1 Dalabar

Weebly Eng 101 Assignments

Welcome to the 2017-2018 Academic School Year!

A blue or black pen is a MUST for Creative Writing.
Thank you!

Creative Writing Class Work & Homework Assignments Page

This website not only contains all your class work and homework assignments, but also includes all the handouts and resources you will need for a successful year.  Of course, you should never hesitate to reach out to me with any questions, concerns, or problems you have, as it is my goal to ensure that you have a challenging and productive year. 
Simply email me through my direct email address, or via the Contact Me tab.

Classroom Goals and Expectations 

Remind 101

"Unwritten" Group Analysis

Writer's Oath 

"I am..." Poem 

Wks 2/5/18-2/12/18  "I am..." Poem: This will count as your first formal assignment.
Due Dates:
Rough Draft due Mon., 2/12/18; Final Copy due Fri., 2/16/18

Use the Description of Me handout and your visual images as inspiration to compose your "I am..." poem. Be sure to thoroughly read the guidelines on the "I am..." handout for important information.

"I am..." Poem Rubric: read the rubric for guidelines on how you will be assessed.

Pink Sheet (Peer Editing) and Blue Sheet (Rubric - These WILL Vary)

Description of Me; Coat of Arms 

Writing Territories; Circle the Wagons 

Writer's Notebook; Portfolio Explanation 

Poem of Possibilities 

Please do not go ahead as occasionally assignments and dates are subject to change. Thank you!

Memoir

Multi-Genre Research Project 

Multi Genre Research Project Components and Samples

Monologue 

Imagist Poem

Final Portfolio

DO NOT CONTINUE BEYOND THIS LINE, AS ASSIGNMENTS MAY CHANGE FROM SEMESTER TO SEMESTER...      
THANK YOU!  :)

Satire and Parody

Poetry

Navigating the Page: Assignments are an ascending chronological order.
(In other words, oldest assignments are at the top, so be sure to scroll down to find the most current class work and homework assignments.)

Class Work and Homework Assignments
Handouts for Uploading and Printing
Monday 1/29/18 - Introduction to Course 
Here are the Classroom Goals and Expectations.  After you and your Parent(s)/Guardian(s) have read them, please sign and return only the bottom portion of your sheet.  
This will count as a HW grade.  The top portion of the sheet is for you to keep and refer to throughout the year. Keep it handy. 
Due Fri. 2/2/18 - Please note that your marble notebook and the two-pocket folders are also due Friday.  :)
course_contract_cw_2017_2018.doc
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Remind 101 Sign-Up No later than Fri., 2/2/18: Enter Code for your specific class. If you do not get a text back from Carota, I did not receive your request. SEE ME. THIS is MANDATORY. 
QUIZ GRADE​ Due Friday, 2/2/18
Remind Instructions/Code - BE SURE you use YOUR CLASS CODE.
remind_101_cw_pd._3_sem_2.pdf
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Wks. 1/29/18 - "Unwritten" group analysis
In class, work in groups to analyze lyrics, search for literary devices, and informally present findings. Remember to delve deeply into the author's purpose. What is the author attempting to convey and how are they communicating this information. In other words, what tools is the author using to convey their message.
lyrics_unwritten_group_work.doc
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The Writer's Oath is a pledge I ask all students to take before we begin our creative writing journey together.
the_writers_oath.jpg
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Have a peer responder complete "pink" sheet and provide specific feedback that you will then use to edit and tweak your original piece before handing in your assignment.
As the writer, use the "blue" sheet as a guideline in composing your assignment; before handing in be sure to complete the two statements at the bottom of the page, as well as giving yourself a number grade.
pink_sheet_peer_responder_assessment.doc
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blue_sheet_self_assessment.doc
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Wks 9/18/17-9/25/17: - Interview and Coat of Arms
Using the Description of Me handout, begin work on your partner's interview and coat of arms.  

Remember, your coat of arms must include
  • your partner's first and last name
  • at least FOUR images that visually represent your partner
  • a motto or credo (statement of personal belief; a.k.a. your "words to love by")
  • your first and last name on the back
Interview should be at least one typed or handwritten page that includes a summary of your findings on your partner. 


Rough Draft Due Tues. 2/27/18
Final Copy Description of Me and Coat of Arms Due Fri. 3/2/18






​We will not be doing presentations: 
Description of Me and Coat of Arms Presentations begin Monday. Remember author's purpose: what are you expecting your listeners to gain from your words, and how will you effectively and creatively convey these ideas?
coat_of_arms_interview_project_1.doc
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coat_of_arms_template.pdf
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coat_of_arms_sample.png
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Writing Territories / Circle the Wagons
Writing Territories – Each Friday, a.k.a. Free Write Friday, you will have the opportunity to explore a writing prompt of your own creation.  This may pose a question or two: What will I write about?  Where do I start?  What topics are okay to write about?  You will find the answer to these questions through the development of what we will refer to as writing territories.  Explore your own writing territories using Ms. Carota’s My Writing Territories handout as a guideline.  These territories will come in handy, especially on Free Write Fridays.

Circle the Wagons - Each Friday you will have the opportunity to share your writing with your peers.  This will be an chance for you to share work and receive constructive feedback for future editing and revision.  The Circle the Wagons Response Guidelines provide helpful hints on how to effectively participate..
my_writing_territories_carota.doc
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circle_the_wagons_response_guidelines.doc
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Wk. of 1/29/18
The What is a Writer’s Notebook and the Creative Writing Portfolio handouts define each component and its role in the course.  Anticipate collection of your Writer’s Notebook (Writing Prompts), as well as the completion of a Writer’s Portfolio upon completion of the course.  
NOTE: The portfolio is your final semester project.
what_is_a_writers_notebook
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File Type: what is a writer's notebook
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cw_portfolio_explanation_first_class.doc
File Size: 56 kb
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Wks. of 2/26/18 - 3/5/18 Poem of Possibilities

Annotate John Updike's "Ex-Basketball Player"
ThePrewriting Questions, Ex-Basketball Player, and TP-CASTT handouts will help you explore and prepare for the Poem of Possibilities assignment.  You will compose a poem in which you explore who you have become five years into the future.  The poem should be at least twelve lines and can be in any style: free verse, sonnet, etc.
Pleasemake sure you print two copies of your poem, as one copy will be mailed to you five years from now.
DUE DATES:
Rough draft Due Wed., 10/18/17
Final Copy Due Mon., 10/23/17 - Must be in MLA format: proper heading, typed, double-spaced, 12 pt font (with pink & blue sheets included)
ex-basketball_player_discussion_questions.doc
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ex-basketball_player.jpg
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poetry_tp-castt_explanation_and_organizer.pdf
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poem_of_possibilities_assignment.jpg
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prewriting_questions_for_poem_of_possibilities.jpg
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Wk. 10/23/17-13/30/17 Memoir
Begin memoir unit: choose a specific event or moment in your life and fully explore it to compose your own memoir.  We will explore memoir samples and brainstorm ideas as you create your own story. 
Rough Draft Due Thurs., 11/9/17 
Final Copy Due Wed. 11/15/17 - should be typed; double-spaced; 12 pt. font; (with pink & Memoir blue sheets)
memoir_quotation_ted_hughes_.jpg
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questions_for_memoirists.jpg
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guiding_memoir_questions.doc
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11/13/17 - 11/30/17 Multi-Genre Project
Begin multi-genre research project: choose a topic

Create a multi-genre research project, which will include a reflective, creative writing, visual, and an informational research component*.  

​*Your informational research component is a fact-based research paper that MUST use a minimum of four sources, have a thesis statement, and include a works cited page.

Upon completion of the above four categories, you will compose a rationale page that will discuss your reasons for choosing each of the four categories. Lastly, you will compose a Letter to the Reader; this letter will introduce your project to your reader and must be completed after all other components are completed; it will discuss your journey through this paper and what you hope the reader will come to understand after reading your project.

A student sample of Process Grade 1 is to the right, as well as samples of the Reflective, Creative Writing, and Informational Research components. There is also a Letter to the Reader sample and Works Cited samples.

Process grades will be collected throughout the multi-genre process.

Research informational research portion of your paper in library for five/six days.  Your paper MUST include a minimum of four sources.  You must use in-text citation and include a works cited page for this category of your multi-genre paper.

The remaining categories (reflective, creative writing, and visual) can be worked on only after the informational research portion of your multi-genre paper is completed. I have included some student samples for inspiration.

Process Grade #1: Due Thurs., 11/16/17: rough draft topic, writing choices for each category, and mini-rationale
Process Grade #2: Due Tues., 11/21/17: four completed library colored source logs 
Process Grade #3: Due Tues., 11/28/17: works cited page with a minimum of four sources 

​Final Multi-Genre Paper REVISED DUE DATE: Monday, Dec. 4, 2017 (Was Due Thurs., 11/30/17) should be typed ; double-spaced ; 12 pt. font (with the exception of certain visual components, etc.) ; MUST include works cited page with a minimum of four sources. 
multi_genre_project_revised.doc
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multi_genre_research_project_timeline.doc
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multi_genre_student_sample_process_grade_1_rough_draft_of_project.doc
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Category #1
​Reflective Sample: letter to society
multi_genre_research_project_letter_martino_dear_society.doc
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Category #2
​​Creative Writing Samples: wanted poster
Category #2
​​Creative Writing Samples: recipe
multi_genre_research_wanted_poster_martino.doc
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multi_genre_creative_sample_recipe_for_a_witch.docx
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multi_genre_recipe_sample_family.doc
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Category #4
​Informational Research Sample: cosmetic testing on animals

Works Cited Sample
​(Process Grade #3)
multi_genre_informational_research_cosmetic_testing_on_animals.doc
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multi_genre_research_project_martino_works_cited_page.doc
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Letter to the Reader: Introduces your multi genre project to the reader.
multi_genre_letter_to_reader_martino.doc
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multi_genre_letter_to_the_reader_witch_sample.docx
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Rationale: This component is similar to Process Grade #1, except NOW you will more fully flesh out your reasons for choosing the categories and research topic you chose. Again, now that you have done each component of the project, you have a more well-rounded idea of why you did what you did. For the research paper, I no longer need an outline of the paper, but the reasons why you chose the topic for research that you did.
multi_genre_rationale_sample_bowe_witches.docx
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multi-genre_research_project_rubric.doc
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Wks. 12/4/17-12/18/17 Monologue
Begin monologue unit: Review monologue and soliloquy definitions and look at samples.  Use the samples and our analysis and discussions to compose monologues for the Theater class. You may compose your monologue anonymously if you feel more comfortable, but I strongly encourage you to share your thoughts without reserve.  Enjoy! 
Rough draft Due Mon. 12/18/17
(2 copies) Final Copy Due Fri. 12/22/17: 
typed, double-spaced, and 12 pt. font  
​(with pink & blue sheets) one with name for grading and one, if you choose, without, to submit to my theater class anonymously
monologue_definition.doc
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soliloquy_definition.doc
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monologue_rubric_writing_component.xls
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Compose a poem using the Imagist handout and in-class sample poems as models. You can create a poem using an image as inspiration to create a sensory poem, OR use an image to create a riddle poem. Pay special attention to "The Toaster" and "The Apartment" on the imagist poem exercise sheet to the right for great samples of riddle poems. Either way, an image must accompany your poem. 
Final Copy Due Day. Thur. 1/4/18
imagist_poem_-_exercise.jpg
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image_poem_rainbow_molloy_college_june_2017.docx
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image_poem_voice_with_frog_molloy_college_june_2017.docx
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Wks 1/2/18 - end of semester (As ALWAYS, you will have PLENTY of in-class time to plan your portfolio)
Begin final portfolio unit:  Review all previously submitted pieces for consideration into portfolio.  Your portfolio is the equivalent of your final exam in this course.  It MUST include the following:
THREE (2) previously submitted AND REVISED pieces (preferably of two or more different genres)
ONE (1) NEW piece (any genre)
Cover letter to reader, addressed Dear Reader
Final Portfolio Due Friday, January 12, 2018. MUST be submitted using MLA 8 format: typed; double-spaced ; 12 pt. font, with proper MLA 8 heading.
TIME MANAGEMENT is CRUCIAL, as late submission is NOT AN OPTION! Thank you!
portfolio_project_outline.doc
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Sample Letter to the Reader for Final Portfolio
final_portfolio_letter_to_the_reader_creative_writing_.pdf
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Wks 5/23/16 - 5/30/16 - Satire and Parody
Begin satire/parody  unit: Watch Shrek film clip and discuss elements of fairy tales.  Discuss satire and parody using definitions and examples, such as "Why I Hate Literature and You Should Too", "FDA Approves Salmonella", and Charlie Sheen article. Students will listen to excerpts of and then later peruse A Wolf's Story, or The Other Side of the Story, and/or watch YouTube videos, such as Weird Al's "Fat" (a parody of Michael Jackson's "Bad") and/or his "Word Crimes", which is not only a parody of a popular song, but also a satire on the public's poor use of grammar.  Use these short film clips and excerpts as models, as well as our analysis, to compose your own satire OR parody piece. 

Rough Draft Due Fri. 5/27/16
Final Copy Due Tues. 6/1/16 - should be typed ; 
double-spaced ; 12 pt. font ; (with pink & blue sheets)
satire_definition.jpg
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more_satire_definitions.jpg
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definitions_for_four_techniques_of_satire.doc
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new_fad_in_satire.jpg
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parody_definition.jpg
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satire_fda_approves_salmonella_article.doc
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satire_charlie_sheen_article.jpeg
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Wks. of 12/10/15-12/14/15
Begin poetry unit: review elements of poetry and examine various poetry styles.  Read and listen to poetry samples and use these models and our analysis and discussion to compose your own poems. 

Choose one OR the other.

​Compose your own "These I Have Loved..." using the attachment as a model.

Rough Draft Due Day. Mon. 12/21/15
Final Copy Due Day. Wed. 12/23/15


Compose a poem using the Imagist handout and sample poems as models
Rough Draft Due Day. Mon. 12/21/15
Final Copy Due Day. Wed. 12/23/15
what_is_poetry
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File Type: what is poetry
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poetry_nikki_giovanni.doc
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    ----------------------------------- END OF UNIT 1-----------------------------------
    October 19
    Bringing your Essay to Life - POSTER ASSIGNMENT (due Friday)
    ​​​
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    October 18

    Essays due by 11:59 on Turnitin.com
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    October 16-17
    Revise essays based on Peer Workshop
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    October 13
    VIEW SAMPLE TEST PARAGRAPH
    Rough Draft Due Monday IN CLASS.  PRINT ONE COPY.

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    October 12

    Sample Outline
    REVISE Outline, thesis, and one fully written body paragraph due tonight!
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    October 11

    Sample Outline
    Outline, thesis, and one fully written body paragraph due tonight!
    ----------------------------------------------------------------------------------
    October 10
    Research Essay: Constitutional Rights
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    October 5
    Short Essay due Friday (10/6) on Turnitin.com
    Report Card Night is tonight from 6:30-8:00p.m.!
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    October 4
    Complete part 1 and the introductory paragraph to part 2 of the 
    Analysis of Court Case #1 -  Writing  Handout ​​
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    ​October 3
    HW: Finish 
    Court Case #1 Graphic Organizer
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    October 2
    26 October 2016
    BILL OF RIGHTS
    HOMEWORK (Period 7 ONLY) - Due Wednesday on Turnitin.com:
    Read the NY Times article, "Kamala Harris and Rand Paul: To Shrink Jails, Let’s Reform Bail." In two paragraphs, examine the argument Harris and Paul's bill makes.  How are they using the Bill of Rights to make their case.  You MUST cite textual evidence from BOTH the Bill of Rights and the NY Times article.  
    Court Case #1: Tinker v. Des Moines
    ----------------------------------------------------------------------------------
    28 September
    Extra Credit Writing Assignment (due Friday by 11:59pm)
    (NOTE: You may only complete this if you finished and submitted the Protest Letter)
    ----------------------------------------------------------------------------------
    27 September
    Join Our Fight Letter
    *Planning document due: Wednesday on turnitin.com
    *Letter due on Friday by the end of the period 

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    25 September
    Declaration of Independence
    Modern English Supplement
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    22 September
    Essays Due in Class on Turnitin.com (Must be Formatted in MLA or -5 points)
    Declaration of Independence
    ----------------------------------------------------------------------------------
    20 September
    Revise Local (small) issues of your essay.
    RECORD ESSAY, Upload to Youtube and then to Padlet
    PERIOD 4 Essay Revision Padlet
    PERIOD 7 Essay Revision Padlet

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    19 September
    Revise Global (BIG) issues of your essay.
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    18 September
    Rough Draft due tomorrow (This is your BEST attempt at a final draft)
    Please bring TWO hard copies

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    15 September
    INTRO + 3 BODY PARAGRAPHS DUE on MONDAY
    Please see the agenda slides for sample paragraphs created in class

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    14 September
    Michelle Obama DNC Speech Rhetorical Analysis (Agenda Slide 51)
    View Transcript
    Rhetorical Analysis Essay Outline
    ​Rhetorical Analysis Essay Packet

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    11 September
    Beginning Michelle Obama DNC Speech
    View Transcript

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    8 September
    Rhetorical Appeals Quiz Today
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    5 September
    HW: Conjunctions Worksheet (Exercises A & B )
    Rhetorical Appeals Packet due (IN CLASS)
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    24 August
    HW: Complete "Banksy Analysis" (see agenda slides)
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    18 August
    HW: Complete one T.E.S.T. paragraph answering the following question:
    How is English arbitrary at times?
    BRING ALL OF YOUR SUPPLIES (DAILY) STARTING MONDAY!
    ----------------------------------------------------------------------------------
    15 August
    Syllabus Quiz Questions (GOOGLE FORM)
    Read and annotate Richard Lederer's "English is a Crazy Language" 
    Identify THE BIG 5 (reading strategies)
    Unit 3: Home
    Common Core Standards
    Unit 2: Identity Crisis
    Common Core Standards
    Unit 1: (In)equality
    Common Core Standards
    RL 11-12.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

    RL 11-12.2
    Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build shaped and refined by specific details; provide an objective summary of on one another to produce a complex account; provide an objective summary of the text.
    W 11-12.1
    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

    W 11-12.8
    Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA
    SL 11-12.1
    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    SL 11-12.3
    Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

    SL 11-12.4
    Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CA
    RL 11-12.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


    RL 11-12.2
    Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build shaped and refined by specific details; provide an objective summary of on one another to produce a complex account; provide an objective summary of the text.


    RI 11-12.2
    Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.​

    W 11-12.2
    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    SL 11-12.1
    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    SL 11-12.3
    Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
    Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

    Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
    Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

    SL 11-12.1

    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades
    9–10 topics, texts, and issues, building on others’ ideas and expressing (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 their own clearly and persuasively.

    SL 11-12.3
    Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

    SL 11-12.4
    Present information, findings, and supporting evidence (e.g., reflective, historical investigation, response to literature presentations), conveying a clear and distinct perspective and a logical argument, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear pronunciation. CA
    REMIND.com - Get reminders about assignments and due dates on your mobile device.  Ask Mr. Tsuyuki a question or chat with classmates about assignments.  Your phone number will not be shared with anyone, including the teacher:  Remind.com/join/3dc86d
    CLASS ID:
    17136380
    ​17136402
    PASSWORD:
    mrtsuyuki
    mrtsuyuki
    Students read and respond to historically and/or culturally significant literature that complements their study of American history in the junior year and fulfills the requirements of the English Language Arts Common Core Standards. In the fall semester, literature of the pre-Colonial and Colonial experience through the nineteenth century are studied. In the spring semester, the focus is on mastery of the three CC essays covered during first semester (narrative, informative and argumentative) and successful CCSS testing.   Reading, writing, listening, and speaking are important elements of student work.

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