Junior Assignments
Winter/Spring 2008
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| Monday, June 16th, 2008: |
1. Do Now: Review the Essay Outline Exam questions and answers.
2. Review task essays and strategies for success on each section of the exam. | Students will analyze strategies for success on the English Regents Exam. |
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Friday, June 13th, 2008:
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1. Do Now: Review the multiple choice questions and answers.
| 2. Examine sample, high scoring essays for Task I.
Students will examine high scoring essays. Students will practice note-taking and listening skills.
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Thursday, June 12th, 2008:
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1. Do Now: Task I practice--listen, take copious notes and go over the multiple choice questions and answers.
| 2. Examine sample, high scoring essays for Task I.
Students will examine high scoring essays. Students will practice note-taking and listening skills.
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Wednesday, June 11th, 2008:
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Work Period: Read sample essays that scored 5s and 6s for the Tasks I, II, III and IV that everyone has completed. What do they all have in common? What should you strive for? What should you avoid?
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Students will examine high scoring essays, analyzing the components of a well developed, interpreted, organized essay with sophisticated language.
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Tuesday, June 10th, 2008:
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Work Period: Read sample essays that scored 5s and 6s for the Tasks I, II, III and IV that everyone has completed. What do they all have in common? What should you strive for? What should you avoid?
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Students will examine high scoring essays.
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Monday, June 9th, 2008:
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1. Do Now: Read over the grading rubrics for each of the essays for Tasks I, II, III and IV. What do they all have in common? What should you strive for? What should you avoid?
| 2. Examine sample essays that scored 5s and 6s. What should you work on to achieve a high score?
Students will examine the criteria for a high scoring essay.
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Friday, June 6th, 2008:
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EXAM ON ESSAY OUTLINES
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Students will be assessed on their knowledge of essay writing for the Regents.
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Wednesday, June 4th, 2008:
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Work Period: Study for the exam on Friday. Work on HW owed.
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Students will work on pre-writing strategies and essay outlining for the Regents.
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Tuesday, June 3rd, 2008:
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1. Do Now: Work on the multiple choice questions for the June 2006 Session One Task One--pages 2-4.
| 2. Work Period: Introduce the Task I Essay Outline. Start writing the Task I Essay.
Students will work on pre-writing strategies and essay composition for Task I on the Regents.
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Monday, June 2nd, 2008:
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1. Do Now: Vocabulary Quiz
| 2. Listening Passage: Listen and take notes to an account on Christopher Reeve. Take notes and begin to answer the multiple choice questions for the June 2006 Session One Task One--pages 2-4. Write down names, dates, important events, all details that support the task, situation and multiple choice questions.
Students will be assessed on learned vocabulary. Students will practice listening and notetaking skills for Task I on the Regents.
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Friday, May 30th, 2008:
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Work Period: Work on HW owed, prepare for Monday's quiz, and review all outlines.
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Students will engage in individual and group work, preparing for upcoming assessments.
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Thursday, May 29th, 2008:
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1. Discuss/Analyze: Share and analyze the Task II Packet--pages 5-9--examining the multiple choice questions and answers.
| 2. Work Period: Work on the HW due tomorrow.
Students will analyze the Task II text, graphic, and questions.
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Wednesday, May 28th, 2008:
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1. Discuss/Analyze: Share and analyze the Task II Packet--pages 5-9--examining the annotations and multiple choice questions and answers.
| 2. Work Period: Work on the HW due tomorrow--Compose the Task II essay from the Task II Packet--pages 5-9. Use the Task II Essay Outline as a guide to write the essay.
Students will analyze the Task II text, graphic, and questions. Students will prepare to write the Task II essay.
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Tuesday, May 27th, 2008:
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1. Discuss/Analyze: Share and analyze classmates' Critical Lens Essays--p. 8. Discuss the Critical Lens Essay Outline.
| 2. Work Period: Work on owed HW and begin the Task II essay, using the Task II Essay Outline as a guide to write the essay.
Students will analyze the components of the Task IV (Critical Lens) essay by engaging in discussion and revision.
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Friday, May 23rd, 2008:
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1. Discuss/Analyze: Share and analyze classmates' Critical Lens Essays--p. 8. Discuss the Critical Lens Essay Outline.
| 2. Work Period: Start HW.
Students will analyze the components of the Task IV (Critical Lens) essay by engaging in discussion and revision.
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Thursday, May 22nd, 2008:
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1. Work Period: Discuss the strategies to succeed on a Critical Lens Essay--p. 8. Discuss the Critical Lens Essay Outline. Work on the Task IV Critical Lens Essay.
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Students will prepare to work and write the Task IV (Critical Lens) essay by engaging in pre-writing exercises of brainstorming and sample outline analysis.
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Wednesday, May 21st, 2008:
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1. Do Now: Analyze two Critical Lens quotes and examine the instructions pages.
| 2. Discussion/Analysis: Discuss the strategies to succeed on a Critical Lens Essay--p. 8. Introduce the Critical Lens Essay Outline.
Students will prepare to work on the Task IV (Critical Lens) essay by engaging in pre-writing exercises of brainstorming and sample outline analysis.
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Tuesday, May 20th, 2008:
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1. Work Period: Work on HW owed. Choose TWO novels that you know VERY well. Freewrite two full pages per novel (that's a total of FOUR full pages!) which can be used for the Task IV (Critical Lens) essay. Freewriting involves writing everything known about the novel, including plot summary, characterization of the characters, setting description, and other literary elements.
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Students will prepare to work on the Task IV (Critical Lens) essay by engaging in a pre-writing exercise of freewriting.
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Monday, May 19th, 2008:
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1. Do Now: Read and offer critical feedback for your neighbor's Task III essay--instructions can be found on p. 2 in the January 2007 Task III. Use the Task III essay outline to evaluate the essay.
| 2. Discuss/Analyze: Discuss, share and analyze the components of the Task III essay. Examine the grading rubric for the Task III essay. 3. If time allows, freewrite two full pages on one novel which can be used for the Task IV (Critical Lens) essay. Freewriting involves writing everything known about the novel, including plot summary, characterization of the characters, setting description, and other literary elements.
Students will examine the components of a successful Task III essay, which compares and contrasts a poem and a passage.
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Friday, May 16th, 2008:
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1. Do Now: Finish reading aloud and sharing literary elements and other strategies used in the January 2007 Task III. Read the short story aloud. Summarize and identify literary elements, including the author's tone, characterization, setting, symbolism, etc. Share reading strategies
| 2. Discuss: Task III essay--instructions can be found on p. 2 in the January 2007 Task III. Use the Task III essay outline to write the essay.
Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a passage.
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Thursday, May 15th, 2008:
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1. Do Now: Vocabulary Quiz!
| 2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the short story aloud. Summarize and identify literary elements, including the author's tone, characterization, setting, symbolism, etc. Share reading strategies.
Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a passage.
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Wednesday, May 14th, 2008:
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1. Do Now: Study the unknown words and the definitions you looked up for HW. Show your completed vocabulary HW and the list of five books that may be used on the Critical Lens essay.
| 2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the poem aloud. Summarize the poem, identify the poet's tone toward the subject (grandmothers) and the literary devices used.
Students will determine reading strategies they are familiar with (metacognition) and strategies to use when reading a poem.
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Due TOMORROW:
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Tuesday, May 13th, 2008:
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1. Do Now: Write a list of all unknown words (at least FIVE) in the Task III packet. Show your completed Task III HW--the multiple choice questions and the annotations on the poem and short story.
| 2. Discuss: Read aloud and share literary elements and other strategies used in the January 2007 Task III. Read the poem and short story aloud, and answer the multiple choice questions as a class. Share reading strategies and multiple choice question strategies used.
Students will determine reading strategies they are familiar with (metacognition) and strategies they'd like to learn.
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Due TOMORROW:
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Monday, May 12th, 2008:
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1. Do Now: Examine a sample Regents Exam and brainstorm all reading strategies you use for reading passages and poems and answering multiple choice questions. Using the sample Regents Exam, independently brainstorm (on a looseleaf, which you will divide into 3 sections--Reading Strategies I Know, Reading Strategies I'd Like to Learn, and Areas of Reading Needing Improvement) reading strategies that you would use to take this exam. Suggested questions to answer: What do you do while you're reading the directions? What are you thinking about while reading the directions? What do you do while reading the poem? The short story? What are you thinking about while reading the poem? The short story? When do you read the multiple choice questions? What do you do while reading the multiple choice questions? What are you thinking about? Do you use any strategies that help your success on a reading portion of an exam?
| 2. Discuss: Share reading strategies used in reading exams. Are there any similar strategies? Are there any strategies that you would like to employ? If so, write them in the "Reading Strategies I'd Like to Learn" section of your looseleaf paper. 3. Work Period: If time allows, begin to take the January 2007 Regents Section II Part A ONLY. Read the poem and short story, and answer the multiple choice questions (not the essay). Be ready to share reading strategies and multiple choice question strategies used.
Students will determine reading strategies they are familiar with (metacognition) and strategies they'd like to learn.
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Due TOMORROW:
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MONTHS OF FEBRUARY, MARCH, APRIL, and MAY 1-9, 2008:
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See Mr. Diaz's syllabus: click HERE.
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See Mr. Diaz's syllabus: click HERE.
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See Mr. Diaz's syllabus: click HERE.
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Friday, February 8th, 2008:
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1. Do Now: Brainstorm the following literary terms: alliteration, characterization, conflict, flashback, foreshadowing, hyperbole, imagery, irony, metaphor, motif, mood, oxymoron, personification, plot, setting, simile, symbol, theme, tone. Work with a partner. Identify as many literary terms that you know and their definitions. When a teacher (Ms. Conn or Mr. Diaz) gives you the OK, put your literary term and definition on the chart paper. When done with your brainstorming, proceed with finishing the reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice.
| 2. Discussion: Discuss/Share literary terms with class. Keep a glossary of literary terms in your literature section. 3. Reading/Analysis of Chapter 1 of 1984: Share the literary terms revealed and the summary of the first ten pages of 1984.
Students will review the literary terms they know and how they can apply to the first ten pages of 1984. Students will work on main ideas of the opening pages of 1984.
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Due MONDAY:
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Thursday, February 7th, 2008:
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1. Do Now: Brainstorm literary terms. Work with a partner. Identify as many literary terms that you know and their definitions. When a teacher (Ms. Conn or Mr. Diaz) gives you the OK, put your literary term and definition on the chart paper. When done with your brainstorming, proceed with reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice.
| 2. Discussion: Discuss/Share literary terms with class. Keep a glossary of literary terms in your literature section. 3. Reading/Analysis of Chapter 1 of 1984: Continue with reading of Chapter 1 in 1984, filling up a post-it per page of a literary term of your choice AND write one sentence summary for each page in the novel. Work with a partner.
Students will review the literary terms they know and how they can apply to the opening pages of 1984. Students will work on main ideas of the opening pages of 1984.
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Due TOMORROW:
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Wednesday, February 6th, 2008:
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1. Do Now--Reading/Analysis of the opening of 1984: Analyze the front cover, read the back of the novel, and read the first page. Predict the plot. Identify the mood, imagery, setting, and the protagonist (Winston Smith) on post-its.
| 2. Discuss/Analyze: Discuss students' analysis of the mood, imagery, setting, and the protagonist (Winston Smith). 3. Read aloud: Read aloud pp. 2-3. Analyze, discuss and take notes on post-its on the setting, mood, the characterization of Winston Smith.
Students will analyze the literary terms of setting, mood, imagery, and characterization of the protagonist in the opening pages of 1984.
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Make up any HW owed.
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Tuesday, February 5th, 2008:
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1. Do Now: Brainstorm the government's depiction of a utopian (perfect) society (in your opinion). Think about the government's impressions of perfect citizens. How would the government lead the people? What laws would be in effect, if any? Write individually, discuss with neighbors and then share with the class.
| 2. Discussion: Share Do Now. Share the HW--a new headline for the Daily News that highlights the Superbowl! Write it in alliteration (almost every word starts with the same consonant letter). For example: Champs Chomp Patriots! Share editorial HW.
Students will analyze a utopian society (from the government's perspective) and the opening of 1984, examining literary terms.
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Make up any HW owed.
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Monday, February 4th, 2008:
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1. Do Now: Brainstorm your depiction of a utopian (perfect) society. Think about the government, the communities (including the streets, businesses, etc.), and the people. How would people treat each other? How would the government lead the people? What laws would be in effect, if any? Write individually, discuss with neighbors and then share with the class.
| 2. Introduce HW.
Students will informally write on utopian society, the portrayal of society in 1984.
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Due TOMORROW:
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Friday, February 1st, 2008:
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1. Do Now: Finish yesterday's "Deep Thought" Written Response. Students will finish writing a 250-word "Deep Thought" response to one of the statements in the Anticipation Guide, providing a detailed explanation supporting their beliefs.
| 2. Discussion: Share/Discuss statement choices and beliefs. 3. Begin HW.
Students will evaluate their own thinking (metacognition) in a written response to a theme in 1984.
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Due Monday, February 4th:
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Thursday, January 31st, 2008:
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1. Do Now: Finish discussion/sharing of student opinions on the statements outlined in the Anticipation Guide.
| 2. Written Response: Students will individually write a 250-word "Deep Thought" response to one of the statements in the Anticipation Guide, providing a detailed explanation supporting their beliefs. 3. Discussion: Share/Discuss statement choices and beliefs.
Students will evaluate their own thinking (metacognition) in a written response to a theme in 1984.
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Due Monday, February 4th:
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Wednesday, January 30th, 2008:
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1. Do Now: Introduction of Junior Syllabus for Spring 2008.
| 2. Anticipation Guide: Individual survey of themes found in 1984. Students will agree or disagree with each statement. 3. Discussion: Compare/Contrast responses to Anticipation Guide with a neighbor. Discuss with class.
Students will learn class policies and procedures. Students will read for information and understanding.
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Due Monday, February 4th:
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