Tuesday warm-up

October 6th-10th

Monday
Classwork: My Name writing tasks
Homework: Complete My Name Part 1, Part 2, and Part 3. Work on vocabulary activities: Vocab #1. Vocabulary activities are due Wednesday, and the vocabulary test is on Thursday.
Additional resource: http://www.first-names-meanings.com
Tuesday
Classwork: Continue My Name writing tasks #4-6. Begin rough draft of essay. Ideas for formatting your essay: My Name paragraph structure ideas
Homework: Complete rough draft of My Name essay and have hard copy ready for peer editing on Wednesday.

Wednesday
Classwork: We will peer edit one another's My Name essay for the first half of class. During the second half of class, we will choose our roles for the ELA/SS collaborative Christopher Columbus trial. You will prepare indictments in Social Studies class. You will study to be witnesses and jury members in my class. Readings to be posted by Tuesday.
Homework: Work on revisions of My Name essay. Study for vocabulary test.

Thursday
Classwork: Continue researching roles for Columbus indictments. Begin graphic organizer.
Homework: Prepare final draft of My Name essay.

Friday
Classwork: Continue researching roles for Columbus indictments. Begin graphic organizer.

October 2nd and 3rd

Hello all!

Make sure to read this The Newyorker article The Power of Names and summarize each paragraph in the margins. There are eight paragraphs, so you need one sentence per paragraph that sums up the main idea. This will help in a writing assignment we do next week. If you want an additional challenge, here are some questions to give you a deeper analysis of the text: https://docs.google.com/a/chccs.k12.nc.us/document/d/1R-lxss7ZS4MCFChv6PxAp59jI7qTqTygOeCQLN7Vylc/edit

Thursday:
Start working on your vocabulary activities - Vocab #1 list, definitions, and activities. Make sure you understand each of the 10 words. The activities are due next Wednesday, 10/8, and there will be a brief test on Thursday, 10/9.

Read through Vignettes #1-4 of The House on Mango Street (House on Mange Street, Hair, Boys and Girls, My Name). If you would like to read along with the audio, go here: House on Mango Street.

Answer the following questions for each vignette:

Vignette #1: “The House on Mango Street” 1. Find the sentence that describes the windows of the house and copy it below: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe a feature of your own home, using the same type of figurative language:

Vignette #2: “Hairs” 1. Find a sentence that describes a family member’s hair and copy it below: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe any of your own family member’s hair, using the same type of figurative language.

Vignette #3: “Boys and Girls” 1. Write out the last sentence of this vignette: 2. What type of figurative language is the author using? 3. Why is it effective? What does it make you picture or think about? 4. Describe yourself in a sentence, using the same type of figurative language.

Friday: Grammar Refresher - subjects and predicates
Schoolhouse Rock: Tale of Mr. Morton

Work for the week and essay prompts

Global Conflict Extra Credit Prompts:

Use your annotated article to answer a prompt in the ACEs format. This optional assignment for those who scored below a 28 will be due on Monday, 9/29.

Global Conflict Essay Extra Credit Prompts


Monday
Classwork: Discuss ACES writing format for ELA/SS prompts. Practice as a whole class, small group, and individually.
ACES method

Homework: ACES poetry prompt -Monday's homework

Tuesday
Classwork:
1. Share ACES homework in partners/small groups. Complete the self-evaluation on the back of the ACES template.
2. Complete grammar pre-assessment

Homework: Annotate "Black Men in Public Spaces" by Brent Staples. As you read, analyze the text for connections to some of our current class themes and topics: identity, voice, tone, and mood. Consider the author's own understanding of his identity versus what other people automatically think of him and his identity.  As a reminder of how to annotate, look at the annotation Thinkmark that should be in your binder. Remember to add notes in the margins! Notes can include questions to the author and other readers. Questions to other readers allow us to get our peers' perspectives. The annotated copy is due on Friday. Be prepared because we will have a Socratic Seminar regarding the content of the article!
4. Continue working on your Identity Prompt final draft. It is due Monday. Identity Prompt Rubric
Here is a link for tips on writing a terrific personal statement: Personal statement tips

Wednesday
Classwork: We will have a review course on Accountable Talk in order to prepare for a school year filled with seminars and class discussions. Come prepared with Accountable Talk stems you've find useful in classroom conversations as well as other real world situations.

Homework for Wednesday and Thursday:
Continue working on annotating Brent Staples' article "Black Men in Public Spaces."  Answer the following questions regarding the article to prepare for our discussion:

1. Describe the voice, tone, and mood in this essay.
2. What is Brent Staples' thesis? Where did you find it in the essay?
3. Why do you think he wrote this essay?
4. Who do you think his intended audience was? Who do you think he hopes will read his essay?
5. List and define any unfamiliar vocabulary words.
6. What is the function of each paragraph? (Write the function in the margin of the essay)
7. Are the social issues in the article still present today?

More homework: Continue working on your Identity Prompt final draft. It is due on Monday. Make sure to have an adult read it/review it. DISCLAIMER: Do not submit a final draft that has spelling errors. Arrrgh!

Friday
Classwork: Socratic Seminar regarding the article "Black Men in Public Spaces."
Homework: Work on final draft of identity prompt.

American Revolution Expert Group tasks

Monday, 9/15

Alternatives for independence:

Read the following sentences and tell how the reader/writer could enhance his or her independence by being proactive in actions or speech:

1) I don't know what to do.

2) I can't do this.

3) What do I need to do to get an A?

4) I can't think of anything.

5) What do I do? Well, __________ told me to do it another way.

6) What should I write here?

7) This doesn't make sense.


Identity
Class prompt free write: Tell about the world you came from.

Share out: Pick the best line from your free write.

Independent:
Here is a sample college admissions essay prompt. In 300 words or less, you must: Describe the world you come from--for example (but not limited to), your family, community, or school--and tell how that world has shaped your dreams and aspirations. Remember to consider your audience, the admissions committee for your dream college.

Fill in this chart to help you brainstorm ideas:  Identity Prompt Brainstorm

Here is the actual prompt from UC Berkeley: Personal statement

Sample works cited page
Obama's speech
Works Cited MLA format