English 9 AB (Period 8) Assignments

Copy all 4 stanzas of "IF" by Rudyard Kipling. Learn the first 2 stanzas if your last name starts with A-L. Learn the second 2 stanzas if your name starts with M-Z.

Read "Mother to Son" by Langston Hughes on page 249. Answer the questions that follow.

1. Why did Kipling write this poem?

2. What can you tell about Kipling's views on life from what he wrote?

3. What would you guess his occupation (other than poet) to be?

4. Compare this poem with "Mother to Son" by Langston Hughes on page 249
of the puirple book.
4A.. Which poem did you like the best? Why?
4B. What behavior or character trait does each poem try to teach?

If your last name starts with A-L, mwmorize stanzas 1 and 2,

If your last name starts with M-Z, memorize stanzas 3 and 4.

We read " The Road Not Taken" by Robert Frost. We copied the poem, and the questions. Both of them are also included in the attachments for this assignment.

Green Literature Book: Read pages 474-475, "The Horses: by Edwin Muir.
-DO NOT ANSWER THE QUESTIONS:
DO Paraphrase the entire poem. I DO NOT want to see many of the poet's words. I would prefer not to see any words but yours. This is due on the 14th in class.

1. We have read and discussed "Thank You, Ma'am" by Langston Hughes. The Homework associated with this story is on page 182.
Reading Check : Write down the main events of the story as if you were reporting them for a newspaper. Remember to use complete and correct sentences.
Answer these questions in your writing:
- What happened?
- Whom did it happen to?
- When and where did it happen?
- Why didi it happen?

2.Thinking Critically:
What does the dialogue between Roger and Mrs. Jones,
as well as their actions reveal about their character traits?
Make a chart like the one on page 182, showing what you INFER from each character's words, silences, and actions. (The chart will, of course be much larger than the example.)

3. At the end of the story, what do yout hink the boy wants to say, other than "Thank you, ma'am"? In your opinion, why can't he even say "thank you"?

4.How does the SETTING of Mrs. Jones's home- her furnished room, the gas plate, the ten-cent cake, the noisy tenement- contribute to your sense of the kind of person she is? What details can your imagination add to her surroundings?

5. Compare the CHARACTER TRAITS revealed by Mrs. Jones in the dialogue in the story
with the traits revealed by the mother in "Mother to Son," Langston Hughses's dramatic
monologue (see page249). Both women talk about difficulties in their own lives. What important message is each character trying to convey to her listener?

Extending and Evaluating

6. Based on your own experience, do you believe that these events could happen as Hughes descibed them? Why or why not?

Literary Criticism

7. Review the biography of Langston Hughes on page 181. Do you think the way Mrs. Jones approaches life might reflect Hughes's own attitude towards life,. Explain your answer.

Constructed Response

Write an ESSAY thast analyuzes the theme of "Thank You, Ma'am" by Langston Hughes,
How do the story's dialogue and your inferences reveal the theme?

Note: I WANT GOOD ESSAYS FROM YOU. FULLY DISCUSS THE THEME. USE QUOTES FROM THE STORY. USE COMPLETE SENTENCES. DO NOT USE "KID WORDS". DO use standard English. Above all, do VERY neat work.

-You may turn this work in at the beginning of our first class next week.

We allowed the class to study whatever subject they wished in preparationn for the CST tests which start tomorrow.

Tonight I want every student in bed by 10:00 P.M. Get a good night's s;eep. Eat a good. but not heavy breakfast.
Remember your homeroom training on how to take tests. COme to school on time, and ready to do well. GOOD LUCK!

Pages 165 and 166. Answer all the questions under the green flags, Use complete sentences when you answer. Label your answers.

Example: the first questin and answer would be labeled " Interpret."

This is due at the start of our next class.

During class we worked on finishing our Periodic Assessment work. (We will be revisiting this particular assessment several times, so work carefully.)

HOMEWORK FOR 4/20: We talked about Cornell Notes and how to take them.
In class we started "Hunger of Memory" by Richard Rodriguez, (page. 160) and took Cornell Notes on what we had read.
Know the Vocabulary words on page 159. also-
Know and understand the Context Clues chart on page 159. There will be a quiz next class.

Read page 152. If possible, read it aloud. Be certain you understand the differences between FACTS and OPINIONS.
Read "An American Story" on pages 152-155 and list the FACTS and OPINIONS you find in
the story. Make a chart like the one on page 152 to record your data.
Finish the original story chart for "Liberty", "Exile", and "An American Story".

You will answer questions 1-11 on page 156. Be certain you are using complete sentences and correct English. Check your work. It is due at the start of the next period.

We reread pages 135 and 136. We were told to reproduce a much larger version of the chart on page 136 but to only chart the "Liberty" story. We then readpage 138 and then the story "Liberty" on pages 139-144. Our Homework is to fill in the chart we created and BRING OUR GREEN BOOKS TO CLASS ON WEDNESDAY.

Take the test for the words on pages 133-134 today.
Homework:
Read pages 134-135. "How to Find a Story's Theme", and "Thinking Critically About Theme".
DO THE "PRACTICE" on page 135, but restrict yourself to a discussion of "HOW TO EAT A GUAVA" only.
In other words do a chart like the one on page 135, but construct it on "How To Eat A Guava"
Have this ready at the start of the next class.

In class we read pages 133 to 134. We discussed Genres, Themes, Universal Themes, Characters, Motivations, Imagery, and several types of Figurative Language: Simile, Metaphor, and Personification.
We further discussed historical setting/historical context, and historical approach.

- We read and discussed pages 134-135, particularly the discussions of theme and Universal Themes. Lastly we discussed how to find a story's theme and to think critically about theme.

HOMEWORK is to review what we have read and be ready to take a simile "matching test " in which students match the terms we discussed with their definitions.

Standards covered were:

3.5 (Reading); particularly unuversal theme and providing support and evidence from multiple sources .
3.2 (Reading) In which similar themes or topics across genres were used as examples to show how genre shapes theme/topic.
3.12 (Reading) We analyzed how works of literature can be related to the themes and issues if their historical periods.

AGAIN, I Remind YOU ALL TO STUDY THE TERMS AND DEFINITIONS ON PAGES
132-135.

You all have the same assignment. Let me explain it.
Those of you who have been in the High School for more than one year have had the benefit of 8 block scheduled periods. This means that every class you had from the first day of High School was roughly 120 minues (2 hours). That allowed you time to get settled, ask questions, clarify assignments, go over previous work/grade peer papers, etc.

Due to recent budgetary constraints we as a school had only 2 options. The first was a 6 period day. In its purest form, that means each class is held each day. Same 6 classes, same time, same station, every day. Periods would be much shorter than under an 8 period chedule.

The other option was a 7 period day. That meant something closer to the 8 period thing we were used to, but not as flexible and with (probably) shorter periods. In a very close election, the 6 period day won out.

Here comes WASC. They find our school to be exemplary in many ways,. Among the top 7 great things we have is the 8 Period Day WASC DID not believe we coukd have been nearly as successful withut that schedule.

We are asking you to write a strong essay in which you discuss the merits of the 6 and 8 period days and submit two copies of the finished product; one for me as a graded essay, and the other to your academy lead teacher to use as he/she sees fit. It is my hope that honest discussion and opinion from you will carry sufficient importance to get our administrative power structure to look again at their decisions.

Either way, this essay is due the next class we meet . IF YOU HAVE ME FOR 2 SUBJECTS, YOU ONLY NEED TO TURN IN ONE ESSAY.

ALL CLASSES BRING IN YOUR TEXTBOOKS. WE MUST INVENTORY THEM TO BE CERTAIN WE WILL HAVE ENOUGH COPIS FOR NEXT YEAR.

DO NOT LEAVE YOUR BOOK AT HOME>
DO BRING IT THE FIRST CLASS DAY I SEE YOU NEXT WEEK>
THAT WILL BE THE 5th or THE 6th.

ENGLISH LIT CLASSES BRING THE BIG GREY BOOK; The British Experience,

9th Graders bring the Green Book (Prentice Hall GOLD).

Read "The Tropics in New York" page 128. Go over the imagery used. What is it like to lose something/someone you really loved? Can it be gotten back?
10 minute brainstorm followed by 20 minutes of writing a short essay about loss and recovery.

Homework: Review pages 130-131. Highlight the skills at each level of the rubric.

Read "How to Eat a Guava" on pages 126-127. Underline all of the words that have sensory connotations. Tie each word to the sense/senses it triggers. Discuss the true meaning or theme of the work. What is the poem about?
Homework: Write about a time you have had to go through a change., Describe the process. Was it positive or negative? Try to be specific.
Due on Tuesday,

Read the 2 articles on the Kennedy Assassination. One by Eric Sevaried and the other by Pierre Salinger. Take notes. Answer the questions on page 118. Turn in the answers before the bell. Homework. Read the instructions on page 118 under "Constructed Response". Bring a beautifully done essay to class on Thursday.

I was remiss in sending you this note. Since we started dead week on Monday, and will begin Finals on Monday the 30th, I wish you the best of luck.
Keep in mind that you may be tested on any and all of the skills you learned and practiced this semester. Review what you think you need to, then thumb through what you read and wrote about again. Know terms. As Boy Scouts and Special Forces know, "Be Prepared".


Mr. Carroll

Grade the answers to thr questions from the most recent Homework assignment.Discuss.

Answer the questions on page 91.

Homework: Do the Constructed Response mentioned on page 91.

Review pages 83-84 in class. ENSURE YOU have flashcards for the words in bold print on these pages. Remember; the word goes on one side of the flashcard and the definition of the word goes on the other.

Read: "Codes of Conduct" on pages 85-88.
Discuss the story in class.

HOMEWORK: Read page 89. Answer each question by including the stem of the question in the answer. Use complete sentences,

STYLE
An example of exaggeration the author uses in lines 1-10 is . . . . . . . .( find the example, copy it, and be certain you have enclosed it in quotation marks.

ANALYZE
Reread lines 11-20. Complete this sentence: "The author hints at her Chinese ancestry by
___________________________________________________________ rather than talking about it directly."

STYLE
"The point the author is making with the comparison in lines 31-43 is ------------------------------------------------------------------------------------."
IDENTIFY
"The images in lines 31-43 that help me picture the author's extended mataphor are _______________________________________________________________________________________________________________________________________________ ."

SYTLE
I do find a situation or situations in lines 31-43 that I wuold consider funny, it is/they are
_____________________________________________________________."

INTERPRET

"The new knowledge the author brought home from college was ________________."
" Her family reacted to her new interest by _______________________."

INTERPRET
"In lines 78-85, Su's statement about the learning stops the conversation because _________________________________________________________________."

ANALYZE
" When Su thinks about codes of conduct that influence her life I think she feels ____________________________________________________________, because ____________________________________________________________."

All of you conveniently "forgot" to do the assignment I gave you for over the break. It is in the homework assignment dated 12/15/2011.
Today's work in class was to ensure you finish making a chart on "The Reparation of Ishi".
You should have listed main ideas and supporting evidence from the story. as you did for
"Homecoming" and " Wild As It Ever Was".
This will result in a much larger and more detailed version of the chart on page 81. In fact, you will already have everything you need to Synthesize the three stories and write an overall conclusion using sentences/data from your chart.
For the remainder of the class, you will work on "Test Practice", parts A. Word Families, Part B- Reading Comprehension, and Part C- Constructed Response(page 82).
Use the work you did on page 81 to guide the writing of your Constructed Response.

Homework: READ PAGES 83 and 84. Make a Flashcard for every word in bold Print on both pages; put the word on the front. and the definition of the word on the back.

I.APOLOGIZE FOR GIVING YOU ALL THIS MUCH TO READ, BUT I HAVE BEEN REMISS IN LOGGING-IN THE HOMEWORK FOR A WHILE.

Thus far this month we have:
Read pages 65-67.
Taken a quiz on the terms used on page65.
Read page 68, discussed how to make the chart on page 68, then read "Homecoming" by Richard Rodriguez (pages 69-71) and taken a vocabulary quiz on key words in "Homecoming". We also did a SOURCE chart for "Homecoming" and showed Main Ideas and Details for each and every paragraph.

Next we repeated this process for "Wild AS It Ever Was" by Jeff Rennicke.Another SOURCE CHART was made.

Today (12/08/2011) we will read "The Reparation of Ishi, the Last Yahi Indian" from the Smithsonian National Museum of Natural History. We will identify all main ideas/topic sentences. Then we will identify the supporting sentences("detail" sentences). Finally,
we will read and hi-lite the time line as necessary. Again, look for topics and supporting details. Keep this information in the book. It will be used in our next class.
Homework: Read and answer the questions about "Homecoming", "Wild As It Ever Was", and "The Reparation of Ishi, The Last Yahi Indian." Label the sections (ex:," Draw Conclusions") and include the stem of the question in your answer (ex:, The Purpose of the statement that appears below the essay's title is . . . ").
When you have answered all of the questions on pages 79-80, you are done.

If you wish, you may look over the task on page 81. Try to imagine what you will
write when performing this task.

We read "The Grandfather" by Gary Soto. We discussed tone, Characterization, theme, imagery and symbols in the story.
We examined the rubrics fro Persuasive Writing on pages 62-63.

The remainder of the class was devoted to learning about Sonnets (Literary Focus) and
Background: pages 62 and 63.

Homework is to read " World, in hounding me . . .
by Sor Juana Ine'z de la Cruz
Translated by Alan S. Trueblood
on page 55. Then answer questions 1-5 on page 56.

We went over every topic sentence, every use of repetition, an explanation of the sacrifices the Civil Rights activists went through, and the significance of the place names in Dr. King's speech. Students were assigned as HOMEWORK: page 46 Constructed Response (Write the essay). The last part of HOMEWORK is to read the Gary Soto short story.

Today we will thoroughly go over the organization, construction, and planning of Dr. Martin Luther King's "I Have a Dream" speech. We will point out allusions, refrain/repetition, and the theme, or message of the speech.

Homework:

Read page 47. Read it several times until you understand everything on the page.
Now, read the speech. Underline or highlight the Topic Sentence in each paragraph one time. Then go back through the speech with a different color pen or hi-liter and mark every instance of repetition. Bring your work to the next class.

Answer the Constructed Response Questions on pages 36 and 40 completely, Then read "I Have a Dream" by Dr. Martin Luther King Jr. . Highlight important information. Write questions . Underline phrases that move you. Be ready to thoroughtly discuss this when our next class starts.

Today we read "Free Minds and Hearts at Work" (pages 27-29) and "Jackie Changed the Face of Sports" (pages 30-32) then we answered all the questions on pages 33 and 34.
Our HOMEWORK is to Do Test Practice (Pages35-36) on aseparate piece of paper and bring it to cout next class. We will grade all of this work next class..

Read Multi-cultural Literature book,, pages 15-21. Know both stories and all Vocabulary terms.. Test on 10/11/2011.
Read all of Unit 2 and answer all of the questions by 10/11/2011. Test will happpen then.

09/23/2011 A check revealed that many of the students had not learned the words on page 3. The majority did attempt the rest of the homework. I collected it and will grade it.
HOMEWORK: students will learn the vocabulary words on page 3 AND the words at the bottom of each page. We will test on these next class. Finally. students are to copy the four questions at the top of page 13 and write out the answers neatly, using complete sentences.

We have finished a Latin and Greek Roots Pretest, worked all of the exercises in Unit One, and Today we took the test for Unit 1.
Our homework was to read Perspectives in Multi-cultural Literature and (1) learn all of the terms on page 3, (2) read and understand pages 4 and 5. There will be a quiz on these pages when we come to class on 09/21/2011.