Junior Assignments
Fall 2008 & Winter 2009

2. Regents Q & A.

2. Work on Task II, underlining and writing notes in the margin on the problem (the threats of sun exposure) and the solutions.

Prepare for the Regents. Review all Regents materials.

2. Examine Task II essays and Task II outline. Simplify this Task II outline. Analyze the Task II instructions page from the June 2008 Regents.

2. Read the Discussion Guide found at USAService.org on how all of us can engage in community service as a tribute to Dr. Martin Luther King, Jr. and President-elect Obama. Make up any quizzes owed.

3. Discussion: Review the Discussion Guide, focusing on areas in our communities that need service and the roles that we can play. Brainstorm service ideas that fit our interests.

2. Read "Pilot is Hailed After Jetliner's Icy Plunge". Underline and take notes on the skill of experienced pilots and how to survive a plane crash. This will prepare you to write the Task II essay on the Regents.

2. Analyze Critical Lens essays returned.

All HW owed, quizzes, and any other assignments MUST be turned in by TOMORROW--no exceptions!!

2. Discuss/Share: Share excerpts from the vocabulary stories.

3. Distribution and Discussion on Literary Elements quizzes.

All HW owed, quizzes, and any other assignments MUST be turned in by Friday--no exceptions!!

2. Review/Share your simplified Task IV essay outlines.

3. Work Period: Work on your vocabulary story (due TOMORROW!) and Friday's quiz on Regents Vocab. List #2.

2. Discuss/Analyze: Analyze the Julius Caesar Story Maps and grades.

3. Discuss/Share: Discuss a simplified version of Task IV (Critical Lens) Outline

4. Work on the creating the simplified version of the Task IV Outline.

2. Work Period: Finish the Task III Essay Outline for the January 2008 Regents.

3. Discuss/Share: Discuss the Essay Outline.

2. Work Period: Begin Task III Essay Outline.

2. Work Period: Finish January 2008 Task III--reading passages, answering multiple choice questions, and applying the strategies taught in class yesterday and reviewed today.

3. Review answers, summary notes and literary devices found in the passages.

2. Work Period: Work on January 2008 Task III.

2. Student Evaluation: Check the Quiz. How much do you know? How much do you need to prepare in the coming days before the upcoming English Regents Exam?

3. Reflections: How's the Story Map progressing? How was the Honors Project? Turn in Honors Project.

2. Julius Caesar scene interpretations

2. Review of Julius Caesar vocabulary quizzes.

3. Read your independent novels.

2. HW reminders and HONORS Project details.

2. Independent Reading: Read your independent novel. Use post-its to identify literary elements.

2. Discuss/Share: Volunteers will read aloud their vocabulary stories.

2. Discuss/Share: Volunteers will read aloud their vocabulary stories, if time allows.

3. PSAT score distribution and evaluation.

2. Listening Practice: Listen to the passage being read to you. Take notes and implement the strategies learned yesterday. Answer the multiple choice questions and begin the essay, using the Task One Essay Outline.

2. Discuss/Share: Discuss Do Now. Introduce Listening Strategies handout.

2. Work Period: Work on Vocabulary Story and any owed HW.

2. Share analytical findings from the Do Now.

3. Introduce Julius Caesar Vocabulary List.

2. Recitations/Read Sample Exemplary Critical Lens Essay 3. Start HW.

2. Discussion/Analysis: Finish review of each of the quotes listed below, providing a valid interpretation of the quotes, agreeing or disagreeing with the quotes as you have interpreted them, and supporting your opinion using TWO specific references to literary elements from Julius Caesar (such as: characterization, foreshadowing, symbolism). Here are the Critical Lens quotes:

"In this world goodness is destined to be defeated"--Walker Percy

"All conflict in literature, is in its simplest form, a struggle between good and evil."

"Power corrupts, and absolute power corrupts absolutely." --George Orwell

J.F. Clarke wrote, “The bravest of individuals is the one who obeys his or her conscience.”

3. Practice Recitation HW.

2. Independent Freewrite on a Novel: Freewrite two full pages (about 250-300 words) on a novel that you know VERY well. Include the following--the title of the book, the author, the plot's major events--exposition, rising action, climax, falling action and resolution, characterization of the major characters (this includes their personality traits, actions, style of speech, thoughts/feelings, other people's points of view), and descriptions of at least three other literary elements (flashback, foreshadowing, conflicts, symbolism, repetition, similes, metaphors, setting, etc.).

"In this world goodness is destined to be defeated"--Walker Percy

"All conflict in literature, is in its simplest form, a struggle between good and evil."

"Power corrupts, and absolute power corrupts absolutely." --George Orwell

J.F. Clarke wrote, “The bravest of individuals is the one who obeys his or her conscience.”

2. Discuss/Share Do Now.

2. Work Period: Work on Story Map and recitation HW.

2. Review Julius Caesar exam contents/grading procedure.

2. Work Period: Work on outline for Story Map.

2. Analyze the foreshadowing and irony of tragic endings for Brutus and Cassius in Act V Scene i, Act V Scene ii, and Act V Scene iii.

3. Read and analyze Brutus' death and Antony's final speech/final lines of the play in Act V Scene iv and Act V Scene v.

2. Read-aloud Act V Scene i, Act V Scene ii, and Act V Scene iii. Analyze the opposing forces' interactions and Cassius' death (irony).

2. Exam Prep--students will individually work on filling in the review sheet with evidence from the text.

2. Pick up the HW.

2. Read aloud Act IV Scene iii. Analyze the strained relationship between Brutus and Cassius and the significance of Caesar's ghost.

2. Share your reactions to the Do Now.

3. Read aloud Act III Scene iii, Act IV Scene i, and Act IV Scene ii. Analyze the citizens' reactions to Antony's speech (i.e. the killing of Cinna the poet), the plotting of Antony, Octavius and Lepidus (the new triumvirate), and the strained relationship between Brutus and Cassius.

2. Discuss/Analyze the Do Now.

2. Read Act III Scene ii in Julius Caesar. Examine the various reactions to Caesar's death, including Brutus' address and Antony's address to the Romans. Why is Antony an expert orator (speaker)?

2. Discuss Do Now.

2. Discuss and analyze Act III Scene i.

2. Begin reading aloud and analyzing Act III Scene i. Examine the events and Caesar's choices that lead up to his assassination. How could his murder have been prevented?

2. Discuss the Do Now questions and connect to the events that will lead up to the climax of Julius Caesar--the assassination of Julius Caesar.

2. Begin reading aloud and analyzing Act III Scene i. Examine the events and Caesar's choices that lead up to his assassination. How could his murder been prevented? How do the characters react to his death? What can you, the reader/viewer, foreshadow will come next, after his death?

2. Begin HW.

2. Begin HW.

2. Regents Predictive Exam

2. Read-Aloud: Finish reading aloud Act II Scene i of Julius Caesar and begin Act II Scene ii of Julius Caesar. Examine the conspirators' assassination plan--the method to bring Caesar to the Capitol, Calpurnia's superstitions (foreshadowing/omens), Caesar's arrogance/invincibility and ego.

2. If time allows, begin the HW journal

2. Work on HW journals owed.

2. Discuss/Share the Do Now.

3. Begin reading Act II Scene i of Julius Caesar. Examine Brutus' characterization of Caesar, the characterization of Brutus, reasons the conspirators will kill Caesar, Brutus' reasons for killing Caesar, the conspirators' assassination plan--the method to bring Caesar to the Capitol, literary elements (including irony and alliteration), the characterization of Brutus' wife Portia and the relationship between Brutus and Portia.

2. Discuss/Share the Do Now. If necessary, finish reading aloud Act I Scene iii. What omens are revealing danger to come? What are Cassius's choices that will lead to the assassination of Caesar?

3. If time allows, begin HW--writing a 20-word summary of Act I.

2. Begin reading aloud Act I Scene iii. What omens are revealing danger to come? What are Cassius's choices that will lead to the assassination of Caesar?

2. Begin reading aloud Act I Scene iii. What is Cassius conspiring? Why is Brutus needed in this conspiracy? What omens are revealing danger to come?

2. Discuss/Share: Discuss the Do Now and finish analysis of "Sonnet 18". Examine the subject of the sonnet, the narrator's tone toward the subject, rhyme scheme and other literary elements (including the following: personification, metaphor, symbolism, repetition, alliteration, imagery). Share importance of the literary elements.

3. Read aloud Act I Scene i. Examine the double entendre/puns, dialect, and plot development. How do the citizens feel about Julius Caesar? How do the lawmakers feel about Caesar(i.e. Flavius)?

2. Discuss/Evaluate the Story Map grading and format.

3. Discuss analysis of "Sonnet 18". Examine the subject of the sonnet, the narrator's tone toward the subject, rhyme scheme and other literary elements (including the following: personification, metaphor, symbolism, repetition, alliteration, imagery). Share importance of the literary elements.

2. PSAT Reading and Language Strategies: Summary notes in the margin of reading passages, circle characters' names, dates, and places, underline 1st sentence of each paragraph (main idea) and last sentence (concluding paragraph's main ideas), process of elimination in multiple choice questions--you should be able to eliminate at least TWO answer choices easily, and do NOT guess--if you don't know the answer, skip it (you will NOT lose points for leaving answers blank). Use your knowledge of other languages to help you with difficult vocabulary and take apart words (look at roots or words that sound similar to the unknown word). Cover up the answer choices and write your answer down before looking at the answer choices.

2. Introduce "Sonnet 18". Examine the subject of the sonnet, the narrator's tone toward the subject, rhyme scheme and other literary elements (including the following: personification, metaphor, symbolism, repetition, alliteration, imagery).

2. Lecture/Note-taking: Take notes on the teacher's mini-lecture on life and times of William Shakespeare and the history of Julius Caesar, the man.

2. Discuss/Share: Discuss/share comments and teacher review of sample Task III essay. Review HW on internet research on Shakespeare's life and times.What will be helpful in learning about Shakespeare's life and times in order to study and better understand his plays and poetry?

3. Analysis and Q & A of students' Task III essays. Identify strengths (such as: following directions, attention grabbing introductions, narrator's tone toward subject) and areas needing improvement (such as: direct quotes/evidence from the passages, specific reference to literary elements, sophisticated words).

2. Discuss/Share: Discuss/share comments and teacher review of sample Task III essay. Review HW on internet research on Shakespeare's life and times.What will be helpful in learning about Shakespeare's life and times in order to study and better understand his plays and poetry?

3. Analysis of students' Task III essays. Identify strengths (such as: following directions, attention grabbing introductions, narrator's tone toward subject) and areas needing improvement (such as: direct quotes/evidence from the passages, specific reference to literary elements, sophisticated words).

DUE THIS FRIDAY, OCTOBER 10th:

2. Discuss/Share: Discuss yesterday's K/W/L on Shakespeare's life and times. What will be helpful in learning about Shakespeare's life and times in order to study and better understand his plays and poetry?

3. Analysis of an exemplary (outstanding) Task III Essay, paying close attention to organization and commentary from the Regents graders.

DUE THIS MONDAY, OCTOBER 6th:

2. Discuss/Share: Discuss the Do Now.

3. Brainstorming: K/W/L on Shakespeare's life and times. What will be helpful in learning about Shakespeare's life and times in order to study and better understand his plays and poetry?

4. Prepare for tomorrow's quiz and vocabulary story.

2. Work Period: Work on HW due Thursday (Story Map!!) and Friday (Vocabulary Story and Vocabulary Quiz).

2. Work on HW owed (Task II and III essays) and HW due (Vocabulary Story and Story Map).

2. Story Map preparation.

2. Story Map preparation.

2. Introduce Story Map.

2.PREDICTIVE REGENTS EXAM SESSIONS I AND II (Tasks I and II)

2.Work Period:

2. Work on Task III essay HW.

3. Work on essay HW.

2. Introduce Task II essay HW--directions and outline.

3. Work on essay HW.

2. Discussion/Note-taking: Review the summary/main idea notes and underlined/circled words and phrases in the passage. Underline numbers and proper nouns (capitalized names of people, places and things) and circle unknown words. Identify in the margins the problems and solutions. NPNVMPS--No Pigs Need Veggies Mixed In Secret Plates (Numbers, Proper Nouns, Vocab, Main ideas, Solutions, Problems).

2. Discussion/Note-taking: Review the question types and answers for the multiple choice questions of the Task II packet. Review the summary/main idea notes and underlined/circled words and phrases in the passage. Underline numbers and proper nouns (capitalized names of people, places and things) and circle unknown words. Identify in the margins the problems and solutions.

2. Discussion/Note-taking: Finish discussing and taking notes on the literary devices, main ideas, inferences and narrator's tone in the short story passage in Task III. Examine the characterization=appearance, actions, thoughts/feelings, personality traits (adjectives; examples-generous, cruel, kind, etc.), and other people's points of view. Examine the narrator's tone (the narrator's feelings toward the subject; are the narrator's feelings positive or negative?), literary devices (such as: repetition, alliteration, rhyme scheme), themes/main ideas, vocabulary, inferences. LMCVIN=Larry, Moe, and Curly Vote In New York (Literary Devices, Main ideas, Characterization, Inferences, Narrator's Tone).

3. Briefly discuss the HW--Task II packet.

4.Significance of 9/11 and MY GOOD DEED WEBSITE

2. Discussion/Note-taking: Discuss and take notes on the literary devices, main ideas, inferences and narrator's tone in the short story passage in Task III. Examine the characterization=appearance, actions, thoughts/feelings, personality traits (adjectives; examples-generous, cruel, kind, etc.), and other people's points of view. Examine the narrator's tone (the narrator's feelings toward the subject; are the narrator's feelings positive or negative?), literary devices (such as: repetition, alliteration, rhyme scheme), themes/main ideas, vocabulary, inferences.

3. Introduce HW--Task II packet.

2. Discussion/Note-taking: Discuss and take notes on the question types in the multiple choice questions and analysis of the poem. Examine the characterization=appearance, actions, thoughts/feelings, personality traits (adjectives; examples-generous, cruel, kind, etc.), and other people's points of view. Examine the narrator's tone (the narrator's feelings toward the subject; are the narrator's feelings positive or negative?), literary devices (such as: repetition, alliteration, rhyme scheme), themes/main ideas, vocabulary, inferences.

2. Discuss/Share the Do Now.

3. Class Sharing/Review of HW: Review the answers and strategies for the HW--Task III packet.

2. Discuss/Analyze: Discuss the Do Now answers.

3.Vocabulary Skill Building: Circle unknown/unfamiliar words in the Task III packet.

2. Discuss/Analyze: Discuss the Do Now answers.

3.Vocabulary Skill Building: Identify unknown words in the Task III packet and add to class poster paper.