acquiring knowledge of word parts/roots?

    DUE TODAY, MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Friday, May 3rd, 2019:
  • See TODAY'S AGENDA
  • Exit Ticket
  • How can we compare and contrast the film version to the original text of Fences?

    DUE THIS COMING MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE YESTERDAY, THURSDAY, MAY 2nd, before midnight):

  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Thursday, May 2nd, 2019:
  • See TODAY'S AGENDA
  • How can we use the reading inventory to maximize our learning? DUE TODAY, THURSDAY, MAY 2nd, before midnight):
  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE MONDAY, APRIL 29th (before midnight! It was right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Wednesday, May 1st, 2019:
  • See TODAY'S AGENDA
  • Thematic Essay Outline for Fences
  • How can we prepare to write a thematic essay on Fences? DUE THIS THURSDAY, MAY 2nd, before midnight):
  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    DUE MONDAY, MAY 6th (before midnight):

  • THEMATIC ESSAY ON FENCES: You will write an essay on one of the following essay questions (choose only one): How does Wilson's play Fences reveal the universal experience of people pursuing the American Dream? How is a fence a universal symbol portrayed as a divider and/or protector in Wilson's play Fences? You MUST follow the Thematic Essay Outline for Fences. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through NEW JUNO DOC on jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 3rd marking period. You MUST upload your essay as a JUNO DOC on jupitergrades.com before midnight on Monday, May 6th. Each day late, it will be -10 points.

    MAKE UP OWED HW: DUE YESTERDAY--MONDAY, APRIL 29th (before midnight! It's right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Tuesday, April 30th, 2019:
  • See TODAY'S AGENDA
  • Fishbowl Discussion
  • How can we analyze the universal messages in August Wilson's play, Fences by engaging in a fishbowl discussion? DUE THIS THURSDAY, MAY 2nd, before midnight):
  • REWRITE an essay (you can choose: the Thematic Essay on The Narrative of the Life of Frederick Douglass OR the Argumentative Essay on the American Dream). You MUST upload it as a Juno Doc. You MUST bold, highlight or underline the corrections (which Ms. Conn corrected in the original essay).

    MAKE UP OWED HW: DUE YESTERDAY--MONDAY, APRIL 29th (before midnight! It's right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:

  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Monday, April 29th, 2019:
  • See TODAY'S AGENDA

    1. Do Now: Write the SAT vocabulary words for Chapter 9 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words? (Use your knowledge of etymology, prior knowledge and other languages to help you)
    2. Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
    3. Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 9 Quiz.
    4. Work Period: Work on HW due tonight (before midnight).

  • How can we use context clues to identify the meanings of new vocabulary words? DUE TONIGHT (before midnight!), MONDAY, APRIL 29th:
    News Articles (making real-world connections to Fences): You must do the following:
  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.
  • Thursday, April 18th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze the symbolism of fences, the theme of the American Dream and the resolution of the play in Act 2, Scenes 4 and 5 in August Wilson's play, Fences? DUE MONDAY, APRIL 29th (before midnight! It's right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:
  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Wednesday, April 17th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze the symbolism of fences, the theme of the American Dream and the resolution of the play in Act 2, Scene 5 in August Wilson's play, Fences? DUE MONDAY, APRIL 29th (before midnight! It's right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:
  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Tuesday, April 16th, 2019:
  • See TODAY'S AGENDA

    ***Turn in all owed HW (today is the last day to turn in all owed work).

  • How can we analyze the symbolism of fences in Act 2, Scene 4 in August Wilson's play, Fences? DUE MONDAY, APRIL 29th (before midnight! It's right after the vacation):
    News Articles (making real-world connections to Fences): You must do the following:
  • Find two news articles (not sports; each article should be a minimum of five paragraphs) on CNN and/or Fox News that focus on the topics: FENCES or the AMERICAN DREAM. Look for patterns/repeated idea/repetitions/similarities of FENCES or the AMERICAN DREAM throughout each article.
  • Write a Reader Response (a well-developed paragraph of 10-12 sentences) for each article.
  • This means you should have TWO Reader Responses in which you answer the following question: What figurative fences (barriers, obstacles, or divisions) exist OR what American Dream exists for the people in the articles?
  • Include TWO pieces of evidence in quotes (one sentence for each) in each reader response.
  • You must provide a link to each article at the bottom of each Reader Response.
  • Include thoughtful analysis (ask how and why about FENCES or the AMERICAN DREAM that you noticed.
  • You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins.
  • Include proper heading: your name, the teacher's name, class name, class period, date and title (FENCES or the AMERICAN DREAM should be part of the title) in the heading.
  • You will upload this assignment as a "new Juno Doc" on jupitergrades.com. This is worth THREE HOMEWORK ASSIGNMENTS (30 points) for the 3rd marking period.

  • Monday, April 15th, 2019:
  • See TODAY'S AGENDA

    1. Do Now: Write the SAT vocabulary words for Chapter 8 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words? (Use your knowledge of etymology, prior knowledge and other languages to help you)
    2. Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
    3. Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 8 Quiz.
    4. Work Period: Work on owed HW. Show HW due today (T-Chart for Act 2, Scenes 1, 2 and 3).

  • How can we use context clues to identify the meanings of new vocabulary words? MAKE UP OWED HW by TOMORROW, TUESDAY, APRIL 16th (the last day of the 2nd marking period!! All work MUST be turned in by your class period TOMORORW!!): See previous days' assignments.
    Friday, April 12th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze the symbolism of fences and the characters' pursuits of the American Dream in Act 2, Scenes 1, 2 and 3 in August Wilson's play, Fences? DUE THIS MONDAY, APRIL 15th:
  • ONE T-CHART for Act 2, Scenes 1, 2 and 3 (pp. 59-79) in Fences
    ***A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers. You MUST turn in your T-CHART in class only (in electronic or handwritten form).

    MAKE UP OWED HW by THIS COMING TUESDAY, APRIL 16th (the last day of the 2nd marking period!! All work MUST be turned in by your class period on Tuesday!!): See previous days' assignments.

  • Thursday, April 11th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze the evolution of Rose Maxson and her American Dream in Act 2, Scenes 2 and 3 in August Wilson’s play, Fences? DUE THIS MONDAY, APRIL 15th:
  • ONE T-CHART for Act 2, Scenes 1, 2 and 3 (pp. 59-79) in Fences
    ***A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers. You MUST turn in your T-CHART in class only (in electronic or handwritten form).

    MAKE UP OWED HW: See previous days' assignments.

  • Wednesday, April 10th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze the climax (turning point) in Act 2, Scene 1 of Fences? MAKE UP OWED HW: See previous days' assignments.
    Tuesday, April 9th, 2019:
  • See TODAY'S AGENDA
  • How can we improve our vocabulary acquisition and analyze Act 2, Scene 1 of Fences? MAKE UP OWED HW: See previous days' assignments.
    Monday, April 8th, 2019:
  • See TODAY'S AGENDA
  • Fishbowl Discussion Handout
  • How can we engage in a Fishbowl Discussion to analyze the symbolism of fences and the theme, the pursuit of the American Dream, in Act 1 of Fences? DUE TOMORROW, TUESDAY, APRIL 9th:
  • SUPER QUIZ on Lists 5, 6 and 7. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: See previous days' assignments.

  • Friday, April 5th, 2019:
  • See TODAY'S AGENDA
  • Show HW: Vocabulary Flashcards for Lists 5, 6 and 7
  • Complete classwork: T-Chart for Act 1, Scene 4.
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 4? DUE THIS COMING TUESDAY, APRIL 9th:
  • SUPER QUIZ on Lists 5, 6 and 7. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: See previous days' assignments.

  • Thursday, April 4th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 4? DUE TOMORROW, FRIDAY, APRIL 5th:
  • FLASHCARDS: Compose flashcards for Lists 5, 6 and 7. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS COMING TUESDAY, APRIL 9th:

  • SUPER QUIZ on Lists 5, 6 and 7. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: See previous days' assignments.

  • Wednesday, April 3rd, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 4? MAKE UP OWED HW: See previous days' assignments.
    Tuesday, April 2nd, 2019: MIDTERM EXAM: It's a reading comprehension, multiple-choice test. You did not need to study for this exam. You should remember to do the following on this exam: underline the line numbers in the reading passages, circle key words in the questions, annotate each paragraph of the reading passages, cover up the answer choices in the questions and write your own answer in the margin, practice process of elimination, and do not leave any answer blank.

    Work Period: Make up any owed HW (previous T-Charts, essays, etc.).

    How can we apply the reading comprehension skills learned this semester on our Midterm Exam? MAKE UP OWED HOMEWORK (see previous days' assignments)
    Monday, April 1st, 2019:
  • See TODAY'S AGENDA
    1.) Do Now: Write the SAT vocabulary words for Chapter 7 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words (use your knowledge of etymology, prior knowledge and other languages to help you)?
    2.) Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
    3.) Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 7 quiz. (Show HW: T-Charts for Act I, Scenes 2 and 3 in Fences)
  • How do we use context clues to identify the meanings of the vocabulary words? TOMORROW, TUESDAY, APRIL 2nd, IS THE MIDTERM EXAM:
  • It's a reading comprehension, multiple-choice test. You do not need to study for this exam. You should remember to do the following on this exam: underline the line numbers in the reading passages, circle key words in the questions, annotate each paragraph of the reading passages, cover up the answer choices in the questions and write your own answer in the margin, practice process of elimination, and do not leave any answer blank.

    MAKE UP OWED HOMEWORK (see previous days' assignments)

  • Friday, March 29th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 3? DUE MONDAY, APRIL 1st:
  • T-Chart for Act 1, Scene 2 (pp. 21-28) of Fences (by August Wilson).
  • T-Chart for Act 1, Scene 3 (pp. 29-40) of Fences (by August Wilson).
    ***A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers. You MUST turn in your T-CHART in class only (in electronic or handwritten form).
  • Thursday, March 28th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 2? DUE MONDAY, APRIL 1st:
  • T-Chart for Act 1, Scene 2 (pp. 21-28) of Fences (by August Wilson).
  • T-Chart for Act 1, Scene 3 (pp. 29-40) of Fences (by August Wilson).
    ***A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers. You MUST turn in your T-CHART in class only (in electronic or handwritten form).
  • Wednesday, March 27th, 2019:
  • See TODAY'S AGENDA
    (Period 2 will not meet today due to the SAT. )
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 1? DUE TOMORROW, THURSDAY, MARCH 28th:
  • T-Chart for Act 1, Scene 1 of Fences (by August Wilson). A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers.
  • Tuesday, March 26th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 1? DUE TOMORROW, WEDNESDAY, MARCH 27th
    YOU WILL BE TAKING THE SAT! Here are some helpful resources to prepare for the SAT:
  • SAT Practice Test--this is a full SAT (from the College Board). Use it to practice for the real one on April 5th!
  • Prep Factory: Free Test Prep resource
  • Khan Academy: You can learn anything you want here for free!
  • SAT Tips: You should expect the following reading question types: characterization, vocabulary words in context, central idea of the passage, textual evidence to support characterization and central idea, author's purpose, claim/argument, and "which of the following.." questions. You should underline line numbers (identified in the questions) in the reading passages, cover up the answer choices and write your own answers in the margins, and do process of elimination. You will not be penalized for any wrong answers, so make sure to NEVER leave a question blank!

    DUE THIS THURSDAY, MARCH 28th:

  • T-Chart for Act 1, Scene 1 of Fences (by August Wilson). A T-Chart must contain FOUR quotes (1-2 sentences each). TWO quotes must support the symbolism of fences (divisions; barriers) in the scene and TWO quotes must support the characters' pursuit of the American Dream. Each quote must be in the format of SPA (Statement introduced, Proof, and Analysis). Here's an example of SPA: Troy questions why there's a division between the whites and people of color in the work place. "How come you got all the whites driving and the colored lifting?" (p. 2). This evidence proves that Troy has the courage to break down barriers.
  • Monday, March 25th, 2019:
  • See TODAY'S AGENDA
    1.) Do Now: Write the SAT vocabulary words for Chapter 6 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words (use your knowledge of etymology, prior knowledge and other languages to help you)?
    2.) Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
    3.) Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 6 quiz.
    4.) SAT Tips: You should expect the following reading question types: characterization, vocabulary words in context, central idea of the passage, textual evidence to support characterization and central idea, author's purpose, claim/argument, and "which of the following.." questions. You should underline line numbers (identified in the questions) in the reading passages, cover up the answer choices and write your own answers in the margins, and do process of elimination. You will not be penalized for any wrong answers, so make sure to NEVER leave a question blank!
  • How can we acquire SAT vocabulary skills through context clues? DUE TODAY, MONDAY, MARCH 25th (before midnight):
  • Research August Wilson (the playwright of Fences) and complete this Author Bio Worksheet. Here are suggested, reliable resources: August Wilson @ Britannica.com, August Wilson @ Playbill.com and August Wilson @ Pbs.com. You MUST either turn in the completed worksheet in class or upload it as a "new Juno Doc" on jupitergrades.com before midnight.

    DUE THIS WEDNESDAY, MARCH 27th
    YOU WILL BE TAKING THE SAT! Here are some helpful resources to prepare for the SAT:

  • SAT Practice Test--this is a full SAT (from the College Board). Use it to practice for the real one on April 5th!
  • Prep Factory: Free Test Prep resource
  • Khan Academy: You can learn anything you want here for free! Khan Academy's SAT Tips
  • SAT Tips: You should expect the following reading section question types: characterization, vocabulary words in context, central idea of the passage, textual evidence, author's purpose, claim/argument, and "which of the following.." questions. You should underline line numbers (identified in the questions) in the reading passages, cover up the answer choices and write your own answers in the margins, and do process of elimination. You will not be penalized for any wrong answers, so make sure to NEVER leave a question blank!

    MAKE UP OWED HOMEWORK (see previous days' assignments)

  • Friday, March 22nd, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 1? DUE THIS MONDAY, MARCH 25th:
  • Research August Wilson (the playwright of Fences) and complete this Author Bio Worksheet. Here are suggested, reliable resources: August Wilson @ Britannica.com, August Wilson @ Playbill.com and August Wilson @ Pbs.com. You MUST either turn in the completed worksheet in class or upload it as a "new Juno Doc" on jupitergrades.com before midnight on Monday, March 25th.

    DUE NEXT WEDNESDAY, MARCH 27th
    YOU WILL BE TAKING THE SAT! Here are some helpful resources to prepare for the SAT:

  • SAT Practice Test--this is a full SAT (from the College Board). Use it to practice for the real one on April 5th!
  • Prep Factory: Free Test Prep resource
  • Khan Academy: You can learn anything you want here for free!

    MAKE UP OWED HOMEWORK: DUE MONDAY, MARCH 18th (BEFORE MIDNIGHT):

  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight TONIGHT, Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS! IT WILL BE HALF-CREDIT FOR UPLOADING IT LATE ON JUNO DOC.

    MAKE UP OWED HW: DUE THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late (we will stop at -30 points so everyone has an opportunity to pass!)!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. We will stop at -30 points so everyone has an opportunity to pass!

  • Thursday, March 21st, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 1? MAKE UP OWED HOMEWORK: DUE MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight TONIGHT, Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS! IT WILL BE HALF-CREDIT FOR UPLOADING IT LATE ON JUNO DOC.

    MAKE UP OWED HW: DUE THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late (we will stop at -30 points so everyone has an opportunity to pass!)!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. We will stop at -30 points so everyone has an opportunity to pass!

  • Wednesday, March 20th, 2019:
  • See TODAY'S AGENDA
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream, focusing on Act 1, Scene 1? MAKE UP OWED HOMEWORK: DUE MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight TONIGHT, Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS! IT WILL BE HALF-CREDIT FOR UPLOADING IT LATE ON JUNO DOC.

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late (we will stop at -30 points so everyone has an opportunity to pass!)!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. We will stop at -30 points so everyone has an opportunity to pass!

  • Tuesday, March 19th, 2019:
  • See TODAY'S AGENDA
  • intro_questions_fences.docx">Introductory Questions on Fences
  • How can we analyze textual evidence in the play Fences to support the symbolism of fences and the theme--the pursuit of the American Dream? MAKE UP OWED HOMEWORK: DUE YESTERDAY, MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight TONIGHT, Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS! IT WILL BE HALF-CREDIT FOR UPLOADING IT LATE ON JUNO DOC.

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late (we will stop at -30 points so everyone has an opportunity to pass!)!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. We will stop at -30 points so everyone has an opportunity to pass!

  • Monday, March 18th, 2019:
  • See TODAY'S AGENDA
  • Do Now: Write the SAT vocabulary words for Chapter 5 (in the LS section of your notebook). What can you predict are the definitions of these vocabulary words (use your knowledge of etymology, prior knowledge and other languages to help you)?
  • Mini-Lesson: Introduce definitions, vocabulary in context and visuals to help acquire new vocabulary.
  • Assessment: Using today's in-class notes (no electronic devices allowed), take the SAT Vocabulary Chapter 5 quiz.
  • How can we acquire SAT vocabulary skills through context clues? DUE TONIGHT, MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight TONIGHT, Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS!

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late (we will stop at -30 points so everyone has an opportunity to pass!)!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. We will stop at -30 points so everyone has an opportunity to pass!

  • Friday, March 15th, 2019:
  • See TODAY'S AGENDA
  • "Why I Believe the American Dream is Still Alive" (Fox News)
  • "The American Dream is Dead and Good Riddance" (The Daily Beast)
  • Argumentative Essay Outline
  • If time permits, watch the PBS Video on the Debate: Is the American Dream Dead or Alive? (first 8 minutes)
  • How can we compose an argumentative essay on the existence of the American Dream? DUE THIS MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight on Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS!

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.

  • Thursday, March 14th, 2019:
  • See TODAY'S AGENDA
  • "Why I Believe the American Dream is Still Alive" (Fox News)
  • "The American Dream is Dead and Good Riddance" (The Daily Beast)
  • Argumentative Essay Outline
  • PBS Video on the Debate: Is the American Dream Dead or Alive?
  • How can we compose an argument on the existence of the American Dream? DUE THIS MONDAY, MARCH 18th (BEFORE MIDNIGHT):
  • Argumentative Essay on the following essay question: Is the American Dream dead or alive? You must follow the Argumentative Essay Outline (SPAPAC format). You must use evidence from the two articles (which we read in class): "Why I Believe the American Dream is Still Alive" (Fox News) and "The American Dream is Dead and Good Riddance" (The Daily Beast). You must cite each quote properly. Here's an example of proper textual citation: "Despite Anderson's adversities, he found inspiration through the support of his mom and grandparents who encouraged him to follow his dreams" (Sokol, paragraph 9). Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. The introduction and conclusion paragraphs must be 4-6 sentences each, and each body paragraph must be 10-12 sentences. Do not use any form of "I" (first person) and do not use any other sources (only the two articles provided). No plagiarism is allowed (if you copy information from a text and do not give credit, then it's plagiarism, and you will earn an automatic zero). You MUST upload your essay to me through jupitergrades.com (NEW JUNO DOC) before midnight on Monday, March 18th. This is worth THREE HOMEWORK ASSIGNMENTS!

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.

  • Wednesday, March 13th, 2019:
  • See TODAY'S AGENDA
  • "Why I Believe the American Dream is Still Alive" (Fox News
  • "The American Dream is Dead and Good Riddance" (The Daily Beast
  • Fishbowl Discussion on the American Dream (for classwork credit)
  • How can we differentiate arguments on the existence of the American Dream? DUE TOMORROW, THURSDAY, MARCH 14th:
  • SUPER QUIZ on SAT Vocabulary Lists 3 and 4. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.

  • Tuesday, March 12th, 2019:
  • See TODAY'S AGENDA
  • "Why I Believe the American Dream is Still Alive" (Fox News
  • "The American Dream is Dead and Good Riddance" (The Daily Beast
  • How can we differentiate arguments on the existence of the American Dream? DUE TOMORROW, WEDNESDAY, MARCH 13th:
  • VOCABULARY FLASHCARDS: Compose flashcards for all of the vocabulary words on SAT Vocabulary Lists 3 and 4. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS THURSDAY, MARCH 14th:

  • SUPER QUIZ on SAT Vocabulary Lists 3 and 4. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.

  • Monday, March 11th, 2019: 1.) Do Now: Write down the following 10 SAT root words: a-, an-, bibl-, biblio-, fid, -ism, nov, pan-, prim-, prime, rect, sym-, syn, ver. Answer one of the following questions:
  • Which root words do you know?
  • What are examples of any of the root words used in a sentence?

    2.) Discuss/Share: New captains are chosen at each table. Captains will share with the class.

    3.) Mini-Lesson: Power Point Presentation of the 10 SAT root words used in context.

    4.) Work Period: Open-notes quiz on the 10 SAT root words

  • How can we improve our vocabulary skills by acquiring knowledge of root words? DUE THIS WEDNESDAY, MARCH 13th:
  • VOCABULARY FLASHCARDS: Compose flashcards for all of the vocabulary words on SAT Vocabulary Lists 3 and 4. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS THURSDAY, MARCH 14th:

  • SUPER QUIZ on SAT Vocabulary Lists 3 and 4. There will only be multiple-choice questions. This super quiz will be about 10% of the 2nd marking period grade.

    MAKE UP OWED HW: DUE LAST THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.

  • Friday, March 8th, 2019:
  • See TODAY'S AGENDA
  • How can we evaluate the historical accuracy of the film Twelve Years a Slave? MAKE UP OWED HW: DUE YESTERDAY, THURSDAY, MARCH 7th, 2019 (Before Midnight!) It's -10 points each day late!:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.
    Thursday, March 7th, 2019:
  • See TODAY'S AGENDA
  • How does the film Twelve Years a Slave convey Frederick Douglass' experiences? DUE TONIGHT, THURSDAY, MARCH 7th, 2019 (Before Midnight!):
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points. And every day thereafter, your essay will be -10 points.
    Wednesday, March 6th, 2019:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion Handout
  • How can we engage in a fishbowl discussion to help us write a thematic essay on The Narrative of the Life of Frederick Douglass? DUE TOMORROW, THURSDAY, MARCH 7th, 2019:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points.
    Tuesday, March 5th, 2019:
  • See TODAY'S AGENDA
  • Review the Essay Requirements (see the HW).
  • How can we improve our SAT vocabulary skills in context? DUE THIS THURSDAY, MARCH 7th, 2019:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points.
    Friday, March 1st, 2019:
  • See TODAY'S AGENDA
  • How can we prepare to write a thematic essay on The Narrative of the Life of Frederick Douglass? DUE NEXT THURSDAY, MARCH 7th, 2019:
    THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS: You will write an essay on one of the following essay questions (choose only one): How can people living today learn from Frederick Douglass' adversities? Why was Frederick Douglass able to overcome his adversities? You MUST follow the THEMATIC ESSAY OUTLINE. Your essay must have a proper heading (your name, your teacher's name, the date, class name, period, and title). Your essay must be typed, double-spaced, 12 point font, Times New Roman font. You MUST upload your essay to me through jupitergrades.com. Refer to Writing Expectations (at the bottom). The Informative Grading Rubric will be used to grade your adherence to the outline. You will be graded on following the outline. The introduction and conclusion paragraphs must be 4-6 sentences each. The body paragraphs must be 10-12 sentences each. This will be 25% of the 2nd marking period. You MUST upload your essay on jupitergrades.com (here are sample instructions: Step 1, Step 2, Step 3, and Step 4) before midnight on Thursday, March 7th. If it's uploaded on March 8th, it will be -10 points.
    Thursday, February 28th, 2019:
  • See TODAY'S AGENDA
  • How do we assess our reading levels through the lexile inventory? DUE TOMORROW, FRIDAY, MARCH 1st:
  • 50 Attitudes of Gratitude: Write a list of 50 things you are grateful for. Here are questions to get you thinking about gratitude: What if someone gave you 1 million dollars in exchange for your eyes? Your hands? Your legs? Your ability to speak? Do you realize what precious, priceless gifts you carry with you every day? Are you grateful for modern medicine, immunizations, clean, drinking water, nutritious food, accessible food, food that you can buy at the grocery store and not hunt or pick with your bare hands? Are you grateful for a roof over your head, clothing to choose from in your closet, pillows, blankets, and a mattress? Are you grateful for heat during the winter, a microwave, an oven, and a freezer? Are you grateful for modern technology, like your cell phone, TV, ipod, dvd's, and internet access? Are you grateful for family, friends, teachers, classmates, free public education, and free speech? Are you grateful for access to shopping malls, movie theaters, beaches, bodegas, and subway stations? Be ready to share and explain your reasons for all that you're grateful for.
  • Wednesday, February 27th, 2019:
  • See TODAY'S AGENDA
  • How do we prove our knowledge of the adversities and overcoming adversities in Frederick Douglass' memoir? N/A
    Tuesday, February 26th, 2019:
  • See TODAY'S AGENDA
  • How do we prove our knowledge of the adversities and overcoming adversities in Frederick Douglass' autobiography? MAKE UP ANY OWED HW: See previous days' assignments. Tomorrow, WEDNESDAY, FEBRUARY 27th, is the LAST DAY of the 1st marking period! Turn in all owed assignments by TOMORROW IN CLASS ONLY (no work will be accepted after your class period).
    Monday, February 25th, 2019:
  • See TODAY'S AGENDA
  • How do we identify textual evidence of adversities and overcoming adversities in Frederick Douglass' autobiography? DUE TOMORROW, TUESDAY, FEBRUARY 26th (after vacation):
  • READ all of Frederick Douglass' Narrative (book provided in class). Answer all of the following QUESTIONS on FREDERICK DOUGLASS' NARRATIVE. THREE HOMEWORK ASSIGNMENTS=30 points.
  • Class Work Credit: 20 Post-it Notes on Adversities and Overcoming Adversities in The Narrative of the Life of Frederick Douglass. You must have 15 adversity post-it notes and 5 overcoming adversity post-it notes. On each post-it note, you must include the following:
    1.) A direct quote or paraphrase of textual evidence from the novel that supports a character's adversities or a character overcoming adversities.
    2.) The proper in-text citation (which includes a page #). Here's an example: Douglass was ignorant of his exact birthday and his exact age (p. 1).
    3.) Analysis: At least one sentence in which you explain the significance (importance) of the textual evidence. You may use a sentence starter: This evidence proves that..., Readers may infer that..., or The evidence can be analyzed to mean that...

  • TOMORROW, TUESDAY, FEBRUARY 26th: EXAM on Narrative of the Life of Frederick Douglass. It will be multiple-choice questions based on these Questions for Douglass' Narrative. Bring a #2 pencil. It will be 25% of the 1st marking period.

    MAKE UP ANY OWED HW: See previous days' assignments.

  • Friday, February 15th, 2019:
  • See TODAY'S AGENDA
  • How do we identify textual evidence of adversities and overcoming adversities in Frederick Douglass' autobiography? DUE TUESDAY, FEBRUARY 26th (after vacation):
  • READ all of Frederick Douglass' Narrative (book provided in class). Answer all of the following QUESTIONS on FREDERICK DOUGLASS' NARRATIVE. THREE HOMEWORK ASSIGNMENTS=30 points.
  • Class Work Credit: 20 Post-it Notes on Adversities and Overcoming Adversities in The Narrative of the Life of Frederick Douglass. You must have 15 adversity post-it notes and 5 overcoming adversity post-it notes. On each post-it note, you must include the following:
    1.) A direct quote or paraphrase of textual evidence from the novel that supports a character's adversities or a character overcoming adversities.
    2.) The proper in-text citation (which includes a page #). Here's an example: Douglass was ignorant of his exact birthday and his exact age (p. 1).
    3.) Analysis: At least one sentence in which you explain the significance (importance) of the textual evidence. You may use a sentence starter: This evidence proves that..., Readers may infer that..., or The evidence can be analyzed to mean that...

  • EXAM on Narrative of the Life of Frederick Douglass. It will be multiple-choice questions based on these Questions for Douglass' Narrative. Bring a #2 pencil. It will be 25% of the 1st marking period.

    MAKE UP ANY OWED HW: See previous days' assignments.

  • Thursday, February 14th, 2019:
  • See TODAY'S AGENDA
  • Share "Sonnet 18" (Shakespeare) in honor of Valentine's Day.
  • How do we identify textual evidence of adversities and overcoming adversities in Frederick Douglass' autobiography? DUE TUESDAY, FEBRUARY 26th (after vacation):
  • READ all of Frederick Douglass' Narrative (book provided in class). Answer all of the following QUESTIONS on FREDERICK DOUGLASS' NARRATIVE. THREE HOMEWORK ASSIGNMENTS=30 points.
  • Class Work Credit: 20 Post-it Notes on Adversities and Overcoming Adversities in The Narrative of the Life of Frederick Douglass. You must have 15 adversity post-it notes and 5 overcoming adversity post-it notes. On each post-it note, you must include the following:
    1.) A direct quote or paraphrase of textual evidence from the novel that supports a character's adversities or a character overcoming adversities.
    2.) The proper in-text citation (which includes a page #). Here's an example: Douglass was ignorant of his exact birthday and his exact age (p. 1).
    3.) Analysis: At least one sentence in which you explain the significance (importance) of the textual evidence. You may use a sentence starter: This evidence proves that..., Readers may infer that..., or The evidence can be analyzed to mean that...

  • EXAM on Narrative of the Life of Frederick Douglass. It will be multiple-choice questions based on these Questions for Douglass' Narrative. Bring a #2 pencil. It will be 25% of the 1st marking period.

    MAKE UP ANY OWED HW: See previous days' assignments.

  • Wednesday, February 13th, 2019:
  • See TODAY'S AGENDA
  • Show HW: vocabulary flashcards
  • How do we identify textual evidence of adversities and overcoming adversities in Frederick Douglass' autobiography? DUE TOMORROW, THURSDAY, FEBRUARY 14th:
  • SAT VOCABULARY TEST on Lists 1 and 2 (you will have to memorize both lists; it will not be open notes). It will be 25% of the 1st marking period. The questions will be a mix of multiple-choice and sentence composition.

    DUE TUESDAY, FEBRUARY 26th (after vacation):

  • READ all of Frederick Douglass' Narrative (book provided in class). Answer all of the following QUESTIONS on FREDERICK DOUGLASS' NARRATIVE. THREE HOMEWORK ASSIGNMENTS=30 points.
  • Class Work Credit: 20 Post-it Notes on Adversities and Overcoming Adversities in The Narrative of the Life of Frederick Douglass. You must have 15 adversity post-it notes and 5 overcoming adversity post-it notes. On each post-it note, you must include the following:
    1.) A direct quote or paraphrase of textual evidence from the novel that supports a character's adversities or a character overcoming adversities.
    2.) The proper in-text citation (which includes a page #). Here's an example: Douglass was ignorant of his exact birthday and his exact age (p. 1).
    3.) Analysis: At least one sentence in which you explain the significance (importance) of the textual evidence. You may use a sentence starter: This evidence proves that..., Readers may infer that..., or The evidence can be analyzed to mean that...

  • EXAM on Narrative of the Life of Frederick Douglass. It will be multiple-choice questions based on these Questions for Douglass' Narrative. Bring a #2 pencil. It will be 25% of the 1st marking period.

    MAKE UP ANY OWED HW: See previous days' assignments.

  • Tuesday, February 12th, 2019:
  • See TODAY'S AGENDA
  • How do we compare and contrast Booker T. Washington's autobiography with Frederick Douglass' autobiography? DUE TOMORROW, WEDNESDAY, FEBRUARY 13th:
  • VOCABULARY FLASHCARDS: Compose flashcards for all of the vocabulary words on the Lists 1 and 2. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS THURSDAY, FEBRUARY 14th:

  • SAT VOCABULARY TEST on Lists 1 and 2 (you will have to memorize both lists; it will not be open notes). It will be 25% of the 1st marking period. The questions will be a mix of multiple-choice and sentence composition.

    DUE TUESDAY, FEBRUARY 26th (after vacation):

  • READ all of Frederick Douglass' Narrative (book provided in class). Answer all of the following QUESTIONS on FREDERICK DOUGLASS' NARRATIVE. THREE HOMEWORK ASSIGNMENTS=30 points.
  • Class Work Credit: 20 Post-it Notes on Adversities and Overcoming Adversities in The Narrative of the Life of Frederick Douglass. You must have 15 adversity post-it notes and 5 overcoming adversity post-it notes. On each post-it note, you must include the following:
    1.) A direct quote or paraphrase of textual evidence from the novel that supports a character's adversities or a character overcoming adversities.
    2.) The proper in-text citation (which includes a page #). Here's an example: Douglass was ignorant of his exact birthday and his exact age (p. 1).
    3.) Analysis: At least one sentence in which you explain the significance (importance) of the textual evidence. You may use a sentence starter: This evidence proves that..., Readers may infer that..., or The evidence can be analyzed to mean that...

  • EXAM on Narrative of the Life of Frederick Douglass. It will be multiple-choice questions based on these Questions for Douglass' Narrative. Bring a #2 pencil. It will be 25% of the 1st marking period.

    MAKE UP ANY OWED HW: See previous days' assignments.

  • Monday, February 11th, 2019: 1. Do Now: Write the following SAT List #2 words in your LA section.
    1. Equivocate
    2. Fortuitous
    3. Impeccable
    4. Liaison
    5. Predisposed
    6. Propensity
    7. Reprehensible
    8. Sham
    9. Solace
    10. Solicitous

    2. Mini-Lesson: SAT List #2 words in context and sentence completion

    3. Work Period: Open-notes quiz (using definitions identified in the mini-lesson)

    How can we acquire vocabulary knowledge through context clues and sentence completion? DUE THIS WEDNESDAY, FEBRUARY 13th:
  • VOCABULARY FLASHCARDS: Compose flashcards for all of the vocabulary words on the Lists 1 and 2. Create the flashcards 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 sample sentences provided in class, the internet or another source). *You may use an electronic flashcard app.

    DUE THIS THURSDAY, FEBRUARY 14th:

  • SAT VOCABULARY TEST on Lists 1 and 2 (you will have to memorize both lists; it will not be open notes). It will be 25% of the 1st marking period. The questions will be a mix of multiple-choice and sentence composition.
  • Friday, February 8th, 2019:
  • See TODAY'S AGENDA
  • Booker T. Washington's Up From Slavery: An Autobiography
  • Huge List of Common Themes
  • How can we identify a theme in a slave's memoir and significant textual evidence to support the theme? MAKE UP ANY OWED HW: See previous days' assignments.

    Looking Ahead:

  • There will be an in-class, open notes SAT vocabulary lesson and quiz THIS COMING MONDAY, FEBRUARY 11th! If you missed the first SAT vocabulary quiz, then this one will count double!
  • There will be an SAT VOCABULARY TEST NEXT THURSDAY, FEBRUARY 14th. The test will include Lists 1 and 2 (you will have to memorize both lists; it will not be open notes). It will be 25% of the 1st marking period. The questions will be a mix of multiple-choice and sentence composition.
  • Thursday, February 7th, 2019:
  • See TODAY'S AGENDA
  • Booker T. Washington's Up From Slavery: An Autobiography
  • Huge List of Common Themes
  • How can we identify a theme in a slave's memoir? DUE TOMORROW, FRIDAY, FEBRUARY 8th:
  • Reader Response on Chapter 1 of Booker T. Washington's Up From Slavery: An Autobiography: Write one typed, double-spaced page (or two handwritten pages) in which you focus on one theme (choose from the Huge List of Common Themes) that's present in Booker T. Washington's autobiography. You must refer to textual evidence (2-3 quotes; each quote may be no longer than one sentence) to support your chosen theme. Look for patterns/repeated idea/repetitions/similarities throughout the text. Include thoughtful analysis (ask how and why about the theme that you noticed). You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins. Include your name, the teacher's name, class name, class period, date and title (your chosen theme should be part of the title) in the heading. You may want to use the Central Idea Essay Template to guide you. Though, do NOT refer to a literary device/technique. Only focus on ONE theme (which is the same as a central idea).
  • Wednesday, February 6th, 2019:
  • See TODAY'S AGENDA
  • Booker T. Washington's Up From Slavery: An Autobiography
  • Huge List of Common Themes
  • How can we identify a theme in a slave's memoir? DUE THIS FRIDAY, FEBRUARY 8th:
  • Reader Response on Chapter 1 of Booker T. Washington's Up From Slavery: An Autobiography: Write one typed, double-spaced page (or two handwritten pages) in which you focus on one theme (choose from the Huge List of Common Themes) that's present in Booker T. Washington's autobiography. You must refer to textual evidence (2-3 quotes; each quote may be no longer than one sentence) to support your chosen theme. Look for patterns/repeated idea/repetitions/similarities throughout the text. Include thoughtful analysis (ask how and why about the theme that you noticed). You MUST use 12 point font (in Times New Roman), double-spaced, and 1-inch margins. Include your name, the teacher's name, class name, class period, date and title (your chosen theme should be part of the title) in the heading. You may want to use the Central Idea Essay Template to guide you. Though, do NOT refer to a literary device/technique. Only focus on ONE theme (which is the same as a central idea).
  • Monday, February 4th, 2019: 1.) Do Now: Write down the following 10 SAT vocabulary words: Charlatan, Corroborate, Disseminate, Diverge, Dormant, Hoist, Illicit, Irrevocable, Precipitate, and Proliferation. Answer one of the following questions:
  • Which words have a negative connotation (feeling associated with the word) and which words have a positive connotation?
  • What are examples of any of the words used in a sentence?

    2.) Discuss/Share: New captains are chosen at each table. Captains will share with the class.

    3.) Mini-Lesson: Power Point Presentation of the 10 SAT vocabulary words used in context.

    4. Work Period: Open-notes quiz on the 10 SAT vocabulary words

  • How can we acquire new SAT vocabulary words using connotation and words in context? DUE WEDNESDAY, FEBRUARY 6th:
  • Resume Revision: Edit your resume (applying my edits/corrections). Bring in your original resume with the teacher's corrections AND the revised resume (new and improved one!).
  • Friday, February 1st, 2019:
  • See TODAY'S AGENDA
  • Peer Assessment of our Resumes
  • How do we assess our resumes for content and style? Make up owed HW: See previous days' assignments.
    Thursday, January 31st, 2019:
  • See TODAY'S AGENDA
  • College Board's College Planner for 11th Grade
  • "6 Secrets to Surviving Second Semester of Junior Year" (Huffington Post)
  • How do we establish class rules, procedures and goals for success this spring semester? DATE CHANGE: DUE TOMORROW, FRIDAY, FEBRUARY 1st:
  • CLASS SUPPLIES: Bring in a notebook/binder you are using for this class, with LABELED, DIVIDED SECTIONS: Do Now's and Aim's (DNA), Literary Analysis (LA), Language Skills (LS), College Writing (CW), and Homework (HW). Bring in a pen and a folder that you will be using for this class as well.

  • RESUME: Bring in or e-mail your resume (you can e-mail me at hconn@schools.nyc.gov BEFORE or DURING your DO NOW of your class period only!). If you e-mail your resume, please write your full name and class period in the subject. You should follow the format of one of the Sample Resumes. Your resume MUST be only one page. It is HIGHLY RECOMMENDED to TYPE your resume.
  • Wednesday, January 30th, 2019:
  • See TODAY'S AGENDA
  • Sample Resumes
  • Goal Sheet
  • How do we establish class rules, procedures and goals for success this spring semester? DATE CHANGE: DUE THIS FRIDAY, FEBRUARY 1st:
  • CLASS SUPPLIES: Bring in a notebook/binder you are using for this class, with LABELED, DIVIDED SECTIONS: Do Now's and Aim's (DNA), Literary Analysis (LA), Language Skills (LS), College Writing (CW), and Homework (HW). Bring in a pen and a folder that you will be using for this class as well.

  • RESUME: Bring in or e-mail your resume (you can e-mail me at hconn@schools.nyc.gov BEFORE or DURING your DO NOW of your class period only!). If you e-mail your resume, please write your full name and class period in the subject. You should follow the format of one of the Sample Resumes. Your resume MUST be only one page. It is HIGHLY RECOMMENDED to TYPE your resume.
  • Tuesday, January 29th, 2019:
  • See TODAY'S AGENDA
  • Sample Resumes
  • How can we compose a resume? DUE THIS THURSDAY, JANUARY 31st:
  • CLASS SUPPLIES: Bring in a notebook/binder you are using for this class, with LABELED, DIVIDED SECTIONS: Do Now's and Aim's (DNA), Literary Analysis (LA), Language Skills (LS), College Writing (CW), and Homework (HW). Bring in a pen and a folder that you will be using for this class as well.

  • RESUME: Bring in or e-mail your resume (you can e-mail me at hconn@schools.nyc.gov BEFORE or DURING your DO NOW of your class period only!). If you e-mail your resume, please write your full name and class period in the subject. You should follow the format of one of the Sample Resumes. Your resume MUST be only one page. It is HIGHLY RECOMMENDED to TYPE your resume.