Gatsby Reading Schedule

Reading means annotating (Q-ReDCAPS).  I encourage you to use the quarter-fold method we discussed in class when reading The Catcher in the Rye.  If your book already has post-its, you should remove these; they may not be reliable and can mislead you as a result.


Annotations will be checked periodically and are due on the dates listed below, even if we are not up to that point in our classroom discussions.  Expect both announced and unannounced quizzes and writing assignments.  Unless you read ahead, there may be a need to read on weekends.  Please be sure to see Ms. Barracca or Mr. Jackett if you are having trouble with the reading.


Should you forget your book or notice you are missing pages, here are some links to the full text:


http://xroads.virginia.edu/~hyper/fitzgerald/gatsby/gtoc.html


https://www.planetebook.com/free-ebooks/the-great-gatsby.pdf




Chapter 1: 5/7


Chapter 2: 5/9


Chapter 3: 5/15


Chapter 4: 5/21


Chapter 5: 5/23


Chapter 6: 5/25


Chapter 7: 5/31


Chapter 8: 6/4


Chapter 9: 6/6

Civil Disobedience & Upcoming Task 2 Essay

Reminders:
The quiz on "Civil Disobedience" is this Tuesday, 4/9 (same day the Transcendentalist project is due!)


Thursday-Friday: In-class Argument (Task 2) essay using the four Transcendental essays in your packet.


Suggestions:


Tonight, review "Civil Disobedience" in preparation for the quiz.


Before Wednesday, try to review your essay feedback for the Task 3 essay that was returned to you in class.  Be sure to review the "Task 3 Rubric Breakdown" sheet that was included in your booklet.


and


Review your midterm Task 2 and the student models you received for the midterm exam. 


and


Review the Task 2 directions in your "Everything You Need to Know ELA" packet. 


and


Come in on Wednesday prepared to ask any questions about the task or about writing in general that you have!

"The Art of the Essay": Due 3/20

Due on Tuesday, 3/20:
Please annotate and complete the margin questions for the following texts, located within the "Art of the Essay" packet you received on 3/14.


"Nature"
"Self-Reliance"
"Walden"
"Civil Disobedience"

Due: Thursday,3/1 & Friday, 3/2

Read, annotate, and answer the margin questions up to the "J" in "The Devil and Tom Walker."


For Friday, please finish reading/annotating the story.

"The Devil and Tom Walker"- Due Wednesday

Read and annotate "The Devil and Tom Walker" to line 78.  Be sure to Q-ReDCAPS and to answer any margin questions associated with those line!

Washington Irving

Please finish reading and annotating the biographical page on Washington Irving, which is located on the last page of the "Devil and Tom Walker" packet you received today in class.
As you read, please mark:

1. information you believe is important
2. information you find to be interesting

AND
     3.  use this page to help you make additional predictions about the text

MIDTERM REFLECTION: DUE MONDAY 2/26

Please use your Midterm, your graded rubric for this task, the TASK 2/TASK3 Rubric Breakdown sheet, and the packet of student models you received in order to complete the following reflection activity, which is due MONDAY, February 26th.

COMPLETE THE FOLLOWING TASK FOR BOTH MIDTERM ESSAYS
and clearly label each as either TASK 2 or TASK 3

• Re-read your work out loud (try to get a sense of how you write when writing under a timed situation).
• Review your rubric and any written feedback you received.
• Then, read the student samples and complete the following steps.  
• TYPE YOUR RESPONSE; MLA format (12 pt, Times New Roman, double spaced, 1" margins). 
• Please write in complete sentences and proofread carefully. 

 

1. STRENGTHS: 
• Specifically, what are you doing well?  How do you know?
• What does your paper have in common with the student models (specifically reference details from both the models and from your paper to illustrate your points!) 
2. WEAKNESSES:  
• How does your paper contrast with the student models (specifically reference details from both the model and from your paper to illustrate your points!)
• In what areas do you need the most improvement?  How do you know?
3. WHAT DO YOU FEEL are the MOST EFFECTIVE QUALITIES of THE SAMPLE AND HOW SO/WHY? (specifically reference details the model to illustrate your points!)
4. BASED ON WHAT YOU SEE IN THE SAMPLE, WHAT DO YOU SPECIFICALLY NEED TO DO TO IMPROVE YOUR WEAK AREAS?   (specifically reference details from the RUBRICS and the RUBRIC BREAKDOWN sheet!)


 
•  EXAMPLES:
• "I need to learn my homophones, such as their/they're/there."  
• "I need to make sure I write a theme, which is a sentence, instead of a topic."
• "I need to make sure I include sentences that explain how the writing strategy illustrates the claim."
• "I need to make sure I use transitions in my writing"
• "I need to have more comprehensive topic sentences"
• etc.
5. WHAT STEPS WILL YOU TAKE TO MAKE THESE IMPROVEMENTS?
• What specific steps will you take in order to improve your writing?
• Extra help?
• Re-reading student models from throughout the year?
• Pay more attention in class?
• Ask more questions?
• Take my time?
• Practice my paragraph structure?
6. REWRITE and FILL IN the following statement:

"I am doing well with ___________ in my writing,

but I have not mastered __________ YET. 

Instead of giving up, I will _____________________."

Sinners in the Hands of an Angry God: Due 2/13

Tonight's homework is to finish annotating "Sinners in the Hands of an Angry God."


Please be sure to have this prepared before class tomorrow!

Declaration of Independence

Be sure to finish reading and annotating the Declaration of Independence before class tomorrow (Thursday, 2/1).  To receive full credit, you must also answer the remaining margin questions. 

Upcoming Assignments, Due Dates , and Midterm info

Due Friday, 1/12:  Tomorrow, you will present your list from the World Café.  Be sure to arrive to class prepared to discuss the significance of EACH item on that list, including ones you did not get to in class.  You should by now be able to draw a conclusion as to how all these items connect, and you will need to present quotations (and page numbers) that clearly indicate those connections. 


Due Tuesday, 1/16: In preparation for the upcoming midterm exam, please review (and annotate) pages 1-16 of your yellow "What You Need to Know..." packet. Be sure to annotate important points, high light, etc. Also, as you review the packet, write down any questions you have about the exam. 

Writing Reflection: Due Thursday, 1/11!



Sample "A" level Catcher Responses

Catcher: Final Reading Schedule

You must have annotations in order to receive credit for these assignments!

Chapters 9-14 (includes 14) due 12/6
Chapters 15, 16, 17, & 18 due 12/13
Chapters 19-22 due 12/21
End of book due 1/2

Participation: Self-Assessment

Please take a moment to complete the Self Assessment on Participation and bring it with you to class tomorrow (11/9/17).    Be sure to follow all directions carefully.

Practice Paragraph: Due Wednesday, 11/8

Please complete the paragraph you started in class for the following prompt: Analyze how one word between pages 9-12 establishes meaning in the text.

Literary Elements Test and Updated Reading Schedule

1.  Literary Elements Test RE-scheduled for Wednesday, November 8th!


2.  Updated Reading Schedule: 

• Chapters 4 & 5 due Monday, November 13th
• Chapters 6, 7, and 8 due Monday, November 20th

3.  For those who want to review their work on the Cross Word Puzzle, here is the key:

Across

1. figurative language
2. simile
3. foreshadowing
4. imagery
5. mood
6. oxymoron
7. anaphora
8. allegory
9. consonance

Down

1. alliteration
2. allusion
3. analogy
4. assonance
5. anecdote
6. diction
7. hyperbole
8. metaphor
9. personification
10. onomatopoeia
11. paradox
12. syntax

Reading Schedule-- up to CH 3

IMPORANT: ALL READING ASSIGNMENTS INCLUDE ANNOTATIONS.  You will only receive HW credit if your work is annotated.  Please use post-it notes.  You may also purchase your own copy of the novel if you prefer to annotate directly within the text.  Credit will be awarded based on thoroughness/effort.
 


READING SCHEDULE
Chapter 1 due Tuesday, October 31st. 
Chapter 2 due Thursday, November 2nd.
Chapter 3 due Friday, November 3rd.


**REMINDER: Literary Elements Test Monday, November 6th!

Chapter 1 and 2: reading schedule

IMPORANT: ALL READING ASSIGNMENTS INCLUDE ANNOTATIONS.  You will only receive HW credit if your work is annotated.  Please use post-it notes.  You may also purchase your own copy of the novel if you prefer to annotate directly within the text.  Credit will be awarded based on thoroughness/effort.
 


READING SCHEDULE
Chapter 1 due Tuesday, October 31st. 
Chapter 2 due Thursday, November 2nd.

The Catcher in the Rye

Using "Q-ReDCAPS," annotate the Catcher in the Rye packet you received in class on Tuesday.  The assignment is due on Thursday and will be graded according the annotation rubric.

Writing Reflection

Please use the writing assignment that was returned to you in class today, your graded rubric for this task, and the packet of student models you received in order to complete the following reflection activity, which is due FRIDAY, OCTOBER 20th.  

• Re-read your paper out loud (try to get a sense of how you write when writing under a timed situation).
• Review your rubric and any written feedback you received.
• Then, read the student sample and complete the following steps.  
• TYPE YOUR RESPONSE; minimum of 1 page, MLA format (12 pt, Times New Roman, double spaced, 1" margins).

1. STRENGTHS: 
• Specifically, what are you doing well?  How do you know?
• What does your paper have in common with the student models (specifically note which essays you are referencing)?  
• PROVIDE EXAMPLES FROM YOUR PAPER AND FROM THE SAMPLES.
• What compliments did you receive on your writing (check the rubric too)?
2. WEAKNESSES:  
• How does your paper contrast with the student models (specifically reference the models by #1, 2, or 3)? 
• PROVIDE EXAMPLES FROM YOUR PAPER AND FROM THE SAMPLES.
• In what areas do you need the most improvement?  How do you know?
3. WHAT DO YOU FEEL IS MOST EFFECTIVE IN THE SAMPLES AND HOW SO/WHY?
4. WHAT DO YOU SPECIFICALLY NEED TO DO TO IMPROVE YOUR WEAK AREAS?  


•  EXAMPLES:
• "I need to learn my homophones, such as their/they're/there.  
• "I need to make sure I write a theme, which is a sentence, instead of a topic."
• "I need to make sure I include sentences that explain how the writing strategy develops the theme."
• "I need to make sure I use transitions in my writing"
• "I need to have topic sentences that present the point."
• etc.
5. WHAT STEPS WILL YOU TAKE TO MAKE THESE IMPROVEMENTS?
• What specific steps will you take in order to improve your writing?
• Extra help?
• Re-reading student models from throughout the year?
• Pay more attention in class?
• Ask more questions?
• Take my time?
• Practice my paragraph structure?
6. REWRITE and FILL IN the following statement:

"I am doing well with ___________ in my writing,

but I have not mastered __________ YET. 

Instead of giving up, I will _____________________."

Literary Terms Study Tool: Due Wednesday

BY WEDNESDAY:


Please create a STUDY tool that you can use to help you memorize the literary terms we have reviewed so far.  All the terms MUST be represented.  You should also include examples.  In creating your tool, consider organizing your terms into categories: types of repetition, types of figurative language, etc.




Various study tools can include: flashcards, charts, webs, illustrations, etc...


Tools MAY be electronic so long as you are able to show them to me.  You MUST make them yourself.  Unoriginal work will not earn credit. 


Some online tools can be found here:
https://www.studystack.com/
https://www.flashcardmachine.com/


Test: NOVEMBER 6th!!

Writing Prep: HW

Ordeal by Cheque: HW

In order to be prepared for class tomorrow,

1. Develop a list of topics (central ideas) that Crue covers in her story, "Ordeal by Cheque."  You should have no fewer than 3 items on your list! 
2. Write down or note where each topic comes up in the story. Please reference both the date of the check date as well as the check's recipient. 

"Analyzying Details"

Complete the "Analyzing Details" worksheet; remember to use "Tier 3" or "Domain Specific" vocabulary.  Bring your completed worksheet to class on Monday!

"Ordeal by Cheque"- Due 9-27

Directions: Your reading purpose is based on standards R1 and R2 (refer to your standards packet if needed).  Understand that most of the information you find on the Internet about this text is inaccurate.  Therefore, it is imperative that you complete this reading activity on your own, without the aid of others.  


If you forgot your text or did not receive one due to an absence, a copy of it can be found here:
http://ghsbears.pbworks.com/f/Cheques.pdf 
(Be sure to print it so you can bring it with you to class)


Please use the following guiding questions to focus your reading activity, and Q-ReDCAPP as you read! 

RL.1 and RL.2

In your NYS Standards Packet (green), read and annotate RL.1 and RL.2.  

In your annotations, include a paraphrasing of the standard as well as examples of what you can do to demonstrate the required skill. 

Reading and Annotating Packet: Due Tuesday, 9/19

Homework: Read and ANNOTATE the green packet you received in class today.  Be sure to apply the annotating guidelines to each page, including the page that has the example annotated poem and the page with the quotes on it (annotate the annotations!).


Q-ReDCAPP! 


Your annotations will be collected and reviewed.

Studies of Interest

For those who want more info:

Calories Burned Reading vs. Watching TV
According to a study published by Harvard University, roughly 11-17 more calories are burned when reading than while watching TV; the number varies based on the weight of the person participating in the activity.  For those interested in seeing the results, view this link: https://www.health.harvard.edu/diet-and-weight-loss/calories-burned-in-30-minutes-of-leisure-and-routine-activities


More links:
http://www.nytimes.com/2009/12/22/health/22regi.html

http://jamanetwork.com/journals/jamainternalmedicine/fullarticle/415387


Effects of too much screen time on imagination:

"Television and imagination: an investigation of the medium's influence on children's story-making"  http://journals.sagepub.com/doi/pdf/10.1177/016344301023006007

https://www.psychologytoday.com/blog/mental-wealth/201402/gray-matters-too-much-screen-time-damages-the-brain

https://www.scientificamerican.com/article/reading-paper-screens/

http://www.teenink.com/hot_topics/health/article/343157/Screen-time-Imagination-and-Thinking/

https://www.psychologytoday.com/blog/the-athletes-way/201401/reading-fiction-improves-brain-connectivity-and-function

Other Resources:
Belton, T. (1998) `An Investigation of the Influence of Television and Videos on 10-12-year-old Children's Story-making', unpublished PhD thesis, University of East Anglia

Materials: Due Monday

1. "ABOUT ME" due FRIDAY (Tomorrow!)
2. SET UP REMIND:
• Visit https://www.remind.com/join/k6d96k9 OR TEXT @k6d96k9 to 81010
3.   Materials Due MONDAY (see below)

• Be sure you have a 3" binder dedicated solely to English class!
• Loose-leaf paper
• Sturdy dividers are required; sections must be labeled as literature, writing, and vocabulary.
• Black or blue pens and #2 pencils\
• USB flashdrive
• Post-It notes and Highlighter
• Your signature and your parent/guardian's signature should appear at the bottom backside of the course outline.