Homework Assignments (as of Dec. 1 [A] and Dec. 2 [B])

DAILY ASSIGNMENTS

1. Study SAT Vocabulary Terms (Lists 1, 2, 3, and 4). 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. STANDARD [ER2]

3. Study for the 9 Weeks Examination...use study guide.

ASSIGNMENTS DUE NEXT MEETING

4. Complete the Grade 10 Benchmark Reading Timeline Pretest on http://www.fcatexplorer.com/ by 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.

5. Annotations Assignment: from Life on the Mississippi Item#_____________
Pre-AP English I

Task: Using their knowledge of annotations, rhetorical devices, modes of development, and the nonfiction selection from Life on the Mississippi by Mark Twain (p. 285), please TYPE a complete and thorough (detailed) annotation for each of the specific passages. Students should clearly and legibly type the annotation in the discussed format. If the work requires two pages, please number the pages, and staple both. FOLLOW ALL FORMATS.

Objective: Students should be able to demonstrate their knowledge of annotations, nonfiction 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. YOU MUST IDENTIFY THE MAIN IDEA!!!! Use at least 8-10 sentences; include both objective and subjective comments. Please include something about the author’s purpose in the comments.

Attention given to each rhetorical device/mode of development 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 nonfiction selection.

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 “LIFE ON THE MISSISSIPPI”

Model: Students should use the following as a model for the format of their annotations:
Page 50, First Column, First Paragraph: I ran swiftly to the television to watch the first landing of a man on the moon. Watching this gave me such a thrill. However, when I thought of my grandfather, I felt a sudden sense of outrage. He was the best astronaut in NASA’s program; how could they have passed him up? I remember the first time he told me about his interest in space; it was the summer of 1953.

Annotation: Point of View, Narration, Rhetorical Question, Flashback, Subjective Perspective: The narrator is speaking in the first person point of view when he says “I ran swiftly…” He is using this form of point of view so that he can offer a first hand account of the experience. In addition, the author seems to be using a flashback when he says “I remember…”. This is used as a means to revisit and narrate some past event that had some significant effect on him. When the narrator says “He was the best astronaut…” he is using subjective perspective. This assumption could be based on more emotion than logic, considering that his grandfather was perhaps one of several good astronauts. Also, the narrator includes a rhetorical question when he asks ‘how could they have passed him up...’ This is used to initiate some type of thought, perhaps to question the true intentions of NASA.

Passages: Students should annotate the following passages:
1. Page 285, First Column, Second Paragraph: “As I proposed to make notes...kept the name by me at all.”

2. Page 287, First Column, Sixth Paragraph: “An unpromising beginning...he is exposed at once.”
3. Page 290, First Column, Last Paragraph: “He used to fringe the river all the way.”