5th PERIOD JUNIORS AS1 IB HL English A: Literature (Year 1)-Becker PERIOD 5 SY2021 Assignments

💯 Please remember that IB allows me ONLY to comment on your first draft. Therefore, it is imperative that you do two things:
1) have a trusted peer check your document for grammar, usage, and mechanics; and
2) submit your very best draft possible, imagining that THIS draft were the one going to IB in Cardiff.
That way, when I give you feedback, you should only have to make a few adjustments and will have a solid external assessment to submit in January 2022. Remember that this assessment comprises 25% of your score for English A: Literature HL! You should check yourself against the rubric as well.

2️⃣ Please submit your draft in TWO places: here in Google Classroom AND in your account at TurnItIn.com. By submitting this draft, you certify that both copies are IDENTICAL and that the work contained within them is ENTIRELY your own. All quoted and paraphrased materials MUST be cited and included in your bibliography. We will work on formatting the essay in class the week of June 7.


TurnItIn.com Class ID: 29505685
Enrollment key: pizza

Please reach out to me if you have any questions or need clarification.

Please complete the summative assessment in Flipgrid; mark it complete here when you are finished.

5th period: https://flipgrid.com/49088c52 
7th period: https://flipgrid.com/4d201b8b 

See the associated summative assessment overview and rubric for additional guidance. Both are linked below.

Please remember to mark this complete when you have submitted your brainstorm form.


Please do NOT start on your HL Essay draft until you see your topic approved in the Google Classroom.

You may use the links below to guide you in your issue selection.

As you decide upon your global issue, you should have one or more short stories in mind AND at least two literary devices that Adichie uses to make commentary on your global issue. If you would like to record that here for safe-keeping as well, please feel free to add it.

Please upload your summative assessment (mock HL Essay) for Unit 5 here.  

The summative assessment overview, rubric, and grade translation guide are all included below for your reference.

Please complete the Unit 6 text needs form (linked below), then answer the question, "Did you complete the Unit 6 text needs form?"

Select your option below. 

❗ Important: If you choose Option C, YOU MUST ADD A PRIVATE COMMENT WITH YOUR TOPIC AND RECEIVE APPROVAL FROM MRS. BECKER BEFORE YOU BEGIN WRITING.

This sentence correction set looks very different from our previous sets; we will not be doing vocabulary or literary devices.  Instead, take 20 minutes to find as many of the 48 corrections as you can.  Please mark it complete when you're finished OR when time is called, whichever comes first.

In the space below, write a BRIEF synopsis of Act 3 of A DOLL'S HOUSE. Then, note one SIFTT-MM element that you observed in Act 3, commenting on its function.

Example sentence starters: Act 3 centers upon [important plot points]. In this act, [SIFTT-MM element] can be observed on page [#]; this [SIFTT-MM element] serves to [do what].  

In the space below, write a BRIEF synopsis of Act 2 of A DOLL'S HOUSE. Then, note one SIFTT-MM element that you observed in Act 2, commenting on its function.


Example sentence starters: Act 2 centers upon [important plot points]. In this act, [SIFTT-MM element] can be observed on page [#]; this [SIFTT-MM element] serves to [do what].

In the space below, write a BRIEF synopsis of Act 1 of A DOLL'S HOUSE. Then, note one SIFTT-MM element that you observed in Act 1, commenting on its function.

Example sentence starters: In Act 1 of Henrik Ibsen's A DOLL'S HOUSE, readers are introduced to [characters and their relationships]. This act centers upon [important plot points]. In this act, [SIFTT-MM element] can be observed on page [#]; this [SIFTT-MM element] serves to [do what].

You will need your student ID number and your birth date to take the survey. Once you finish the survey, please mark it as submitted here.

The feedback form is anonymous; please complete it as honestly as possible. When you are finished, please mark it complete here.

Please complete the summative assessment in Flipgrid; mark it complete here when you are finished.
5th period: https://flipgrid.com/fb458d6f
7th period: https://flipgrid.com/dccb5096

See the associated summative assessment overview and rubric for additional guidance. Both are linked below.

You may use the links below to guide you in your issue selection.

As you decide upon your global issue, you should have one or more poems in mind AND at least two literary devices that Duffy uses to make commentary on your global issue. If you would like to record that here for safe-keeping as well, please feel free to add it.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Valentine," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Anne Hathaway," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Pilate's Wife," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "History"/"White Writing" (<-- replace with the poem you selected) Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Work," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading and annotating this poem, what is it about? Try writing your response using this formula: In "The Diet," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

Entry Ticket: 10 points.
After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Mrs. Lazarus," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

Exit Activity: 5 points.
COMMENT on another peer’s entry ticket; how does this perspective help you to further interpret the poem?

Entry Ticket: 10 points.
After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Anon," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

Exit Activity: 5 points.
COMMENT on another peer’s entry ticket; how does this perspective help you to further interpret the poem?

Entry Ticket: 10 points.
After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Havisham," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

Exit Activity: 5 points.
COMMENT on another peer’s entry ticket; how does this perspective help you to further interpret the poem?

Entry Ticket: 10 points.
After reading and annotating this poem, what is it about? Try writing your response using this formula: In "Mrs. Midas," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

Exit Activity: 5 points.
COMMENT on another peer’s entry ticket; how does this perspective help you to further interpret the poem?

List one STOP BAD FIT element you found in the poem. What is it, and where is it?

After reading, annotating, and discussing this poem, what is it about? Try writing your response using this formula: In "The Devil's Wife," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

After reading, annotating, and discussing this poem, what is it about? Try writing your response using this formula: In "A Dreaming Week," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

List one STOP BAD FIT element you found in the poem. What is it, and where is it?

After reading, annotating, and discussing this poem, what is it about? Try writing your response using this formula: In "Salome," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

List one STOP BAD FIT element you found in the poem. What is it, and where is it?

After reading, annotating, and discussing this poem, what is it about? Try writing your response using this formula: In "Before You Were Mine," Ms. Duffy DOES WHAT ( <-- replace with your response; consider THEME) HOW ( <-- replace with your response; consider other STOP BAD FIT elements). Example: In "Originally," Ms. Duffy highlights the dynamic nature of childhood and growth through organization, imagery, assonance, and alliteration.

List one STOP BAD FIT element you found in the poem. What is it, and where is it?

Please complete the anonymous unit feedback form linked below.

Please complete the summative assessment in Flipgrid; mark it complete here when you are finished.
5th period: https://flipgrid.com/10996d00
7th period: https://flipgrid.com/5592f085

See the associated summative assessment overview and rubric for additional guidance.

You may use the links below to guide you in your issue selection.

As you decide upon your global issue, you should have one or more short stories in mind AND two literary devices that Chekhov uses to make commentary on your global issue. If you would like to record that here for safe-keeping as well, please feel free to add it.

Please use this space to submit your summative essay assignment. Remember to use the assessment overview and rubric.

Select your option below.

❗ Important: If you choose Option C, YOU MUST ADD A PRIVATE COMMENT WITH YOUR TOPIC AND RECEIVE APPROVAL FROM MRS. BECKER BEFORE YOU BEGIN WRITING.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

You may use the text and/or your own course documents. No other collaboration or resources are permitted.

IMPORTANT: you must submit BOTH this quiz AND mark it as "complete" in the Google Classroom.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

You may use the text and/or your own course documents. No other collaboration or resources are permitted.

IMPORTANT: you must submit BOTH this quiz AND mark it as "complete" in the Google Classroom.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please sign up for a part. ONLY add your name in one space in the right-hand column. Consider keeping your guide open and adding to it in class as we read and pause to reflect. Please do NOT spend more than about twenty minutes on this assignment outside of class time.

Please use this space to submit your summative essay assignment. Remember to use the assessment overview and rubric.

Select your option below.

❗ Important: If you choose Option C, YOU MUST ADD A PRIVATE COMMENT WITH YOUR TOPIC AND RECEIVE APPROVAL FROM MRS. BECKER BEFORE YOU BEGIN WRITING.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

*IMPORTANT* Google Forms and Google Classroom don't "talk" to each other very well, so when you have submitted the quiz form, please be sure you ALSO mark the assignment complete here in Google Classroom.

You will have the full period to complete this quiz. There are 25 questions in section 2 and 12 questions in section 3, so please monitor your time accordingly. I will tell you when class is half over as well as when 5 minutes remain. You may use your texts and/or your own course documents, but no collaboration or other resources (including Googling) are allowed.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

SC 6: Monday
SC 7: Tuesday
SC 8: Wednesday
SUBMIT ALL ON WEDNESDAY, PLEASE.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

Please have your camera ON.
You may use your own documents (Connect to the Text, Look/Feel/Say) and/or your book, but it is entirely possible to complete this quiz without them.
No Googling or collaboration allowed.

Please complete ALL of the response fields.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

Please complete ALL of the entry fields.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

Completing this assignment will help you to document your educational journey in this class in addition to being a record of your development and progress in the course.

Please view the instructions and my example using the link below.

Then, create a document in which you introduce yourself through a written paragraph. 👂 Consider writing the pronunciation of your name within your paragraph (example: Maureen Becker is pronounced MORE-een BEK-er).

Be sure that you press "submit" when your assignment is complete.