DAILY ASSIGNMENTS
1. Study SAT Vocabulary Terms (Lists 3 and 4: ADVOCATE-IMBIBE); Students should review the following:
a. word definitions
b. part(s) of speech (nouns, verbs, adjectives, adverbs)
c. related forms (family words)
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. For test/quiz dates see calendar in class or upcoming dates post. To prepare for the in-class study and tests/quizzes, students are encouraged to create 3x5 study cards. STANDARD [EV1]
2. Students should conduct a nightly/daily review of the rhetorical literary elements for non-fiction. For a complete list of terms, students may look on the back of the 2nd Quarter Pacing Guide. 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. QUIZ IS FORTHCOMING!!! STANDARD [ER2]
ASSIGNMENTS DUE NEXT MEETING
3. Type final draft for Night Literary Analysis Essay. Your essay must adhere to the prescribed writing standards:
12 point font
Times New Roman
double-spaced
underline main idea (MI)
brackets around the supporting detail ideas (SDIs)
Please make sure that the work is neat and free of grammatical errors.
If there is a problem or concern, do not wait until the last minute to make me aware of it....there will be NO EXCEPTIONS.
You are encouraged to use all guide sheets, models, and previously discussed notes...or TO SEEK MY ASSISSTANCE.
Though you were given a hardcopy of the prompt and rubric in class, here is an electronic copy of the writing assignment:
LITERARY ANALYSIS RUBRIC
Literary Work: Night
Quarter: 2
Course: Pre-AP English I
Student Name: PLEASE TYPE NAME ON BACK OF ESSAY IN LOWER LEFT HAND CORNER.
PROMPT
In the book Night, author Elie Wiesel uses specific rhetorical devices and modes of development to enhance and affect the non-fiction work. However, throughout most Night Wiesel uses description to impact the story in a variety of ways. [Effectively discuss and explain the two rhetorical devices or modes of development that are affected by Wiesel’s use of description.] Students MUST use the literary analysis essay format and provide two example passages for each discussed SDI point (main idea point). This means that there should be a total of four (4) example passages in the entire essay. In addition, each student must present a paper that reflects good writing, usage of grammar, sentence variety and construction, as well as punctuation. In essence...students must PROOFREAD THEIR WORK. Also, students are advised to use the essay rubric to assist them in obtaining the best possible grade. Please staple rubric to the front of the paper...use it as a cover page.
Standards: EW1, EW2, EW3, EW4, ER2
Areas of Evaluation and assigned points
Content [C] = (30)
Style [S] = (20)
Format [F] = (20)
Organization [O] = (30)
Criteria of Areas of Evaluation
Content: To receive the maximum points in this area, students must demonstrate that they are able to make a logical connection between the four examples used in their paper and the main idea. Students should be able to demonstrate that they are able to explain the relationship between the two with an elaboration that clearly tells how or why the selected example makes the point that they are attempting to make. All comments should include references to the main idea and supporting detail ideas. Students must have a balanced mix of subjective (opinion-based) interpretation/analysis and objective (fact based) commentary.
Style: To receive the maximum points in this area, students should demonstrate a style of writing that is reflective of ‘serious professional writing’, this means the paper should be typed clearly, and avoiding mistakes in spelling, punctuation, and low-level grammar. In addition, there should be no usage of contractions, or personal references such as ‘I’, ‘you’, ‘us’, or ‘we’.
Format: To receive the maximum points in this area, students’ papers should demonstrate that they understand the specific parts of the literary analysis essay. The reader should be able to locate the following; thesis statement (with main idea), supporting detail sentences (containing an introduction of the SDI points), plot information sentences, and elaboration sentences.
Organization: To receive the maximum points in this area, students should submit a paper that is well organized. Students’ papers should produce a feeling of cohesion (unity). Students should be able to demonstrate their ability to take ideas and place them into one essay that has a clear beginning, middle, and end. There should be clear evidence of the usage of transitions and transitional phrases/expressions within and between the paragraphs.
Evaluation
ALL SCORES ARE SUBJECTIVE.
4. Complete the Grade 10 Benchmark Reading Timeline Pretest on www.fcatexplorer.com Use the following assignment sheet as a guide:
FCAT Explorer Assignment #2: Grade 10 Beachmark Reading Timeline Test
Pre-AP English I
Task: Using a home computer or school computer, students should complete the ENTIRE Grade 10 Benchmark Reading Timeline Test.
Objective: To attain an accurate assessment of the student’s knowledge of basic reading skills, inference, and main idea attainment.
Standards: ER2
The following is a guide to assist you in using the fcatexplorer.com website.
USERNAME = the last name followed by the first name initial
PASSWORD = the number 16, followed by the first four letters of the last name followed by the two digit month and two digit day of date of birth. If more than one student has the same name additional numbers may be added.
EXAMPLE:
Student First Name: Brian
Student Last Name: Brock
Date of Birth: May 23, 1996
Username: brockb
User password: 16BROC0523
Completion date: December 16, 2005 (at least 50% must be completed)
*NOTE: From now until this date, I will review your scores/performance on the fcatexplorer.com teacher site. There will be points awarded for completion, not for the number of correct answers.
*NOTE: PLEASE CONSIDER THIS A SERIOUS ASSIGNMENT. THE COMPLETION POINTS ARE NOT AS IMPORTANT AS THE OVERALL VALUE OF THE ASSIGNMENT.
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