A8

= Hello Period A8! =

Vocabulary Quiz- C days New Vocabulary definitions due- D days

**Personal Essay Conferences** **A8** Bring to your conference: //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.//
 * 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

drop || 13 B assembly || Tim Laurie || 17 D Mike Y Lauren Shari Marissa || 18 E drop || 19 F Mike Berkman Bethany Courtney || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">20 G <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Ben <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Harris <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Renny || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Sam <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Felicia <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Derek || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">24 A <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">drop || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">25 B <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Rachel <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Tyler <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Hillary || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">26 C <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Will <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Ashleigh <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Daron || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">27 D <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Brian <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Cam <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Mike Barry || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">drop || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">31 F || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">June 1/ G || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">2 H <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">Final Draft DUE! || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">3 A ||
 * <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"> **M** || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"> **T**  || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"> **W**  || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"> **Th**  || <span style="display: block; font: normal normal normal 12px/normal Helvetica; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;"> **F**  ||
 * <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">9 F || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">10 G || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">11 H || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">12 A
 * <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">16 C
 * <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">23 H
 * <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">30 E

= = = **Class Calendar APRIL- JUNE 2011** = = ** All activities and assignments subject to change. Check the calendar frequently! ** **= Consideration... || Reminders || -//Catcher// intro/ book hand out - read ch. 1
 * **Monday** || **Tuesday** || **Wednesday** || **Thursday** || **Friday** || For Your
 * **25 D**

- active reading Qs - define list 14 || **26 E** drop || **27 F** - Personal essay day 1 - vocab list 14 review - Discuss/ read //Catcher//
 * HW: -**read ch. 2&3

//-//personal essay examples - Catcher discussion - read - active reading Qs || **29 H** - personal essay examples - Catcher discussion - read
 * HW: -**read ch. || **//28 G//**
 * HW:** read through ch. 10

- active reading Qs ||  ||   || - personal essay brainstorm - //Catche//r discussion
 * HW:** read through ch.14
 * **MAY 2 A**
 * drop ** || **3 B**

-read ch. 15&16 with questions - brainstorm reflection -study for vocab quiz 14 || **4 C** - more personal essay examples - brainstorming - //Catcher// discussion - define list 15 - read ch. 17 with active reading Qs - 1st draft essay || **5 D**
 * HW: -**1st draft personal essay //**due Thurs**//.
 * HW:**

-read ch. 18- 20 -active reading Qs - complete essay first draft || **6 E**
 * HW:**
 * drop ** ||  ||   ||
 * **9 F**
 * - **1st draft due
 * - list 15 definitions**
 * -revision chart**
 * - teacher conference sign-up**

-active reading Qs || **10 G** - //Catcher// discussion - vocabulary definitions
 * HW:** read ch. 21 &22

- final //Catcher// discussion - more personal essay examples - begin Open Questions unit
 * HW:** finish //Catcher// and active reading Qs || **11 H**

- assembly || <span style="color: #0000ff; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Conferences will begin <span style="color: #0000ff; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **next week**. Your scheduled conference has <span style="color: #0000ff; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">been **moved back one class day**. || You must bring to your conference:
 * HW:** Work on personal essay drafts || **12 A**
 * drop ** || **13 B**

1. first draft 2. revision chart 3. second draft 4. questions for me || -vocabulary quiz #15 -personal essay conferences - Open Questions/ Independent work || **17 D** -personal essay conferences - Open Questions/ Independent work || **18 E** -personal essay conferences - Open Questions/ Independent work || **20 G** -personal essay conferences - Open Questions/ Independent work ||  ||   || -personal essay conferences - Open Questions/ Independent work || **24 A** -personal essay conferences - Open Questions/ Independent work || **26 C** -personal essay conferences - Open Questions/ Independent work || **27 D** -personal essay conferences - Open Questions/ Independent work ||  ||   || **no school** || **31 E** personal essay conferences - Open Questions/ Independent work || **2 G** - Final //Open Questions// work DUE. || **3 H** - Open Questions mini Socratic Sems
 * **16 C**
 * drop ** || **19 F**
 * **23 H**
 * drop ** || **25 B**
 * **30**
 * drop ** || **JUNE 1 F**

- 5 interesting facts about Edith Wharton ||  ||   || - pre-reading prompt discussion - Edith Wharton facts - begin //Ethan Frome//
 * HW:** - pre-reading prompts
 * **6 A**
 * drop ** || **7 B**

// **HW:** read intro and ch. 1 with questions // || **8 C** -discussion and read //EF//

- EF discussion and read
 * HW:** read EF ch. 2&3 with questions || **9 D**

-EF discussion and read - writing folders
 * HW:** read EF ch. 4&5 with questions || **10 E**
 * drop ** ||  ||   ||
 * **13 F**

-EF discussion and read ch. 9
 * HW:** Read //EF// ch. 7&8 with questions || **14 G**

total for chapters 9 & epilogue || **15 H** -final //Ethan Frome// discussion - Letter from Zeena || **16 exams** || **17 exams** ||  ||   ||
 * HW:** finish reading //EF//- create 5 discussion questions
 * **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?**

<span style="display: inline ! important; font: 12px 'Arial Narrow'; letter-spacing: 0px; margin: 0px; padding: 0px;"> 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.



750-950 words (exclusive of works cited page)
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: <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px; margin: 0px; padding: 0px;">De Koster, Katie, ed. // Readings on The Adventures of Huckleberry Finn //. San Diego, CA: Greenhaven, 1998. Print. <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px;">.

**Huck Finn Final Project Assignment Sheet**

Passage Paper Rubric-- TURNITIN.COM

= Huck Finn Group Work February- March 2011= __Expert Group Responsibilities:__
 * acquire a deeper understanding of //one// aspect of the novel through close inspection
 * concisely and accurately relay information to home group members
 * completion of course work corresponding to the area of expertise (in addition to home group work)

__Home Group Responsibilities:__
 * compile information pertaining to assigned readings
 * discuss //and// analyze the text to reach a holistic understanding
 * synthesize ideas in order to create an end product


 * In addition to group work, you will be responsible for //class notes//, //historical information//, as well as //whole class discussions.// This worksheet should be used in combination with your personal notes.


 * You **must** have all //Huck Finn// materials with you at the beginning of each class in order to receive full credit for participation.

**How will I be graded?** Expert group homework assignments... 10 points each Home group participation, focus, effort... 10 points each Reading Check Quizzes... ~20 points each Final Project... points TBD //*other assignments and assessments to be added at teacher discretion//

Homework Due Tuesday February 1:


 * Read and take notes on a brief BIOGRAPHY of Mark Twain.

Turnitin.com reminders: - Class ID (only needed when registering): 3665345 - 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** __ <span style="color: #000000; font-size: 13px; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">

[[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 2 close reading entries--> Look for 2 passages from your reading that either exemplify or contrast romantic thought and complete your analysis on the worksheet. ===== **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. ***You may want to use GROOVESHARK to listen to music by a certain composer.**

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

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

**Questions for "Sinners in the Hands of an Angry God"**


 * ** //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...”//
 * //Could this be considered a// **//conceit//**//? Why/why not?//**


 * ** //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?//**


 * ** // D // **//raw 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!!

Due Monday November 15: ** Back of Collaborative Learning Worksheet- what did you learn about your "expert" article/excerpt? **

Due Wednesday November 3: **//Death of a Salesman PAPER!//**


 * You must hand in a hard copy of your paper by 2:30p.m.
 * You must staple your rubric to the front of your paper and include a works cited page at the end of your paper (refer to resources below).

=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). **

Homework due Thursday Oct. 27: ** Read DOS to page 117 or stage direction "//The knocking is heard again.He takes a few steps away from her..."// **

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

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

** -State your opinion as fact--> this becomes your __THESIS__. ** 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.**

** -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: ** 1. Read DOS and take notes to page 90 (stage directions: //Light rises on the right side of the forestage, on a small table in the reception room of Charley's office).// ** ** //2. Define vocabulary list #5// **

Homework Due Monday Oct. 25: ** 1. Read DOS- Finish Act 1 ** ** 2. Complete __vocabulary worksheet__ (2 sides) and __study__ for vocabulary quiz list 4. **

//Death of a Salesman// Paper: **Themes of MORALS AND VALUES as seen in //Death of a Salesman//.**

Due Monday November 1
** 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, ** ** is poorly organized and/or focused, or contains errors in grammar, usage, and mechanics that obscure meaning. ** 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.**

Homework Due Friday Oct. 22: ** 1. Read/ take notes on Salesman to page 52 or stage directions, "//Ben is gone, but Willy is speaking to him as Linda..."// ** ** 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 44 (When Ben enters). ** ** 2. Choose passages from the reading and explain WHY they are appropriate for paraphrase, summary, or quoting. Complete only the front of the **worksheet.

Due Tuesday Oct. 19: ** Complete paraphrase worksheet *** Be sure to provide __pre-writing__: **restate, rephrase, restructure, recapture**

**Due Monday Oct. 18:** 1.Define vocabulary list #4 2. Read //Death of a Salesman// until page #27

=Due Thursday Oct. 14:= Arthur Miller WebQuest with 3 sources

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.

** --- --- - --- -- **

Homework Due Thursday September 30: ** *Study for Vocabulary Quiz List #2. Practice using vocabtest.com Level F **

Homework Due Wednesday September 29: ** 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 Monday September 27: ** Read //The Great Gatsby// chapter 5 and complete Active Reading Questions. **

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).**

*Resource: Ms. Hagemeister's podcast of Vocabulary Words Level F

Homework Due September 23rd: ** Finish reading chapter 3 and read all of chapter 4//The Great Gatsby.// ** ** Complete corresponding Active Reading Questions! **

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

Homework Due Tuesday, September 21st: **- Define vocabulary list #2** **- Read Great Gatsby through "'I beg your pardon.' Gatsby's butler was suddenly standing beside us" on page 55/50 (the page will vary depending on which version of the book you have.**

Homework Due Monday, September 20th: **-Read Gatsby chapter 2 with Active Reading Questions** **-Study for Voabulary Quiz list 1. Use [|VOCAB TEST.com]** **- Bring Multiple Intelligences worksheet to class!**

Homework Due Friday, September 17th: **- Finish reading //Great Gatsby// chapter 1 with Active Reading Questions** **-Visual Vocabulary....Choose 4 words from list 1- provide part of speech, definition, use it in a sentence, mnemonic device (to help you remember), and PICTURE**

**Print out the Active Reading Packet for //The Great Gatsby//. (5 pages)** **-Complete the ONLY the pre-reading questions.** DUE Tuesday September 14th

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