Period 2 ELA Assignments

Due start of class on Wed, May 31.

Bring in a printed copy to class. If you can't print it, ask Mrs. Mercer before school on Wednesday.

Due start of class on Wed, May 31.

Bring in a printed copy to class. If you can't print it, ask Mrs. Mercer before school on Wednesday.

Due start of class on Wed, May 31.

Bring in a printed copy to class. If you can't print it, ask Mrs. Mercer before school on Wednesday.

Completed in class with your book clubs groups.


Due start of class Day 3 (May 25 periods 1, 3, and 5 and May 26 periods 2 and 6).

Completed in class with your book clubs groups.


Due start of class Day 3 (May 25 periods 1, 3, and 5 and May 26 periods 2 and 6).

Completed in class with your book clubs groups.


Due start of class Day 3 (May 25 periods 1, 3, and 5 and May 26 periods 2 and 6).

If you have not yet given your spring speech in class, your hard copy is due at the start of class on day 2 (Tuesday 5/23 for periods 1, 3, and 5 or Wed 5/24 for periods 2 and 6).

Have your song title on a post it with your name and the artists' name

If you have not yet given your spring speech in class, your hard copy is due at the start of class on day 2 (Tuesday 5/23 for periods 1, 3, and 5 or Wed 5/24 for periods 2 and 6).

Have your song title on a post it with your name and the artists' name

If you have not yet given your spring speech in class, your hard copy is due at the start of class on day 2 (Tuesday 5/23 for periods 1, 3, and 5 or Wed 5/24 for periods 2 and 6).

Have your song title on a post it with your name and the artists' name

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Due Start of Class, Friday 5/19

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Due Start of Class, Friday 5/19

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Due Start of Class, Friday 5/19

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Have one member make a copy of this, fix the doc title, and share with all group members and Mrs. Mercer

Due Start of Class, Wednesday 5/17

Have one group member make ONE copy, then share with everyone in the group. Make sure everyone has editing rights.

Follow all directions in the document.

Have one group member make ONE copy, then share with everyone in the group. Make sure everyone has editing rights.

Follow all directions in the document.

Have one group member make ONE copy, then share with everyone in the group. Make sure everyone has editing rights.

Follow all directions in the document.

Complete this form in class after receiving your book.

This book is on loan from the Fisher Middle School English department, and if you lose it, please plan on speaking to your teacher about replacing it.

Complete this form in class after receiving your book.

This book is on loan from the Fisher Middle School English department, and if you lose it, please plan on speaking to your teacher about replacing it.

Complete this form in class after receiving your book.

This book is on loan from the Fisher Middle School English department, and if you lose it, please plan on speaking to your teacher about replacing it.

Follow the directions in the first document, then use the graphic organizer in step 2, individually.

Follow the directions in the first document, then use the graphic organizer in step 2, individually.

Follow the directions in the first document, then use the graphic organizer in step 2, individually.

Please read the entire document before starting this product assessment. 

Check out the prompts for the write nows if you're wanting a reminder about what I'm looking for in each poem.

Also keep in mind that after we've done a lesson, I expect you to play with all prior concepts in your poems moving forward (for example: We talked and learned about connotation before Write Now #1, so I expect connotative language in all the write nows).

So excited to see your work! Don't miss the reflection, dedication, and "all about the poet" additions. 

Due start of Class on May 4 (periods 1, 3, and 5) or May 5 (periods 2 and 6).

Group Option: ONE person makes a copy of the graphic organizer and shares with the group. When you are all done working on it, have one group member print it to bring to the conference. You may each have a copy if you would like, but I only need to collect ONE from your group on the day of your conference. 

Individual: Same as above, but for just you.

_______________________


Poem Choice: Find your poem in the digital course reader, copy and paste the poem onto a blank Google Doc, then print and begin to annotate. You will bring this to the conference and turn in that day.

1. Annotate "Ode to a Large Tuna in the Market"
2. Complete Write Now #5 (Where I'm From) and Write Now#6 (found below). 

Due at the start of next class. Write now 6 is posted here in case you didn't get one in class. 

Write Now #6: Odes
After analyzing an ode in class, it’s now time to write your own.

Today your goal is to blend all of the previous poetry lessons together and show me what you an do. I want to see you use

Diction
Connotative language
Literary devices (metaphor, hyperbole, allusion, etc.)
Structural features (enjambment,  pacing through punctuation, stanzas, & repetition)
Sound effects (assonance and consonance)
Sensory Details & Descriptive Imagery  (appeal to the 5 senses)


Choose a person, a concept, an object, or a place to write an ode to/about. Who or what do you want to celebrate today? Who or what deserves more praise and attention than we often give it? Make bold choices and employ the techniques outlined above.

Headphones (not air pods) that work with your Chromebook.
A charged Chromebook (this is becoming a problem....Please charge every night if that's what you need to do!)

An independent reading book (I've been back long enough that you should have a book you enjoy by now!)


A pencil


Your composition notebook, which I tell you to leave here at school yet some of you bring it home sometimes.


Notice that many of these items are on the syllabus from August, which most of you signed. I informed you many times that if you needed help getting anything on the supply list, to please let me know. Now many of my own supplies go missing every day. Please talk to me if you need financial help before taking my items.

Headphones (not air pods) that work with your Chromebook.
A charged Chromebook (this is becoming a problem....Please charge every night if that's what you need to do!)

An independent reading book (I've been back long enough that you should have a book you enjoy by now!)


A pencil


Your composition notebook, which I tell you to leave here at school yet some of you bring it home sometimes.


Notice that many of these items are on the syllabus from August, which most of you signed. I informed you many times that if you needed help getting anything on the supply list, to please let me know. Now many of my own supplies go missing every day. Please talk to me if you need financial help before taking my items.

Headphones (not air pods) that work with your Chromebook.
A charged Chromebook (this is becoming a problem....Please charge every night if that's what you need to do!)

An independent reading book (I've been back long enough that you should have a book you enjoy by now!)


A pencil


Your composition notebook, which I tell you to leave here at school yet some of you bring it home sometimes.


Notice that many of these items are on the syllabus from August, which most of you signed. I informed you many times that if you needed help getting anything on the supply list, to please let me know. Now many of my own supplies go missing every day. Please talk to me if you need financial help before taking my items.

Review the attached requirements (which are also posted in a different assignment below). Note:

You must bring a printed copy of your speech on the day of your speech. (Or Email Mercer a link the evening before and she will print it for you!)
You’ll be picking a song to play after you give your speech. The song should match the mood and tone of your speech. As stated in class, it must be available on Spotify & be classroom appropriate. Give Mercer a Post-It with your song’s title & artist plus your name and period.
Optional: Bring a pack of 3x5 lined index cards in on the day of your speech.

Open the attached document and read all instructions before beginning.

The details will also be on the TV screen in class, and I urge you to check the requirements not only before you start, but also as you go.

UPDATE: Final speeches due Day 2 (Tuesday for Periods 1, 3, and 5 and Wednesday for Periods 2 and 6) at 5pm.



Homework is two parts for today.

1. Read the assignment sheet (attached below). There are things you need to know before you jump into your draft. 

2. Please come to class with a complete draft of your speech typed into the template.

--> Complete Rough Draft due, attached to this assignment, on Friday evening at 6pm.

IF you truly want to work on this over the weekend, I will not mark it as late if you have it done by the start of class on Monday, March 20.

UPDATE: Final speeches due Day 2 (Tuesday for Periods 1, 3, and 5 and Wednesday for Periods 2 and 6) at 5pm.



Homework is two parts for today.

1. Read the assignment sheet (attached below). There are things you need to know before you jump into your draft. 

2. Please come to class with a complete draft of your speech typed into the template.

--> Complete Rough Draft due, attached to this assignment, on Friday evening at 6pm.

IF you truly want to work on this over the weekend, I will not mark it as late if you have it done by the start of class on Monday, March 20.

UPDATE: Final speeches due Day 2 (Tuesday for Periods 1, 3, and 5 and Wednesday for Periods 2 and 6) at 5pm.



Homework is two parts for today.

1. Read the assignment sheet (attached below). There are things you need to know before you jump into your draft. 

2. Please come to class with a complete draft of your speech typed into the template.

--> Complete Rough Draft due, attached to this assignment, on Friday evening at 6pm.

IF you truly want to work on this over the weekend, I will not mark it as late if you have it done by the start of class on Monday, March 20.

Lesson Plan for the day. Please carefully read all instructions in this assignment.

1. Partner up with someone at your table group. 
2. Both partners unsubmit and then share their speeches with each other.
3. For round 1, both partners will pull up partner 1's speech. Parter 1 will read it aloud while partner 2 follows along on their own chrome book.
4. As partner 1 reads their speech, partner 2 can politely ask them to pause when partner 1 wants to make a comment in their document.  

Here are comment requirements:


--> Two compliments on two specific parts of speech and why you liked it. What did they do well to make these parts powerful?



--> Three constructive comments (for example: could be more clear, More descriptions would make this part even better!, This sentence is a little confusing, Consider making this part stand out more, etc.) <--You can copy and paste these into your comments as a start and add to them to make them more specific!


5. Partner 1 quietly reads the comments and can ask follow-up/clarifying questions. DO NOT RESOLVE COMMENTS.

6. Switch! Both partners pull up partner 2's speech, and Partner 2 reads their speech while partner 1 makes 5 comments, just like in step 4.

**Time left? Time to consider their notes. See where you want moments or ideas to pop out, and make sure those sections are clear and engaging! Pull up the assessment guidelines (linked into the assignment details document) and see how you can grow your speech. 

Continue revising until the bell rings.

Final speeches due Day 2 (Tuesday for Periods 1, 3, and 5 and Wednesday for Periods 2 and 6) at 5pm.

1. Watch the two linked in speeches and completes a column about each.

2. In your composition notebook, make a list of five possible topics you could write about for an informative speech (last week you started This I Believe and started brainstorming for a persuasive speech; for today's work, your speech is completely new! WHat do you want to tell the world about?).

3. After making a list of 5, choose one of the topics and write at least a page about it. 

4. If you have time left, start brainstorming on a second topic.

1. Watch the two linked in speeches and completes a column about each.

2. In your composition notebook, make a list of five possible topics you could write about for an informative speech (last week you started This I Believe and started brainstorming for a persuasive speech; for today's work, your speech is completely new! WHat do you want to tell the world about?).

3. After making a list of 5, choose one of the topics and write at least a page about it. 

4. If you have time left, start brainstorming on a second topic.

1. Watch the two linked in speeches and completes a column about each.

2. In your composition notebook, make a list of five possible topics you could write about for an informative speech (last week you started This I Believe and started brainstorming for a persuasive speech; for today's work, your speech is completely new! WHat do you want to tell the world about?).

3. After making a list of 5, choose one of the topics and write at least a page about it. 

4. If you have time left, start brainstorming on a second topic.

Last class (Tuesday), you were asked to respond to one of the following prompts:
1. What bugs you about the world? About people? Which of those things can you control, and which can you change? Write about it. Perhaps the opposite is what you believe in.


2. Write about what scares you about the future. How do you face those fears? How do you know what the right thing is? Write about it. 


3. What is something about yourself that you love? A character trait that you had to work really hard on to make it part of yourself. How did you make it happen? Or why is it so important? 


4. Consider an ongoing conflict in your life. What might this conflict be teaching you about yourself? About others? How can you learn as you stumble/face adversity? How does this conflict reveal something about you or your life?


5. Consider a big event in your life. What did you learn about the world during or after the experience? About humanity/people? About yourself? 


Today (Friday), please choose a different prompt from the purple glue in (the prompt above) and write a response-- 1 page minimum. Done in your composition notebook.

Language Arts

Grade 7. DD. 1 (Phrase or Clause?)
Grade 7. DD. 3 (Independent or Dependent?)

Achieve a smart score of 90 on each, spending no more than 20 minutes on each assigned IXL.

If you spend 20 minutes on one of them (or each) but are not able to achieve a smart score of 90, please email Mrs. Mercer so she can check the time you spent and see the work you did. 

Note: IF you cannot achieve 90 on one or either (and spent 20 min on each!), you MUST email Mrs. Mercer asap; if you do this, you'll be offered an alternative assignment.

Last class (Tuesday), you were asked to respond to one of the following prompts:
1. What bugs you about the world? About people? Which of those things can you control, and which can you change? Write about it. Perhaps the opposite is what you believe in.


2. Write about what scares you about the future. How do you face those fears? How do you know what the right thing is? Write about it. 


3. What is something about yourself that you love? A character trait that you had to work really hard on to make it part of yourself. How did you make it happen? Or why is it so important? 


4. Consider an ongoing conflict in your life. What might this conflict be teaching you about yourself? About others? How can you learn as you stumble/face adversity? How does this conflict reveal something about you or your life?


5. Consider a big event in your life. What did you learn about the world during or after the experience? About humanity/people? About yourself? 


Today (Friday), please choose a different prompt from the purple glue in (the prompt above) and write a response-- 1 page minimum. Done in your composition notebook.

Follow the prompt passed out in class. Glue it into your Composition Notebook on the next open page. 

You'll end up with a list of at least five topics on which you might base a speech

PLUS

at least one page of ideas webs, word vomit with your opinions on a topic, possible stories related to your topic, and other concepts (found on the glue in). Though you are listing 5 potential topics, only brainstorm about your favorite.

The attached graphic organizer has three videos linked in. 

If you were here all week, you've already seen one of them with me. You may need to re-watch to complete the graphic organizer. 


The speeches for today are all about 3-4 min. You will have 25 minutes to watch all 3 and complete the graphic organizer. 

Like the directions say, keep your notes short and to the point. It's okay to use incomplete sentences as long as the note you jot down makes a point.

Language Arts

Grade 7. DD. 1 (Phrase or Clause?)
Grade 7. DD. 3 (Independent or Dependent?)

Achieve a smart score of 90 on each, spending no more than 20 minutes on each assigned IXL.

If you spend 20 minutes on one of them (or each) but are not able to achieve a smart score of 90, please email Mrs. Mercer so she can check the time you spent and see the work you did. 

Note: IF you cannot achieve 90 on one or either (and spent 20 min on each!), you MUST email Mrs. Mercer asap; if you do this, you'll be offered an alternative assignment.

Follow the prompt passed out in class. Glue it into your Composition Notebook on the next open page. 

You'll end up with a list of at least five topics on which you might base a speech

PLUS

at least one page of ideas webs, word vomit with your opinions on a topic, possible stories related to your topic, and other concepts (found on the glue in). Though you are listing 5 potential topics, only brainstorm about your favorite.

The attached graphic organizer has three videos linked in. 

If you were here all week, you've already seen one of them with me. You may need to re-watch to complete the graphic organizer. 


The speeches for today are all about 3-4 min. You will have 25 minutes to watch all 3 and complete the graphic organizer. 

Like the directions say, keep your notes short and to the point. It's okay to use incomplete sentences as long as the note you jot down makes a point.

Last class (Tuesday), you were asked to respond to one of the following prompts:
1. What bugs you about the world? About people? Which of those things can you control, and which can you change? Write about it. Perhaps the opposite is what you believe in.


2. Write about what scares you about the future. How do you face those fears? How do you know what the right thing is? Write about it. 


3. What is something about yourself that you love? A character trait that you had to work really hard on to make it part of yourself. How did you make it happen? Or why is it so important? 


4. Consider an ongoing conflict in your life. What might this conflict be teaching you about yourself? About others? How can you learn as you stumble/face adversity? How does this conflict reveal something about you or your life?


5. Consider a big event in your life. What did you learn about the world during or after the experience? About humanity/people? About yourself? 


Today (Friday), please choose a different prompt from the purple glue in (the prompt above) and write a response-- 1 page minimum. Done in your composition notebook.

Language Arts

Grade 7. DD. 1 (Phrase or Clause?)
Grade 7. DD. 3 (Independent or Dependent?)

Achieve a smart score of 90 on each, spending no more than 20 minutes on each assigned IXL.

If you spend 20 minutes on one of them (or each) but are not able to achieve a smart score of 90, please email Mrs. Mercer so she can check the time you spent and see the work you did. 

Note: IF you cannot achieve 90 on one or either (and spent 20 min on each!), you MUST email Mrs. Mercer asap; if you do this, you'll be offered an alternative assignment.

Follow the prompt passed out in class. Glue it into your Composition Notebook on the next open page. 

You'll end up with a list of at least five topics on which you might base a speech

PLUS

at least one page of ideas webs, word vomit with your opinions on a topic, possible stories related to your topic, and other concepts (found on the glue in). Though you are listing 5 potential topics, only brainstorm about your favorite.

The attached graphic organizer has three videos linked in. 

If you were here all week, you've already seen one of them with me. You may need to re-watch to complete the graphic organizer. 


The speeches for today are all about 3-4 min. You will have 25 minutes to watch all 3 and complete the graphic organizer. 

Like the directions say, keep your notes short and to the point. It's okay to use incomplete sentences as long as the note you jot down makes a point.

Only to be completed in class during your ELA period. 

This on-demand is broken into three steps, all of which are explained in the attached document. 

Follow all directions, and pay attention to spacing, font, size, and structure. 

You will receive the rubric in class, and you can use this to guide you.

Only to be completed in class during your ELA period. 

This on-demand is broken into three steps, all of which are explained in the attached document. 

Follow all directions, and pay attention to spacing, font, size, and structure. 

You will receive the rubric in class, and you can use this to guide you.

Only to be completed in class during your ELA period. 

This on-demand is broken into three steps, all of which are explained in the attached document. 

Follow all directions, and pay attention to spacing, font, size, and structure. 

You will receive the rubric in class, and you can use this to guide you.

Read (and reread!) this slide deck and complete the corresponding work in your composition notebook.

Note: this work is only to be completed in class, so you need to leave your composition notebook at school.

Read (and reread!) this slide deck and complete the corresponding work in your composition notebook.

Note: this work is only to be completed in class, so you need to leave your composition notebook at school.

Read (and reread!) this slide deck and complete the corresponding work in your composition notebook.

Note: this work is only to be completed in class, so you need to leave your composition notebook at school.

Walk through this slide deck as your work today. It's okay to preview the whole thing (short), but go back and do the slides and corresponding Composition Notebook work in order. 

The guest teacher will help you with time, but be mindful of the timing as your work.

Walk through this slide deck as your work today. It's okay to preview the whole thing (short), but go back and do the slides and corresponding Composition Notebook work in order. 

The guest teacher will help you with time, but be mindful of the timing as your work.

Walk through this slide deck as your work today. It's okay to preview the whole thing (short), but go back and do the slides and corresponding Composition Notebook work in order. 

The guest teacher will help you with time, but be mindful of the timing as your work.

Please review the slide deck for Session 14 (you'll have time in class), which asks you to ensure that you are staying focused on your claim! The final slide in this slide deck includes a long list of strategies you should be using during work time.

Be sure to submit your final craft essay in this assignment by 5:00pm on Friday, February 17th.

Please review the slide deck for Session 14 (you'll have time in class), which asks you to ensure that you are staying focused on your claim! The final slide in this slide deck includes a long list of strategies you should be using during work time.

Be sure to submit your final craft essay in this assignment by 5:00pm on Friday, February 17th.

Please review the slide deck for Session 14 (you'll have time in class), which asks you to ensure that you are staying focused on your claim! The final slide in this slide deck includes a long list of strategies you should be using during work time.

Be sure to submit your final craft essay in this assignment by 5:00pm on Friday, February 17th.

Please upload your draft to Paper before leaving class.

1. Follow the attached link. You may need to log in with Google or Clever.
2. Read the words on the page for directions on what you need to do for each box. Specifically...
2A. Select your draft file in the first big box
2B. Title your assignment "Craft Essay Draft"
2C. Select "Essay" as the submission type
2D. Select my class from the dropdown menu
2D. Leave the language as "English"
2E. Scroll to the bottom of this assignment for a "prompt" that you can paste in the box asking for additional instructions; this will help your Paper tutor understand the assignment
2F. Add any specific questions you have about trouble spots
2G. Submit!


______

Prompt: 
Write an essay in which you explain how authorial decisions (one to three author's craft moves) in a story of your choice impact the reader or achieve an authorial goal.

Begin drafting your essay! While your thematic essay was only an illustration and two body paragraphs, your craft essay should be a full essay with an intro, body paragraphs, and a conclusion.

Be sure to bring at least two body paragraphs next class. The requirement of two paragraphs for next class is only based on a reasonable expectation of your drafting progress. Your final essay may have two, three, or four body paragraphs depending on the structure that makes the most sense.

I've also attached a few optional resources to support you! I strongly suggest that you use them. The example essay can be especially helpful - study it as a writer to remind yourself of what makes a great essay!

This screencast can give you an idea of some strategies to be thinking about how to make your writing more sophisticated. Same as before! Please watch and implement these strategies in your draft (when you're ready). It's okay to speed the video up, as long as you're using the strategies.

Please upload your draft to Paper before leaving class.

1. Follow the attached link. You may need to log in with Google or Clever.
2. Read the words on the page for directions on what you need to do for each box. Specifically...
2A. Select your draft file in the first big box
2B. Title your assignment "Craft Essay Draft"
2C. Select "Essay" as the submission type
2D. Select my class from the dropdown menu
2D. Leave the language as "English"
2E. Scroll to the bottom of this assignment for a "prompt" that you can paste in the box asking for additional instructions; this will help your Paper tutor understand the assignment
2F. Add any specific questions you have about trouble spots
2G. Submit!


______

Prompt: 
Write an essay in which you explain how authorial decisions (one to three author's craft moves) in a story of your choice impact the reader or achieve an authorial goal.

For this essay, you will need to submit both an introduction and a conclusion paragraph. Watch this screencast where Mr. O'Bannon will walk you through some strategies on how to complete them. It's totally fine to speed the screencast up! Just be sure you're taking in the strategies.

Begin drafting your essay! While your thematic essay was only an illustration and two body paragraphs, your craft essay should be a full essay with an intro, body paragraphs, and a conclusion.

Be sure to bring at least two body paragraphs next class. The requirement of two paragraphs for next class is only based on a reasonable expectation of your drafting progress. Your final essay may have two, three, or four body paragraphs depending on the structure that makes the most sense.

I've also attached a few optional resources to support you! I strongly suggest that you use them. The example essay can be especially helpful - study it as a writer to remind yourself of what makes a great essay!

This screencast can give you an idea of some strategies to be thinking about how to make your writing more sophisticated. Same as before! Please watch and implement these strategies in your draft (when you're ready). It's okay to speed the video up, as long as you're using the strategies.

For this essay, you will need to submit both an introduction and a conclusion paragraph. Watch this screencast where Mr. O'Bannon will walk you through some strategies on how to complete them. It's totally fine to speed the screencast up! Just be sure you're taking in the strategies.

Please upload your draft to Paper before leaving class.

1. Follow the attached link. You may need to log in with Google or Clever.
2. Read the words on the page for directions on what you need to do for each box. Specifically...
2A. Select your draft file in the first big box
2B. Title your assignment "Craft Essay Draft"
2C. Select "Essay" as the submission type
2D. Select my class from the dropdown menu
2D. Leave the language as "English"
2E. Scroll to the bottom of this assignment for a "prompt" that you can paste in the box asking for additional instructions; this will help your Paper tutor understand the assignment
2F. Add any specific questions you have about trouble spots
2G. Submit!


______

Prompt: 
Write an essay in which you explain how authorial decisions (one to three author's craft moves) in a story of your choice impact the reader or achieve an authorial goal.

Begin drafting your essay! While your thematic essay was only an illustration and two body paragraphs, your craft essay should be a full essay with an intro, body paragraphs, and a conclusion.

Be sure to bring at least two body paragraphs next class. The requirement of two paragraphs for next class is only based on a reasonable expectation of your drafting progress. Your final essay may have two, three, or four body paragraphs depending on the structure that makes the most sense.

I've also attached a few optional resources to support you! I strongly suggest that you use them. The example essay can be especially helpful - study it as a writer to remind yourself of what makes a great essay!

This screencast can give you an idea of some strategies to be thinking about how to make your writing more sophisticated. Same as before! Please watch and implement these strategies in your draft (when you're ready). It's okay to speed the video up, as long as you're using the strategies.

For this essay, you will need to submit both an introduction and a conclusion paragraph. Watch this screencast where Mr. O'Bannon will walk you through some strategies on how to complete them. It's totally fine to speed the screencast up! Just be sure you're taking in the strategies.

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a clear picture and attach it!) or type it up. If you wish to type it, feel free to use your own Google Doc or to make a copy of the template I attached to this assignment. Just make sure that you attach your own outline doc to this assignment so I can view it.

Also feel free to view the attached Slide Deck (which covers outlining and planning and includes some other resources/an example!)

Watch the attached screencast - it's okay to speed it up!

Then, go back to your essay claim in both the assignment from last class AND your outline and revise it. Make sure you have a strong foundation to support your essay!

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a clear picture and attach it!) or type it up. If you wish to type it, feel free to use your own Google Doc or to make a copy of the template I attached to this assignment. Just make sure that you attach your own outline doc to this assignment so I can view it.

Also feel free to view the attached Slide Deck (which covers outlining and planning and includes some other resources/an example!)

Watch the attached screencast - it's okay to speed it up!

Then, go back to your essay claim in both the assignment from last class AND your outline and revise it. Make sure you have a strong foundation to support your essay!

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a clear picture and attach it!) or type it up. If you wish to type it, feel free to use your own Google Doc or to make a copy of the template I attached to this assignment. Just make sure that you attach your own outline doc to this assignment so I can view it.

Also feel free to view the attached Slide Deck (which covers outlining and planning and includes some other resources/an example!)

Watch the attached screencast - it's okay to speed it up!

Then, go back to your essay claim in both the assignment from last class AND your outline and revise it. Make sure you have a strong foundation to support your essay!

Today you'll be doing two One Pagers (which follow the attached directions, not the original directions).


One for "Red FOx Fur Coat" and one for "Forgiveness".

You'll be given time in class- use it wisely. Must be colored.

Watch the attached screencast. It's okay to speed it up.

Then, before class ends, submit your tentative (that means "planned, but it might change!") claim in the box below.

Example Claims with One Craft Move:
In “All Summer in a Day,” Ray Bradbury uses the sun to symbolize hope.
In Harry Potter and the Order of the Phoenix, Rowling uses similes to convey the goodness and evil within each character.
In The Giver by Lois Lowry, the sled symbolizes Jonas’ journey toward understanding what it means to be human.
Example Claims with Multiple Craft Moves:

In “All Summer in a Day,” Ray Bradbury uses symbolism, repetition, and descriptive language to emphasize the children’s need for freedom.
In "The Maze Runner," James Dashner uses symbolism and similes and descriptive language to intensify the character's feelings of being trapped with no way out.

For this assignment, view the attached screencast. It's reasonable to speed it up!

Then, get to work finding all the craft moves you can in your chosen story. If you have paper copies of the stories, you can use those! If not, links to a number of stories can be found in the attached doc.

Today you'll be doing two One Pagers (which follow the attached directions, not the original directions).


One for "Red FOx Fur Coat" and one for "Forgiveness".

You'll be given time in class- use it wisely. Must be colored.

Watch the attached screencast. It's okay to speed it up.

Then, before class ends, submit your tentative (that means "planned, but it might change!") claim in the box below.

Example Claims with One Craft Move:
In “All Summer in a Day,” Ray Bradbury uses the sun to symbolize hope.
In Harry Potter and the Order of the Phoenix, Rowling uses similes to convey the goodness and evil within each character.
In The Giver by Lois Lowry, the sled symbolizes Jonas’ journey toward understanding what it means to be human.
Example Claims with Multiple Craft Moves:

In “All Summer in a Day,” Ray Bradbury uses symbolism, repetition, and descriptive language to emphasize the children’s need for freedom.
In "The Maze Runner," James Dashner uses symbolism and similes and descriptive language to intensify the character's feelings of being trapped with no way out.

For this assignment, view the attached screencast. It's reasonable to speed it up!

Then, get to work finding all the craft moves you can in your chosen story. If you have paper copies of the stories, you can use those! If not, links to a number of stories can be found in the attached doc.

Today you'll be doing two One Pagers (which follow the attached directions, not the original directions).


One for "Red FOx Fur Coat" and one for "Forgiveness".

You'll be given time in class- use it wisely. Must be colored.

Watch the attached screencast. It's okay to speed it up.

Then, before class ends, submit your tentative (that means "planned, but it might change!") claim in the box below.

Example Claims with One Craft Move:
In “All Summer in a Day,” Ray Bradbury uses the sun to symbolize hope.
In Harry Potter and the Order of the Phoenix, Rowling uses similes to convey the goodness and evil within each character.
In The Giver by Lois Lowry, the sled symbolizes Jonas’ journey toward understanding what it means to be human.
Example Claims with Multiple Craft Moves:

In “All Summer in a Day,” Ray Bradbury uses symbolism, repetition, and descriptive language to emphasize the children’s need for freedom.
In "The Maze Runner," James Dashner uses symbolism and similes and descriptive language to intensify the character's feelings of being trapped with no way out.

For this assignment, view the attached screencast. It's reasonable to speed it up!

Then, get to work finding all the craft moves you can in your chosen story. If you have paper copies of the stories, you can use those! If not, links to a number of stories can be found in the attached doc.

Thematic Intro Paragraph Template AND 2 body paragraphs will be due halfway through your class period on Thursday/Friday. This means that you'll have about 40 minutes in class to revise and edit. :)

Thank you for respecting my directions to only work on this at school.

For those of you who chose to edit your docs after school, we will be meeting later.

Thematic Intro Paragraph Template AND 2 body paragraphs will be due halfway through your class period on Thursday/Friday. This means that you'll have about 40 minutes in class to revise and edit. :)

Thank you for respecting my directions to only work on this at school.

For those of you who chose to edit your docs after school, we will be meeting later.

Thematic Intro Paragraph Template AND 2 body paragraphs will be due halfway through your class period on Thursday/Friday. This means that you'll have about 40 minutes in class to revise and edit. :)

Thank you for respecting my directions to only work on this at school.

For those of you who chose to edit your docs after school, we will be meeting later.

Due Start of Class on Monday, Jan 30.

Due Start of Class on Monday, Jan 30.

Due Start of Class on Monday, Jan 30.

This is only to be completed in class.


Do not open or unsubmit unless you are in Mrs. Mercer's class, please.

Thank you.

This is only to be completed in class.


Do not open or unsubmit unless you are in Mrs. Mercer's class, please.

Thank you.

This is only to be completed in class.


Do not open or unsubmit unless you are in Mrs. Mercer's class, please.

Thank you.

Due start of class Monday. 

The yellow sheet (rough draft) does not need illustrations. 

The final draft (the white sheet) does need color.

Use the example from "I'll Always Love You" and the directions as a guide.

All materials are attached in case you lost anything.

As stated in class, you may write about The House on Mango Street excerpt, "All Summer in a Day", or "The Knowers".

Due start of class Monday. 

The yellow sheet (rough draft) does not need illustrations. 

The final draft (the white sheet) does need color.

Use the example from "I'll Always Love You" and the directions as a guide.

All materials are attached in case you lost anything.

As stated in class, you may write about The House on Mango Street excerpt, "All Summer in a Day", or "The Knowers".

Due start of class Monday. 

The yellow sheet (rough draft) does not need illustrations. 

The final draft (the white sheet) does need color.

Use the example from "I'll Always Love You" and the directions as a guide.

All materials are attached in case you lost anything.

As stated in class, you may write about The House on Mango Street excerpt, "All Summer in a Day", or "The Knowers".

Due start of next class.

Due start of next class.

Due start of next class.

Follow the directions provided by the guest teacher today. There are some instructions in the document as well. 

Due end of period, but will be accepted without penalty on day 2 of this week (Tuesday for periods 1, 3, and 5, and Wednesday for periods 2 and 6).

Follow the directions provided by the guest teacher today. There are some instructions in the document as well. 

Due end of period, but will be accepted without penalty on day 2 of this week (Tuesday for periods 1, 3, and 5, and Wednesday for periods 2 and 6).

Follow the directions provided by the guest teacher today. There are some instructions in the document as well. 

Due end of period, but will be accepted without penalty on day 2 of this week (Tuesday for periods 1, 3, and 5, and Wednesday for periods 2 and 6).

Figure out what you need, and make a copy. Share with Mrs. Mercer immediately.

Add your period to the title of the document.

Figure out what you need, and make a copy. Share with Mrs. Mercer immediately.

Add your period to the title of the document.

Figure out what you need, and make a copy. Share with Mrs. Mercer immediately.

Add your period to the title of the document.

Per the instructions given in class, please start by making a copy of the appropriate document and then sharing it with your small team (the two or three people you will work with on either the opening or closing statement).

Per the instructions given in class, please start by making a copy of the appropriate document and then sharing it with your small team (the two or three people you will work with on either the opening or closing statement).

Per the instructions given in class, please start by making a copy of the appropriate document and then sharing it with your small team (the two or three people you will work with on either the opening or closing statement).

For today’s work, you need to read instructions in Google Classroom very carefully. There are two worksheets, but the worksheet that you are responsible for will depend on your role in the trial. 

Witnesses: you will be completing the Cross Examinintino Graphic Organizer about yourself (titled “Self Cross Examination Graphic Organizer”).  You are considering what their opponent’s lawyers will be asking them during the four minutes of cross-examination. While they cannot know what will be asked of them, I want them to prepare s best they can. 

Lawyers: figure out who you are cross-examining from the other team, and then complete the “Lawyer cross-examination graphic organizer” about the witness on the other team whom you will be cross-examining. 

Please remember that the jury will not know much about the case or the witnesses. Their first line of questioning should be an introduction to the witness (reminder: students must use questions to introduce each witness).

Make a copy of what you need, and then attach to this assignment.

These digital documents must be attached to the assignment and turned in by the start of next class period.

For this assignment, a lawyer and a witness will team up to complete this graphic organizer together. 

1. At this point, you should know which lawyer (on your own team!) is going to be direct examining each witness (direct means a witness on your own team). 
2. In each pair, the lawyer, will make a copy of this document and share it with the witness (on their own team!) with editing rights. 
3. Using the witness weakness organizer (done on paper last week), the witness testimony, the helpful/harmful worksheet, and the witness presentation, the lawyer and the witness complete this organizer together.

Remember, direct-examination is something that lawyers and witnesses should have practiced. There shouldn't be any surprises during questioning, as both the witness and their lawyer have planned the 4 minutes of questioning together.

Due end of class on Day 3 this week (Dec 8 or 9).

For today’s work, you need to read instructions in Google Classroom very carefully. There are two worksheets, but the worksheet that you are responsible for will depend on your role in the trial. 

Witnesses: you will be completing the Cross Examinintino Graphic Organizer about yourself (titled “Self Cross Examination Graphic Organizer”).  You are considering what their opponent’s lawyers will be asking them during the four minutes of cross-examination. While they cannot know what will be asked of them, I want them to prepare s best they can. 

Lawyers: figure out who you are cross-examining from the other team, and then complete the “Lawyer cross-examination graphic organizer” about the witness on the other team whom you will be cross-examining. 

Please remember that the jury will not know much about the case or the witnesses. Their first line of questioning should be an introduction to the witness (reminder: students must use questions to introduce each witness).

Make a copy of what you need, and then attach to this assignment.

These digital documents must be attached to the assignment and turned in by the start of next class period.

For this assignment, a lawyer and a witness will team up to complete this graphic organizer together. 

1. At this point, you should know which lawyer (on your own team!) is going to be direct examining each witness (direct means a witness on your own team). 
2. In each pair, the lawyer, will make a copy of this document and share it with the witness (on their own team!) with editing rights. 
3. Using the witness weakness organizer (done on paper last week), the witness testimony, the helpful/harmful worksheet, and the witness presentation, the lawyer and the witness complete this organizer together.

Remember, direct-examination is something that lawyers and witnesses should have practiced. There shouldn't be any surprises during questioning, as both the witness and their lawyer have planned the 4 minutes of questioning together.

Due end of class on Day 3 this week (Dec 8 or 9).

For today’s work, you need to read instructions in Google Classroom very carefully. There are two worksheets, but the worksheet that you are responsible for will depend on your role in the trial. 

Witnesses: you will be completing the Cross Examinintino Graphic Organizer about yourself (titled “Self Cross Examination Graphic Organizer”).  You are considering what their opponent’s lawyers will be asking them during the four minutes of cross-examination. While they cannot know what will be asked of them, I want them to prepare s best they can. 

Lawyers: figure out who you are cross-examining from the other team, and then complete the “Lawyer cross-examination graphic organizer” about the witness on the other team whom you will be cross-examining. 

Please remember that the jury will not know much about the case or the witnesses. Their first line of questioning should be an introduction to the witness (reminder: students must use questions to introduce each witness).

Make a copy of what you need, and then attach to this assignment.

These digital documents must be attached to the assignment and turned in by the start of next class period.

For this assignment, a lawyer and a witness will team up to complete this graphic organizer together. 

1. At this point, you should know which lawyer (on your own team!) is going to be direct examining each witness (direct means a witness on your own team). 
2. In each pair, the lawyer, will make a copy of this document and share it with the witness (on their own team!) with editing rights. 
3. Using the witness weakness organizer (done on paper last week), the witness testimony, the helpful/harmful worksheet, and the witness presentation, the lawyer and the witness complete this organizer together.

Remember, direct-examination is something that lawyers and witnesses should have practiced. There shouldn't be any surprises during questioning, as both the witness and their lawyer have planned the 4 minutes of questioning together.

Due end of class on Day 3 this week (Dec 8 or 9).

Assigned in class on Dec 1/Dec 2. Due at end of period, or the following Monday (Dec 5). Read all directions before starting.


Lawyers only: 
--> Your team of lawyers is responsible for 6 Witness Weakness Graphic Organizers (on paper, handed out in class). 
--> Divide these evenly between your lawyers and complete them individually. 
--> Note: Every witness (your team's 3 and your opponent's 3 witnesses) should all be accounted for. 


Witnesses only: 
--> Make a copy of one of the witness presentations attached to this assignment. One is for Trial A and one is for Trial B- please select carefully. 
--> Using your own witness testimony, complete the corresponding slides. Please read slide 3 carefully as it has detailed instructions on how to complete the presentation. You will be giving this presentation to your group next week. 
--> You must attach your presentation to this assignment to receive credit.

Passed out in class on Nov 29/Nov 30, this organizer requires each student to take notes about each witness. 

If you were absent on Nov 29 or 30, please see Mrs. Mercer asap.

Assigned in class on Dec 1/Dec 2. Due at end of period, or the following Monday (Dec 5). Read all directions before starting.


Lawyers only: 
--> Your team of lawyers is responsible for 6 Witness Weakness Graphic Organizers (on paper, handed out in class). 
--> Divide these evenly between your lawyers and complete them individually. 
--> Note: Every witness (your team's 3 and your opponent's 3 witnesses) should all be accounted for. 


Witnesses only: 
--> Make a copy of one of the witness presentations attached to this assignment. One is for Trial A and one is for Trial B- please select carefully. 
--> Using your own witness testimony, complete the corresponding slides. Please read slide 3 carefully as it has detailed instructions on how to complete the presentation. You will be giving this presentation to your group next week. 
--> You must attach your presentation to this assignment to receive credit.

Passed out in class on Nov 29/Nov 30, this organizer requires each student to take notes about each witness. 

If you were absent on Nov 29 or 30, please see Mrs. Mercer asap.

Assigned in class on Dec 1/Dec 2. Due at end of period, or the following Monday (Dec 5). Read all directions before starting.


Lawyers only: 
--> Your team of lawyers is responsible for 6 Witness Weakness Graphic Organizers (on paper, handed out in class). 
--> Divide these evenly between your lawyers and complete them individually. 
--> Note: Every witness (your team's 3 and your opponent's 3 witnesses) should all be accounted for. 


Witnesses only: 
--> Make a copy of one of the witness presentations attached to this assignment. One is for Trial A and one is for Trial B- please select carefully. 
--> Using your own witness testimony, complete the corresponding slides. Please read slide 3 carefully as it has detailed instructions on how to complete the presentation. You will be giving this presentation to your group next week. 
--> You must attach your presentation to this assignment to receive credit.

Passed out in class on Nov 29/Nov 30, this organizer requires each student to take notes about each witness. 

If you were absent on Nov 29 or 30, please see Mrs. Mercer asap.

Due Start of Class on Tuesday, November 29 for periods 1, 3, and 5
Due start of class on Wednesday, November 30 for periods 2 and 6

Due Start of Class on Tuesday, November 29 for periods 1, 3, and 5
Due start of class on Wednesday, November 30 for periods 2 and 6

Due Start of Class on Tuesday, November 29 for periods 1, 3, and 5
Due start of class on Wednesday, November 30 for periods 2 and 6

Follow all directions in this assignment: 

If you emailed Mrs. Mercer because you were unable to reach a smart score of 85 on one or more of the adjective/adverbs IXLs, please choose one of the following and work on it until you reach a smart score of 90.
Grade 4.QQ.8
Grade 4. QQ. 9

Find your original email and reply to that with a message stating that you worked on one of these grade 4 skills and are ready for Mrs. Mercer to check them. 

Follow all directions in this assignment: 

If you emailed Mrs. Mercer because you were unable to reach a smart score of 85 on one or more of the adjective/adverbs IXLs, please choose one of the following and work on it until you reach a smart score of 90.
Grade 4.QQ.8
Grade 4. QQ. 9

Find your original email and reply to that with a message stating that you worked on one of these grade 4 skills and are ready for Mrs. Mercer to check them. 

Follow all directions in this assignment: 

If you emailed Mrs. Mercer because you were unable to reach a smart score of 85 on one or more of the adjective/adverbs IXLs, please choose one of the following and work on it until you reach a smart score of 90.
Grade 4.QQ.8
Grade 4. QQ. 9

Find your original email and reply to that with a message stating that you worked on one of these grade 4 skills and are ready for Mrs. Mercer to check them. 

You are only to complete this in your ELA class with Mrs. Mercer this week. Any work completed outside of class will not receive credit.

You are only to complete this in your ELA class with Mrs. Mercer this week. Any work completed outside of class will not receive credit.

You are only to complete this in your ELA class with Mrs. Mercer this week. Any work completed outside of class will not receive credit.

Fall Story Workspace, Parts I and II

and

Fall Story Notes 2 

both due:  start of class, Nov 4

Fall Story Workspace, Parts I and II

and

Fall Story Notes 2 

both due:  start of class, Nov 4

Fall Story Workspace, Parts I and II

and

Fall Story Notes 2 

both due:  start of class, Nov 4

If you missed the final Frankenstein Socratic seminar, please get a flex pass for next Thursday, Nov 3, where we will hold our make up seminar. Thank you.

If you missed the final Frankenstein Socratic seminar, please get a flex pass for next Thursday, Nov 3, where we will hold our make up seminar. Thank you.

If you missed the final Frankenstein Socratic seminar, please get a flex pass for next Thursday, Nov 3, where we will hold our make up seminar. Thank you.

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due Friday, Oct 28, at 5pm. Email me if you need the weekend. 


8. LL.1 (adjectives)
8.LL.3 (adverbs)
8.LL.4 


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Due Start of Class on Oct 27 (periods 1, 3, and 5) or Oct 28 (periods 2 and 6)

You will have all of class on Day 2 (Oct 18 or Oct 19) and part of class on Day 3 as well (Oct 20 or 21) to work on this project.

Please review all submission details!

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due Friday, Oct 28, at 5pm. Email me if you need the weekend. 


8. LL.1 (adjectives)
8.LL.3 (adverbs)
8.LL.4 


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Due Start of Class on Oct 27 (periods 1, 3, and 5) or Oct 28 (periods 2 and 6)

You will have all of class on Day 2 (Oct 18 or Oct 19) and part of class on Day 3 as well (Oct 20 or 21) to work on this project.

Please review all submission details!

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due Friday, Oct 28, at 5pm. Email me if you need the weekend. 


8. LL.1 (adjectives)
8.LL.3 (adverbs)
8.LL.4 


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Due Start of Class on Oct 27 (periods 1, 3, and 5) or Oct 28 (periods 2 and 6)

You will have all of class on Day 2 (Oct 18 or Oct 19) and part of class on Day 3 as well (Oct 20 or 21) to work on this project.

Please review all submission details!

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due day 2, week of Oct 24, 

Grade 6. DD. 1: nouns
Grade 4. MM. 3: verbs


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Complete this graphic organizer as the audio for the attached story is played in class. 

You need a total of 12 details (citations, with page numbers!)

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due day 2, week of Oct 24, 

Grade 6. DD. 1: nouns
Grade 4. MM. 3: verbs


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Complete this graphic organizer as the audio for the attached story is played in class. 

You need a total of 12 details (citations, with page numbers!)

Make sure you are completing the correct assignment-- the grade won't always be 8,  so please double-check before beginning. 

If you work on one IXL for over 20 minutes without reaching a smart score of 85, please stop and email Mrs. Mercer. I can see all of your answered questions and how long you work on each (just an FYI!), so just send the email and we will find an alternate assignment. 

Due day 2, week of Oct 24, 

Grade 6. DD. 1: nouns
Grade 4. MM. 3: verbs


Work until you achieve a smart score of 85 or you've spent 20 minutes on one of the above skills.

Complete this graphic organizer as the audio for the attached story is played in class. 

You need a total of 12 details (citations, with page numbers!)

Please follow the instructions and prompt as best you can. Please try and have some fun while writing! Be creative! Be bold! I miss you!

Please follow the instructions and prompt as best you can. Please try and have some fun while writing! Be creative! Be bold! I miss you!

Please follow the instructions and prompt as best you can. Please try and have some fun while writing! Be creative! Be bold! I miss you!

This is only to be completed in class. Turn in when prompted by the guest teacher, who will record the time of the due date. Thank you! Good luck! 

Here is the piece of feedback that I gave the most frequently when it comes to reasoning: if you tell me that part of your quote shows me something about a character, then please explain how it shows this. Expand beyond a brief summary of a quote and really try to interpret why the passage matters and analyze the language choices as well. 

This is only to be completed in class. Turn in when prompted by the guest teacher, who will record the time of the due date. Thank you! Good luck! 

Here is the piece of feedback that I gave the most frequently when it comes to reasoning: if you tell me that part of your quote shows me something about a character, then please explain how it shows this. Expand beyond a brief summary of a quote and really try to interpret why the passage matters and analyze the language choices as well. 

This is only to be completed in class. Turn in when prompted by the guest teacher, who will record the time of the due date. Thank you! Good luck! 

Here is the piece of feedback that I gave the most frequently when it comes to reasoning: if you tell me that part of your quote shows me something about a character, then please explain how it shows this. Expand beyond a brief summary of a quote and really try to interpret why the passage matters and analyze the language choices as well. 

Due at the start of class on Tuesday/Wednesday, Oct 11 or 12, please come to class having completed one full slide for each volume. This means 14 quotes per volume. Make sure to note page numbers. No lead-in or reasoning required!

These should be 
slides 17 and 18 (18 optional) 
slides 23 and 24 (24 optional)
slides 28 and 29 (29 optional)
Attached is a screenshot of one of the blank slides, just so that you can make sure you're working on the right slides!

Due at the start of class on Tuesday/Wednesday, Oct 11 or 12, please come to class having completed one full slide for each volume. This means 14 quotes per volume. Make sure to note page numbers. No lead-in or reasoning required!

These should be 
slides 17 and 18 (18 optional) 
slides 23 and 24 (24 optional)
slides 28 and 29 (29 optional)
Attached is a screenshot of one of the blank slides, just so that you can make sure you're working on the right slides!

Due at the start of class on Tuesday/Wednesday, Oct 11 or 12, please come to class having completed one full slide for each volume. This means 14 quotes per volume. Make sure to note page numbers. No lead-in or reasoning required!

These should be 
slides 17 and 18 (18 optional) 
slides 23 and 24 (24 optional)
slides 28 and 29 (29 optional)
Attached is a screenshot of one of the blank slides, just so that you can make sure you're working on the right slides!

Please help Mrs. Mercer!

Slides 28 and 29 are spaces to collect quotes from volume 3. 


The slides say they're space for volume 2 quotes, but it should say volume 3.

Please help Mrs. Mercer!

Slides 28 and 29 are spaces to collect quotes from volume 3. 


The slides say they're space for volume 2 quotes, but it should say volume 3.

Please help Mrs. Mercer!

Slides 28 and 29 are spaces to collect quotes from volume 3. 


The slides say they're space for volume 2 quotes, but it should say volume 3.

Students,
 
The guest teacher will introduce all of your assignments today, but for reference, here is a list of work you should have completed today (or by the start of next English class).

1. Lesson 10 Solo
2. Slide 25 in your Frankenstein digital notebook
3. Note Taking Guide for Chapter 4, Volume 3
4. Slide 26  in your Frankenstein digital notebook
5. The open note quiz for Vol 3, chapters 3 and 4.


There will be time in class on Oct 4 or 5 to work on all of these assignments. The open note quiz needs to be turned in at the end of the period, but everything else is technically due by the start of next class. 

Email me with issues. Miss you all.

I understand that the sub plans didn't go as expected, and that is okay.

Please try to come to class having read chapters 4 and 5 of volume 3. 

Students,
 
The guest teacher will introduce all of your assignments today, but for reference, here is a list of work you should have completed today (or by the start of next English class).

1. Lesson 10 Solo
2. Slide 25 in your Frankenstein digital notebook
3. Note Taking Guide for Chapter 4, Volume 3
4. Slide 26  in your Frankenstein digital notebook
5. The open note quiz for Vol 3, chapters 3 and 4.


There will be time in class on Oct 4 or 5 to work on all of these assignments. The open note quiz needs to be turned in at the end of the period, but everything else is technically due by the start of next class. 

Email me with issues. Miss you all.

I understand that the sub plans didn't go as expected, and that is okay.

Please try to come to class having read chapters 4 and 5 of volume 3. 

Students,
 
The guest teacher will introduce all of your assignments today, but for reference, here is a list of work you should have completed today (or by the start of next English class).

1. Lesson 10 Solo
2. Slide 25 in your Frankenstein digital notebook
3. Note Taking Guide for Chapter 4, Volume 3
4. Slide 26  in your Frankenstein digital notebook
5. The open note quiz for Vol 3, chapters 3 and 4.


There will be time in class on Oct 4 or 5 to work on all of these assignments. The open note quiz needs to be turned in at the end of the period, but everything else is technically due by the start of next class. 

Email me with issues. Miss you all.

I understand that the sub plans didn't go as expected, and that is okay.

Please try to come to class having read chapters 4 and 5 of volume 3. 

Complete the slides in your digital notebook by the start if next class (day 3 (Thursday or Friday)).

Complete the slides in your digital notebook by the start if next class (day 3 (Thursday or Friday)).

Complete the slides in your digital notebook by the start if next class (day 3 (Thursday or Friday)).

Come to class with these items complete.

This was completed in class (independently) on sept 22/23

Come to class with these items complete.

This was completed in class (independently) on sept 22/23

Come to class with these items complete.

This was completed in class (independently) on sept 22/23

Complete Lesson 3 Solo by the start of class. Make sure to hit "Hand In" in Amplify.

Complete Lesson 3 Solo by the start of class. Make sure to hit "Hand In" in Amplify.

Complete Lesson 3 Solo by the start of class. Make sure to hit "Hand In" in Amplify.

Follow the prompt in the document. Write your CERER in the boxes on the right. Use the rubric that you were given as a guide. You may use the novel as a resource, but nothing else.

Follow the prompt in the document. Write your CERER in the boxes on the right. Use the rubric that you were given as a guide. You may use the novel as a resource, but nothing else.

Slides 12, 13, 14, and 15 due at the start of class on Day 2 (Sept 13 or 14).

Slides 12, 13, 14, and 15 due at the start of class on Day 2 (Sept 13 or 14).

Follow the prompt in the document. Write your CERER in the boxes on the right. Use the rubric that you were given as a guide. You may use the novel as a resource, but nothing else.

Slides 12, 13, 14, and 15 due at the start of class on Day 2 (Sept 13 or 14).

Complete slides 5, 6, 7, 8, 9, 10, and 11 in class and/or as HW.  


Due Monday start of class if you cannot finish while at school.

Complete slides 5, 6, 7, 8, 9, 10, and 11 in class and/or as HW.  


Due Monday start of class if you cannot finish while at school.

Complete slides 5, 6, 7, 8, 9, 10, and 11 in class and/or as HW.  


Due Monday start of class if you cannot finish while at school.

Come to class on Friday Sept 2 having read chapters 2 and 3 of Vol 1.

Come to class on Friday Sept 2 having read chapters 2 and 3 of Vol 1.

Come to class on Friday Sept 2 having read chapters 2 and 3 of Vol 1.