Click the Links below to find various assignments
Vocabulary:
Extra Credit will be rewarded to students who turn in vocab sentences (one sentence per word) Sentences are due one week after definitions are provided
5/13: Student wrote in-class essays. hw: EOC monday 5/18 from 1-3pm in room 314. Bring any books from this semester you havent turned in!!!!!
5/11: students discussed The Great Gatsby as a whole, looking at the development of theme and characters. hw: teacher evaluation form. There will be an in-class essay on Wednesday. Students should prepare however they see fit. Prompts can be seen below.
5/6: Students began by discussing the role of economic class in the Great Gatsby. They then created timelines of milestones in their own lives (past and future) and marked the areas that are affected by economic status. Students brainstormed dominant themes of the text and then used those themes to analyze the soundtrack of the 2013 film adaptation.
5/4: Began with a quiz on chapters 5 and 6. As a class we discussed some prominent symbolism in the novel. Student began to design their own book covers for the Great Gatsby. Hw: chapter 7 and book covers due!
4/29: Worked on Figurative Language worksheets. Worked in groups to find figurative language in The Great Gatsby. Added figurative language to the creative writing pieces students wrote on monday. Hw: chapter 5 and 6 and fill out packet. Quiz monday
4/27: Short quiz on Chapter 3. Students analyzed the protagonists ad antagonists of the story. They also had a creative writing assignment to describe a party/event using the type of figurative language that Fitzgerald employs HW: read chapter 4 and fill out packet
4/22: Students made visuals representations of certain sections of chapter 1 and 2 of The Great Gatsby. Hw: Read chapter 3 and fill out the packet
4/20: Intro to the Great Gatsby. Students read a New York Times article on students' analyses of The American Dream. Students then, in groups, read about prohibition, F. Scott Fitzgerald, the Jazz Age, and Gatsby's guide to manhood. We then began reading chapter one while filling out our Gatsby packet. HW: read chapter 1 and 2 and fill out packet as you read
4/15: Students created posters that visually represented their analyses of To Kill a Mockingbird Hw: Final draft due Monday 4/20
4/13: Students revised their rough drafts. Hw: Final drafts due monday 4/20
4/8: Students translated outlines into rough drafts and looked for quotes and evidence. Hw: have at least 2 pages of rough draft completed by monday. (3pg if hand written)
4/6: Students worked on their introductions and began writing outlines for their To Kill a Mockingbird papers. Hw: Finish outline
4/1: Finished To Kill a Mockingbird Movie. Discusses who is the mockingbird: Tom or Boo and the relationship to gothic literature. Hw: choose a prompt from the choices below and write a tentative thesis. Due Monday April 6
3/30: Discussion of Trayvon Martin Case and gender in To Kill a Mockingbird. Students completed a short quiz. (If absent, complete quiz below) hw: Write 1-2 paragraphs on how Harper Lee treats gender in To Kill a Mockingbird.
3/25: Students read chapter 17 or 18 in class and watched To Kill a Mockingbird court scene. Copies of the text can be found on my desk. hw: read the zimmerman case. Make note: Is Trayvon our mockingbird?
3/23: Welcome Back from Spring Break! Students watched the first half of To Kill a Mockingbird and discussed the novel as a southern gothic. Hw: Finish To Kill a Mockingbird Packet
3/11: In Class students watched Obama's speech at Selma and discussed his tone as well as the speech's correlation to themes discussed in Invisible Man. Students wrote about their utopian America. Hw: Have a good and restful Spring Break.
3/9: In class students identified the differences between clauses and phrases and uses them correctly in sentences. Students then analyzed short stories for author's tone. HW: finish the tone packet and write 2-3 sentences utilizing a dominant tone (Contact Hillary for Tone Packet)
3/4: In Class students reviewed prepositional phrases and dependent clauses and used them to advance their writing. NO HW
3/2 in class students worked identifying passive voice, prepositional phrases, dependent clauses, and context clues. Handouts below. Answer key is included. No HW
2/25 in class students worked on reading and vocabulary skills on the except from Quicksand by Nella Larson. Student also worked through test taking strategies hw: choose 20 words from the Larson reading, find and write down their definitions, and use each word in a sentence. due 3/2
2/23 in class students wrote an in class essay addressing a theme found in both Invisible Man and Incognegro (practice for PARCC) hw: Surviving the PARCC packet
2/18 in class: students shared incognegro scenes, listened to slam poetry on mixed race identities, and wrote their own found poetry based on works by Langston Hughes HW: write at least one poem (lines lines or more) about race relations in new mexico due 2/23
2/16 in class: quiz on incognegro. Class discussion. Students choose a scene from the text and wrote the prose to match the images
hw: 1. finish writing the incognegro scenes 2. look up the New York Times article on Lynching and write one fact that surprised you
2/11 in class: Finished posters and analyzed for metaphors and symbolism. Class discussion about hw questions Hw: Read incognegro (graphic novel) packet. Due Monday 9/16
2/9 in class: Read Chapter 1 in Invisible Man by Ralph Ellison. Students drew pivotal scenes from the chapter in order to analyze metaphors and symbolism hw: Re-read chapter 1 and answer response questions
2/2 in class: Students wrote ACE paragraph, went over citing rules, and began to convert their outlines into rough drafts Hw: Finish Rough Draft. Due 2/4
1/28 in class: Used handouts and examples to write introductions and outlines for essays on beauty standards Hw: no hw
The Bluest Eye: Beauty Standards
1/26 in class: Read pg. 16-23 of The Bluest Eye and completed free writes on beauty standards. Students chose a beauty standard and compared their experiences with understanding beauty. HW: page 3 of Beauty packet due 1/28
