Junior English Assignments, Spring Semester, 2020

Junior English Assignments
Spring Semester, 2020

DateAgendaAIMHomework Assignment
Thursday, February 27th, 2020:
  • See TODAY'S AGENDA
  • How can we prepare to write an essay on The Narrative of the Life of Frederick Douglass? DUE NEXT MONDAY, MARCH 2nd:
  • QUIZ on Vocabulary List 7 and Vocabulary List 8. Know the definitions and how to use each word in a sophisticated sentence.
  • VOCABULARY FLASHCARDS on Vocabulary List 7 and Vocabulary List 8. Put the word and part of speech (verb, adjective, noun or adverb) on the front of each flashcard. Put the definition and an original sentence on the back of each flashcard. Electronic flashcards are acceptable and encouraged.
  • VOCABULARY STORY using Vocabulary List 7 and Vocabulary List 8.. Write an original story on any topic/theme/idea taken from The Narrative of the Life of Frederick Douglass. You must use all of the vocabulary words listed above. You may write fiction or non-fiction. Write three paragraphs (an introduction, a 10-12 sentence body paragraph and a conclusion). You MUST upload it on JUNO DOC before your class period. If it's after your class period, it will be half credit.

    DUE NEXT WEDNESDAY, MARCH 4th:

  • YOU WILL BE TAKING THE SAT! Here are some helpful resources to prepare for the SAT:
    1.) SAT Practice Test--this is a full SAT (from the College Board). Use it to practice for the real one!
    2.) Prep Factory: Free Test Prep resource
    3.) Khan Academy: You can learn anything you want here for free!

    ***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!

    DUE NEXT FRIDAY, MARCH 6th:

  • THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLAS: You will write an essay on one of the following essay questions (choose only one): What were significant experiences of enslavement and empowerment in Frederick Douglass' narrative? How can people living today learn from Frederick Douglass' journey from enslavement to empowerment? 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 JUNO DOC 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 1st marking period. You MUST upload your essay on JUNO DOC by your class period on Friday, March 6th. It will be -10 points each day late.

    DUE TUESDAY, MARCH 10th:

  • EXAM on The 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.
  • Wednesday, February 26th, 2020:
  • See TODAY'S AGENDA
  • Show owed HW
  • How can we identify and analyze enslavement and empowerment in chapters 9, 10 and 11 in The Narrative of the Life of Frederick Douglass? DUE NEXT MONDAY, MARCH 2nd:
  • QUIZ on Vocabulary List 7 and Vocabulary List 8. Know the definitions and how to use each word in a sophisticated sentence.
  • VOCABULARY FLASHCARDS on Vocabulary List 7 and Vocabulary List 8. Put the word and part of speech (verb, adjective, noun or adverb) on the front of each flashcard. Put the definition and an original sentence on the back of each flashcard. Electronic flashcards are acceptable and encouraged.
  • VOCABULARY STORY using Vocabulary List 7 and Vocabulary List 8.. Write an original story on any topic/theme/idea taken from The Narrative of the Life of Frederick Douglass. You must use all of the vocabulary words listed above. You may write fiction or non-fiction. Write three paragraphs (an introduction, a 10-12 sentence body paragraph and a conclusion). You MUST upload it on JUNO DOC before your class period. If it's after your class period, it will be half credit.

    DUE NEXT WEDNESDAY, MARCH 4th:

  • YOU WILL BE TAKING THE SAT! Here are some helpful resources to prepare for the SAT:
    1.) SAT Practice Test--this is a full SAT (from the College Board). Use it to practice for the real one!
    2.) Prep Factory: Free Test Prep resource
    3.) Khan Academy: You can learn anything you want here for free!

    ***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!

    DUE NEXT FRIDAY, MARCH 6th:

  • THEMATIC ESSAY ON THE NARRATIVE OF THE LIFE OF FREDERICK DOUGLAS: You will write an essay on one of the following essay questions (choose only one): What were significant experiences of enslavement and empowerment in Frederick Douglass' narrative? How can people living today learn from Frederick Douglass' journey from enslavement to empowerment? 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 JUNO DOC 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 1st marking period. You MUST upload your essay on JUNO DOC by your class period on Friday, March 6th. It will be -10 points each day late.
  • Tuesday, February 25th, 2020:
  • See TODAY'S AGENDA
  • Show HW: T-Charts for Chapters 9, 10 and 11
  • How can we identify and analyze enslavement and empowerment in chapters 9, 10 and 11 in The Narrative of the Life of Frederick Douglass? DUE NEXT MONDAY, MARCH 2nd:
  • QUIZ on Vocabulary List 7 and Vocabulary List 8. Know the definitions and how to use each word in a sophisticated sentence.
  • VOCABULARY FLASHCARDS on Vocabulary List 7 and Vocabulary List 8. Put the word and part of speech (verb, adjective, noun or adverb) on the front of each flashcard. Put the definition and an original sentence on the back of each flashcard. Electronic flashcards are acceptable and encouraged.
  • VOCABULARY STORY using Vocabulary List 7 and Vocabulary List 8.. Write an original story on any topic/theme/idea taken from The Narrative of the Life of Frederick Douglass. You must use all of the vocabulary words listed above. You may write fiction or non-fiction. Write three paragraphs (an introduction, a 10-12 sentence body paragraph and a conclusion). You MUST upload it on JUNO DOC before your class period. If it's after your class period, it will be half credit.
  • Monday, February 24th, 2020:
  • See TODAY'S AGENDA
  • See Vocabulary List 7 and Vocabulary List 8
  • How can we effectively review and enhance our vocabulary skills? DUE TOMORROW, TUESDAY, FEBRUARY 25th:
  • Read chapters 9, 10 and 11 (the last chapters) in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

    DUE NEXT MONDAY, MARCH 2nd:

  • QUIZ on Vocabulary List 7 and Vocabulary List 8. Know the definitions and how to use each word in a sophisticated sentence.
  • VOCABULARY FLASHCARDS on Vocabulary List 7 and Vocabulary List 8. Put the word and part of speech (verb, adjective, noun or adverb) on the front of each flashcard. Put the definition and an original sentence on the back of each flashcard. Electronic flashcards are acceptable and encouraged.
  • VOCABULARY STORY using Vocabulary List 7 and Vocabulary List 8.. Write an original story on any topic/theme/idea taken from The Narrative of the Life of Frederick Douglass. You must use all of the vocabulary words listed above. You may write fiction or non-fiction. Write three paragraphs (an introduction, a 10-12 sentence body paragraph and a conclusion). You MUST upload it on JUNO DOC before your class period. If it's after your class period, it will be half credit.
  • Friday, February 14th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • See Fishbowl Discussion on Chapters 1-8 in The Narrative of the Life of Frederick Douglass
  • How can we engage in discussion on chapters 1-8 in The Narrative of the Life of Frederick Douglass? DUE TUESDAY, FEBRUARY 25th:
  • Read chapters 9, 10 and 11 (the last chapters) in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Thursday, February 13th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • How can we identify and analyze enslavement and empowerment in chapters 6, 7 and 8 in The Narrative of the Life of Frederick Douglass? DUE TUESDAY, FEBRUARY 25th:
  • Read chapters 9, 10 and 11 (the last chapters) in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Wednesday, February 12th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • How can we identify and analyze enslavement and empowerment in chapters 6, 7 and 8 in The Narrative of the Life of Frederick Douglass? DUE TOMORROW, THURSDAY, FEBRUARY 13th:
  • Read chapters 6, 7 and 8 in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Tuesday, February 11th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • Show HW: T-Charts for Chapters 3, 4 and 5.
  • How can we identify and analyze enslavement and empowerment in chapters 3, 4 and 5 in The Narrative of the Life of Frederick Douglass? DUE THIS COMING THURSDAY, FEBRUARY 13th:
  • Read chapters 6, 7 and 8 in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Monday, February 10th, 2020:
  • Do Now: Do the following tasks: Copy down List #8 of SAT vocabulary words in your LS section. Identify definitions of words that you know. Determine positive or negative connotations for all words.
  • Discuss/Share: Choose new table captains. Captains will share answers for their tables.
  • See TODAY'S AGENDA
  • How do we acquire new vocabulary through context and visual cues? DUE TOMORROW, TUESDAY, FEBRUARY 11th:
  • Read chapters 3, 4 and 5 in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...
  • Friday, February 7th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • THIS IS FOR CLASSWORK CREDIT: Fishbowl Discussion Questions on Chapters 1 and 2
  • How can we identify and analyze enslavement and empowerment in chapters I and II in The Narrative of the Life of Frederick Douglass? DUE THIS COMING TUESDAY, FEBRUARY 11th:
  • Read chapters 3, 4 and 5 in The Narrative of the Life of Frederick Douglass
  • Compose three T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Thursday, February 6th, 2020:
  • See TODAY'S AGENDA
  • See The Narrative of the Life of Frederick Douglass
  • How can we identify and analyze enslavement and empowerment in chapters I and II in The Narrative of the Life of Frederick Douglass? DUE TOMORROW, FRIDAY, FEBRUARY 7th:
  • Read chapters I and II in The Narrative of the Life of Frederick Douglass
  • Compose two T-Charts (one T-Chart for each chapter) on evidence (two quotes on ENSLAVEMENT and one quote on EMPOWERMENT) and analysis (one-two sentences explaining each quote). Here's an example empowerment quote: "She (Frederick's mother) made her journeys to see me in the night..." (p. 2). You MUST use the following sentence starters for the analysis: This is significant because..., This clearly demonstrates that..., This is strong evidence because...

    Make up owed HW (see previous days' assignments)

  • Wednesday, February 5th, 2020:
  • See TODAY'S AGENDA
  • See Introductory Paragraphs of Frederick Douglass Close Reading
  • How can we analyze mental enslavement in the introductory paragraphs in The Narrative of the Life of Frederick Douglass? Make up owed HW (see previous days' assignments)
    Tuesday, February 4th, 2020:
  • See TODAY'S AGENDA
    Complete today's classwork questions in your LA section of your notebook:
    1.) What tools do human beings use to endure difficulties?
    2.) What are the effects of some people having great riches, while others live in extreme poverty?
    3.) How does dehumanization leave a person powerless?
    4.) When good things happen to people, is it because they deserve it or is it chance/luck?
    5.) How does education give us power?
    6.) What empowers people in a society?
    7.) How do people justify wrongdoing to others?
    8.) What does it mean to be a human being (as opposed to being an animal)?
    9.) Why is it important to read a slave narrative in the year 2020?
    10.) How are people enslaved today in NYC in 2020? How are people empowered today in NYC in 2020? How can you compare/contrast enslavement and empowerment today to the 1800's (during slavery)?
  • How can we prepare to read The Narrative of the Life of Frederick Douglass? Make up owed HW (see previous days' assignments)
    Monday, February 3rd, 2020:
  • Do Now: Do the following tasks: Copy down the new list of SAT vocabulary words in your LS section. Identify definitions for words that you know. Determine positive or negative connotations for all words.
  • Discuss/Share: Choose new table captains. Captains will share answers for their tables.
  • See TODAY'S AGENDA
  • Show HW/Friday's classwork.
  • How do we acquire new vocabulary through context and visual cues? Make up owed HW (see previous days' assignments)
    Friday, January 31st, 2020:
  • See TODAY'S AGENDA
  • See Fishbowl Discussion (answers to the questions are due on Monday)
  • What are essential steps we need to take in our college preparation? Due MONDAY, FEBRUARY 3rd:
    Answer the following classwork questions in your CP (College Prep) section of your notebook:
    1. What do you believe you should focus on this semester in order to best prepare you for college?
    2. What are your goals for this semester in English and the remainder of high school?
    3. What are your long-term college and career goals? What would you like to learn in high school to better prepare you for your long-term college and career goals?
    4. Have you started to prepare to take the SAT or ACT? If so, explain your SAT/ACT preparation. If not, why not?
    5. How do you think college is different than high school? Have you had personal experience in a college class or have you heard about college classes? Explain.
    6. Many colleges require a personal essay for their application. Your essay should highlight your uniqueness, special experiences and/or overcoming adversity. What do you think you'll write about in your essay and why?
    Thursday, January 30th, 2020:
  • See TODAY'S AGENDA
  • Show HW (your resume and class supplies with five labeled sections: DNA, LA, LS, CP, and HW, and a folder) and Classwork (college list of 10 colleges and one fact that interests you for each college).
  • How can we evaluate our own resumes and prepare for our future? Make up owed HW (see previous days' assignments)
    Wednesday, January 29th, 2020:
  • See TODAY'S AGENDA
  • See Resume Worksheet
  • How do we compose our own resumes? Due TOMORROW, THURSDAY, JANUARY 30th:
  • Class Supplies: Bring in a notebook/binder you are using for this class with LABELED, DIVIDED SECTIONS: Do Now's and Aims (DNA), Literary Analysis (LA), Language Skills (LS), College Prep (CP), and Homework (HW). Bring in a FOLDER as well.

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

  • COLLEGE LIST: Write a list of 10-15 colleges that interest you. Include a fact that interests you about each college (examples: major in computer science, distance from New York City, college sports, etc.). This will be due at the end of class (counted as classwork).
  • Tuesday, January 28th, 2020:
  • See TODAY'S AGENDA
  • How do we compose our own resumes? Due THIS THURSDAY, JANUARY 30th:
  • Class Supplies: Bring in a notebook/binder you are using for this class with LABELED, DIVIDED SECTIONS: Do Now's and Aims (DNA), Literary Analysis (LA), Language Skills (LS), College Prep (CP), and Homework (HW). Bring in a FOLDER as well.
  • RESUME: Bring in or e-mail your resume (you can e-mail me at hconn@schools.nyc.gov BEFORE OR DURING the DO NOW of YOUR CLASS PERIOD ONLY). If you e-mail me your resume, then please write your full name and class period in the subject. You should follow one of the formats of the Sample Resumes. Your resume MUST be ONE PAGE only. It is HIGHLY RECOMMENDED to TYPE your resume.