A7

Vocabulary Quiz- C days New Vocabulary definitions due- D days
 * Hello Period A7!**

**Personal Essay Conferences** **A7** Bring to your conference:
 * 1) Draft #1 of your personal essay (typed or not)
 * 2) Chart (handout) for revision
 * 3) Draft #2 of your essay (typed, double spaced, with word count at top)
 * 4) Any questions you have

//Plan ahead if you are unable to make your conference. Arrange with someone else to trade days. If you are unprepared on your conference day, you will be responsible for passing in all three drafts in June, albeit without feedback from me.// drop || 13 B Caroline Sabrina Meaghan || Kyle David Jared || 17 D Alyssa Kaitlyn Hannah B || 18 E drop || 19 F  Kelsey C.  Zoe Kelsea G. Cassie || 20 G  Alex Theresa Dima || Nicole Leigh Dan || 24 A drop || 25 B  Rachel Anna Georgia || 26 C Hannah W  Liz Emily || 27 D Chris Matt || no school (memorial day) || 31 E drop || June 1/ G || 2 H  Final Draft DUE! || 3 A ||
 * **M** || **T** || **W** || **Th** || **F** ||
 * 9 F || 10 G || 11 H || 12 A
 * 16 C
 * 23 H
 * 30

Class Calendar April- June 2011
**All assignments and activities are subject to change. It is your responsibility to check the calendar frequently! Consideration... || Reminders || Socratic Seminar procedure //TEWWG// intro read ch.1 5 Hurston facts (3 sources) list 14 definitions || **26 E** drop || **27 F** - Hurston facts - class discussion - vocabulary review
 * **Monday** || **Tuesday** || **Wednesday** || **Thursday** || **Friday** || For Your
 * **25 D**
 * HW:** read ch. 2&3

**HW:** read ch. prep for SS1 || **28 G** -personal essay day 1 - SS #1

ch. 6&7 || **29 H** -personal essay day 2 -SS #2
 * HW: -**read TEWWG

drop || **3 B** -SS #3 - personal essay day 3
 * HW: -**read TEWWG ch. 8-11 ||  ||   ||
 * **MAY 2 A**

-complete brainstorm reflection -study vocab. quiz 14 || **4 C** -vocabulary quiz 14 -SS #4 - more brainstorming
 * HW: -**read TEWWG ch. 12-15

- define list #15 || **5 D** - vocabulary definitions
 * HW:** read TEWWG ch. 16-18

-read chapter 19 and prep for socratic sem -complete **first draft** personal essay || **6 E** drop || The first draft of your essay does not need to be typed-- you don't even have to stick with the topic of your first draft.
 * HW:**

Have a great Mothers' Day Weekend!!! || The first draft of your personal essay is due on Monday! || -//first draft personal essay due// - revision chart //-// 2nd draft conference sign-up - SS #5
 * **9 F**

-TEWWG final Socratic Sem. -listen to ch. 20
 * HW:** work on personal essay draft #2 || **10 G**

**HW:** read personal essay examples || **11 H**

- Personal essay discussion -//Open Questions// unit introduction || **12 A** drop || **13 B** -//Open Questions// - personal essays: individual conferences || I'll provide more examples of Personal Essay styles if you're still stuck on ideas.

Preparing thoughtful questions for your individual conference will ensure better feedback! || While there is technically "no homework" during the //Open Questions// Unit, you will be responsible for all work at the conclusion of the unit. || **- vocab quiz 15** -//Open Questions// - personal essays: individual conferences || **17 D** -//Open Questions// - personal essays: individual conferences || **18 E** drop || **19 F** -//Open Questions// - personal essays: individual conferences || **20 G** -//Open Questions// - personal essays: individual conferences ||  ||   || -//Open Questions// - personal essays: individual conferences || **24 A** drop || **25 B** -//Open Questions// - personal essays: individual conferences
 * **16 C**
 * **23 H**

**HW:** all Open Questions work due tomorrow || **26 C** -begin //Ethan Frome// || **27 D** ||  ||   || drop || **JUNE 1 F**
 * **30**
 * no school** || **31 E**

-Mini Socratic Seminars: Open Questions wrap up || **2 G** begin //Ethan Frome//

- 5 interesting Edith Wharton facts || **3 H** **final draft DUE** in class
 * HW: -**read intro and prologue and packet Qs
 * Personal Essay

//Ethan Frome// discussion/ read

with Questions ||  ||   || drop || **7 B** -//EF// discussion and read
 * HW:** read EF ch. 1-2
 * **6 A**

-//EF// discussion and read
 * HW:** read ch. 3&4 with questions || **8 C**

-//EF// discussion and read
 * HW:** read ch. 5&6 with questions || **9 D**

drop ||  ||   || -//EF// discussion and read
 * HW:** read ch. 7&8 with questions || **10 E**
 * **13 F**

-finish reading //EF// -Final discussion of //Ethan Frome//
 * HW:** ch. 8&9 //EF// and discussion questions || **14 G**

- creating study guides, quizzes || **16 exams** || **17 exams** ||  ||   ||
 * HW:** read letter from Zenobia and take notes || **15 H**
 * **20 exams** || **21 exams** || **22 exams** ||  ||   ||   ||   ||

^^^^Refer to this grading rubric when viewing your graded paper on www.turnitin.com

Secondary Source Paper- //The Adventures of Huckleberry Finn//

You have now read and analyzed several literary criticisms (secondary sources) of our primary source, Mark Twain’s //The Adventures of Huckleberry Finn//. It will now be your task to use the information from both primary and secondary sources to answer the following question: **Should //The Adventures of Huckleberry Finn// be taught in public schools?**

 The purpose of this paper is to create your own secondary source by analyzing a primary source. The ability to integrate other secondary source documents and convincing evidence from the primary source into your own writing is an essential skill for the assignment.



size 12 Times New Roman font, double spaced
Rough Draft due __**in class**__ on TUESDAY APRIL 12th

FINAL DRAFT submitted to [|__www.turnitin.com__] by 11:59pm on April 14th 2011
**RUBRIC..... A secondary source paper receiving an ‘A’ will demonstrate the following:**

__Focus__
 * clearly established point of view conveyed through a //thesis statement// with 3 limited focuses
 * logical transitions within writing

__Credibility__
 * sufficient evidence from literary criticisms to support each limited focus (1 example minimum)
 * sufficient evidence from The Adventures of Huckleberry Finn to support each limited focus (1 example minimum)
 * clear and convincing explanations linking the evidence to limited focuses and thesis

__Citation__ - information is appropriately and correctly summarized, paraphrased and quoted
 * correctly formatted parenthetical citations for all material referenced
 * correctly formatted MLA7 works cited page

__Academic Rigor__ - seamless integration of secondary sources into writing
 * appropriate use of vocabulary, grammar, spelling and punctuation
 * evidence of proofreading and editing
 * appropriate introduction and conclusion (not necessarily paragraphs)
 * conciseness and clarity of writing

Citation for Literary Criticisms: De Koster, Katie, ed. // Readings on The Adventures of Huckleberry Finn //. San Diego, CA: Greenhaven, 1998. Print.

**Huck Finn Final Project Assignment Sheet**

Passage Paper Rubric-- TURNITIN.COM

**Non‐Fiction Reading – Wiki Discussion Rubric** An outstanding (B+‐A‐range) response • falls within the assigned parameters for length (400‐500 words) • is posted promptly to foster conversation with peers • provides factually correct, reflective and substantive contribution that advances discussion • raises important questions and issues from the text, formulating them clearly and precisely • gathers and incorporates relevant evidence from text (at least three quotations, cited correctly) • demonstrates open‐mindedness with regard to alternative systems of thought, while recognizing and assessing one’s own assumptions and their implications/consequences • provides evidence of having read peers’ posts • takes risks by sharing what author does not know, in addition to ideas and opinions • asks questions, responds to suggestions others posted in reply, and actively supports the other learners • extends meaningful discussion by building on previous posts or poses new possibilities or opinions not previously voiced • comments on something that intrigues, impresses, amuses, shocks, puzzles, disturbs, repulses, aggravates, etc • uses references to literature, readings, or personal experience to support comments • thoughtfully promotes continuous learning and critical thinking, either through a new idea, a shared experience, or a different point of view • integrates ideas from different threads and presents synthesized information back to the discussion • features writing that is mechanically sound and grammatically correct; sentence structure that is varied; diction that is precise and academic. Problematic (B or lower) responses include lapses in the above criteria to a greater or lesser degree and might also include:  incoherence, insincerity, & ambiguity – seeming superficial engagement with the text; summary, rather than commentary or analysis  disorganization – illogical or discursive ordering of main ideas; extraneous detail; confusing structure; lack of transitions; redundancy  poor grammar/punctuation/usage/style – choice of words haphazard, vague, or informal; mistakes in grammar and/or punctuation are pervasive and/or inhibit understanding; sentences are formulaic or simplistic; style is superficial, mechanical, vacuous or inept. While mechanics are not a major criterion for the response, a sloppy and careless posting will be penalized  tardiness ‐‐ given that the point of the assignment was engagement with peers, late postings will receive deductions because they fail to foster discussion and serve only as monologues sounding in an echo chamber of the internet  other problems as identified

Class Schedule for Jan.31- April 2011*

 * **Monday** || **Tuesday** || **Wednesday** || **Thursday** || **Friday** || For your consideration... || Reminders ||
 * **31 (B)**

and the N-word"/ censorship Vocab. List #9 worksheet || FEBRUARY **1 (C)**
 * class:** Assign non-fiction, discussion; "Huck Finn
 * HW:** Mark Twain biography


 * class**: l** ist 9 quiz, Realism, Satire **

read and find 2 examples of Horatian satire, read chapt 1-2 HF || **2 (D)**
 * HW:** "Jumping Frog"


 * snow day** || **3 (E)**


 * //drop// ** || **4 (F)**

Home Groups
 * class:** HF symbols/themes,


 * HW:** Read HF ||  ||   ||
 * **7 (G)**


 * class:** Expert Groups
 * HW:** non-fiction texts DUE 2/8, Read HF || **8 (H)**


 * class:** NF Reading Day
 * HW:** || **9 (A)**


 * //drop// ** || **10 (B)**


 * class:** non-fiction project, HF group work
 * HW:** read HF, nf || **11 (C)**


 * class:** Groups/ discussions


 * HW:** ||  ||   ||
 * **14 (D)**

read HF through ch. 13 || **15 (E)**
 * class:** HF Reading Day
 * HW:** wiki post


 * //drop// **


 * HW:** || **16 (F)**


 * class:** HF Group work ch. 5-9


 * HW:** || **17 (G)**


 * class:** HF Group work ch. 10-13

read HF ch. 14- 24 || **18 (H)**
 * HW:** wiki response

//times to// //complete work during vacation; you'll make// //the most out of both work and leisure time.// **//Have fun!//** || //*1/4 of non-fiction text read// ||
 * class:** NF Reading Day
 * HW:** || //*Plan out specific days///
 * **va**
 * HW:** wiki post || **ca** || **ti** || **on**


 * HW:** || **week** ||  || //*1/2 of non-fiction text read// ||
 * **28 (A)**


 * //drop// **
 * HW:** || MARCH **1 (B)**


 * class:** HF group work (ch. 14-24 due)
 * HW:** read HF ch. 25-26 || **2 (C)**


 * class:** HF group work


 * HW:** read ch. 27+ || **3 (D)**


 * class:** HF group work

read HF || **4 (E)**
 * HW:** wiki response ,


 * //drop// ** ||  || //*3/4 of non-fiction text read// ||
 * **7 (F)**


 * class:** HF Reading Day
 * HW:** wiki post due 11:59p.m. || **8 (G)**


 * class:** HF group work
 * HW:** finish reading HF || **9 (H)**


 * class:** NF Reading Day
 * HW: f**inish reading HF || **10 (A)**


 * drop **


 * HW:** || **11 (B)**


 * class:** Last day-HF group work, assign group project


 * HW:** ||  || //*Non-fiction texts completed by end of week!//

// wiki response due Monday 11:59pm // ||
 * **14 (C)**

**class:** HF Project **HW:** || **15 (D)**

**class:** **HW:** || **16 (E)**

//drop// || **17 (F)**

**class:** HF Project **HW:** || **18 (G)**

**class:** HF Project **HW:** ||  ||   ||
 * **21 (H)**

**class:**
 * HW:** || **22 (A)**

**class:** //drop// **HW:** || **23 (B)**

**class:** **HW:** || **24 (C)**

**class:** **HW:** || **25 (D)**

**class:** ﻿**Huck Finn Project DUE- group presentations** **HW:** ||  ||   ||
 * **28 (E)**

**class:** **HW:** || **29 (F)**

**class:** **HW:** || **30 (G)**

**class:** **HW:** || APRIL **1** **(H)**

**class:** **HW:** || **2 (A)**

**class:** **HW:** ||  ||   ||
 * **5 (B)**

**class:** **HW:** || **6 (C)**

**class:** **HW:** || **7 (D)**

**class:** **HW:** || **8 (E)**

**class:** **HW:** || **9 (F)**

**class:** **HW:** ||  ||   ||
 * **11 (G)**

**class:** **HW:** || **12 (H)**

**class:** **HW:** || **13 (A)**

**class:** **HW:** || **14 (B)**

**class:** **HW:** || **15 (C)**

**class:** **HW:** ||  ||   ||

*materials and dates subject to change

Turnitin.com reminders: - Class ID (only needed when registering): 3665313 - user name: email address - default password (only if you set it up that way): natickps1 - **CLICK** on our class, More actions, Submit paper - Assignment Title (all submissions MUST be titled this way): **Into the Wild Passage Paper** - only MS Word, Word Perfect, RTF and PDF documents can be submitted be sure to reformat if you've written your paper in different application - If (for some reason) turnitin.com fails you, be sure to send your paper to me [**alukovics@natickps.org]** as an __attachment__ before the deadline.

**However, your FINAL DRAFT will be due on turnitin.com by 12:00 MIDNIGHT on FRIDAY January 28th.**

 * There will be instruction in class prior to the due date(s) on how to appropriately use block quotes, how to upload to turnitin.com, and how to see your grade and paper comments. *


 * Homework due Thursday January 13: Work on your passage paper rough drafts! *Happy Snow Day***

__ **﻿Core Writing #2:** //**Into the Wild**// **Passage Paper** __ 

[[file:Passage Paper Rubric Into the Wild.rtf]]
= __ DUE DATES __ =

**Friday January 14th:** **Rough draft due in class. Students may bring lap tops and other resources to work on the paper and receive feedback in class.**
= ** January 26th: Work day-- laptops and other resources for in class work. Final draft due by 12:00 midnight on www.turnitin.com** =

**Homework due January 6:** Read and take notes on chapters 15 and 16 of //Into the Wild// = ** HOMEWORK DUE JANUARY 3rd: ** = ** 1. Read** and **take notes** on //Into the Wild// through chapter 13 / page 132.

=
**2.** Complete 4 close reading entries--> Look for 4 passages from your reading that either exemplify or contrast romantic thought and complete your analysis on the worksheet. The entry that we completed together in class **does not count** as one of your four entries. ===== **3.** Complete a webquest on one of the artists/ composers from our Romanticism Lab. Your choices are: Thomas Cole, Caspar David Friedrich, Amy Beach, Henry Fuseli, Gustav Mahler, JMW Turner, Johannes Brahms, Pyotr Ilyich Tchaikovsky, or Antonin Dvorak.

TEST ON PURITANS AND COLONIALS ***Tuesday December 14th*** ﻿ Link to Puritan PREZI STUDY GUIDE!


 * Homework Due Wednesday December 8:**
 * Read Adam Smith's //Theory of Moral Sentiments// from page 242-244 and take notes--> the section is entitled "Of Universal Benevolence" **

Read and take notes on the biography of Patrick Henry.
 * Homework Due Tuesday December 7:**

"Sinners in the Hands of an Angry God" QUESTIONS

//Could this be considered a// **//conceit//**//? Why/why not?//
 * //Write a 3-4 sentence// **//summary//** //of Edwards’ message in the sermon.//
 * //Re-read and// __//explain//__ //the metaphor on page 41, column two: “The bow of God’s wrath is bent...”//
 * //What does the phrase// **//“God’s pleasure”//** //mean? Explain.// //***Think about basic Puritan beliefs**// ** __//and//__ //the information from Edwards’ biography.// **


 * ** //What Puritan belief would explain the comet “warning” on page 42?// **//*Read the warning// __//and//__ //the caption.//
 * //What is the// **//“extraordinary opportunity”//** //that Edwards refers to on page 43, column 2?//
 * //On a separate sheet of paper,// **//draw a picture//** //of a scene from Edwards’ sermon. Include a// **//quote//** //that explains the illustration.// **//Do not//** //choose “the bow of God’s wrath.”//

__** Puritan Education of Children Assignment-- 30 point Quiz Grade **__ //What better way to demonstrate your understanding of basic Puritan beliefs than by teaching others? Using your notes on Puritanism and the education of children in the 1600's, **create a primer or an ABCedery** that teaches children **3 Puritan beliefs** and conveys at least **1 moral or lesson** that would be important for a Puritan child to learn. **DUE FRIDAY DECEMBER 3rd!**//

= =

**Homework due Monday November 15:**
1. Listen to and take notes on the interview with Sarah Vowell regarding her new publication. Your notes should focus on misconceptions about Puritans-- what is truth and what is embellished by our society? *Think what you learned in elementary school vs. truth!

http://www.npr.org/templates/story/story.php?storyId=95469284#commentBlock

2. Complete worksheet "Expert" article/ excerpt.


 * Participation Grades** ***Contingent upon honest self reflection and teacher agreement.**
 * A student receiving full credit is consistently prepared for class, actively participates in all class discussions and regularly volunteers ideas that promote thought and understanding. A student receiving full credit always listens while other speak, maintains courtesy and respect at all times and engages in appropriate classroom behavior.**

Due on Thursday November 4:
 * DOAS image/theme/relationship journals**
 * Be sure to turn in your rubric with your name on it if you did not do so on Monday.**

=Resources for the DOAS paper:=


 * 1. Words that introduce quotes. [[file:words that introduce.ashx.doc]] **
 * 2. Works cited---> The first entry is the blue cover copy of the play circa 1976. The second is for both newer editions circa 1998 (teal cover and illustrated cover). [[file:works cited (2 versions).rtf]] **

Homework due Thursday Oct. 28:
 * Finish reading DOS Act II.**

__Preparing to Write: **Summary, Paraphrase, Quote Assignment**__


 * -Form an opinion about the assigned theme! **

opinion: **I think that Jay Gatsby is an amoral character.** thesis: **Within F. Scott Fitzgerald’s //The Great Gatsby//, Jay Gatsby completely lacks morality in all of his words and actions.**
 * -State your opinion as fact--> this becomes your __THESIS__. **


 * -Find evidence within the literary work to support your thesis. **
 * *The notes that you’ve been taking while reading will help! **


 * -Determine which pieces of evidence would be //appropriate// to **summarize, paraphrase, and quote**.**


 * -Begin writing... you will be able to incorporate the evidence in the form of correctly cited summaries, paraphrases, and quotes (full or partial!). **


 * **Homework due Tuesday Oct. 26:
 * Read DOS to page 76 (stage directions //Charley stares after him a moment and follows...).//**
 * Define vocabulary list #5**


 * RESOURCE for MLA quoting: http://www.ehow.com/how_4509665_quote-essay-using-mla-format.html**

Homework Due Monday Oct. 25:
 * 1. Read DOS to stage direction "Howard exits, pushing the table off left."**
 * 2. Study for vocabulary quiz list 4.**

//Death of a Salesman// Paper

 * Rubric:**


 * || Summary (x2) || Paraphrase (x2) || Quote (x3) ||
 * 4 Meets
 * (8-10 points) ** || Chosen information is worthy of summary. Summary concisely and eloquently captures exact meaning in student’s own words. All information is correctly cited. || Chosen information is appropriate for paraphrase. Paraphrase clarifies information, maintains meaning and is entirely in student’s own words. All information is correctly cited. || Chosen information is undoubtedly worthy of quote. Quote is eloquently incorporated into text and enhances meaning of text. Student appropriately discusses quote’s significance. Quote is correctly cited. ||
 * 3 Approaching
 * (5-8 points) ** || Information is worthy of summary. Summary is concise although it may lack eloquence. Meaning is entirely or almost entirely captured. Student rephrases information entirely in his/her own words. Most information is correctly cited. || Chosen passage is worthy of paraphrase. Paraphrase may clarify information although meaning may be added or removed. Paraphrase is entirely in student’s own words. Most information is correctly cited. || Information is somewhat worthy of quotation. Quote may be appropriately incorporated into text or may enhance the meaning of text. Student may briefly discuss quote’s significance. Quote is correctly cited. ||
 * 2 Beginning
 * (3-5 points) ** || Chosen information may not be worthy of summary. Summary may lack conciseness and may be inarticulate or base. Student captures most information entirely in his/her own words. Some information is correctly cited. || Passage may not be appropriate for paraphrase. Paraphrase does not clarify information or meaning is somewhat altered. Paraphrase is entirely in student’s own words. Some information is correctly cited. || Information is somewhat worthy of quotation or the quote may not be appropriately incorporated into text (i.e. “quote bombs”). Quote does little to nothing to enhance text and student may not elaborate upon quote’s significance. A minor error may have occurred while citing quote. ||
 * 1 Does not meet
 * (1-3 points) ** || Information is not appropriate for summarization. Summary may lack conciseness and articulation. Summary is partially or entirely plagiarized. Little to no information is correctly cited. || Information is clearly not appropriate for paraphrase. Paraphrase does not clarify information and meaning is mostly or completely altered. Paraphrase is partially or entirely plagiarized. Little to no information is cited correctly. || Information is not worthy of quotation. Quote is not well incorporated into text (i.e. “quote bombs”) and little to no explanation is provided as to the quote’s significance. Quote does not enhance the text or is incorrectly cited. ||

Comprehension/ Analysis 20-30 points: **Effectively and insightfully developed and demonstrates outstanding critical thinking, is well organized and clearly focused exhibits skillful use of language, using a varied, accurate, and apt vocabulary and is free of most errors in grammar, usage, and mechanics.** 15-20 points: **Develops a point of view and demonstrates competent critical thinking, is generally organized and focused, exhibits adequate but inconsistent facility in the use of language, and has some errors in grammar, usage, and mechanics.** 10- 15 points: ** Develops a point of view that is vague and demonstrates weak critical thinking, ** 0-10 points: **No point of view is developed and writing displays weak to non-existent critical thinking, is completely unorganized or lacks control of grammar, usage, and mechanics.**
 * is poorly organized and/or focused, or contains errors in grammar, usage, and mechanics that obscure meaning. **

Homework Due Friday Oct. 22:
 * 1. Read/ take notes on Salesman through Act 1.**
 * 2. WRITE the summary, paraphrase and quotes that you previously identified ---> other side of the worksheet. Be sure to provide a** parenthetical citation **for each.**

Homework Due Wednesday Oct 20:


 * 1. Read //Salesman// to page 37 [//BEN is gone, but WILLY is still speaking to him as LINDA, in nightgown and robe, enters the kitchen]//. **
 * 2. Choose passages from the reading and explain WHY they are appropriate for paraphrase, summary, or quoting. Complete only the front of the **worksheet**.**

__Long Term Assignment for__ //__Death of a Salesman:__//
 * //-Record all examples of your assigned symbol, theme, or relationship in the literature sections of your binders.//**
 * //-After each quoted line of dialogue or stage direction, be sure to cite the Miller and the page number of the play (Remember that DOAS will be cited as a novel because it lacks scenes and lines within each act).//**
 * //- Jot down some inferences that can be made about Arthur Miller's intentions/ purpose for including this theme, symbol, or relationship.//**


 * For more detailed directions, an example, and your assigned theme/symbol/relationship, refer to document--> [[file:DOAS Journal A7.doc]]**


 * **Due Tuesday Oct. 19:
 * 1. Read //DOS// until "Charley has appeared in the doorway" (Miller 28).**
 * 2. Complete paraphrase worksheet.**

Due Monday Oct. 18:
 * 1. Define vocabulary list #4**
 * 2. Read //Death of a Salesman// until page #16**

Due Thursday Oct. 14:
 * Arthur Miller WebQuest with 3 sources[[file:WebQuest.doc]]**
 * Study for vocabulary quiz**

HERE IS THE RUBRIC FOR YOUR //GATSBY// PROJECT:

Homework Due Wednesday October 6:

 * FINISH READING //The Great Gatsby// with Active Reading Questions. You DO NOT need to complete the post- reading questions.**
 * Work on FINAL PROJECT for //The Great Gatsby// (due Thursday 10/7)**

HOMEWORK DUE TUESDAY OCTOBER 5:
 * -read //The Great Gatsby// chapter 8 and complete Active Reading Questions. **

Homework Due Friday OCTOBER 1:
 * -define vocabulary list #3 **
 * -read //The Great Gatsby// chapter 7 and complete Active Reading Questions **


 * **//The Great Gatsby// FINAL PROJECT. Due Thursday, October 7th
 * 1. Choose ONE to illustrate. **
 * · The T.J. Eckleberg billboard. **
 * · The front page of a Town Tattler magazine. On it list pieces of gossip from within the novel. **
 * · The owl-eyed man and others who frequent Gatsby’s parties. **
 * · The Valley of the Ashes. Include George Wilson’s auto shop. **
 * OR… **

· Create a map of Long Island and New York City. Include major landmarks and pinpoint the places travelled to by characters.
==== · Compile a list of comments about women made by characters within the novel. Present the comments as “facts” on a pamphlet that would be distributed by men opposing women’s right to vote. Be sure to cite who said the quote, and on which page the quote appears. ====

-A one page explanation of your illustration: How does it capture the essence of The Great Gatsby? Which parts are created from your imagination and why?
- Creativity and effort. Your project should reflect and understanding of the novel, earnest effort, and a week’s worth of creative thinking.

--- --- - --- --

*Study for Vocabulary Quiz List #2. Practice using vocabtest.com Level G You can use Mrs. Bernstein's PODCAST! List G2
 * Homework Due Thursday September 30:**

1.Read chapter six of The Great Gatsby and complete Active Reading Questions. 2.Read this sample essay entitled "So That Nobody Has To Go To School If They Don't Want To". 3.Based on your knowledge of the criteria of a summary, write a summary of the article. *Be sure to include a citation (either parenthetical or within the text). Refer to your notes from class for information on citing.
 * Homework Due Wednesday September 29:**

Read //The Great Gatsby// chapter 5 and complete Active Reading Questions.
 * Homework Due Monday September 27:**


 * Homework Due 9/24:**

-Look up 6 vocabulary words in context on news.google.com Choose the words that you are the //least// confident with using in context.
-Provide the __entire sentence__ and be sure to explain the context; that is, what is this news story //__about?__//

-Provide the **__source__** of the article as well (for example, google news might redirect you to CNN, Sports Center, or a local news network).

RESOURCES: Etymology Prefixes, Suffixes <-- These are great websites for looking up word origins, prefixes and suffixes!

1. T.S. Eliot's "The Wasteland" Read ONLY "The Burial of the Dead." Take notes. 2. Walt Whitman Poetry Read "Among the Multitude" and "Facing West from California's Shores." Take notes and compare to Eliot's poetry. Notice the difference as marked by the modernist movement. 3.Chapter 4 in //The Great Gatsby// with Active Reading Questions
 * To Read for September 23:**

-Vocabulary List 2 definitions
 * Homework due 9/21:**

-Read ONLY the introduction and the section entitled "modernism."Take notes and be prepared to discuss modernism in class!

- Read Great Gatsby through chapter 3 with Active Reading Questions.<-- this version is compatible with Microsoft Word 94-07! -Study for Vocab Test List 1 with [|VOCAB TEST.com] Level G: definitions, sentences, reverse sentences
 * Homework Due Sept. 20:**


 * Have a great weekend! :-)


 * Assignments and course materials will be posted on a regular basis.**

*** //Socratic Seminars begin Wednesday Sept. 15.//** ALL GROUPS should be prepared on that date.
//__An "A" Level Participant in the Socratic Seminar will...__// // -through his/her comments, demonstrate a deep knowledge of the text // // -come to the seminar prepared with notes and questions // // -through his/her comments, show that he/she is actively listening to peers // // -offer clarification and/or follow up that extends the conversation // // -often refer back to specific parts of the text to defend his/her assertions //
 * //-//**//offer enough solid analysis, without prompting, to move the conversation forward//


 * Group 1:** Alex Barr, Kelsey Childs, Zoe Frazier, Jared Kimler, Leigh Nesky, Chris Saccardo
 * Group 2:** Rachel Becker, Matt Collins, Kelsea Gildawie, Anna Kjersgard, Dan Nesvet, David Shocket
 * Group 3:** Kyle Buckley, Theresa Crowell, Alyssa Griffith, Caroline Letner, Emily O'Neil, Alicia Siu
 * Group 4:** Hannah Byrne, Meghan Foley, Georgia Johnson, Nicole Morrisey, Sabrina Riley
 * Group 5:** Dima Thabit, Elizabeth Walker, Kaitlyn Watson, Hannah Weinstock, Cassandra Young

Print out //The Great Gatsby// Active Reading Packet (5 pages) and complete the pre-reading questions.**Due Tuesday September 14.** Bring your first vocab list to class that day as well!

Due Sept. 7th

Homework credit given for... -3 ring binder (separated in Literature, Writing, and Vocabulary sections) -one subject notebook/ in class journal -student/ parent signatures for course syllabus and addendum

Vocabulary list #1 definitions DUE SEPTEMBER 7th