English IV - 8th period-Asma Assignments

Complete this survey to share your feedback on the unit. You will have time to work on this after the final exam during the week of 6/1.

Choose 1 of the prompts to answer. Choose and read 1 of the excerpts. For each prompt, include at least 3 quotes from the text(s), and write at least 3 paragraphs. Make sure to include citations!



This is worth 10% of your final grade.

This is an optional assignment; complete this to replace your lowest Criterion D grade from Semester 2. We will work on this in class on Thursday.

We will work on this in class on Friday.

This assignment is optional; complete it to replace your lowest Criteria A and C grades from Semester 2. We will work on this in class on Thursday and Friday.


Write a 500-600 word essay (about 2 pages double spaced) about what you’ve learned in English 4 this year. Include 2+ specific examples of texts you read and/or work you did. Not sure what to write? Use the questions below.

Rubric:
500-600 words
Includes 2+ specific examples
Clearly describes what you’ve learned
Fewer than 5 errors in punctuation, capitalization, or grammar

We will work on these in class on Monday and Tuesday. Complete at least 1 station.

Are you still missing your Annotated Bibliography? Use this assignment to make up some credit! It will be graded on the same rubric.

Complete the blank slide using the checklist. Each checklist item is worth 8%. The final deadline for this make up assignment is May 12.

We will complete this in class on Monday, 5/3.

Please share your feedback on our unit on The Dispossessed.

We will complete this in class on Monday.

Check the Sharing settings on your presentation → anyone from CPS with the link can VIEW
Reply to this assignment with the LINK to your presentation
Read / watch / look at 3+ classmates’ presentations + REPLY to share a shout out or celebration: what did you learn from their presentation? What works well?

Pick 1 or both of the films (Dirty Computer and/or Fury Road) to watch and analyze) during class on Monday 4/12, and Wednesday, 4/14.

Sign up for 1 chapter. For your chapter, create a slide on the Jamboard to help us understand that chapter.

Take notes on each chapter in a way that works for you. The attached template is 1 option; you can also write notes on paper, use Kami or ilovepdf.com, or any other system. Each thoroughly annotated chapter = 2 points. You can turn in annotations for some or all of the chapters.

You will have time to work on this during class work time on Thursday.

We will complete this in class on Wednesday, but I strongly recommend doing the reading ahead of time - it's tough, but don't worry if you don't understand all of it (literally no one does, even the most advanced philosophy scholars).

We are changing up how we are doing grammar to practice revising our own writing. We will do this in class on Monday.

Review the slides (we'll also go over them in class on Thursday and Friday), then fill out the form by Friday afternoon.

Turn in a rough draft on Tuesday for a grade.

You will have time to complete this reflection in class on Thursday.

We will look at this supplemental text together next week. Feel free to annotate in a separate Google Doc or on paper if you prefer!

**Note the deadline - this needs to be done BEFORE Spring Break. Take some time to brainstorm the presentation part of your research project. We will work on this in class on Tuesday.

We will work on this together in class Friday. Write an analysis of 1 of your sources using the rhetorical precis format. There's a template attached as a reference.

Take some time to reflect on your progress in the research project so far.

We will work on this in class on Tuesday. Steps 1 + 2 are a Classwork point; Step 3 is the assessment. The goal is to find an example of your research topic in the novel and spend time close reading that quote. You'll also practice presentation skills by creating a visual to represent that quote.

We will work on this during class on Friday, but I encourage you to start doing an initial search on your topic to see what you can find!

Post 1 discussion question about the story. It can be about just "Bloodchild," or about both the short story and The Dispossessed.
Then, answer someone else’s question using your opinion, knowledge, and evidence from the text.
Remember to use QUOTES!

We will work on this in class on Wednesday, but you should plan on reading the story before class!

We will work on this together in class on Tuesday.

You will have time to work on this on Thursday in class.

Remember to include a connection to the novel in your response!

We will work on this together in class on Tuesday.

We will complete this in class on Friday. I encourage you to start brainstorming a topic that would interest you during the week.

We will work on this in class on Wednesday, but I encourage you to read the comic ahead of time!

We will complete this in class on Monday.

You will have time to work on this in class on Thursday. Remember to include an example from the novel in your response!

Use this calendar to stay on track with the work for the unit. You need to fill in the Research To-Do column for an assessment grade.

We will work on this in class on Wednesday. Close read the two texts and think about how they comment on each other. If you prefer to use Kami or ilovepdf.com for your observations, the pdf is attached.

Ask as many questions as you can about significant quotes from The Dispossessed.

We will work on this during work time on Thursday.

We will work on this in class on Tuesday. Use this as inspiration for your group's video!

We will work on this during this week and next. For the final discussion assessment, you and your group will create a video of all of you discussing your selected stories. **I recommend opening a Google Meet or Zoom meeting and recording it.**

One group member needs to fill out the form to indicate which pair of stories your team picked.

We will complete this in class on Tuesday. This is a completion grade.

You will have time to complete this during work time on Thursday.

We will do this in class on Wednesday.

Use the Flipgrid to complete the Assessment. **Make sure to give yourself a grade once you are done!**
Pick 1+ of the questions to respond to in a brief video. Your video needs to answer the question by making a claim about how to interpret the story, using 2+ quotes from the story/stories.
After making your video, watch at least 2 of your classmates' videos and respond by commenting. Remember to use academic language to agree, add to, complicate, or ask a follow up question!

We will work on this all week. The assessment part is at the bottom; this will go on Semester 2 grades.

You will have time to complete this in class on Thursday. This will go on Semester 2 grades.

Choose 1 question to answer in 3+ paragraphs, using 3+ quotes from the text. Depending on the question, you will choose 1-2 texts from the following attachments.

Want extra credit?
Turn it in by Monday @ midnight = +6%
By Tuesday @ midnight = +4%
By Wednesday @ midnight = +2%

We will read 2 stories together in class to practice generating discussion questions.

Post ONE question to the “Marriage of the Red Fish” discussion on Classroom.
Then, answer someone else’s question using your opinion, knowledge, and evidence from the text.

Checklist:
Uses 1-2 pieces of highly relevant evidence to support ideas.
Logically and thoroughly connects own ideas to 1+ other idea in discussion.
Asks 1+ clear and concise text-based open-ended discussion question(s).

How do I start my replies?
I agree with x because y
I’m also wondering…
I wonder if we could see it another way, as …
I found another example that supports this idea…
X idea also connects to what I wrote because...

Example Questions:
What is the significance of the brown stripe on the red fish?
What could have made this relationship work?
Why does the story use fish as the symbol for humans? Why not any other animal?

We will read the story together during class; our goal is to have a college-style online discussion about the story. Use the Discussion Prep doc to annotate and prepare for discussion.

We will complete this in class on Tuesday.

We will complete this together in class on Monday.

Attach your Film Comparison here. Then give yourself a grade on the rubric.

You will have time to complete this in class Thursday or Friday.

Use the attached doc to plan out your Film Comparison. Part 1 is worth 1 point; Part 2 is worth up to 3 points. You will have time to complete this in class on Monday and Tuesday.

Please share your feedback on Unit 3: Hamlet. You'll have time to complete this in class on Thursday.

We will go through this together in class on Friday.

Use the attached doc to annotate the films as we watch together in class. Also attached is a list of times, so if you miss class, you can find the scene you are looking for.

These are due December 18 (before we end for Winter Break).

Answer the question in 2+ paragraphs. Include at least 1 quote in your response.

Then reply to at least 2 of your classmates’ answers. You can ask follow up questions, agree and add on to what they said, disagree and offer a counterpoint, or explain a connection between their ideas and another aspect of the text.

At the end of Hamlet, Hamlet asks Horatio to “tell my story.” What is Hamlet’s story? What is the message or moral of the play? What are we, the audience, supposed to learn from Hamlet?

At the end of Hamlet, Hamlet asks Horatio to “tell my story.” He wants his legacy and life to be remembered. For this reflection, consider: what is your legacy? What’s your story?

Choose 2+ questions to reflect on in 2+ paragraphs. There are no right or wrong answers!

Think back on your life so far. What is your story? What message do you want someone to learn from your life and experiences?
Think about your future. What do you want your story to be about in 1 year? In 5 years? In 10 years? In 50 years?
What do you want to others to remember about you?
Who can you depend on to tell your story, to remember you? Is it friends, family, yourself?
Based on what legacy you want to leave, what do you need to keep doing? Are there any changes or shifts you want to make in your life? How can you make those changes?

Write 3 thank you notes to friends, family, teachers, staff, or anyone else you are thankful for this holiday season!

Send Ms. Asma a screenshot or BCC on emails to earn your point. Want to write more than 3? Awesome!! Every 3 thank you notes you send = 1 classwork point.

Feel free to copy the attached templates, or make your own!

If you do this, you do NOT need to do Discussion Board #4. Write 2+ paragraphs.

No character escapes Hamlet without their share of tragedy, whether it’s death of their loved ones (or themselves!), realizing that someone they trusted turned out to be different than they thought, or the loss of an important relationship. In your opinion, who is the most tragic? Who has it worst? Why? (It can be more than one character!)

Answer the question in 2+ paragraphs. Include at least 1 quote in your response.

Then reply to at least 2 of your classmates’ answers. You can ask follow up questions, agree and add on to what they said, disagree and offer a counterpoint, or explain a connection between their ideas and another aspect of the text.

We will complete this in class on Wednesday. If you'd like a head start, read / watch Act 4.

Give Ms. Escamilla feedback on how you think she did with teaching. This form is ANONYMOUS. Please be honest and thorough in your feedback - Ms. Escamilla plans on using this feedback to continue improving her teaching practice and to plan instruction for her future classes.

Make cuts to your assigned section of Act 2, scene 2 (we will work on this in small groups on Tuesday)

Close read the soliloquy "To be or not to be." We will work on this in class on Wednesday.

Each character in Hamlet has their own thoughts about what is motivating the other characters in the play. For example, Polonius blames Hamlet’s actions on his love for Ophelia. Hamlet is upset with Gertrude because he believes that she has forgotten his father, her previous husband. In your opinion, who is right? Who has an accurate read on the other characters? Why?

Answer the question in 2+ paragraphs. Include at least 1 quote in your response.

Then reply to at least 2 of your classmates’ answers. You can ask follow up questions, agree and add on to what they said, disagree and offer a counterpoint, or explain a connection between their ideas and another aspect of the text.

Make cuts to Act 2, Scene 1 (we will work on this together in class on Monday)

Post ONE of your questions (based on a pattern in 3.1) to the discussion on Classroom.

Answer someone else’s question using your opinion, knowledge, and evidence from the text.
Remember to use QUOTES!

Use this document to complete the Stress Management: Physical & Mental Health Wellness journal.

Use this document to add your annotations of Hamlet's Soliloquy 1.2.

Answer the question in 2+ paragraphs. Include at least 1 quote in your response.

Then reply to at least 2 of your classmates’ answers. You can ask follow up questions, agree and add on to what they said, disagree and offer a counterpoint, or explain a connection between their ideas and another aspect of the text.

Hamlet suggests towards the end of 1.5 that he will put on an "antic disposition" in the future. What is the point of this action ? What does Hamlet hope to gain from doing this? What is the true nature of Hamlet’s “antic disposition”; is Hamlet “mad” (insane)? What evidence makes you believe that he is or is not?

Use this document to record your group's thoughts on the questions listed below. Each member of the group must submit their own copy.

Directions: Working with your group:

1. Share your annotations.
2. Decide on a pattern or discrepancy you would like to analyze further ( I noticed…[pattern], A pattern I observed was…[pattern])
(Ex: The pattern I noticed was the author's use of repetition with the words marriage and months.)
3. Turn that pattern or discrepancy into a question (Why would the author…[pattern]?)
(Ex: Why would Shakespeare use repetition of marriage and time?)
4. Answer that question in your opinion using evidence from the text (The author states…[pattern], I know because...)
(Ex: In my opinion, I believe the author Shakespeare purposefully has Hamlet repeat the words “marriage” and “months” to show to the audience and/or reader his frustration of the idea of this hasty marriage and to show how short time has passed since his father died. He ponders the idea over and over in his head, trying to make sense of it and even questions whether his mother did in fact love her husband, his father.)
5. Test your hypothesis by using evidence that supports your answer.

Work with your team in class on Tuesday to create a visual to represent a key quote from the play. Your team also needs to prepare a reading (on mic) of the line - you can take turns, work as a chorus (all together), or choose one reader.

We will work on this and present in class on Tuesday.

Please give us your feedback on Unit 2. We really appreciate it!

Want a point for your Intro to Hamlet notes? Attach them here!

(You will have time to complete this in class on Thursday). Answer the question in 2+ paragraphs. Include at least 1 quote in your response.

Then reply to at least 2 of your classmates’ answers. You can ask follow up questions, agree and add on to what they said, disagree and offer a counterpoint, or explain a connection between their ideas and another aspect of the text.


Discussion Board #1: What’s up with the ghost?

How do the different film versions portray the ghost differently? How do their interpretations change the meaning of the play? And, is this ghost legit? Should Hamlet trust the ghost? Why or why not?

Use this guide to keep track of your progress on assignments for this unit.

Add your completed poetry annotations here. You can take pictures, upload notes, or add a scan. Each annotated poem is worth 1 point.

Posting now so you can look ahead. You will have time to work on this in class.

Annotate the poem and the essay about the poem.

In your annotations, include answers to the following:
What did you notice about the poetry analysis essay on pages 34-35 in your packet?
What writing strategies can you use from the essay in your own writing?

Use ONE of the outlines to plan your written analysis.

Posting now so you can look ahead. You will have time to work on this in class.

Let your teachers know who you like to work with in class so we can place you together for the Poetry Presentation Peer Workshop!

Use this document and videos to complete the Example Poetry Readings Observations assignment.

Use this document to complete the Brainstorming for Poetry Presentation assignment.

Use this document to complete the Stress Management: Treats journal.

Use this document to workshop your poetry presentation brainstorm with your preferred partner.

Fix these messed up sentences to make them clearer.
We will work on these in class together.

This is a Criterion D grade.

Use this form to choose a poem to complete your ASSESSMENT: Written Response to Poem.

Use this document to share your annotations of the poem "The Dictators".

Use this document to complete the patterns & discrepancies of the poem you and your group members noticed/observed.

Use this document to complete your Stress Management: Arts & Crafts journal.

Please give your teachers some ANONYMOUS feedback on how remote learning is going.

Use this document to record the patterns & discrepancies you noticed/observed in the poem "The Dictators".

Use this document to complete your ASSESSMENT: Written Response to Poem.

Answer at least 2 of the questions in 1 or more paragraphs.

Choose 1 of the stations to thoroughly complete.

Want to do more? Each additional station you complete is worth 1 Classwork point.

This is one of the options for the Poetry Stations Assessment.

Reply to this question with 1 of your own: write 1 solid discussion question about your poem. Think WHY and HOW questions. Remember that a strong discussion question is based on the text and is open-ended (it has more than 1 right answer).

Then, respond to at least 1 of your colleagues’ questions using at least 1 quote from the text in at least 1 complete paragraph. Make sure to address them by name in your reply.

Example questions: How do the poems we have read so far use word choice to develop a theme? Why do you think the Carol Ann Duffy poems retell historical moments?

Talk a walk outside! Then answer the reflection questions.

Work in small groups to create a slide or other visual aid that shows your analysis of one section of “The Devil’s Wife.” There is a Room for your group on Google Chat (open chat.google.com and scroll down to Rooms).

Your Slide needs to:
- Summarize your assigned section
- explain at least 3 aspects of the Reading Poetry 101 guide.

Group 1: Medusa
Briana
Arlene
Ricky
Julissa

Group 2: Bible
Norma
Yahir
Alex

Group 3: Night
Brian
Yewei
Bryan

Group 4: Appeal
Hector
Marco
Tito

Group 5: Medusa
Aris
Ariana
Marci

Group 6: Bible
Jenny
Antonio
Alejandro

Group 7: Appeal
Benny
Raul
Steph

Track your progress on this complete list of all classwork and assessments for Unit 1: From Zombie Apocalypse to Personal Statement.

Please give us some feedback on Unit 1 - we will use this information to plan future units.

Use the slides to proofread your own personal statement. Then complete the reflection questions. We will work on this in class on Wednesday.

Answer the questions to reflect on your progress this unit.

Turn in your final draft of your personal statement here.
Then give yourself a grade on the rubric.

Provide feedback to your partner on their personal statement. We will work on this in class on Tuesday.

Watch the mini-lecture on the History of the English Language. Take notes. Note: Ms. Asma totally goofs Chaucer's name - it's Geoffrey, not William. Everybody makes mistakes (:

After you watch, complete the Grammar Pre-Assessment to help us plan what language skills to focus on this year.

Read the chapter from Borderlands / La Frontera by Gloria Anzaldua, then work on the Jamboard in small groups to identify SOAPStone.

Use the writing stations to draft and revise your personal statement. Complete at least 2 stations. Each station is worth 0.5 points.

Use the questions to reflect on how and when you take breaks. Important question: are you taking enough restful, restorative breaks??

Submit your 2nd draft of the personal statement. This can be a whole new version, or it can be your first draft with edits and revisions.

REMINDER: Give yourself a grade on the rubric - that's the grade we will use in Aspen!

Share your personal statement with a friend. Give each other feedback using the attached doc.

Use the Jamboard to practice using SOAPStone (Speaker, Occasion, Audience, Style, Tone).

Read The Walking Dead, then write your own zombie apocalypse plan.

Attach your first draft of your personal statement here. If you already have one, no need to redo it! Just attach the one you already wrote.

Do yoga, then reflect on your experience.

Read and annotate the personal narrative "Smells Like Teen Poetry."

Then write a literary analysis of the narrative.

Your teachers will use this assessment to help plan what skills to focus on this year. You'll have time to work on Wednesday and Thursday in class.

Create your own personal history of some key moments in your development as a reader. Write, draw, and/or diagram!

Here are some ideas you could explore:
- What reading experiences stand out for you? High points? Low points?
- Were there times when your reading experience of the materials you were reading made you feel like an insider? Like an outsider?
- What supported your literacy development? What discouraged it?

Need inspiration? Check out the attached examples.

Create an intro slide (on your own), then create a class mission statement (in small groups).

Answer the questions to reflect on your week.

Take the survey to share more about yourself. This one is a criterion B grade (it's going in Aspen!).

Please review the CPS Video Recording Consent Form and sign/date at the bottom. Available in English & Spanish! Note: If you are 18+, you can sign this form yourself. If not, a parent/guardian must sign this form. Please select one option using an "X" at the bottom to indicate whether or not you/your parent/guardian consents/does not consent to the live video recordings. Thank you!
-Ms. Escamilla