HOMEWORK ASSIGNMENTS (AS OF 1/16 [A], 1/17 [B])

DAILY ASSIGNMENTS

1. Study SAT Vocabulary Terms (LIST 5 TERMS). 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 prose 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 FCAT Explorer Assignments. DUE DATE SEE ASSIGNMENT SHEET

II. Read, annotate, and chart A Separate Peace (Chapter 7 and 8). DUE NEXT MEETING

Annotations Assignment: A Separate Peace (Chapters 7 and 8)
Pre-AP English I

Task: Using their knowledge of annotations, prose literary elements (NOT rhetorical devices), and the short story, A Separate Peace Chapters 7 and 8, by John Knowles, 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. 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 literary device 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 A SEPARATE PEACE (CHAPTERS 7 AND 8)

Model: Students should use the following as a model for the format of their annotations:
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 are 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...”

Passages: Students should annotate the following passages:
1. Page 78, Chapter 7, First Paragraph: “Brinker Hadley came across...middle of a fight.”
2. Page 81, Chapter 7, Second Paragraph: “Doing away with his roommate...your day in court.”
3. Page 92, Chapter 7, Last Paragraph: “Not that it would...put it there myself.”
4. Page 94, Chapter 7, First Paragraph: “I bounced zestfully up...the hall floor.”
5. Page 94, Chapter 7, Last Paragraph: “Everything that had...Phineas was back.”
6. Page 96, Chapter 8, Third Paragraph: “I took the sight...then groaned.”
7. Page 101, Chapter 8, Third Paragraph: “So the war swept over...when the tide is coming in.” IMPORTANT PASSAGE
8. Page 102, Chapter 8, Second Paragraph: “Even indoors Devon...like Pilgrim bonnets.” IMPORTANT PASSAGE
9. Page 107, Chapter 8, Fifth Paragraph: “The fat old men...haven’t you?.”
10. Page ????, Chapter 8, PASSAGE OF YOUR CHOICE

***You MUST include the author’s purpose for writing the specific passages.***

***TYPE THE WHOLE PASSAGE***
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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 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!!!

7. Please number your passages for easy reference.