Honors Humanities 9A/B (Period 3) Assignments

What we did in class: We finished reading Book 9 of the Odyssey and answered question 6 in the Critic's corner.

 

If you were absent, read and answer questions 1 - 4.

Read pages 986-987.  On a separate sheet of paper, summarize each section. Make sure each vocabulary word is understood. It may or may not be on the paper you received in class.   

Read "Teenagers: Inside the Teenage Brain" by Marty Wolner.

 

Annotate each paragraph.
 Write a precis following the format;

Begin reading from Hunger of Memory by Richard Rodriguez.  Begin on page 158 with Before You Read prior to reading the story.  

 

Annotate everything that you read.  I expect you to annotate the answers to the questions/statements in the After You Read section.  

 

Tomorrow, you will reread the story. You are expected to complete the after reading exercises on a separate sheet of paper and turn it in before the end of class. You will complete the graphic organizer in the book.

 

Complete the vocabulary exercises on page 168 and complete them by Wednesday, March 5.

Please take a look at the rubric that will be used to grade your final draft.

Write a rough draft of your compare/contrast of three elements essay.  Attached is a rough draft of a sample paper as well as an outline.

 

 

Read about the Compare Contrast Essay on page 157. We will be writing this essay in class.

 

If you were absent. We read "An American Story" (152-156) by Anthony Lewis and answered the questions.  It's in your Perspectives of Multicultural Literature book.

We will discuss in class tomorrow.  We used the annotation method to find the answers to the questions for the first 6 questions. All answers should be written in paragraph form (summary or explanation) in your notebook.

Prepositions and Grammar Practice:

 

For those of you who would like to check out more information about prepositions, check out these webpages:

 

For more practice with grammar in general, check out the chompchomp interactive exercises by clicking on this link.

 

 

Ready for college? Try this site.

Read "Papa Who Wakes Up TIred in the Dark" and "Those Winter Sundays" (198).  Answer the questions in your book and complete the constructed response on a separate sheet to turn in tomorrow.

 

For those of you who would like to check out more information about prepositions, check out these webpages:

 

For more practice with grammar in general, check out the chompchomp interactive exercises by clicking on this link.

 

Study vocabulary for a quiz next Tuesday.  Study the roots list for your quiz as well.

Review the errors in your paper and come prepared to discuss and revise your essay in class. 

 

Look online for more information about how format a paper using MLA style.

For example, take a look at this weblog.

 

Use MLA format to type the next draft of your paper.

Refer to the transitions guide to help you get more variety in your sentences.

I'm also enclosing list of things we learned during peer revising.

Theme paper peer editing. You are reading the comments made from the editors about your paper.

Make sure you have your compare/contrast essay in class tomorrow. Use the constructed response prompt from page 193 or the block method prompt from the PowerPoint handout that I gave you last week.

Complete the writing plan chart (see the ppt handout) for both stories. Tomorrow we will write the essay in class.

Find the meaning for each root word provided.

Make flashcards for vocabulary list 24 (Which is attached and named English #25 a.doc.)

 

Complete the discussion questions in your notebook. 

 

Work on the character analysis chart for both "Thank You, M'am" and "Marigolds."

Study for Vocab.22 and 23 quiz.

Parts of the sentence information. Go to this web page and try some of the quizzes. You'll have to scroll down on the page. 

Complete the "Thinking Critically" sections for "Marigolds" in your notebooks.  You may prepare an outline for the constructed response for "Marigolds" that we will begin writing in class tomorrow.

Read "Marigolds" by Eugenia W. Collier.  Be prepared for a reading check on Monday.

Write 9 significant sentences, using the chart I showed you in class today, paraphrase, and explain why they are important sentences.

Read the story "Marigolds" by Eugenia W. Collier as well as the information about the author on page 132.  As you read, annotate the text and identify significant passage that pertain to character, conflict, and theme.

Study the pre-AP syntax study guide. Focus on Sentence Length and Sentence Type

 

 

Sentence Type

S= simple sentence (one independent clause)

 

CP= compound sentence (two independent clauses:  IC+IC)

 

CX=complex sentence (two different clause types in one sentence: IC + DC or DC + IC)

 

CP-CX= compound-complex sentence (one dependent clause + two independent clauses: DC,+IC;IC or IC,+ DC,+ IC or IC;IC+DC)

 

Remember that there are various ways to connect two or more clauses.

Vocabulary 22 and 23. Study for the quiz.  Take the online practice quiz here.

 

Read "Thank You, M'am" by Langston Hughes.  If you've read it before, start looking for new things or ideas that you can notice. We will examine characterization as well as theme on Monday.

 

Attached are some of the handouts we used in class today to look at language, syntax, and vocabulary. 

Answer the Critically Thinking questions for "Exile" in your notebook.

Complete the constructed response on a separate sheet of paper.

Use the rubric on this site ; it's the same as the one on page 256 of the PML.

1 Provide five exemplars for each root on the handout. The handout is in Period 3 Roots 2 List Jan 22.doc

 

2. If you missed class we completed the work on Pages 145 and  Page 150.doc

 

4. Find two pieces of evidence to support a possible theme in the story "Liberty" by Julia Alvarez. Use the Liberty Theme.doc

 

Here is an example of what you might have included:

 

One possible theme of the story "Liberty" is that liberty comes in many different forms.

 

One clue that this is the them is when the narrator's aunt tries help her get through the pain of leaving her beloved dog. She offers this secret information:  "You're going to find liberty when you get to the United States." This is important because the eponymous name, Liberty has two meanings. We readers know that this is not literal, and we are well aware of the painful sacrifice the narrator has to make (143).

 

Another piece of evidence is on page 144, at the end of the story, when the narrator explains "But I already sense it is a different kind of liberty my aunt means.  All I can do is hope that when we come back . . . my Liberty will be waiting for me here."  She knows that she has to leave her home and her beloved dog in order to live, to be free. She has to give up Liberty to gain liberty. The narrator confirms that the lesson she has learned is that liberty has different meanings.

Read the poem Exile by  Julia Alavarez (pages 147-150). 

Here is a link to the quiz that you will take on Tuesday.

 

Finish reading Liberty and answer the questions on a separate sheet of paper.

Finish reading "Liberty" by Julia Alvarez. 

Complete the chart for "Liberty."

 

Tomorrow we will have a quiz on the literary terms on page 133.  This is not a matching quiz. 

 

To get ahead start, you will all reread or read for the first time, "Marigolds" by Eugenia Collier and "Thank You M'am" by Langson Hughes. 

Lesson Targets:

Write using a sequence of events, characters, dialogue, point of view, figurative language, and sensory details.

 

Write a first draft for the autobiographical narrative and bring it to class.

Study vocabulary literary terms (page 133 of PML); there will be a quiz on Friday.

Make flashcards for the lit. terms.

 

Attached is an example of a model autobiographical narrative, the rubric, and the assignment.