11th Grade English Spring 2014 (Period 6) Assignments

 

Today you must turn in your final exam for 11th grade English by 11:59 PM to turnitin.com!  Respond to one in a well-constructed and well-supported essay. 

 

The topics are:

Extra Credit Essay Option:  due Sunday, June 1 by 11:59 PM.

"To what extent do the director's choices in the film version of TEWWG enhance the story?  Or do they detract?  Respond to the prompt by comparing the film and book, making sure to consider the artistic options of the writer (imagery...) and those available to the director (scenery, sound...).  How faithful to Hurston's vision is Darnell Martin's film? (Martin is the director.)  Upload to turnitin.com by Sunday, June 1, 11:59 PM.

Some of you haven't turned in the following:  (make sure you bring these to the next class, also, if you missed the first part of the film TEWWG, I will show it at lunch Tues, Wed, Thurs)

 

Independent Reading Activity #3!!  Turn it in:  in person, in my box at school, online to turnitin.com, but TURN IT IN!!  Don't forget, regardless of your method of delivery, you must upload a paragraph or more explanation of what you read, what you thought about what you read, what you made and how it shows what you learned from the reading...by 11:59, Friday, May 23!!  No late work accepted!!  Also, remember no more than 1 extra credit independent reading is accepted from this point forward...

1) Considering the latter 1/3 of the novel (her time in the muck), how does Janie change? Write your response and include several examples from the reading to support your claim.  

2) Choose a symbol (some suggested: the pear tree, mule, street lamp, dog, store, hurricane, Janie's hair, the muck, Palm Beach, Teacake, gun...) and explain what the symbol is literally and what it represents beyond what it is literally.  Find at least 3 passages that refer to your symbol and be prepared to explain each.

3) Anyone who missed the quiz on 17-20 -- be ready to take the quiz

 

Last quiz on TEWWG (chapters 16-20) on Monday.  Be ready!!

Hello wonderful 11th grade English students!

I hope you succeeded on your quiz for chapters 13-15 (16)!  Now for Day 3 of this week, be prepared for a comprehension/reading quiz for chapters (16)17-20 aka--the end of the book!  Make sure you have read it, not replaced it with something like 'Sparks Notes,' as I will read these too!--insert evil laugh here--Hehehe....

Seriously though, there are no Sparks Notes in college!  If you don't exercise that brain-muscle with working out difficult text now, how will you succeed in college?  Don't be lazy!  Please read the book!

 

Also--I graded your quizzes--most either vastly succeeded (20/15) or miserably failed (1/15 to 8/15).  A few managed to squeak by with 10/11 out of 15--Given that there were 20 questions--you should have been able to get more correct--this is only 66-72%, given the extra credit, it is barely meeting the standard!  Try harder, please.

Please consider the following and re-read these pages/passages in preparation for our discussion:

1)  In what ways is Teacake manipulative?  Is Janie being used?

2)  What satisfaction does Janie get from the Everglades?  I what ways is her life there fulfilling her inner needs?  To what extent is Teacake a part of this fulfillment?

3)  How does Janie 'find herself' in this new life?

4)  What does Hurston show us of the 'lilt' or cadence of this community, and how does it compare with Eatonville?

5)  What do you make of Mrs. Turner?  Why put her in the novel?  What is Hurston suggesting or telling us (or Janie)?

6)  Please re-read and think about the meaning and significance of each:

--Chapter 14, page 129, first paragraph, "To Janie's strange eyes, everything in the Everglades was big and new."

--Chapter 14, page 134-135, last paragraph, "Sometime Janie would think of the old days...."

--Chapter 16, page 145-146, top of the page, "Once having set up her idols and built altars...."

 

Read TEWWG Chapters 13-16.  There will be a quiz.  Since someone left their cheat sheet and sparks notes in my room, the trust is gone.  So you better be ready for a harder test than last time!

If you haven't turned in your Janie essay or Teacher letter--bring to class.

Homework--read Chapters 10-12 on your own, be ready to actually take a quiz.

Make sure you are very familiar with chapters 10-12, Janie meeting Teacake and the town's reaction.  Quiz

Below:  what we did in class & the homework, for those that were absent with APs:

For homework:  Read chapters 10-12, be ready for a quiz.  Write a letter to a teacher--see description below (if you didn't do this in class).

 

Periods 2, 4, 6:

1. New Seats; Collect short essay
2. Silent Reading for 20 minutes—read Chapters 10-12 (You may ask if they want to read with the CD that is on my desk. If they haven’t done their homework, they could also work on that.)
3. Character/Plot Analysis in groups (turn in) 25 minutes—Students: meet in small groups to discuss either, how Janie has changed from the beginning to this point of the novel of the novel. What path will her life take next? Take notes (turn in) and report out to the class at the end of 25 minutes.
4. Teacher Appreciation Letter for Teacher Appreciation Week: (turn in) 25 minutes—Write a letter to one of your teachers from any of your years at LACES. In the letter, relate a memory or story from their class that will bring a smile to their faces. If you choose, tell them how/why you appreciate them as your teacher. You might tell them how you have changed or grown as a student. (It is easier to do this for a teacher you appreciate, but if you can’t think of a teacher that you like, you can still relate a funny story that a teacher would appreciate remembering.) Make it clear which teacher you are writing the letter to. If you want to remain anonymous, you may sign it, ‘your student’ at the bottom, but put your name at the very bottom or very top so I can give you credit, then I will cut this off.  Write a lot!  Don't use me! :)
5. Begin Homework: Finish reading chapters 10-12. Be ready for a quiz on the reading. If you didn’t do today’s hw—finish that.

Since many of you have AP/SAT etc.  I will post the link to Black Feminism at a later date.  All classes must finish reading through chapter 9.  Develop a well-written response to the following prompt:

 

How does Janie develop during her time with Joe Starks?  Consider her thoughts and voice, feelings toward Joe and Nanny, what she learns or realizes.  Develop a well-written, multi-paragraph, supported response to the question.  Support your ideas and observations with clues from the text that are thoroughly explained.

 

 

Hello Periods 2, 4, 6!

Seems like a long time since I posted homework here!!

We are working on establishing our understanding of the language and style of Hurston's novel by reading with the CD--regardless--you should re-read (or read for the first time, before class) chapters 1-4.  All classes have finished chapter 2 so read the others on your own.  This may take some work at first!

 

For these chapters, you are responsible for:  characters' names and background (if given), settings (time & place) introduced, the motivations of major characters we've met so far:  (Janie, Pheoby, Nanny, Logan and Joe), a familiarity with some of the southern idiomatic language (especially repeated terms like 'Ah' or 'lak') and stand-out imagery (like the pear tree).

 

Your homework for Day 3 this week:

Consider:

How can an omniscient narrator tell the story at the same time that the novel’s heroine, Janie, also tells her story? Do these voices reflect different parts of Janie, or does the omniscient narrator reveal another force in Janie’s universe?  Janie is judged throughout the novel. In the first chapter, who judges her, and why? How does Janie respond?  Why does Janie choose to tell her story only to her best friend Pheoby? How does our audience (especially friends) affect what we reveal or conceal?

 

Write:

Choose one secondary character who has appeared so far: Nanny, Logan, Pheoby, the Eatonville townspeople, Johnny Taylor, or Janie’s mother, and rewrite the novel’s beginning from the perspective of this character. Use this exercise to reflect on how a story can be told from multiple perspectives. Why did Hurston choose Janie as the heroine instead of another character?  For extra credit, create a dramatic presentation of your re-told story for the class.  (This should not be parody!)

1) HAVE AN AWESOME SPRING BREAK!!

3) Read about the Harlem Renaissance and Jim Crow--handouts below.  Make sure you have read, and are very familiar with, Their Eyes Were Watching God (TEWWG) Chapters 1-4.   If you want to spend more time listening to the audio biography about Zora Neale Hurston, please use this link:  http://www.neabigread.org/books/theireyes/media/

3) Check back on the website, I may put some extra credit opportunities here for you!

1) Read (or Re-read) the first chapter of Their Eyes Were Watching God (TEWWG). Read for southern idiomatic language and expressions as well as the beautiful imagery.

2) Read the biographical article on Zora Neale Hurston that you were given (yellow, orange or green sheet). (Copies posted below if you lost yours or were absent.)

3) Identify key and interesting ideas that you learned that you think it is important for the class to know about Hurston, her life/history and the novel.

4) Create a 1 minute presentation that embodies these ideas which you will present to the class.

5) Be ready to answer questions about your article that others may have.

 

Please work on your Gatsby Assessment Essay (copy of this is attached below).  This essay should be uploaded to turnitin.com by Friday, April 11, 11:59 pm.

Periods 2 & 4 --upload your Gatsby Essay by Sunday, April 6--See attachment for topics.  Period 6--you will take Gatsby close reading assessment Tuesday, and turn your Gatsby Essay Assessment by Friday, April 11, 11:59.

 

Don't forget--Extra Credit due April 9!--Independent Reading is due after spring break!

Look for extra credit on turnitin.com tonight--due in one week.

Be prepared for a test on Gatsby next week, probably the last class day.

Be prepared for final assessment on The Great Gatsby--we'll talk Day 1 and take the test day 2!

 

Your extra credit opportunity is now posted on turnitin.com!  Write either a review of the 2013 Great Gatsby movie, or compare/contrast the film and book--which said it better?  Look for the description on turnitin.com, and upload your essay by April 9!  No late work accepted.

Good work on presentations!  Any stragglers--plan to go on Day 1!

During class this week, we will watch The Great Gatsby, and I will give you some instruction for revising some of the work you've turned in online.  Revising your writing will be your main homework this week.  Be ready for a test on The Great Gatsby (or Jazz!) on Day 3.

Day 3 speakers should be ready!  Have your notecard prepared for what you will present, even if you don't use it!  Focus your presentation telling us something from your research that we wouldn't have known.

 

Also, if you haven't turned in independent reading assignment 1--get it in!  Turnitin.com will be open for late assignments starting tomorrow.  Don't forget to print out a hardcopy of your artifact essay for me to hang in class!  Publishing your work--that is, making it public, is one of the state standards, so you will get points once you turn in the hardcopy!

Day 2 Speakers should be ready!  If you're missing any major assignments:  artifact, independent reading, etc. get these in!

1) Upload your artifact essay to turnitin.com by 11:59, Friday, March 14.  Make sure to include all parts. (I pasted the sample below.)

 

2) Independent Reading Assignment #1:  bring to class Monday (unless it's typed, then upload to turnitin.com).  Upload your short explanation of what you've done including the title, author, a brief summary, what you learned/thought/liked about the book and an explanation of what you created to show this by Monday at 11:59 PM. (I pasted the handout on Independent readings below.)

 

3)  Be ready to present your artifact if you are a Day 1 presenter!

(You will be graded on the quality, content, and clarity of your presentation.  Consider:  eye contact with audience, purposeful movement, voice--volume, speed and clarity, content of presentation--name, museum you're from, artifact, significant historical details which the artifact shows, how well you connect the artifact to TGG.  You will also receive points for your overall persona including clothing or other articles that create a realistic scene for us.

Upload the explanation and/or your independent reading assignment by 11:59 tonight!!

Upload your artifact essay to turnitin.com by 11:59, Friday, March 14.  Make sure to include all parts. (I pasted the sample below.)

Period 2--We were cut short by the "Shelter-in-Place" activity, and I forgot to give you notecards for the presentation!  Come by if you need some!  

Also--for anyone from Periods 4 or 6 who was absent or unclear about what to do.

 

Your presentation should include the following:  

--Introduction with your name and the institution you're from.

--Display/explanation of the artifact you've brought.

--Historical relevance of this object and what it shows about the 1920s.

--Connections to Fitzgerald and The Great Gatsby--how it fits in with the novel.

 

Bring draft 2 of your artifact explanation.  A sample (in progress) is attached for you.  it is not a final draft, but a work in progress.

Bring your final, or 3rd, draft of your artifact essay.  Be prepared for further discussion of 'who is to blame' in the deaths of Myrtle, Gatsby and Wilson, also, what happens in that last chapter??  What does it all mean?? :)  Also, independent reading #1 is due March 17.

Bring your artifact to class.  If you haven't turned in the draft of the artifact explanation essay, bring that too.

Work on Independent Reading Project 1, due March 17.

Be ready for essay/test on Gatsby during week 9.

1) Artifact due (for extra 5 points)! or due March 11 (Tuesday)

2) Bring draft of artifact explanation (details below and look at example)

3) Finish Reading TGG/Jazz

4) Independent Reading Assignment #1 due March 17 (Monday)

 

Artifact explanation should include:

A detailed description of the artifact, a detailed explanation of how it was created, specifically what is shows and represents about your topic in the 1920s (show your research) and a backstory which includes how it connects to Gatsby.

 

 

1) Is Gatsby F. Scott Fitzgerald?  How does Jay Gatsby represent F. Scott Fitzgerald?  Does he?

Answer the questions above, synthesizing your thoughts on the documentary and readings below.  Think about how Fitzgerald's life influenced his most famous work.  Your essay should be at least one page and include a bibliography listing the sources you used to come to your conclusions.  MLA format.  Upload your essay to turnitin.com by Sunday, March 2, 2014, 5:30 PM.

 

The documentary we watched:  

The Great Gatsby Midnight in Manhattan. Dir. Nicky Pattison. Narrated by Tara Fitzgerald. BBC Worldwide Ltd., distributed by Warner Home Video, 2013. DVD.

 

Biographical websites about F. Scott Fitzgerald:

 

Websites for making bibliographies/bibliographic citations:

 

2) Work on artifact!  Due March 7 (extra credit) or March 10.

 

3) Independent Reading Assignment #1:  Due March 14

 

1) Read Chapters 7 & 8 of Gatsby.

2) Work on Artifact--due in two weeks (March 7ish).

3) Read about the Independent Reading Activities (handout here) and begin your first which is due March 14 .

1) Do the questions on Gatsby 5 & 6 below (or print out pdf).

2) Work on your artifact.

3) Read Chapters 7 & 8 of The Great Gatsby!

 

The Great Gatsby: Scenes from Chapter 5 & 6:

Close reading—choose at least 6, at least 2 from each chapter. Give your ideas supported by at least one line from the text.

 

1. At the beginning of the chapter, what is the cause of the awkwardness between Gatsby and Nick?

2. What does Nick think about the way Gatsby’s house looks?

3. What do you think of the weather on the day of Daisy’s visit and how it contributes to the mood?

4. What do you make of Gatsby’s behavior when he first encounters Daisy?

5. What is Daisy’s reaction to what Gatsby shows her around his house?

6. Is Daisy and Gatsby’s reunion successful?

7. What do you make of the facts you learn about Gatsby in Chapter 6 and how do they contribute to your understanding of him?

8. What is the reaction of the people on horseback to Gatsby, why?

9. What do Tom and Daisy think of Gatsby’s party?

10. What does Nick think about what Gatsby wants at the end of this chapter?

Read chapters 5 & 6 of The Great Gatsby!

You will create an artifact (a handmade object characteristic of an earlier time or cultural stage) that represents your topic from the 1920s and shows what you learned about the culture/society of the time and how it relates to The Great Gatsby.  The artifact and explanation will be due Day 1 Week 8.

 

So to prepare, do some more reading and research on your topic and come up with an idea of what you want to make.  

 

Write a detailed description of what your artifact will look like, how you will make it (list the steps), explain how it will show what you learned about the 'Roaring 20s,' and explain how it will relate to The Great Gatsby.  Be creative!  Some ideas:  letters, pages from a scrapbook, a souvenir from an event, a song, poetry, accessory or clothing item (or scale model)...  anything is possible.

 

Bring your explanatory composition to class  Wednesday.  This is a piece of expository writing and will be graded as such.  Make sure you include a detailed description, your how-to list, what it reflects about your learning and how it relates to Gatsby.

Find 4 passages in TGG that use color in the imagery and descriptions.  Consider--white used when we meet Daisy and Jordan for the first time; grey used in the description of The Valley of Ashes.  Fill in the attached chart (or do this on your own paper) including: the passage w/page, who/what is described, explain what the color might symbolize.

Periods 4 & 6:  Research on topic is due Day 2.

For all, Day 3:  Please re-read chapters 1-4, looking for Fitzgerald's use of color in imagery.  Keep a 'color imagery journal' which includes a minimum of 6 examples of symbolic color imagery. (I gave one in class, and there is also another on the handout.  Write the lines which use the color, what's being described and how it is symbolic.  A pdf is attached with examples for you.  You don't have to use this; just use the format.  You can do it on your own paper.

1) Periods 2 & 4 Color Imagery Journal due and quiz on chaps 1-4

2) Period 6:  Research on topic is due

For Day 1: Read Gatsby chapter 3-4.  Be ready to discuss!

For Day 2:  Read about your topic and do the following: (this is the text of the handout below)

 

1.         The first goal is your topic! I am learning about ? in the 1920s.

2.         The second goal is t find at least two sources other than Wikipedia or similar encyclopedia-style source to read about your topic. You can use Wikipedia for background, but look for a more authoritative source to learn about your topic. Read about your topic and think about how it was relevant in the 1920s and how it may, or may not, be represented in The Great Gatsby. Read as much as you can and become an expert in your area!

3.         The third goal is to summarize what you’ve learned about your topic below. How does your topic contribute to the idea that this time was ‘roaring,’ ‘golden,’ or ‘crazy’? 

4.         Now imagine how your topic might be important, or not, in The Great Gatsby. Explain (and predict) your topic’s relevance. 

5.         If you are able, print (or at least save) some of the images you find related to your topic.

6.         Finally, write the internet sources you read and used to write. (title of web page, author (if known), web address and date accessed) 

Yeah!  Our first essay is done!

1) Read Chapters 1-2 of TGG--complete handout for these chapters.

2) Complete Gatsby Anticipation Guide--if you haven't turned it in.

3) Complete Gatsby Cover Art Analysis--if you were absent or didn't turn it in.

PDFs for all below

 Those of you reading an alternate--see me for substitute assignments.

1) Read Chapter 1 of The Great Gatsby--complete your topic selection/paragraph from the 1/2 page handout.

2) Closely examine the cover art of the novel.

3) Bring all old rough drafts for essay to class to make sure you get credit for them.

4) Upload your final draft of your definition essay to turnitin.com as follows:

1) Use the Greek word parts to create a sentence completion 'quiz': (Period 6, this is the same as Friday's assignment, but use different words).

     a) Look up 10 words that use 10 different Greek word parts--make sure they aren't ones most people would know.

     b) Create a 'Word Bank' on your paper listing the 10 words.

     c) Write 10 sentences that use the words, but make sure that there are clues in the sentence that would help someone figure out which word to use.  For example, "A ______________ is a good or polite way of describing something that is not so nice, like saying 'passed away' instead of died."  (answer= euphemism, from the Greek word part eu=good, well or advantageous.)

 

2) Join your class on turnitin.com:

     Period 2:  class ID:  7613898   pw:   write2

     Period 4:  class ID:  7613946   pw:   write4

     Period 6:  class ID:  7613952   pw:   write6

 

3) Upload the final draft of your definition essay to turnitin.com as follows:  (No late papers accepted without prior authorization of the teacher.)

Revise definition essay--focus on:

1) Organization--introduction, thesis and conclusion.  Remember that you are to explain the significance of your concept in society.

2) Content--make sure to incorporate quotes/ideas from the people you interviewed, and other media--song lyrics, poetry, art, advertising... you will show one of these sources to me; bring it to class, so we can work on the bibliography in MLA format.

3) Please check out the state standards (also given in class) for grading writing and what you will demonstrate with this essay.

1) Study the 25 Greek word parts and learn their meanings.

2) Bring 20 words to class using as many of the Greek word parts as possible.  Make sure your words are difficult.  Write the words on one side of the paper and the meanings on the opposite side.  There's a study sheet below if you want to print it.

3) Continue your independent reading--bring your book to class!

Please type your 'definition essay' if you haven't already turned it in and bring it to class for peer editing.  Also, please bring the text or 'media' you found that explores the term you defined in your essay--this could be a poem, song lyrics, newspaper article....  Finally, bring your first independent reading book to class.  Remember, you need to read at least 4 books outside of class books this semester!

Please read the last of the sample definition essays I gave you "On Friendship" by Mead and Metraux.  Please complete the two 'long answer' questions that follow.  (If you were absent and missed in class points for discussion, you should read the other two essays and complete the questions that follow those to make up your points.)

No school Monday!  So, this essay is due Wednesday!  Write an essay in which you explain the importance/significance of the concept you chose and explored this week.  How is it significant in the world or society (how does it affect us?)  Consider your topic in all of its complexity:  define it, explain how it's understood by yourself and others, and how it's portrayed in other media.  Synthesize your and others' experiences, observations and readings to explain the importance of your abstract concept.  This should be typed and at least 750 words.  

 

In addition, for day 2:

Bring to class an example of your topic explored in written text (poem, song, page from a novel...)  

 

Bring your 1st outside independent reading book to class.

Interview at least 2 people of a different generation than you regarding your topic (abstract concept).  Collect their definition and a 'story'--an experience or observation of theirs regarding your topic.  No late work accepted!  10 points.