Homework Assignments (as of 11/2 [A] and 11/3 [B])

DAILY ASSIGNMENTS

1. Study SAT Vocabulary Terms (List 3). You 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 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 elements of non-fiction. 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. Students should conduct a nightly/daily review of the elements of grammar. Students will be expected to adequate mastery and knowledge of all elements.

4. Bring Materials/Supplies to class; this includes textbooks, paper, pens, notebooks, writing journals, etc. (NO EXCEPTIONS)

5. You should conduct a nightly/daily review of the course orientation notes. You will be expected to have adequate mastery and knowledge of all course policies and procedures.

6. You should conduct a nightly/daily review of the course standards. You will be expected to have adequate mastery and knowledge of all course standards.

TONIGHT'S ASSIGNMENTS

I. Complete the annotation for "from All God's Children Need Traveling Shoes"

Annotations Assignment: "from All God’s Children Need Traveling Shoes"
Pre-AP English I/KNIGHT

Task: Using their knowledge of annotations, rhetorical devices, modes of development, and the nonfiction selection "from All God’s Children Need Traveling Shoes" by Maya Angelou (p. 329), 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 “from ALL GOD’S CHILDREN NEED TRAVELING SHOES.”

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 329, First Column, First Paragraph: “Each morning Ghana’s seven-and-one-half million…old men have done eternally”
2. Page 330, First Column, First Paragraph: “I stopped in Cape Coast…still echoed with old cries.”
3. Page 330, First Column, Third Paragraph: “What did they think…the eternal melodrama.”
4. Page 332, First Column, First Paragraph: “He walked close and peered hard…bring her to me.”
5. Page 333, First Column, Sixth Paragraph: “I introduced myself…The sensation was worth a lie.”
6. Page 333, Second Column, Forth Paragraph: “In the United States…sound on the back door.”
7. Page 334, Second Column, Last Paragraph: “I drove into Cape Coast…we were still recognizable.”

***TYPE THE WHOLE PASSAGE***

NOTE TO STUDENTS: This, as well as the previously mentioned items, is what I will be looking for:

1. Evidence that you have READ the EVALUATION GUIDELINES that were given on this rubric. Following directions on this and all assignments is vital.

2. You must have at least 8-10 sentences in your subjective analysis of the assigned passage. This does not include the passage from the text.

3. Your subjective analysis must be your own thoughts…not a retelling of what happened in the passage. You must be able to write an analysis that clearly analyzes how and why the author used certain literary devices in the assigned passage.

4. Your work should offer the notion that you seriously read the passages and chose to write a serious analysis. If you offer a poorly written, poorly thought-out analysis, your grade will show evidence of your choice.

5. There are more prose literary devices in addition to plot, character, setting, conflict, and character; the RHETORICAL devices presented in the model are not to be taken literally. Failing to identify key devices/images will result in a loss of points.

6. HONOR CODE, HONOR CODE, HONOR CODE!!!

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II. Define SAT Vocabulary Terms (Front and Back)

Define ALL terms (front and back). Please use the prescribed course format (by now, you should know it).

This assignment won't be checked until 11/13 [A], 11/14 [B]. Pace yourself, but don't wait until the last minute.

NOTE: ALL terms will be on your Fall Semester Exam in December.

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III. Write the first draft of your "A Sound of Thunder" Literary Analysis essay.

Use the prescribed format (see guide sheet, model, and rubric). This draft of the essay MUST be typed. Follow the course standards.

The first draft is due 11/13 [A], 11/14 [B].