Homework Assignments (as of Sept. 16, 2005)

DAILY ASSIGNMENTS

1. Study SAT Vocabulary Terms (List 1-Lesson 2); Students should review the following: a. word definitions b. related forms (family words) c. parts of speech (nouns, verbs, adjectives, adverbs) d. synonyms and antonyms e. notes on how to distinguish the varied parts of speech In addition, students should prepare to work on additional in-class vocabulary assignments by reviewing words nightly. Quiz on List 1-Lesson 2 (words #11-20) is TBA [A] and TBA [B]. To prepare for the in-class study and tests/quizzes, students are encouraged to create 3x5 study cards.

2. Students should conduct a nightly/daily review of the literary elements for prose literature. For a complete list of terms, students may look on the back of the 1st Quarter Pacing Guide (Notebook Item# 3). Students will be expected to adequate mastery and knowledge of ALL terms. They should employ the same study method that is suggested for the SAT terms. SUPRISE QUIZ IS FORTHCOMING!!!

3. Students should read the Literary Analysis Essay Handout in preparation for the next class meeting's writer's workshop. During this workshop, students will be introduced to a new style of essay writing, therefore, it is imperative (important) that they familiarize themselves with the format before returning to class. Students must prepare for this workshop by 1. reading the format guide sheet, making notes that may be addressed in class, 2. highlighting important information, and 3. reviewing the distributed sample essay. Students who do not complete this assignment WILL BE LOST! Thus, it is essential that they prepare for the discussion before the discussion.

ASSIGNMENTS DUE NEXT MEETING

4. Read, outline, and annotate "Blues Ain't No Mockin Bird" by Toni Cade Bambara (p. 98). This assignment, except for the outline must be typed. Students should use the following guide sheet:

Annotations Assignment: Blues Ain’t No Mockin’ Bird
Pre-AP English I

Task: Using their knowledge of annotations, literary elements, and the short story, Blues Ain’t No Mockin’ Bird, by Toni Cade Bambara (p. 98), please type a complete and thorough (detailed) annotation for each of the specific passages. Students should clearly and legibly type the annotation on a separate sheet of paper in the discussed format and then staple to the back of their outline form. If the work requires two pages, please number the pages, and staple both to the outline. FOLLOW ALL FORMATS.

Objective: Students should be able to demonstrate their knowledge of annotations, literary elements, and their ability to type a complete and thorough (detailed) discussion annotation using the appropriate format.

Standards: ER2, 3 and EW 1, 2, 3, 4

Evaluation: Students’ work will be evaluated based on the following specific areas:

Specific Ideas: To receive the maximum points in this area, students should submit an assignment that is well organized. Ideas presented in the assignment must be relevant, clear and specific. Students’ assignments should produce a feeling of cohesion (unity) that demonstrate their ability to take ideas and place them into an assignment that has a clear beginning, middle, and end.

Attention given to each image in the passage: To receive the maximum points in this area, students should discuss each image presented in the passage. Overlooking relevant images will result in a lesser grade.

Connecting Comments: To receive the maximum points in this area, students’ assignments should demonstrate that they are able to not only connect the image to the passage, but also to the story. Connections should be logical and supported with evidence pulled from the short story.

Evidence of Time Spent: To receive the maximum points in this area, students’ assignments should clearly indicate that a sufficient amount of time, effort and thought was put into it. Assignments should reflect a serious study of the passages, and should not reflect a rushed completion of work.

Typesetting: To receive maximum points in this area, the students’ assignments should be written per the discussed standards. The entire passage should be typed first in a clear and legible single space format. Then the annotation should be typed in a clear and legible double space format beneath it (see model below). Students must use 11 point Times New Roman font. The following heading for the assignment should be included at the top of the paper: ANNOTATIONS FOR A FEW PASSAGES FROM “BLUES AIN’T NO MOCKIN BIRD”

Students should follow this model format:

Page 50, First Column, First Paragraph: He turned, and with a firm and rapid step he walked across the empty space Every heart stopped beating, every breath was held, every eye was fixed immovably upon that man. Without the slightest hesitation, he went to the door on the right, and opened it.

Annotation: Plot, character, conflict, point of view, and setting: The narrator is speaking in the third person omniscient point of view. The setting is revealed through the narration. The climax occurs when the princess gestures toward the right and the young man opens the door. The story’s loose ends re not resolved, and the reader is free to decide the fate of the man. The young man is experiencing internal conflict as he tries to decide which door he should open, and as the audience awaits his selection. One might interpret this scene as a very good example of man versus society given the fact that the man is in a unique situation in which the audience wants him to make a decision that may result in the loss of his life. We see this conflict specifically when the narrator says, “...Every heart stopped beating, every breath was held, every eye was fixed immovably upon that man...”

*REMEMBER: You must identify ALL of the literary elements in the passage, not justthe ones presented in the model.

Passages: Students should annotate the following passages:
1. Page 99, First Column, Third Paragraph: “Nice things here...the toolshed.”
2. Page 99, First Column, Seventh Paragraph: “I do indeed...and then another.”
3. Page 100, First Column, Seventh Paragraph: “And Granny...in the first place.”

*NOTE: All annotation commentaries should be at least 8-10 sentences long, follow the model format, and present subjective interpretation/analysis for each objective comment made. In regards to the outline, all responses must be specific, and must present a page number reference.

5. Students should complete the following Proofreading Assignment. Discussion next meeting.

Proofreading Assignment #1:
Punctuation, Run-on Sentences and Sentence Fragments
Pre-AP English I

Task: Using their knowledge of the elements of grammar, specifically punctuation, run-on sentences and sentence fragments, students will complete the proofreading worksheet.

Objective: Students should be able to demonstrate their knowledge of and ability to recognize the elements of grammar/usage, punctuation, run-on sentences, and sentence fragments. Based on their knowledge, they should be able to get at least 8 of the 10 questions correct.

Standards:

1. Georgia O’Keeffe became one of the best-loved American artists.
a. sentence fragment
b. run-on-sentence
c. punctuation error
d. no error

2. Works from charcoals to watercolors to pastels.
a. no error
b. punctuation error
c. run-on-sentence
d. sentence fragment

3. O’Keeffe’s works soon came to the attention of Alfred Stieglitz a photographer and art exhibitor.
a. punctuation error
b. run-on sentence
c. sentence fragment
d. no error

4. The Pulitzer Prize is awarded each year, it awards excellence in journalism, letters, and music.
a. sentence fragment
b. no error
c. run-on sentence

5. Pulitzer helped to shape the modern newspaper.
a. sentence fragment
b. no error
c. punctuation error
d. run-on sentence

6. A series of paintings of animal bones against stark backgrounds.
a. run-on sentence
b. sentence fragment
c. punctuation error
d. no error

7. Joseph Pulitzer planned four awards for journalism and four for letters more categories were added later.
a. punctuation error
b. sentence fragment
c. run-on sentence

8. Pulitzer owned the St. Louis Post-Dispatch he purchased the New York World in 1883.
a. run-on sentence
b. sentence fragment
c. no error

9. O’Keefee, feeling that her creations were personal, kept to herself.
a. run-on sentence
b. sentence fragment
c. no error
d. punctuation error

10. O’Keeffe’s art helped to bridge the gap between American and European art of the early twentieth century.
a. no error
b. sentence fragment
c. punctuation error
d. run-on sentence