6 | English 8 Assignments

One member of your group should open the attached slide deck and copy and paste the slides into your "Research the User" slide deck. Then, complete the slides!

Pro tip:
To include images of the Paper Wireframes, open the "Camera" app on your Chromebook and select "Scan" on the bottom. This will help you take a cleaner picture of your paper wireframes.
Use the "crop" tool on the toolbar to trim the image so that it only includes the screen
Hold shift when resizing images to keep their aspect ratio (so they don't get distorted or too wide or skinny)

One member of your group should open the attached slide deck and copy and paste the slides into your "Research the User" slide deck. Then, complete the slides!

Pro tip:
To include images of the Paper Wireframes, open the "Camera" app on your Chromebook and select "Scan" on the bottom. This will help you take a cleaner picture of your paper wireframes.
Use the "crop" tool on the toolbar to trim the image so that it only includes the screen
Hold shift when resizing images to keep their aspect ratio (so they don't get distorted or too wide or skinny)

One member of your group should open the attached slide deck and copy and paste the slides into your "Research the User" slide deck. Then, complete the slides!

Pro tip:
To include images of the Paper Wireframes, open the "Camera" app on your Chromebook and select "Scan" on the bottom. This will help you take a cleaner picture of your paper wireframes.
Use the "crop" tool on the toolbar to trim the image so that it only includes the screen
Hold shift when resizing images to keep their aspect ratio (so they don't get distorted or too wide or skinny)

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the final row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "End of the Book." Since this document is double-sided, you'll be submitting two pictures.

One member of your group should make a copy of the attached slide deck and share it with all of your group members and me! Then, use it to create the digital model of your app.

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the final row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "End of the Book." Since this document is double-sided, you'll be submitting two pictures.

One member of your group should make a copy of the attached slide deck and share it with all of your group members and me! Then, use it to create the digital model of your app.

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the final row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "End of the Book." Since this document is double-sided, you'll be submitting two pictures.

One member of your group should make a copy of the attached slide deck and share it with all of your group members and me! Then, use it to create the digital model of your app.

You'll have 45 minutes to complete this assignment. Please read the directions and view the example that's linked in the doc.

If you finish early, please continue working on your app!

You'll have 45 minutes to complete this assignment. Please read the directions and view the example that's linked in the doc.

If you finish early, please continue working on your app!

One member of your group should copy and paste these slides into your slide deck. Then, complete them!

One member of your group should copy and paste these slides into your slide deck. Then, complete them!

You'll have 45 minutes to complete this assignment. Please read the directions and view the example that's linked in the doc.

If you finish early, please continue working on your app!

One member of your group should copy and paste these slides into your slide deck. Then, complete them!

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the second row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Middle of the Book." Since this document is double-sided, you'll be submitting two pictures.

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the second row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Middle of the Book." Since this document is double-sided, you'll be submitting two pictures.

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.

For this assignment, please take a picture of your progress with the second row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Middle of the Book." Since this document is double-sided, you'll be submitting two pictures.

Please make sure that this slide deck is complete before next class! The slide deck should be shared with you by one of your Book Club Group Members.

Be sure that you have completed your Paper Wireframe paper by next class, although some of you were able to finish in class. Remember that a Paper Wireframe is a sketch of what your group's app will look like when someone is using it.


You need to have this by next class so that your group can make a shared plan before you make a Digital Wireframe (or a digital model).

Please make sure that this slide deck is complete before next class! The slide deck should be shared with you by one of your Book Club Group Members.

Be sure that you have completed your Paper Wireframe paper by next class, although some of you were able to finish in class. Remember that a Paper Wireframe is a sketch of what your group's app will look like when someone is using it.


You need to have this by next class so that your group can make a shared plan before you make a Digital Wireframe (or a digital model).

Please make sure that this slide deck is complete before next class! The slide deck should be shared with you by one of your Book Club Group Members.

Be sure that you have completed your Paper Wireframe paper by next class, although some of you were able to finish in class. Remember that a Paper Wireframe is a sketch of what your group's app will look like when someone is using it.


You need to have this by next class so that your group can make a shared plan before you make a Digital Wireframe (or a digital model).

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.


For this assignment, please take a picture of your progress with the first row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Beginning of the Book." Since this document is double-sided, you'll be submitting two pictures.

For this assignment, students should have created a character web in class as a group on a large piece of paper. Requirements are:
The book title and author across the top
A bubble, box, or space for six different characters in your book
A “revealing quotation” beside each character that describes them
Connections between any characters that have any time of relationship, represented by lines
A notation about each relationship across each line (e.g. sister, best friend, classmate)
A noteworthy interaction across each line (e.g. He tells her that he looks at sunsets just like she does)

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.


For this assignment, please take a picture of your progress with the first row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Beginning of the Book." Since this document is double-sided, you'll be submitting two pictures.

For this assignment, students should have created a character web in class as a group on a large piece of paper. Requirements are:
The book title and author across the top
A bubble, box, or space for six different characters in your book
A “revealing quotation” beside each character that describes them
Connections between any characters that have any time of relationship, represented by lines
A notation about each relationship across each line (e.g. sister, best friend, classmate)
A noteworthy interaction across each line (e.g. He tells her that he looks at sunsets just like she does)

Use the attached document (you should have received a green printed copy in class - the attachment is in case you need to print a new copy) to track "signposts" of your book with your group.


For this assignment, please take a picture of your progress with the first row completed. This means that you'll have at least six quotations (each with a brief explanation) in the row that says, "Beginning of the Book." Since this document is double-sided, you'll be submitting two pictures.

For this assignment, students should have created a character web in class as a group on a large piece of paper. Requirements are:
The book title and author across the top
A bubble, box, or space for six different characters in your book
A “revealing quotation” beside each character that describes them
Connections between any characters that have any time of relationship, represented by lines
A notation about each relationship across each line (e.g. sister, best friend, classmate)
A noteworthy interaction across each line (e.g. He tells her that he looks at sunsets just like she does)

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with consonance, assonance, alliteration, and repetition, while continuing to demonstrate your skills with word choice, sensory detail, and figurative language. The poem should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with consonance, assonance, alliteration, and repetition, while continuing to demonstrate your skills with word choice, sensory detail, and figurative language. The poem should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Write an ode and attach it to this assignment! You can write by hand and snap a picture or write in a Google Doc. Remember that an ode...
Is a tribute, celebration, or praising poem
Is usually about an object
Is usually (but not always) written TO the object in second person
*optional* is over the top in terms of language and description
*optional* the object being addressed is often ordinary
You have a lot of flexibility when writing your ode, but here are some particular assignment requirements:
Please DO write about a common, ordinary object 
Choose an object that everyone in the class is familiar with!
Title your poem "Ode to _______" and put the subject of your poem in the blank
Do NOT name the object in the text of the poem (we may play a guessing game in which we read the poem aloud to the class and everyone tries to guess what the ode is about!)
If you want a challenge, use this *optional* prompt: Write an ode to something disgusting or gross (toenail clippings, mold, spoiled milk, etc). Use vivid description and creative language to praise the disgusting subject of your poem!

As a final note, if you do a rockstar job on this ode, it *could* also serve as your Original Poem #2 as long as it meets the requirements of that assignment.

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with consonance, assonance, alliteration, and repetition, while continuing to demonstrate your skills with word choice, sensory detail, and figurative language. The poem should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Write an ode and attach it to this assignment! You can write by hand and snap a picture or write in a Google Doc. Remember that an ode...
Is a tribute, celebration, or praising poem
Is usually about an object
Is usually (but not always) written TO the object in second person
*optional* is over the top in terms of language and description
*optional* the object being addressed is often ordinary
You have a lot of flexibility when writing your ode, but here are some particular assignment requirements:
Please DO write about a common, ordinary object 
Choose an object that everyone in the class is familiar with!
Title your poem "Ode to _______" and put the subject of your poem in the blank
Do NOT name the object in the text of the poem (we may play a guessing game in which we read the poem aloud to the class and everyone tries to guess what the ode is about!)
If you want a challenge, use this *optional* prompt: Write an ode to something disgusting or gross (toenail clippings, mold, spoiled milk, etc). Use vivid description and creative language to praise the disgusting subject of your poem!

As a final note, if you do a rockstar job on this ode, it *could* also serve as your Original Poem #2 as long as it meets the requirements of that assignment.

Write an ode and attach it to this assignment! You can write by hand and snap a picture or write in a Google Doc. Remember that an ode...
Is a tribute, celebration, or praising poem
Is usually about an object
Is usually (but not always) written TO the object in second person
*optional* is over the top in terms of language and description
*optional* the object being addressed is often ordinary
You have a lot of flexibility when writing your ode, but here are some particular assignment requirements:
Please DO write about a common, ordinary object 
Choose an object that everyone in the class is familiar with!
Title your poem "Ode to _______" and put the subject of your poem in the blank
Do NOT name the object in the text of the poem (we may play a guessing game in which we read the poem aloud to the class and everyone tries to guess what the ode is about!)
If you want a challenge, use this *optional* prompt: Write an ode to something disgusting or gross (toenail clippings, mold, spoiled milk, etc). Use vivid description and creative language to praise the disgusting subject of your poem!

As a final note, if you do a rockstar job on this ode, it *could* also serve as your Original Poem #2 as long as it meets the requirements of that assignment.

When you finish this task, you can read independently! Either poems online or your independent reading book are fine.

Follow one of the links below to a poetry website. When there, seek out some poems and read them. On Poets.org, you can scroll down a bit and search poems by "theme" to find topics that interest you.

Read at least five poems (and read them carefully!). In the answer box, write about your favorite! 

Include...
A link to the poem
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Two sentences explaining how you think the context of the poem (the author, the time period, the location where it was published) might have influenced the poem itself

Example:
https://poets.org/poem/dreams

Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be. Langston Hughes was a black poet that wrote this poem in the United States in the 1920s. He was writing in a time period when African American culture flourished (The Harlem Renaissance) and might have been speaking about his own hopes and aspirations.

When you finish this task, you can read independently! Either poems online or your independent reading book are fine.

Follow one of the links below to a poetry website. When there, seek out some poems and read them. On Poets.org, you can scroll down a bit and search poems by "theme" to find topics that interest you.

Read at least five poems (and read them carefully!). In the answer box, write about your favorite! 

Include...
A link to the poem
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Two sentences explaining how you think the context of the poem (the author, the time period, the location where it was published) might have influenced the poem itself

Example:
https://poets.org/poem/dreams

Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be. Langston Hughes was a black poet that wrote this poem in the United States in the 1920s. He was writing in a time period when African American culture flourished (The Harlem Renaissance) and might have been speaking about his own hopes and aspirations.

When you finish this task, you can read independently! Either poems online or your independent reading book are fine.

Follow one of the links below to a poetry website. When there, seek out some poems and read them. On Poets.org, you can scroll down a bit and search poems by "theme" to find topics that interest you.

Read at least five poems (and read them carefully!). In the answer box, write about your favorite!

Include...
A link to the poem
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Two sentences explaining how you think the context of the poem (the author, the time period, the location where it was published) might have influenced the poem itself

Example:
https://poets.org/poem/dreams

Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be. Langston Hughes was a black poet that wrote this poem in the United States in the 1920s. He was writing in a time period when African American culture flourished (The Harlem Renaissance) and might have been speaking about his own hopes and aspirations.

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with word choice, sensory detail, and figurative language, and should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with word choice, sensory detail, and figurative language, and should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Please note that the work you submit for this assignment will be displayed at Open House. Neatness counts!

Submit an Original Poem (meaning, "a poem that you wrote") to this assignment. Your poem should demonstrate your skills with word choice, sensory detail, and figurative language, and should be at least 12 lines long. Remember what we said early on - every line of a poem should include at least one craft move. This should be true for your poem, too!

Please follow the following formatting guidelines for your Original Poem (the attached doc is "pre-formatted" for you):
Center the poem's title at the top of the page
Center your first and last name underneath the title
Include an empty line between your name and the first line of the poem
DO NOT center the poem. The poem itself should be left-aligned.
Set the font of the entire document to Times New Roman, Average, Georgia, Cambria, or Lora. This is for consistency across the classroom.
Make sure the text size is between 12 and 14 - no larger - and that the entire document is the same size. If you want your title to be bigger, it should not be more than 2 points bigger than the rest of the text (so if the poem is size 14, the title can be 16; if the poem is size 12, the title can be 14).
*Optional* If your poem is on the shorter side, you could hit "Enter" before the title a few times to center the text vertically on the page. That might balance the blank space at the bottom of the page with some blank space at the top.
*Optional* Add line numbers like I have added on some of the poems we read as a class. Choose the increment based on stanza length (or just go with every 5 lines). Hit "tab" a few times at the end of every line and then type the line number.
In addition to attaching your Original Poem, complete an Original Poem Close Reader for your own poem. 
Be sure to write the title of your Original Poem and your name at the top of the document
Review my example! You don't need to write paragraphs, but your response should be error free. On this assignment, I will take away points for incomplete sentences or errors that could be corrected by Grammarly.

Continue writing poetry in your English notebook. Today, in addition to writing new "snippets," you may be revising lines or adding onto lines that you've already written. You'll want to be getting close to having a "full" poem today if you haven't yet - you'll need something to submit for Original Poem #1. You can also be working on new lines or ideas for new poems.

Remember to use the poems we've read (Imagining my Neighbor, The Flame Tree, Singularity, Little Richard, History Lesson, Inupiaq Women, How the Milk Way was Made, A Story) as mentor texts! 

Please submit evidence of what you've written (a picture or a Google Doc if you write in Docs!)

You may (but do not have to) use the prompts below to give you some ideas!

Write a poem about your favorite part of the day. Start by simply thinking about why this is your favorite time of day. Yes, this can be when school ends, but you need to really show me why, and what it looks and feels like for you.
Write about an experience that is or was frightening. Use specific language (sensory details, figurative language, description) to create a "terrified" (or similar) tone.
Write about a class in school! This could be your favorite or least favorite class, but consider using something about the subject matter as a motif (like in "I Heard the Learn'd Astronomer," where mathematical terms were doing something important)
Write some lines about something else! (Free choice!)

Read at least five poems in the attached folder (and read them carefully!). In the answer box, write about your favorite! 

Include...
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Example:
Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be.

Read the Directions Below ALOUD as a group. Everyone needs to hear every word.

Over the past several weeks, you’ve worked together with a larger group of students in Socratic Seminars to dissect different poems, and I have watched your thinking evolve as you discussed. Now, we’re going to work in smaller groups, and I will expect to hear a “finished” interpretation of a poem.

Over the next two weeks, you will work to dissect a poem with your Book Club group. You can choose the poem from the attached folder and should have a discussion with your group and complete a CRIT paper (the one with the boxes - Paraphrase, Observe, Contextualize, etc). Each member of the group will complete their own copy of the handout and you will eventually hand them in. In your discussions, you’ll need to develop a thorough understanding of your group’s poem and have a complete interpretation - don’t leave any holes!

In a couple of weeks, you and your group will have a private conference with me, in which I will assess your understanding of the poem. You’ll present to me what you know, and I’ll ask follow-up questions of individual members of your group.

Your task today is simply to decide on a poem with your group. Your group can choose any poem from inside the attached folder. Write the title of the poem your group is choosing in the box below. All members of your group need to do this! You can then collect a copy of the CRIT paper and begin working if you have time. You’ll have additional class time to work on this - it is not homework.

Lastly, know that choosing an “easy” poem is not a shortcut to success. I will expect the same level of analysis and thought from all students on this assignment, and if you choose a poem that does not support thoughtful analysis… well, that’s your choice.

Read at least five poems in the attached folder (and read them carefully!). In the answer box, write about your favorite! 

Include...
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Example:
Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be.

Read the Directions Below ALOUD as a group. Everyone needs to hear every word.

Over the past several weeks, you’ve worked together with a larger group of students in Socratic Seminars to dissect different poems, and I have watched your thinking evolve as you discussed. Now, we’re going to work in smaller groups, and I will expect to hear a “finished” interpretation of a poem.

Over the next two weeks, you will work to dissect a poem with your Book Club group. You can choose the poem from the attached folder and should have a discussion with your group and complete a CRIT paper (the one with the boxes - Paraphrase, Observe, Contextualize, etc). Each member of the group will complete their own copy of the handout and you will eventually hand them in. In your discussions, you’ll need to develop a thorough understanding of your group’s poem and have a complete interpretation - don’t leave any holes!

In a couple of weeks, you and your group will have a private conference with me, in which I will assess your understanding of the poem. You’ll present to me what you know, and I’ll ask follow-up questions of individual members of your group.

Your task today is simply to decide on a poem with your group. Your group can choose any poem from inside the attached folder. Write the title of the poem your group is choosing in the box below. All members of your group need to do this! You can then collect a copy of the CRIT paper and begin working if you have time. You’ll have additional class time to work on this - it is not homework.

Lastly, know that choosing an “easy” poem is not a shortcut to success. I will expect the same level of analysis and thought from all students on this assignment, and if you choose a poem that does not support thoughtful analysis… well, that’s your choice.

Read at least five poems in the attached folder (and read them carefully!). In the answer box, write about your favorite!

Include...
The title and author
One complete sentence summarizing what the poem is about
Two sentences noting something about the writing of the poem (think craft moves) and how the poet created some sort of effect (think tone, theme, or other impact on the reader)
Example:
Dreams by Langston Hughes
The poem is about how dreams can be extremely fragile. I appreciated the reference to the "frozen field" which made me think about how dreams need the right conditions to survive and grow. I also thought the comparison to a "broken-winged bird" really captured how delicate they can be.

Read the Directions Below ALOUD as a group. Everyone needs to hear every word.

Over the past several weeks, you’ve worked together with a larger group of students in Socratic Seminars to dissect different poems, and I have watched your thinking evolve as you discussed. Now, we’re going to work in smaller groups, and I will expect to hear a “finished” interpretation of a poem.

Over the next two weeks, you will work to dissect a poem with your Book Club group. You can choose the poem from the attached folder and should have a discussion with your group and complete a CRIT paper (the one with the boxes - Paraphrase, Observe, Contextualize, etc). Each member of the group will complete their own copy of the handout and you will eventually hand them in. In your discussions, you’ll need to develop a thorough understanding of your group’s poem and have a complete interpretation - don’t leave any holes!

In a couple of weeks, you and your group will have a private conference with me, in which I will assess your understanding of the poem. You’ll present to me what you know, and I’ll ask follow-up questions of individual members of your group.

Your task today is simply to decide on a poem with your group. Your group can choose any poem from inside the attached folder. Write the title of the poem your group is choosing in the box below. All members of your group need to do this! You can then collect a copy of the CRIT paper and begin working if you have time. You’ll have additional class time to work on this - it is not homework.

Lastly, know that choosing an “easy” poem is not a shortcut to success. I will expect the same level of analysis and thought from all students on this assignment, and if you choose a poem that does not support thoughtful analysis… well, that’s your choice.

We spent some time on this in class, so you might be able to simply attach a picture of your work!

Write some lines of poetry in your English notebook. It might be that you are not writing full poems yet (though you could!). Just some disconnected snapshots or brief lines is enough. Aim to write 20 lines in total! Please submit evidence of what you've written (a picture or a Google Doc if you write in Docs!)

You may (but do not have to) use the prompts below to give you some ideas!
Write some lines from the perspective of a familiar object in your home (a candle, a decoration, the toaster, etc.)
Write some lines about an important relationship in your life (friend, sibling, parent, grandparent, etc.). Be sure to make the description and details specific to YOUR relationship and not super general
Tell the story behind your This I Believe/Perspective speech, but as a poem!
Write some lines about something else! (Free choice!)

Go back to assignment G.12 - Your Strongest Lines So Far.

Read through some of your classmates' poems.

Reply to two poems by praising your peers. Please be sure to spread the love - give comments on poems that don't have any before commenting on poems that already do. Also be sure that your comments include all four elements of praise that we discussed in class (specificity, strategy, outcome, and kindness). The slide deck is attached for your reference. 

Attach screenshots of your comments to this assignment.

Go back to assignment G.12 - Your Strongest Lines So Far.

Read through some of your classmates' poems.

Reply to two poems by praising your peers. Please be sure to spread the love - give comments on poems that don't have any before commenting on poems that already do. Also be sure that your comments include all four elements of praise that we discussed in class (specificity, strategy, outcome, and kindness). The slide deck is attached for your reference. 

Attach screenshots of your comments to this assignment.

Go back to assignment G.12 - Your Strongest Lines So Far.

Read through some of your classmates' poems.

Reply to two poems by praising your peers. Please be sure to spread the love - give comments on poems that don't have any before commenting on poems that already do. Also be sure that your comments include all four elements of praise that we discussed in class (specificity, strategy, outcome, and kindness). The slide deck is attached for your reference. 

Attach screenshots of your comments to this assignment.

We spent some time on this last week, so you should be able to simply attach a picture of your work!

Write some lines of poetry in your English notebook. It might be that you are not writing full poems yet (though you could!). Disconnected snapshots or brief lines are enough, but remember that they should be intentional lines! There will likely be at least one craft move (sensory detail, figurative language, alliteration, etc.) in each one.

Aim to write 20 lines in total! Please submit a readable picture of what you have written.

You may (but do not have to) use the prompts below to give you some ideas!
1. Write some lines about a place that has had an impact on you.
2. Write some lines about a moment you wish someone had captured as a photo - capture it with words!
3. Write some lines about a moment when you had a meaningful realization.
4. Write some lines about something else! (Free choice!)

In the answer box below, please type your strongest lines of poetry so far this unit (these lines should have been written by you!). Other students will see these lines!

Paste between 3 and 6 lines.

In the answer box below, please type your strongest lines of poetry so far this unit (these lines should have been written by you!). Other students will see these lines!

Paste between 3 and 6 lines.

In the answer box below, please type your strongest lines of poetry so far this unit (these lines should have been written by you!). Other students will see these lines!

Paste between 3 and 6 lines.

Please follow the directions in the attached doc!

Please follow the directions in the attached doc!

Please follow the directions in the attached doc!

Please write and decorate a Haiku of appreciation to complete this assignment! I'll collect them in class!

In class, you had work time to do a Close Reading Handout for the poem called Singularity by Marie Howe. If you did not finish in class, please be sure to finish at home!

Please review the Book Club suggestions independently and identify three to five books that you might be interested in reading. Feel free to Google the books or look them up on Goodreads. You may also choose books that aren't on this list.

Meet with a potential partner in the classroom - decide whether or not you will work together. When making this choice, please keep in mind that you will be completing the major assignments of Quarter 4 with this person. Make a responsible choice.

Discuss your top book choices with your potential partner. Complete the attached form after meeting and discussing.

Thank you!

We completed a Close Reading Handout about "The Flame Tree" together in class.


Please make sure to finish up any sections of the handout if you did not quite finish - I'll be collecting these from you at the start of class.

Please use the attached doc to help you write a "Where I'm From" poem. Feel free to draft in your notebook!

Please use the attached doc to help you write a "Where I'm From" poem. Feel free to draft in your notebook!

Please use the attached doc to help you write a "Where I'm From" poem. Feel free to draft in your notebook!

Please use the attached document to write a draft of your speech!

Please use the attached document to write a draft of your speech!

Please use the attached document to write a draft of your speech!

Please watch the video that is linked below and review the attached document. Then, complete the IXL skill that is linked below by achieving a smart score of 90 or higher. This skill code is DD.3 Identify the simple subject or simple predicate of a sentence.

Please watch the video that is linked below and review the attached document. Then, complete the IXL skill that is linked below by achieving a smart score of 90 or higher. This skill code is DD.2 Identify the complete subject or complete predicate of a sentence.

Note that this skill is similar to the one we practiced in assignment F.8! The difference is that this skill asks for the complete subject or predicate, which is slightly different than the simple subject or predicate.

Please attach some sort of outline or plan to this document! You can attach an image from your notebook or a Google Doc if you choose to complete this assignment digitally.

You may also choose to adapt the attached outline doc that we have used in the past!

Please attach some sort of outline or plan to this document! You can attach an image from your notebook or a Google Doc if you choose to complete this assignment digitally.

You may also choose to adapt the attached outline doc that we have used in the past!

Please attach some sort of outline or plan to this document! You can attach an image from your notebook or a Google Doc if you choose to complete this assignment digitally.

You may also choose to adapt the attached outline doc that we have used in the past!

In your notebook, respond to one or both of these questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
Consider a recent or 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?
Consider a big event in your life - sometimes these moments are "firsts" or "lasts." What did you learn about the world during or after the experience? About humanity/people? About yourself? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

In the answer box below, please tell me the following:

1) What type of speech are you planning on writing? Narrative, Informational, or Persuasive? (It's okay to combine!)
2) What topic do you think you're going to focus on?
3) What's a good "backup" topic in case that last one doesn't work out?

In your notebook, respond to one or both of these questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
Consider a recent or 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?
Consider a big event in your life - sometimes these moments are "firsts" or "lasts." What did you learn about the world during or after the experience? About humanity/people? About yourself? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

In the answer box below, please tell me the following:

1) What type of speech are you planning on writing? Narrative, Informational, or Persuasive? (It's okay to combine!)
2) What topic do you think you're going to focus on?
3) What's a good "backup" topic in case that last one doesn't work out?

In your notebook, respond to one or both of these questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
Consider a recent or 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?
Consider a big event in your life - sometimes these moments are "firsts" or "lasts." What did you learn about the world during or after the experience? About humanity/people? About yourself? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

In the answer box below, please tell me the following:

1) What type of speech are you planning on writing? Narrative, Informational, or Persuasive? (It's okay to combine!)
2) What topic do you think you're going to focus on?
3) What's a good "backup" topic in case that last one doesn't work out?

After watching several example speeches, answer the questions below in complete sentences:

1. Which speech did you like the most and why?


2. Name three effective writing or performing “moves” you noticed in any mentor speeches that you watched. Tell me which speech each one was in, and explain why you thought each was effective.
A.
B.
C.

In your notebook, respond to one or all of these three questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
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.
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.
What is something about yourself that you love? Think about 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? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

After watching several example speeches, answer the questions below in complete sentences:

1. Which speech did you like the most and why?


2. Name three effective writing or performing “moves” you noticed in any mentor speeches that you watched. Tell me which speech each one was in, and explain why you thought each was effective.
A.
B.
C.

In your notebook, respond to one or all of these three questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
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.
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.
What is something about yourself that you love? Think about 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? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

After watching several example speeches, answer the questions below in complete sentences:

1. Which speech did you like the most and why?


2. Name three effective writing or performing “moves” you noticed in any mentor speeches that you watched. Tell me which speech each one was in, and explain why you thought each was effective.
A.
B.
C.

In your notebook, respond to one or all of these three questions. As in previous write longs, this task is about generating ideas - not arriving at a perfect answer!
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.
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.
What is something about yourself that you love? Think about 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? 
Please be sure to take a readable picture of your notebook and attach it to this assignment in Google Classroom.

Please review the attached document on the difference between adjectives and adverbs. 

Then, complete IXL LL.5 (grade 8) by achieving a score of 90 or higher.

Please review the attached document on the difference between adjectives and adverbs. 

Then, complete IXL LL.5 (grade 8) by achieving a score of 90 or higher.

Please review the attached document on the difference between adjectives and adverbs. 

Then, complete IXL LL.5 (grade 8) by achieving a score of 90 or higher.

Work with your partner to reflect on the writing you have done this year and in the past. Reflect on your essays, the realistic fiction essay you wrote in 7th grade, and any other large writing tasks.

Then, create a numbered process in which you list the steps to creating a strong piece of writing. Your list can include between 5 and 10 steps.

Work with your partner to reflect on the writing you have done this year and in the past. Reflect on your essays, the realistic fiction essay you wrote in 7th grade, and any other large writing tasks.

Then, create a numbered process in which you list the steps to creating a strong piece of writing. Your list can include between 5 and 10 steps.

Work with your partner to reflect on the writing you have done this year and in the past. Reflect on your essays, the realistic fiction essay you wrote in 7th grade, and any other large writing tasks.

Then, create a numbered process in which you list the steps to creating a strong piece of writing. Your list can include between 5 and 10 steps.

Please find a blank Google Doc attached where you can write your essay. You have 90 minutes.

As a reminder of expectations, during the On-Demand, you may use...
Your chosen texts (paper copies and/or digital is fine)
Resources in Google Classroom
Mentor Essays
Your English Notebook, where you may have notes and/or a handwritten outline with a claim, and some evidence. 
Grammarly!!!
You should NOT be copying a pre-written essay or prewritten "chunks" of your essay from anywhere, be that your notebook, another Google Doc, or the internet. As a general rule of thumb, avoid copying and pasting anything other than quotations (though you might copy and paste from your doc to Grammarly and back). 

You should be writing your whole essay in class.
Be sure to click Turn In!

Please find a blank Google Doc attached where you can write your essay. You have 90 minutes.

As a reminder of expectations, during the On-Demand, you may use...
Your chosen texts (paper copies and/or digital is fine)
Resources in Google Classroom
Mentor Essays
Your English Notebook, where you may have notes and/or a handwritten outline with a claim, and some evidence. 
Grammarly!!!
You should NOT be copying a pre-written essay or prewritten "chunks" of your essay from anywhere, be that your notebook, another Google Doc, or the internet. As a general rule of thumb, avoid copying and pasting anything other than quotations (though you might copy and paste from your doc to Grammarly and back). 

You should be writing your whole essay in class.
Be sure to click Turn In!

Please find a blank Google Doc attached where you can write your essay. You have 90 minutes.

As a reminder of expectations, during the On-Demand, you may use...
Your chosen texts (paper copies and/or digital is fine)
Resources in Google Classroom
Mentor Essays
Your English Notebook, where you may have notes and/or a handwritten outline with a claim, and some evidence. 
Grammarly!!!
You should NOT be copying a pre-written essay or prewritten "chunks" of your essay from anywhere, be that your notebook, another Google Doc, or the internet. As a general rule of thumb, avoid copying and pasting anything other than quotations (though you might copy and paste from your doc to Grammarly and back). 

You should be writing your whole essay in class.
Be sure to click Turn In!

For this assignment, please list the two stories you'll be writing about in your comparative essay. Also, please provide a tentative (possible) claim. The claim might change!

You may wish to use the attached slide deck to help you.

Example 1:
All Summer in a Day by Ray Bradbury
If Only We Had Taller Been by Ray Bradbury

In both “All Summer in a Day” and “If Only We Had Taller Been,” readers learn that when people desperately want something they can imagine but not reach, their desire pushes them to act in ways they normally would not.


Example 2:
Harrison Bergeron by Kurt Vonnegut
The Knife of Never Letting Go by Patrick Ness

In “Harrison Bergeron” by Kurt Vonnegut and “The Knife of Never Letting Go” by Patrick Ness, both authors use sentence structure to capture the power authority exerts over innocent people.

For this assignment, please list the two stories you'll be writing about in your comparative essay. Also, please provide a tentative (possible) claim. The claim might change!

You may wish to use the attached slide deck to help you.

Example 1:
All Summer in a Day by Ray Bradbury
If Only We Had Taller Been by Ray Bradbury

In both “All Summer in a Day” and “If Only We Had Taller Been,” readers learn that when people desperately want something they can imagine but not reach, their desire pushes them to act in ways they normally would not.


Example 2:
Harrison Bergeron by Kurt Vonnegut
The Knife of Never Letting Go by Patrick Ness

In “Harrison Bergeron” by Kurt Vonnegut and “The Knife of Never Letting Go” by Patrick Ness, both authors use sentence structure to capture the power authority exerts over innocent people.

For this assignment, please list the two stories you'll be writing about in your comparative essay. Also, please provide a tentative (possible) claim. The claim might change!

You may wish to use the attached slide deck to help you.

Example 1:
All Summer in a Day by Ray Bradbury
If Only We Had Taller Been by Ray Bradbury

In both “All Summer in a Day” and “If Only We Had Taller Been,” readers learn that when people desperately want something they can imagine but not reach, their desire pushes them to act in ways they normally would not.


Example 2:
Harrison Bergeron by Kurt Vonnegut
The Knife of Never Letting Go by Patrick Ness

In “Harrison Bergeron” by Kurt Vonnegut and “The Knife of Never Letting Go” by Patrick Ness, both authors use sentence structure to capture the power authority exerts over innocent people.

Write a plan for how you will use your time today with the knowledge that you will be writing your full essay next class period. Today is a day for you to do the "thinking work" prior to writing the essay itself. Be sure to consider what resources are available to you! Some include...
Mentor Essays (front table/hyperdoc)
Comparative Essay Slide Deck - specifically the charts on how to write thematic and craft essays (Google Classroom)
Literary Analysis Slide Deck - consider writing a note for future you reminding you to revisit a past lesson! (Google Classroom)
Example Outlines for thematic and craft essays (hyperdoc)
Argument Checklist (in your notebook)
List of Craft Moves (in your notebook/hyperdoc)
We have about 80 minutes left of the class, so it might help to allocate those 80 minutes across your to-do list to keep you on track. Two ideas are on the board under "Work Time," but you may want to do other things as well.

To get started, copy and paste item number one into the answer box:
1. Review and study at least two mentor essays to gather ideas on structuring my essay (30 mins)

Write a plan for how you will use your time today with the knowledge that you will be writing your full essay next class period. Today is a day for you to do the "thinking work" prior to writing the essay itself. Be sure to consider what resources are available to you! Some include...
Mentor Essays (front table/hyperdoc)
Comparative Essay Slide Deck - specifically the charts on how to write thematic and craft essays (Google Classroom)
Literary Analysis Slide Deck - consider writing a note for future you reminding you to revisit a past lesson! (Google Classroom)
Example Outlines for thematic and craft essays (hyperdoc)
Argument Checklist (in your notebook)
List of Craft Moves (in your notebook/hyperdoc)
We have about 80 minutes left of the class, so it might help to allocate those 80 minutes across your to-do list to keep you on track. Two ideas are on the board under "Work Time," but you may want to do other things as well.

To get started, copy and paste item number one into the answer box:
1. Review and study at least two mentor essays to gather ideas on structuring my essay (30 mins)

Write a plan for how you will use your time today with the knowledge that you will be writing your full essay next class period. Today is a day for you to do the "thinking work" prior to writing the essay itself. Be sure to consider what resources are available to you! Some include...
Mentor Essays (front table/hyperdoc)
Comparative Essay Slide Deck - specifically the charts on how to write thematic and craft essays (Google Classroom)
Literary Analysis Slide Deck - consider writing a note for future you reminding you to revisit a past lesson! (Google Classroom)
Example Outlines for thematic and craft essays (hyperdoc)
Argument Checklist (in your notebook)
List of Craft Moves (in your notebook/hyperdoc)
We have about 80 minutes left of the class, so it might help to allocate those 80 minutes across your to-do list to keep you on track. Two ideas are on the board under "Work Time," but you may want to do other things as well.

To get started, copy and paste item number one into the answer box:
1. Review and study at least two mentor essays to gather ideas on structuring my essay (30 mins)

Please submit your final, full craft essay to this assignment. A rubric is attached for your reference!

Please submit your final, full craft essay to this assignment. A rubric is attached for your reference!

Please submit your final, full craft essay to this assignment. A rubric is attached for your reference!

Please submit a rough draft of your essay to this assignment. Your rough draft can be handwritten or typed, but please be sure to attach it to this assignment so I can check your progress.

Remember that a rough draft will have all the "parts" of a final draft, but that the quality in some areas will be... well, rough! You might not have a full introduction or conclusion, either. Don't worry - you will still be revising through next week before submitting the final version.

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

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

Please submit a rough draft of your essay to this assignment. Your rough draft can be handwritten or typed, but please be sure to attach it to this assignment so I can check your progress.

Remember that a rough draft will have all the "parts" of a final draft, but that the quality in some areas will be... well, rough! You might not have a full introduction or conclusion, either. Don't worry - you will still be revising through next week before submitting the final version.

Please submit a rough draft of your essay to this assignment. Your rough draft can be handwritten or typed, but please be sure to attach it to this assignment so I can check your progress.

Remember that a rough draft will have all the "parts" of a final draft, but that the quality in some areas will be... well, rough! You might not have a full introduction or conclusion, either. Don't worry - you will still be revising through next week before submitting the final version.

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

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

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

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

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a 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 Lesson 11 of the Literary Analysis Slide Deck (which covers outlining and planning) or my example craft outlines (attached below)

Please watch the video to get an idea of what helping verbs do in a sentence! Please also know that the video only uses to have and to be as examples of helping verbs. Other examples of helping verbs that you may encounter in the IXL assignment are the words below:

forms of to do
He does cook grapes every night
He did throw that cheese grater (please use cheese graters safely and for their intended purpose) 
modal verbs (which show possibility, intent, ability, or necessity) like can, could, may, might, will, would, shall, should, must
He must eat a lot of rutabagas.
She could fight clowns all day.
They might need to destroy a few evil robots.
You could try to defeat Mr. O'Bannon in a time-traveling duel, but you will fail.
Notice that in all of the examples, these words are like little baby verbs that HELP provide additional information about the MAIN verb.

Please achieve a SmartScore of 90!

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a 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 Lesson 11 of the Literary Analysis Slide Deck (which covers outlining and planning) or my example craft outlines (attached below)

Please submit an outline of your essay!

Note that you may write your outline by hand (just snap a 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 Lesson 11 of the Literary Analysis Slide Deck (which covers outlining and planning) or my example craft outlines (attached below)

Please watch the video to get an idea of what helping verbs do in a sentence! Please also know that the video only uses to have and to be as examples of helping verbs. Other examples of helping verbs that you may encounter in the IXL assignment are the words below:

forms of to do
He does cook grapes every night
He did throw that cheese grater (please use cheese graters safely and for their intended purpose) 
modal verbs (which show possibility, intent, ability, or necessity) like can, could, may, might, will, would, shall, should, must
He must eat a lot of rutabagas.
She could fight clowns all day.
They might need to destroy a few evil robots.
You could try to defeat Mr. O'Bannon in a time-traveling duel, but you will fail.
Notice that in all of the examples, these words are like little baby verbs that HELP provide additional information about the MAIN verb.

Please achieve a SmartScore of 90!

Please watch the video to get an idea of what helping verbs do in a sentence! Please also know that the video only uses to have and to be as examples of helping verbs. Other examples of helping verbs that you may encounter in the IXL assignment are the words below:

forms of to do
He does cook grapes every night
He did throw that cheese grater (please use cheese graters safely and for their intended purpose) 
modal verbs (which show possibility, intent, ability, or necessity) like can, could, may, might, will, would, shall, should, must
He must eat a lot of rutabagas.
She could fight clowns all day.
They might need to destroy a few evil robots.
You could try to defeat Mr. O'Bannon in a time-traveling duel, but you will fail.
Notice that in all of the examples, these words are like little baby verbs that HELP provide additional information about the MAIN verb.

Please achieve a SmartScore of 90!

Please submit your tentative (that means "planned, but it might change!") claim in the box below. If you're deciding between more than one, show me both and feel free to add a private comment if you have a question about your claim(s).

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, please write long about the craft moves (today we discussed Symbolism) and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during the 30 minutes of work time in class.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lessons 9 and 10 of the attached slide deck.

Please submit your tentative (that means "planned, but it might change!") claim in the box below. If you're deciding between more than one, show me both and feel free to add a private comment if you have a question about your claim(s).

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, please write long about the craft moves (today we discussed Symbolism) and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during the 30 minutes of work time in class.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lessons 9 and 10 of the attached slide deck.

Please submit your tentative (that means "planned, but it might change!") claim in the box below. If you're deciding between more than one, show me both and feel free to add a private comment if you have a question about your claim(s).

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, please write long about the craft moves (today we discussed Symbolism) and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during the 30 minutes of work time in class.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lessons 9 and 10 of the attached slide deck.

For this assignment, please write long about the craft moves and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about two pages. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during work time in class.

Please take a picture of one page of your writing and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lesson 9 of the attached slide deck. Resources are in the hyperdoc!

For this assignment, please write long about the craft moves and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about two pages. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during work time in class.

Please take a picture of one page of your writing and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lesson 9 of the attached slide deck. Resources are in the hyperdoc!

Please watch the attached video and achieve an IXL score of 90. Note that the video does not explain predicate nouns or predicate adjectives, which the IXL will ask you to identify. See more information on those below:

The linking verb can "link" the subject to a noun. This noun is called the predicate noun. The predicate noun is bold in the sentences below.
I am a villainous robot. 
The students were all french cooks. 
The linking verb can "link" the subject to an adjective. This noun is called the predicate adjective. The predicate adjective is bold in the sentences below.

The cake made of fear and terror tasted delicious.
The monster wasn't hungry for the hopes and dreams of little children anymore.

For this assignment, please write long about the craft moves and authorial goals of a text (this is your "chosen text" or the book or story you want to write about!) for about two pages. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 20 minutes to this assignment. My hope is that you were able to finish (or come close to finishing) during work time in class.

Please take a picture of one page of your writing and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for and examples of this process can be found in Lesson 9 of the attached slide deck. Resources are in the hyperdoc!

Please watch the attached video and achieve an IXL score of 90. Note that the video does not explain predicate nouns or predicate adjectives, which the IXL will ask you to identify. See more information on those below:

The linking verb can "link" the subject to a noun. This noun is called the predicate noun. The predicate noun is bold in the sentences below.
I am a villainous robot. 
The students were all french cooks. 
The linking verb can "link" the subject to an adjective. This noun is called the predicate adjective. The predicate adjective is bold in the sentences below.

The cake made of fear and terror tasted delicious.
The monster wasn't hungry for the hopes and dreams of little children anymore.

Please watch the attached video and achieve an IXL score of 90. Note that the video does not explain predicate nouns or predicate adjectives, which the IXL will ask you to identify. See more information on those below:

The linking verb can "link" the subject to a noun. This noun is called the predicate noun. The predicate noun is bold in the sentences below.
I am a villainous robot. 
The students were all french cooks. 
The linking verb can "link" the subject to an adjective. This noun is called the predicate adjective. The predicate adjective is bold in the sentences below.

The cake made of fear and terror tasted delicious.
The monster wasn't hungry for the hopes and dreams of little children anymore.

Please complete your graphic organizer about your story to submit as the introduction for your essay. I passed this assignment out in class, so the attachments are simply for your reference or to print if you lose your copy. I'll be collecting this assignment in class!

Tips:
The second page of the attached document shows what belongs in each box
Please use color or shading!
I also attached an example for your reference! Mine is typed, but yours will likely be written by hand

Please submit your claim and two body paragraphs of your Thematic Essay (formatted as an essay!) for this assignment. Take them from the doc you have been drafting and add them into the one I attached to this assignment for you. Make sure they work together, revise them so your reasoning is strong (and limits summary!), and format them neatly! You can view my example below.

Notes:
No need for an intro (other than the illustration assignment) or conclusion, but please include your claim in place of the introduction
Please include an MLA Header
Peek at the attached example for reference (note that mine is quite long - yours will likely be between one and two pages)

Please complete your graphic organizer about your story to submit as the introduction for your essay. I passed this assignment out in class, so the attachments are simply for your reference or to print if you lose your copy. I'll be collecting this assignment in class!

Tips:
The second page of the attached document shows what belongs in each box
Please use color or shading!
I also attached an example for your reference! Mine is typed, but yours will likely be written by hand

Please submit your claim and two body paragraphs of your Thematic Essay (formatted as an essay!) for this assignment. Take them from the doc you have been drafting and add them into the one I attached to this assignment for you. Make sure they work together, revise them so your reasoning is strong (and limits summary!), and format them neatly! You can view my example below.

Notes:
No need for an intro (other than the illustration assignment) or conclusion, but please include your claim in place of the introduction
Please include an MLA Header
Peek at the attached example for reference (note that mine is quite long - yours will likely be between one and two pages)

Please complete your graphic organizer about your story to submit as the introduction for your essay. I passed this assignment out in class, so the attachments are simply for your reference or to print if you lose your copy. I'll be collecting this assignment in class!

Tips:
The second page of the attached document shows what belongs in each box
Please use color or shading!
I also attached an example for your reference! Mine is typed, but yours will likely be written by hand

Please submit your claim and two body paragraphs of your Thematic Essay (formatted as an essay!) for this assignment. Take them from the doc you have been drafting and add them into the one I attached to this assignment for you. Make sure they work together, revise them so your reasoning is strong (and limits summary!), and format them neatly! You can view my example below.

Notes:
No need for an intro (other than the illustration assignment) or conclusion, but please include your claim in place of the introduction
Please include an MLA Header
Peek at the attached example for reference (note that mine is quite long - yours will likely be between one and two pages)

In the answer box, please jot a list of what work you still need to do on your essay. This might include checking citations, making an MLA header, putting your essay through Grammarly, revising your topic sentences, strengthening reasoning, or really anything else. Items on your to-do list should be specific - it would not be appropriate to write, "Edit my second paragraph." Tell me what you will be editing or reviewing.

Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Check that key words from my theme appear in my reasoning throughout the essay
4. Create an MLA header for my body paragraphs
5. Check the punctuation of my lead-ins and citations
5. Run my essay through Grammarly

In the answer box, please jot a list of what work you still need to do on your essay. This might include checking citations, making an MLA header, putting your essay through Grammarly, revising your topic sentences, strengthening reasoning, or really anything else. Items on your to-do list should be specific - it would not be appropriate to write, "Edit my second paragraph." Tell me what you will be editing or reviewing.

Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Check that key words from my theme appear in my reasoning throughout the essay
4. Create an MLA header for my body paragraphs
5. Check the punctuation of my lead-ins and citations
5. Run my essay through Grammarly

In the answer box, please jot a list of what work you still need to do on your essay. This might include checking citations, making an MLA header, putting your essay through Grammarly, revising your topic sentences, strengthening reasoning, or really anything else. Items on your to-do list should be specific - it would not be appropriate to write, "Edit my second paragraph." Tell me what you will be editing or reviewing.

Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Check that key words from my theme appear in my reasoning throughout the essay
4. Create an MLA header for my body paragraphs
5. Check the punctuation of my lead-ins and citations
5. Run my essay through Grammarly

In the answer box, please set a goal regarding what you will do with 30 minutes of work time today. Goals should be specific and achievable - tell me exactly what you plan to work on.


Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Bulk up my reasoning on my second quotation

In the answer box, please set a goal regarding what you will do with 30 minutes of work time today. Goals should be specific and achievable - tell me exactly what you plan to work on.


Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Bulk up my reasoning on my second quotation

In the answer box, please set a goal regarding what you will do with 30 minutes of work time today. Goals should be specific and achievable - tell me exactly what you plan to work on.


Example:
1. Add a counterargument to my last piece of evidence
2. Hunt for summary (and remove it!) in my second body paragraph
3. Bulk up my reasoning on my second quotation

Please make sure you have completed your notes on the first choice story you read (hopefully it's already done!), take a picture, and attach it to this assignment. I've attached the short story bank to this assignment for your convenience.

Please make sure you have completed your notes on the first choice story you read (hopefully it's already done!), take a picture, and attach it to this assignment. I've attached the short story bank to this assignment for your convenience.

Please make sure you have completed your notes on the first choice story you read (hopefully it's already done!), take a picture, and attach it to this assignment. I've attached the short story bank to this assignment for your convenience.

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

Here’s the prompt:
Make a claim about the theme of your chosen text. Then, write two body paragraphs of an essay supporting that claim. Use textual details and evidence to support your interpretation.

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

Here’s the prompt:
Make a claim about the theme of your chosen text. Then, write two body paragraphs of an essay supporting that claim. Use textual details and evidence to support your interpretation.

Submit your draft to Paper for feedback! If the link below doesn't work, you can also access Paper through Clever.

In the submission page, you can copy and paste the message below into the writing assignment box that asks for additional information. Also be sure to ask any additional questions about specific areas where you would like feedback!
________

Here’s the prompt:
Make a claim about the theme of your chosen text. Then, write two body paragraphs of an essay supporting that claim. Use textual details and evidence to support your interpretation.

Please attach a draft of your essay to this assignment. Remember that your draft is not final, and that we will continue to revise and strengthen it over the next couple of weeks. A reasonable (typed) draft might be a page and a half long, and the introduction and conclusion can (should) be only a sentence long.
Feel free to type in a Google Doc or write in your notebook. If you write in a notebook, just be sure to attach pictures to this assignment!

Please draft an outline of your essay in your notebook.

See an example/suggestions on slides 36-38 of the attached slide deck, and be sure to include your theme as the claim, topics for body paragraphs, and ideas for evidence. I suggest prepping for three body paragraphs even though you will only submit two.

Snap a picture and attach it to this assignment before next class. If you outline is in a Google Doc, just attach it!

Please attach a draft of your essay to this assignment. Remember that your draft is not final, and that we will continue to revise and strengthen it over the next couple of weeks. A reasonable (typed) draft might be a page and a half long, and the introduction and conclusion can (should) be only a sentence long.
Feel free to type in a Google Doc or write in your notebook. If you write in a notebook, just be sure to attach pictures to this assignment!

Please make sure your story notes page for The Knowers is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Please attach a draft of your essay to this assignment. Remember that your draft is not final, and that we will continue to revise and strengthen it over the next couple of weeks. A reasonable (typed) draft might be a page and a half long, and the introduction and conclusion can (should) be only a sentence long.
Feel free to type in a Google Doc or write in your notebook. If you write in a notebook, just be sure to attach pictures to this assignment!

Please draft an outline of your essay in your notebook.

See an example/suggestions on slides 36-38 of the attached slide deck, and be sure to include your theme as the claim, topics for body paragraphs, and ideas for evidence. I suggest prepping for three body paragraphs even though you will only submit two.

Snap a picture and attach it to this assignment before next class. If you outline is in a Google Doc, just attach it!

Please make sure your story notes page for The Knowers is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Please draft an outline of your essay in your notebook.

See an example/suggestions on slides 36-38 of the attached slide deck, and be sure to include your theme as the claim, topics for body paragraphs, and ideas for evidence. I suggest prepping for three body paragraphs even though you will only submit two.

Snap a picture and attach it to this assignment before next class. If you outline is in a Google Doc, just attach it!

Please make sure your story notes page for The Knowers is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Please make sure your story notes page for The Red Fox Fur Coat is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote) and try to address the craft moves in your story. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slide 12 and on in the attached slide deck.

Please make sure your story notes page for The Red Fox Fur Coat is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Please make sure your story notes page for The Red Fox Fur Coat is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote) and try to address the craft moves in your story. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slide 12 and on in the attached slide deck.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote) and try to address the craft moves in your story. As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slide 12 and on in the attached slide deck.

Now that you have spent some time writing about a text, please submit three possible themes below. These themes can all be about the same text, or they can be about different ones. Please number the themes and submit them in a list format!

Before submitting, review the attached document with "rules for themes." These rules can help you "formalize" the idea of a theme into something you could put in an essay. I'll be checking your themes against these rules!

Example:
1. Love can cause people to reject their own culture.
2. Poverty can transform even honest people into criminals.
3. The will to survive makes people forget their basic humanity.

Please make sure your story notes page for All Summer in a Day is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Now that you have spent some time writing about a text, please submit three possible themes below. These themes can all be about the same text, or they can be about different ones. Please number the themes and submit them in a list format!

Before submitting, review the attached document with "rules for themes." These rules can help you "formalize" the idea of a theme into something you could put in an essay. I'll be checking your themes against these rules!

Example:
1. Love can cause people to reject their own culture.
2. Poverty can transform even honest people into criminals.
3. The will to survive makes people forget their basic humanity.

Please make sure your story notes page for All Summer in a Day is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

Now that you have spent some time writing about a text, please submit three possible themes below. These themes can all be about the same text, or they can be about different ones. Please number the themes and submit them in a list format!

Before submitting, review the attached document with "rules for themes." These rules can help you "formalize" the idea of a theme into something you could put in an essay. I'll be checking your themes against these rules!

Example:
1. Love can cause people to reject their own culture.
2. Poverty can transform even honest people into criminals.
3. The will to survive makes people forget their basic humanity.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote). As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slides 12-24.

Please make sure your story notes page for All Summer in a Day is completed (hopefully it's already done!), take a picture, and attach it to this assignment.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote). As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slides 12-24.

For this assignment, please write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page. For this write long, be sure to return to the text and reference the language (quote). As a reminder, this writing is in the style of "journal writing." It's not formal - just writing about what you notice and think - and you should not devote more than 25 minutes to this assignment.

Please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

Instructions for this process can be found on slides 12-24.

If you're focused and efficient this assignment should take between 20 and 30 minutes. Please do not spend more than 30 minutes on it.

For this assignment, please watch the attached screencast and then write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page in your notebook. I recommend speeding up the screencast to save a bit of time!

When you're finished, please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

You can also find this process on the attached slide deck!

If you're focused and efficient this assignment should take between 20 and 30 minutes. Please do not spend more than 30 minutes on it.

For this assignment, please watch the attached screencast and then write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page in your notebook. I recommend speeding up the screencast to save a bit of time!

When you're finished, please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

You can also find this process on the attached slide deck!

If you're focused and efficient this assignment should take between 20 and 30 minutes. Please do not spend more than 30 minutes on it.

For this assignment, please watch the attached screencast and then write long about the theme of a text (this is your "chosen text" or the book or story you want to write about!) for about a page in your notebook. I recommend speeding up the screencast to save a bit of time!

When you're finished, please take a picture of what you have written and attach it to this assignment. Make sure that the image is readable (if you have a phone, that usually takes a MUCH clearer picture than your Chromebook!)

You can also find this process on the attached slide deck!

Please follow the instructions in the attached doc!

Please follow the instructions in the attached doc!

Please follow the instructions in the attached doc!

Please take the attached quiz that corresponds with the case you worked on!

Trial A: Sidney Currie vs. Petzicon Products
Trial B: Fields Estate vs. Blume Development Corporation

Please take the attached quiz that corresponds with the case you worked on!

Trial A: Sidney Currie vs. Petzicon Products
Trial B: Fields Estate vs. Blume Development Corporation

Please take the attached quiz that corresponds with the case you worked on!

Trial A: Sidney Currie vs. Petzicon Products
Trial B: Fields Estate vs. Blume Development Corporation

If your role is to be an ATTORNEY in the trial, delete the attached docs in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

First: Two documents are attached to this assignment. Please delete the attachment for the opposite trial. For example, if you are a witness on Trial A, you should delete the slide deck that says Trial B (and vice-versa). Do not proceed until you have deleted the opposite attachment.

For this assignment, you must become an expert on your own testimony by creating a slide deck that you will then present to your teammates. You will be defining the difficult vocabulary words in your testimony and then summarizing your testimony.

As a note, the attached slide deck has some specific directions. Follow those directions carefully.

If your role is to be an ATTORNEY in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

For this assignment, you must analyze your own weaknesses as a witness so that you will be prepared when your opponents cross-examine you. Review your own written testimony and thoughtfully consider your own weaknesses.

This document is preparation for another document in which you will anticipate their cross-examination questions.

If your role is to be an ATTORNEY in the trial, delete the attached docs in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

First: Two documents are attached to this assignment. Please delete the attachment for the opposite trial. For example, if you are a witness on Trial A, you should delete the slide deck that says Trial B (and vice-versa). Do not proceed until you have deleted the opposite attachment.

For this assignment, you must become an expert on your own testimony by creating a slide deck that you will then present to your teammates. You will be defining the difficult vocabulary words in your testimony and then summarizing your testimony.

As a note, the attached slide deck has some specific directions. Follow those directions carefully.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must have completed assignment C.11A in which you chose a witness from the opposing side that you will cross-examine. Each attorney should have chosen a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

After completing assignment C.11A, which helped you analyze the weaknesses of the witness you will be cross-examining, use the attached doc to help you write cross-examination questions for that witness. This doc is substantial, so be sure to pace yourself and stay focused.

If your role is to be an ATTORNEY in the trial, delete the attached docs in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

First: Two documents are attached to this assignment. Please delete the attachment for the opposite trial. For example, if you are a witness on Trial A, you should delete the slide deck that says Trial B (and vice-versa). Do not proceed until you have deleted the opposite attachment.

For this assignment, you must become an expert on your own testimony by creating a slide deck that you will then present to your teammates. You will be defining the difficult vocabulary words in your testimony and then summarizing your testimony.

As a note, the attached slide deck has some specific directions. Follow those directions carefully.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must choose a witness from the opposing side that you will cross-examine. Each attorney must chose a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

Then, complete the attached Witness Weakness Graphic Organizer for the witness you will be cross-examining. Analyze them for weaknesses that may not at first be obvious!

If your role is to be an ATTORNEY in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

For this assignment, you must analyze your own weaknesses as a witness so that you will be prepared when your opponents cross-examine you. Review your own written testimony and thoughtfully consider your own weaknesses.

This document is preparation for another document in which you will anticipate their cross-examination questions.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must have completed assignment C.11A in which you chose a witness from the opposing side that you will cross-examine. Each attorney should have chosen a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

After completing assignment C.11A, which helped you analyze the weaknesses of the witness you will be cross-examining, use the attached doc to help you write cross-examination questions for that witness. This doc is substantial, so be sure to pace yourself and stay focused.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must choose a witness from the opposing side that you will cross-examine. Each attorney must chose a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

Then, complete the attached Witness Weakness Graphic Organizer for the witness you will be cross-examining. Analyze them for weaknesses that may not at first be obvious!

If your role is to be an ATTORNEY in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be a WITNESS in the trial, follow the directions below to complete this assignment.

For this assignment, you must analyze your own weaknesses as a witness so that you will be prepared when your opponents cross-examine you. Review your own written testimony and thoughtfully consider your own weaknesses.

This document is preparation for another document in which you will anticipate their cross-examination questions.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must have completed assignment C.11A in which you chose a witness from the opposing side that you will cross-examine. Each attorney should have chosen a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

After completing assignment C.11A, which helped you analyze the weaknesses of the witness you will be cross-examining, use the attached doc to help you write cross-examination questions for that witness. This doc is substantial, so be sure to pace yourself and stay focused.

If your role is to be a WITNESS in the trial, delete the attached doc in this assignment, click turn in, and move on with your life. If your role is to be an ATTORNEY in the trial, follow the directions below to complete this assignment.

For this assignment, you must choose a witness from the opposing side that you will cross-examine. Each attorney must chose a different witness from the other side so that all three of the opposing witnesses are covered. *If, and only if, your group has four attorneys, it is acceptable for two attorneys to cross-examine a single witness.

Then, complete the attached Witness Weakness Graphic Organizer for the witness you will be cross-examining. Analyze them for weaknesses that may not at first be obvious!

Contracts were passed out during class. If you have forgotten your trial and date, check in with me during class. Please return your signed contract as soon as possible!

A doc with blank contracts is attached in case you need to print a new one!

Contracts were passed out during class. If you have forgotten your trial and date, check in with me during class. Please return your signed contract as soon as possible!

A doc with blank contracts is attached in case you need to print a new one!

Contracts were passed out during class. If you have forgotten your trial and date, check in with me during class. Please return your signed contract as soon as possible!

A doc with blank contracts is attached in case you need to print a new one!

Today in class, you should have received a yellow or blue packet with background information about your Mock Trial case. Please read this packet (to the best of your ability) before next class. We'll spend a lot of time next class breaking it down and figuring out what it means, but today I just want you to try to get the big idea of "What's this case about?"

Today in class, you should have received a yellow or blue packet with background information about your Mock Trial case. Please read this packet (to the best of your ability) before next class. We'll spend a lot of time next class breaking it down and figuring out what it means, but today I just want you to try to get the big idea of "What's this case about?"

Today in class, you should have received a yellow or blue packet with background information about your Mock Trial case. Please read this packet (to the best of your ability) before next class. We'll spend a lot of time next class breaking it down and figuring out what it means, but today I just want you to try to get the big idea of "What's this case about?"

Your homework was to read the case packet I gave you last class. Please write two to four sentences summarizing the case/what you read!

Consider using this format: One sentence about the overall topic, one sentence about the plaintiff's stance, and one sentence about the defendant's stance.

Your homework was to read the case packet I gave you last class. Please write two to four sentences summarizing the case/what you read!

Consider using this format: One sentence about the overall topic, one sentence about the plaintiff's stance, and one sentence about the defendant's stance.

Your homework was to read the case packet I gave you last class. Please write two to four sentences summarizing the case/what you read!

Consider using this format: One sentence about the overall topic, one sentence about the plaintiff's stance, and one sentence about the defendant's stance.

Work with your group to write a 4-minute screenplay for a clip of a film whose mood could be described as unsettling.
unsettling (adj.): causing anxiety or uneasiness, disturbing
Remember, an overall mood is created from smaller details and descriptions of the characters, setting, and plot events. Use the definition of unsettling above to help you decide which details you will include in your story.
Notes:
The screenplay that you submit does NOT need to cover the full plot of the entire story. Simply write four pages out of X number of pages that would complete the screenplay.
Please highlight key details that you would like your teacher to notice as they read your screenplay. Details should be highlighted in a color specific to the student that wrote them. You could also add comments justifying certain writing decisions. Details will likely be key to your construction of an overall unsettling mood.
Using the "Courier" font at size 12, one page of screenplay equals one minute of screen time. Therefore, your finished screenplay should be around 4 pages. Plan your time effectively.
Please center a title at the top of the screenplay and then list all of your full names before the first slugline! Highlight each student name in the color that will match that students' details.
Only one group member should attach the doc to this assignment

Work with your group to write a 4-minute screenplay for a clip of a film whose mood could be described as unsettling.
unsettling (adj.): causing anxiety or uneasiness, disturbing
Remember, an overall mood is created from smaller details and descriptions of the characters, setting, and plot events. Use the definition of unsettling above to help you decide which details you will include in your story.
Notes:
The screenplay that you submit does NOT need to cover the full plot of the entire story. Simply write four pages out of X number of pages that would complete the screenplay.
Please highlight key details that you would like your teacher to notice as they read your screenplay. Details should be highlighted in a color specific to the student that wrote them. You could also add comments justifying certain writing decisions. Details will likely be key to your construction of an overall unsettling mood.
Using the "Courier" font at size 12, one page of screenplay equals one minute of screen time. Therefore, your finished screenplay should be around 4 pages. Plan your time effectively.
Please center a title at the top of the screenplay and then list all of your full names before the first slugline! Highlight each student name in the color that will match that students' details.
Only one group member should attach the doc to this assignment

Work with your group to write a 4-minute screenplay for a clip of a film whose mood could be described as unsettling.
unsettling (adj.): causing anxiety or uneasiness, disturbing
Remember, an overall mood is created from smaller details and descriptions of the characters, setting, and plot events. Use the definition of unsettling above to help you decide which details you will include in your story.
Notes:
The screenplay that you submit does NOT need to cover the full plot of the entire story. Simply write four pages out of X number of pages that would complete the screenplay.
Please highlight key details that you would like your teacher to notice as they read your screenplay. Details should be highlighted in a color specific to the student that wrote them. You could also add comments justifying certain writing decisions. Details will likely be key to your construction of an overall unsettling mood.
Using the "Courier" font at size 12, one page of screenplay equals one minute of screen time. Therefore, your finished screenplay should be around 4 pages. Plan your time effectively.
Please center a title at the top of the screenplay and then list all of your full names before the first slugline! Highlight each student name in the color that will match that students' details.
Only one group member should attach the doc to this assignment

Set two goals for yourself during work time today - one from each list. Which of the following goals will you reach for? You can copy and paste them into the answer box.

Goals related to communicating about thinking with the group:

Restate the thinking of others
Ask questions of the group to better understand their thinking.
Identify when the thinking of the group did not make sense or was lacking in some way.
Rephrase the thinking of the group and connect ideas to move the group forward.
Ask for other perspectives and input from group members.
Goals related to monitoring, reflecting, and adapt individual and group processes to benefit the group:

Focus on getting your part of the group project done.
Identify how your work shows quality.
Monitor the group’s project quality and process throughout the period.
Suggest ways to adjust the group’s process to benefit the project quality.
Adjust your efforts to benefit the group.

Set two goals for yourself during work time today - one from each list. Which of the following goals will you reach for? You can copy and paste them into the answer box.

Goals related to communicating about thinking with the group:

Restate the thinking of others
Ask questions of the group to better understand their thinking.
Identify when the thinking of the group did not make sense or was lacking in some way.
Rephrase the thinking of the group and connect ideas to move the group forward.
Ask for other perspectives and input from group members.
Goals related to monitoring, reflecting, and adapt individual and group processes to benefit the group:

Focus on getting your part of the group project done.
Identify how your work shows quality.
Monitor the group’s project quality and process throughout the period.
Suggest ways to adjust the group’s process to benefit the project quality.
Adjust your efforts to benefit the group.

Set two goals for yourself during work time today - one from each list. Which of the following goals will you reach for? You can copy and paste them into the answer box.

Goals related to communicating about thinking with the group:

Restate the thinking of others
Ask questions of the group to better understand their thinking.
Identify when the thinking of the group did not make sense or was lacking in some way.
Rephrase the thinking of the group and connect ideas to move the group forward.
Ask for other perspectives and input from group members.
Goals related to monitoring, reflecting, and adapt individual and group processes to benefit the group:

Focus on getting your part of the group project done.
Identify how your work shows quality.
Monitor the group’s project quality and process throughout the period.
Suggest ways to adjust the group’s process to benefit the project quality.
Adjust your efforts to benefit the group.

Choose one of the stories we read in class and complete the attached graphic organizer! For each reasoning, aim for 3-4 sentences!

Since I messed up scheduling when this post appeared, I've set the due date to Monday! I'd still recommend completing it before tomorrow's class, but I get it if you need a little more time. 

Please read the story (we'll do this together in class) and add 12 more details to assignment C.XX - Mood Details Graphic Organizer.

Please have one member of your group make a copy of the attached doc, share it with the rest of the group, and attach it to this assignment. Then complete it together!

Only one member of the group should attach it to the assignment.

Choose one of the stories we read in class and complete the attached graphic organizer! For each reasoning, aim for 3-4 sentences!

Since I messed up scheduling when this post appeared, I've set the due date to Monday! I'd still recommend completing it before tomorrow's class, but I get it if you need a little more time. 

Please read the story (we'll do this together in class) and add 12 more details to assignment C.XX - Mood Details Graphic Organizer.

Please complete the attached form one time for each member of your group, including yourself!

Choose one of the stories we read in class and complete the attached graphic organizer! For each reasoning, aim for 3-4 sentences!

Since I messed up scheduling when this post appeared, I've set the due date to Monday! I'd still recommend completing it before tomorrow's class, but I get it if you need a little more time. 

Please read the story (we'll do this together in class) and add 12 more details to assignment C.XX - Mood Details Graphic Organizer.

Please discuss four of the questions in the attached document with your group. You should treat this discussion like a mini Socratic Seminar, and your goal should be to develop an understanding of what makes horror or suspense effective. 

You should have received a paper copy of the attached document in class, and I'm only attaching it here so that you have an extra copy if you lose it. You'll turn in the paper copy in person at the end of next class.

Please have one member of your group make a copy of the attached doc, share it with the rest of the group, and attach it to this assignment. Then complete it together!

Only one member of the group should attach it to the assignment.

This is a "running" assignment that you will use multiple times over the next few weeks. You should be updating it each class, but there's no need to click "turn in" until we get up close to the due date!

Stories that need details in the organizer are...

Excerpt from "The Diaries of John Harker" by Braham Stoker
The Landlady by Roald Dahl
The Hand by Guy de Maupassant
Be sure that you are adding twelve details from each story after we read each one. As long as you have 12 in total, you can choose which boxes they go in!

Please complete the attached form one time for each member of your group, including yourself!

Please have one member of your group make a copy of the attached doc, share it with the rest of the group, and attach it to this assignment. Then complete it together!

Only one member of the group should attach it to the assignment.

Please discuss four of the questions in the attached document with your group. You should treat this discussion like a mini Socratic Seminar, and your goal should be to develop an understanding of what makes horror or suspense effective. 

You should have received a paper copy of the attached document in class, and I'm only attaching it here so that you have an extra copy if you lose it. You'll turn in the paper copy in person at the end of next class.

Please complete the attached form one time for each member of your group, including yourself!

This is a "running" assignment that you will use multiple times over the next few weeks. You should be updating it each class, but there's no need to click "turn in" until we get up close to the due date!

Stories that need details in the organizer are...

Excerpt from "The Diaries of John Harker" by Braham Stoker
The Landlady by Roald Dahl
The Hand by Guy de Maupassant
Be sure that you are adding twelve details from each story after we read each one. As long as you have 12 in total, you can choose which boxes they go in!

Please discuss four of the questions in the attached document with your group. You should treat this discussion like a mini Socratic Seminar, and your goal should be to develop an understanding of what makes horror or suspense effective. 

You should have received a paper copy of the attached document in class, and I'm only attaching it here so that you have an extra copy if you lose it. You'll turn in the paper copy in person at the end of next class.

This is a "running" assignment that you will use multiple times over the next few weeks. You should be updating it each class, but there's no need to click "turn in" until we get up close to the due date!

Stories that need details in the organizer are...

Excerpt from "The Diaries of John Harker" by Braham Stoker
The Landlady by Roald Dahl
The Hand by Guy de Maupassant
Be sure that you are adding twelve details from each story after we read each one. As long as you have 12 in total, you can choose which boxes they go in!

In order to complete this assignment, you will need to read the attached story (we'll do this together in class) and add twelve details from the story to assignment C.XX - Mood Details Graphic Organizer. 


As we read, you should be on the hunt for unsettling details! Consider making a copy of the attached doc to highlight as we read.

In order to complete this assignment, you will need to read the attached story (we'll do this together in class) and add twelve details from the story to assignment C.XX - Mood Details Graphic Organizer. 


As we read, you should be on the hunt for unsettling details! Consider making a copy of the attached doc to highlight as we read.

In order to complete this assignment, you will need to read the attached story (we'll do this together in class) and add twelve details from the story to assignment C.XX - Mood Details Graphic Organizer. 


As we read, you should be on the hunt for unsettling details! Consider making a copy of the attached doc to highlight as we read.

Please read all of the directions below before continuing.

1) Watch the two linked "ACE Research" videos (you can speed them up to make them go faster!). They will guide you on how to assess the credibility of sources when doing research (and on how to complete the attached doc!)

2) Complete the "Intro to Research Strategy (Assess Credibility)" doc by researching a scary myth, legend, or story from around the world. If you need some examples, I have attached a short podcast that talks about three scary tales from foreign countries - please research a myth, legend, or story other than the ones they use. The top half of the doc should be familiar from the Research Practice, Part 1 Assignment. The bottom half will be new!

Thank you, and happy researching!

P.S. Sorry I've been out! Miss you guys, and will be back soon!

Please read all of the directions below before continuing.

1) Watch the two linked "ACE Research" videos (you can speed them up to make them go faster!). They will guide you on how to assess the credibility of sources when doing research (and on how to complete the attached doc!)

2) Complete the "Intro to Research Strategy (Assess Credibility)" doc by researching a scary myth, legend, or story from around the world. If you need some examples, I have attached a short podcast that talks about three scary tales from foreign countries - please research a myth, legend, or story other than the ones they use. The top half of the doc should be familiar from the Research Practice, Part 1 Assignment. The bottom half will be new!

Thank you, and happy researching!

P.S. Sorry I've been out! Miss you guys, and will be back soon!

Please read all of the directions below before continuing.

1) Watch the two linked "ACE Research" videos (you can speed them up to make them go faster!). They will guide you on how to assess the credibility of sources when doing research (and on how to complete the attached doc!)

2) Complete the "Intro to Research Strategy (Assess Credibility)" doc by researching a scary myth, legend, or story from around the world. If you need some examples, I have attached a short podcast that talks about three scary tales from foreign countries - please research a myth, legend, or story other than the ones they use. The top half of the doc should be familiar from the Research Practice, Part 1 Assignment. The bottom half will be new!

Thank you, and happy researching!

P.S. Sorry I've been out! Miss you guys, and will be back soon!

Please go back to assignment C.7 - How to Format a Screenplay and open up the doc where you formatted the Harry Potter screenplay. Then, look at the doc I have attached to this assignment, which is correctly formatted (I think!). Compare your doc with mine, and in the answer box below, tell me how you did!

Be specific. It's okay to have missed some things, but tell me what they were! It's also okay to say that you did everything perfectly, but if I check your work and find that something IS different and you said there wasn't, your score on this assignment might be lower than you like.

Please go back to assignment C.7 - How to Format a Screenplay and open up the doc where you formatted the Harry Potter screenplay. Then, look at the doc I have attached to this assignment, which is correctly formatted (I think!). Compare your doc with mine, and in the answer box below, tell me how you did!

Be specific. It's okay to have missed some things, but tell me what they were! It's also okay to say that you did everything perfectly, but if I check your work and find that something IS different and you said there wasn't, your score on this assignment might be lower than you like.

Please go back to assignment C.7 - How to Format a Screenplay and open up the doc where you formatted the Harry Potter screenplay. Then, look at the doc I have attached to this assignment, which is correctly formatted (I think!). Compare your doc with mine, and in the answer box below, tell me how you did!

Be specific. It's okay to have missed some things, but tell me what they were! It's also okay to say that you did everything perfectly, but if I check your work and find that something IS different and you said there wasn't, your score on this assignment might be lower than you like.

Attached to this assignment, you will find an essay by Stephen King, a famous author of horror novels. You might have heard of some movies that were made from his novels, like The Shining and It!

In this essay, King writes about why he believes people enjoy scary stories and scary movies. Please read his essay and answer the four guiding questions on the right side of the page!

Attached to this assignment, you will find an essay by Stephen King, a famous author of horror novels. You might have heard of some movies that were made from his novels, like The Shining and It!

In this essay, King writes about why he believes people enjoy scary stories and scary movies. Please read his essay and answer the four guiding questions on the right side of the page!

Attached to this assignment, you will find an essay by Stephen King, a famous author of horror novels. You might have heard of some movies that were made from his novels, like The Shining and It!

In this essay, King writes about why he believes people enjoy scary stories and scary movies. Please read his essay and answer the four guiding questions on the right side of the page!

In a couple of weeks, a goal of ours is going to be to write a short screenplay. In order to do that, we need to learn the rules for screenplays. Watch this video (it's a bit long, but you can speed it up if you want) in order to learn how to format a screenplay correctly.

Then, open the attached Google Doc, where I've included the TEXT of a screenplay of a scene from Harry Potter (the video is linked in the doc if you want to watch it). Use what you learned in the video to change the document so that it follows the correct formatting and style.

Watch the video below. Make a numbered list of the five strategies named in the video. With each strategy, write a one (complete) sentence explanation of what the strategy means.

Please read and follow all of the directions below:

1) Watch the attached video about defining a research topic. You can speed it up! Today, your assignment will be to do just a little bit of research on a topic of your choosing.

2) Complete the copy of the "Intro to Research Strategy (Define the Topic)" document. You can select any school-appropriate and horror/suspense-related topic. In the past, students have chosen topics like...
a phobia of your choosing (which is what Ms. Bateman does!)
a famous horror author (like H.P. Lovecraft or Stephen King)
a type of monster or frightening creature
free choice! 
As a note, you can complete the top half of the assignment before even going to Google!
You do NOT have to get your topic approved by me, but should use your best judgment about what is both school-appropriate and horror/suspense-related!

In a couple of weeks, a goal of ours is going to be to write a short screenplay. In order to do that, we need to learn the rules for screenplays. Watch this video (it's a bit long, but you can speed it up if you want) in order to learn how to format a screenplay correctly.

Then, open the attached Google Doc, where I've included the TEXT of a screenplay of a scene from Harry Potter (the video is linked in the doc if you want to watch it). Use what you learned in the video to change the document so that it follows the correct formatting and style.

In a couple of weeks, a goal of ours is going to be to write a short screenplay. In order to do that, we need to learn the rules for screenplays. Watch this video (it's a bit long, but you can speed it up if you want) in order to learn how to format a screenplay correctly.

Then, open the attached Google Doc, where I've included the TEXT of a screenplay of a scene from Harry Potter (the video is linked in the doc if you want to watch it). Use what you learned in the video to change the document so that it follows the correct formatting and style.

Watch the video below. Make a numbered list of the five strategies named in the video. With each strategy, write a one (complete) sentence explanation of what the strategy means.

Please read and follow all of the directions below:

1) Watch the attached video about defining a research topic. You can speed it up! Today, your assignment will be to do just a little bit of research on a topic of your choosing.

2) Complete the copy of the "Intro to Research Strategy (Define the Topic)" document. You can select any school-appropriate and horror/suspense-related topic. In the past, students have chosen topics like...
a phobia of your choosing (which is what Ms. Bateman does!)
a famous horror author (like H.P. Lovecraft or Stephen King)
a type of monster or frightening creature
free choice! 
As a note, you can complete the top half of the assignment before even going to Google!
You do NOT have to get your topic approved by me, but should use your best judgment about what is both school-appropriate and horror/suspense-related!

Watch the video below. Make a numbered list of the five strategies named in the video. With each strategy, write a one (complete) sentence explanation of what the strategy means.

Please read and follow all of the directions below:

1) Watch the attached video about defining a research topic. You can speed it up! Today, your assignment will be to do just a little bit of research on a topic of your choosing.

2) Complete the copy of the "Intro to Research Strategy (Define the Topic)" document. You can select any school-appropriate and horror/suspense-related topic. In the past, students have chosen topics like...
a phobia of your choosing (which is what Ms. Bateman does!)
a famous horror author (like H.P. Lovecraft or Stephen King)
a type of monster or frightening creature
free choice! 
As a note, you can complete the top half of the assignment before even going to Google!
You do NOT have to get your topic approved by me, but should use your best judgment about what is both school-appropriate and horror/suspense-related!

Watch the attached video clip! Then list five details in the box below that add a sense of suspense or horror!

Please number your list and be specific. For each detail, I should be able to know exactly which moment of the clip you are writing about.

Please find the story attached! Answer the questions with your groupmates as you read!

Also consider highlighting details that are suspenseful, creepy, or unsettling as you read. This will help a LOT with the next assignment!

Watch the attached video clip! Then list five details in the box below that add a sense of suspense or horror!

Please number your list and be specific. For each detail, I should be able to know exactly which moment of the clip you are writing about.

Watch the attached video clip! Then list five details in the box below that add a sense of suspense or horror!

Please number your list and be specific. For each detail, I should be able to know exactly which moment of the clip you are writing about.

Please find the story attached! Answer the questions with your groupmates as you read!

Also consider highlighting details that are suspenseful, creepy, or unsettling as you read. This will help a LOT with the next assignment!

Please find the story attached! Answer the questions with your groupmates as you read!

Also consider highlighting details that are suspenseful, creepy, or unsettling as you read. This will help a LOT with the next assignment!

Please complete the attached doc. You can use the whole class period, but be sure to turn it in before you leave! It is not a homeworky thing!

Please complete the attached doc. You can use the whole class period, but be sure to turn it in before you leave! It is not a homeworky thing!

Please complete the attached doc. You can use the whole class period, but be sure to turn it in before you leave! It is not a homeworky thing!

Directions: Open and read the attached doc called "Frankenstein Design Thinking." This document includes the description of the overall assignment and instructions. Read it carefully!

The link to Flip (for your screencast) will appear on Monday, October 10th.

Note: Don't leave this to the last minute. Make a creation that you can be proud of! And don't forget to click "turn in!"

Please use the attached documents to prepare for the final socratic seminar that will occur next class.

1) Prepare notes in the graphic organizer (which you can use during the discussion!). You should have received a printed copy in class. Be aware that the graphic organizer allocates space for you to prepare written notes for five of the questions - because there are twelve questions in total, you should still review, consider, and be familiar with the other questions even if you don't take written notes. Socratic Seminars are fluid, so there is no way to know in advance which of the questions (or how many) your group will discuss.

2) Review the "Talk Move Cheat Sheet." Identify (in your brain) two talk moves/boxes that you would like to use at some point in the discussion. You might not end up being able to use those talk moves, but it's better to have a plan than to have nothing!

3) Take deep breaths and remember that a Socratic Seminar is not a competition. You are working together to deepen your understanding and learn DURING the conversation (not to show me how smart you already are as an individual student!). Your understanding of Frankenstein is less important than how well you participate and collaborate with your classmates. Remember that every student has something worthwhile to share and that all students have something to gain by listening.

Directions: Open and read the attached doc called "Frankenstein Design Thinking." This document includes the description of the overall assignment and instructions. Read it carefully!

The link to Flip (for your screencast) will appear on Monday, October 10th.

Note: Don't leave this to the last minute. Make a creation that you can be proud of! And don't forget to click "turn in!"

Please use the attached documents to prepare for the final socratic seminar that will occur next class.

1) Prepare notes in the graphic organizer (which you can use during the discussion!). You should have received a printed copy in class. Be aware that the graphic organizer allocates space for you to prepare written notes for five of the questions - because there are twelve questions in total, you should still review, consider, and be familiar with the other questions even if you don't take written notes. Socratic Seminars are fluid, so there is no way to know in advance which of the questions (or how many) your group will discuss.

2) Review the "Talk Move Cheat Sheet." Identify (in your brain) two talk moves/boxes that you would like to use at some point in the discussion. You might not end up being able to use those talk moves, but it's better to have a plan than to have nothing!

3) Take deep breaths and remember that a Socratic Seminar is not a competition. You are working together to deepen your understanding and learn DURING the conversation (not to show me how smart you already are as an individual student!). Your understanding of Frankenstein is less important than how well you participate and collaborate with your classmates. Remember that every student has something worthwhile to share and that all students have something to gain by listening.

Directions: Open and read the attached doc called "Frankenstein Design Thinking." This document includes the description of the overall assignment and instructions. Read it carefully!

The link to Flip (for your screencast) will appear on Monday, October 10th.

Note: Don't leave this to the last minute. Make a creation that you can be proud of! And don't forget to click "turn in!"

Please use the attached documents to prepare for the final socratic seminar that will occur next class.

1) Prepare notes in the graphic organizer (which you can use during the discussion!). You should have received a printed copy in class. Be aware that the graphic organizer allocates space for you to prepare written notes for five of the questions - because there are twelve questions in total, you should still review, consider, and be familiar with the other questions even if you don't take written notes. Socratic Seminars are fluid, so there is no way to know in advance which of the questions (or how many) your group will discuss.

2) Review the "Talk Move Cheat Sheet." Identify (in your brain) two talk moves/boxes that you would like to use at some point in the discussion. You might not end up being able to use those talk moves, but it's better to have a plan than to have nothing!

3) Take deep breaths and remember that a Socratic Seminar is not a competition. You are working together to deepen your understanding and learn DURING the conversation (not to show me how smart you already are as an individual student!). Your understanding of Frankenstein is less important than how well you participate and collaborate with your classmates. Remember that every student has something worthwhile to share and that all students have something to gain by listening.

In the answer box below, write a CER(ER) in response to the bold question. All ideas and work should be your own. Don't forget to run your response through Grammarly before turning it in!

In the attached passages, Frankenstein feels disgust and hatred (antipathy) for the creature he has made. In a well-constructed paragraph, argue whether the author’s language choices (description, action, dialogue) push the reader to share this disgust and hatred for the creature or to feel some sympathy for the creature. Use details from both text passages to support your answer.

Tips:

To phrase the question another way: Does the author's language in the attached passages make the reader feel antipathy (like Frankenstein) or sympathy for the creature?
You will NOT be able to edit your response after turning it in. Consider drafting your work in a Google Doc and copying it into the answer box (after running it through Grammarly)
You may view the graphic novel in Amplify as you complete this assignment. You may also reference the attached checklist, resources from past assignments, or feedback on other assignments as you work.
Note that the question asks you to use details from both passages.
Don't forget to run your response through Grammarly before turning it in!

In the answer box below, write a CER(ER) in response to the bold question. All ideas and work should be your own. Don't forget to run your response through Grammarly before turning it in!

In the attached passages, Frankenstein feels disgust and hatred (antipathy) for the creature he has made. In a well-constructed paragraph, argue whether the author’s language choices (description, action, dialogue) push the reader to share this disgust and hatred for the creature or to feel some sympathy for the creature. Use details from both text passages to support your answer.

Tips:

To phrase the question another way: Does the author's language in the attached passages make the reader feel antipathy (like Frankenstein) or sympathy for the creature?
You will NOT be able to edit your response after turning it in. Consider drafting your work in a Google Doc and copying it into the answer box (after running it through Grammarly)
You may view the graphic novel in Amplify as you complete this assignment. You may also reference the attached checklist, resources from past assignments, or feedback on other assignments as you work.
Note that the question asks you to use details from both passages.
Don't forget to run your response through Grammarly before turning it in!

In the answer box below, write a CER(ER) in response to the bold question. All ideas and work should be your own. Don't forget to run your response through Grammarly before turning it in!

In the attached passages, Frankenstein feels disgust and hatred (antipathy) for the creature he has made. In a well-constructed paragraph, argue whether the author’s language choices (description, action, dialogue) push the reader to share this disgust and hatred for the creature or to feel some sympathy for the creature. Use details from both text passages to support your answer.

Tips:

To phrase the question another way: Does the author's language in the attached passages make the reader feel antipathy (like Frankenstein) or sympathy for the creature?
You will NOT be able to edit your response after turning it in. Consider drafting your work in a Google Doc and copying it into the answer box (after running it through Grammarly)
You may view the graphic novel in Amplify as you complete this assignment. You may also reference the attached checklist, resources from past assignments, or feedback on other assignments as you work.
Note that the question asks you to use details from both passages.
Don't forget to run your response through Grammarly before turning it in!

In the answer box below, write a CER in response to the bold question.You may want to reference the attached slide deck to help you out! Don't forget to run your response through Grammarly before turning it in!

How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."
I recommend a CERER for this one!

Please complete the solo before next class!

I've attached a screencast of the required reading!

In the answer box below, write a CER in response to the bold question.You may want to reference the attached slide deck to help you out! Don't forget to run your response through Grammarly before turning it in!

How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."
I recommend a CERER for this one!

Please complete the solo before next class!

I've attached a screencast of the required reading!

In the answer box below, write a CER in response to the bold question.You may want to reference the attached slide deck to help you out! Don't forget to run your response through Grammarly before turning it in!

How did Victor change over the course of the book? Choose two pieces of evidence from the graphic novel (one quote from early in the book and one quote from Volume III, Chapter 7) and explain what they show. You may refer to evidence from images and text, but do not refer only to images.

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."
I recommend a CERER for this one!

Please complete the solo before next class!

I've attached a screencast of the required reading!

Please complete the Solo prior to next class!

Please complete the Solo prior to next class!

Please complete the Solo prior to next class!

In the space below, please respond to the following questions in two to three complete sentences. Please submit an error free response.

Which character are you planning to design for, and which of the four design options do you think will you choose? Also explain one piece of how your design matches with the character.

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Why does Victor destroy the mate he was creating right after seeing the creature's face in the window? Include evidence from the text (focus on pages 136-139), and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation (the image in which the creature is racing through the forest with a torch). You should still focus on the details of the image (the creature's evil grin) and include an MLA citation, but a short description of the image will be your evidence. Since your description will be in your own words, do not put the description in quotation marks.

In the space below, please respond to the following questions in two to three complete sentences. Please submit an error free response.

Which character are you planning to design for, and which of the four design options do you think will you choose? Also explain one piece of how your design matches with the character.

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Why does Victor destroy the mate he was creating right after seeing the creature's face in the window? Include evidence from the text (focus on pages 136-139), and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation (the image in which the creature is racing through the forest with a torch). You should still focus on the details of the image (the creature's evil grin) and include an MLA citation, but a short description of the image will be your evidence. Since your description will be in your own words, do not put the description in quotation marks.

In the space below, please respond to the following questions in two to three complete sentences. Please submit an error free response.

Which character are you planning to design for, and which of the four design options do you think will you choose? Also explain one piece of how your design matches with the character.

This is a new attempt at an assignment that some classes worked on yesterday. We're retrying because a lot of the example sentences did not use the word correctly or because students used incorrect punctuation, capitalization, or grammar in their responses.

Please create two questions in the attached Gimkit. Each question should be a sentence with a blank in it (for one of the vocab words), and the four answer options should be vocabulary words that a player could choose from.

Notes: 
Use your first name and last initial when signing in to the Gimkit
You should Google the word and look at example sentences before submitting. Look at multiple examples before writing your own.
Sentences must hint at the significance of the word (so that students can figure out the correct answer)
To write a blank, hold shift and hit the underscore key (the dashes next to zero) five times
To decide on which words you will write questions for, count off students from the front corner of the room until you get to yourself. Write a question for that word number. Then add 10 and write a question for that number.
Sentences must be punctuated and capitalized correctly; they must also use correct grammar and be free from other errors
All answer options for each question should be the same part of speech and should be modified to fit the sentence (so if the answer is a verb in the past tense, the other options also need to be verbs in the past tense)

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Why does Victor destroy the mate he was creating right after seeing the creature's face in the window? Include evidence from the text (focus on pages 136-139), and be sure to explain what each piece of evidence shows. (You may also use evidence from the illustrations.)

Some tips:
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation (the image in which the creature is racing through the forest with a torch). You should still focus on the details of the image (the creature's evil grin) and include an MLA citation, but a short description of the image will be your evidence. Since your description will be in your own words, do not put the description in quotation marks.

Please complete the Solo before next class!

This is a new attempt at an assignment that some classes worked on yesterday. We're retrying because a lot of the example sentences did not use the word correctly or because students used incorrect punctuation, capitalization, or grammar in their responses.

Please create two questions in the attached Gimkit. Each question should be a sentence with a blank in it (for one of the vocab words), and the four answer options should be vocabulary words that a player could choose from.

Notes: 
Use your first name and last initial when signing in to the Gimkit
You should Google the word and look at example sentences before submitting. Look at multiple examples before writing your own.
Sentences must hint at the significance of the word (so that students can figure out the correct answer)
To write a blank, hold shift and hit the underscore key (the dashes next to zero) five times
To decide on which words you will write questions for, count off students from the front corner of the room until you get to yourself. Write a question for that word number. Then add 10 and write a question for that number.
Sentences must be punctuated and capitalized correctly; they must also use correct grammar and be free from other errors
All answer options for each question should be the same part of speech and should be modified to fit the sentence (so if the answer is a verb in the past tense, the other options also need to be verbs in the past tense)

This is a new attempt at an assignment that some classes worked on yesterday. We're retrying because a lot of the example sentences did not use the word correctly or because students used incorrect punctuation, capitalization, or grammar in their responses.

Please create two questions in the attached Gimkit. Each question should be a sentence with a blank in it (for one of the vocab words), and the four answer options should be vocabulary words that a player could choose from.

Notes: 
Use your first name and last initial when signing in to the Gimkit
You should Google the word and look at example sentences before submitting. Look at multiple examples before writing your own.
Sentences must hint at the significance of the word (so that students can figure out the correct answer)
To write a blank, hold shift and hit the underscore key (the dashes next to zero) five times
To decide on which words you will write questions for, count off students from the front corner of the room until you get to yourself. Write a question for that word number. Then add 10 and write a question for that number.
Sentences must be punctuated and capitalized correctly; they must also use correct grammar and be free from other errors
All answer options for each question should be the same part of speech and should be modified to fit the sentence (so if the answer is a verb in the past tense, the other options also need to be verbs in the past tense)

Please complete the Solo before next class!

Please complete the Solo before next class!

In the answer box below, number your response to the following three questions. Use complete sentences. You may open Amplify to seek out answers if you need a recap, but this task is independent.
1. Why does Victor need to travel to England?
2. Who is Victor going to travel with?
3. What event will take place once the travelers return?

In the answer box below, number your response to the following three questions. Use complete sentences. You may open Amplify to seek out answers if you need a recap, but this task is independent.
1. Why does Victor need to travel to England?
2. Who is Victor going to travel with?
3. What event will take place once the travelers return?

In the answer box below, number your response to the following three questions. Use complete sentences. You may open Amplify to seek out answers if you need a recap, but this task is independent.
1. Why does Victor need to travel to England?
2. Who is Victor going to travel with?
3. What event will take place once the travelers return?

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows.

Some tips:

Consider responding to this with a CERER - Make an overall claim, provide evidence for your feelings in Chapter 5, then explain how that evidence connects to the claim. Then provide evidence for your feelings in Chapter 6 and explain how THAT evidence connects to the claim. This structure might help make the change (or not) in your feelings easier for readers to track.
It's okay to use first person ("I," "me," "my") in this CER because the question specifically uses the word "your."
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."

Please complete the Solo before our next class meeting!

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows.

Some tips:

Consider responding to this with a CERER - Make an overall claim, provide evidence for your feelings in Chapter 5, then explain how that evidence connects to the claim. Then provide evidence for your feelings in Chapter 6 and explain how THAT evidence connects to the claim. This structure might help make the change (or not) in your feelings easier for readers to track.
It's okay to use first person ("I," "me," "my") in this CER because the question specifically uses the word "your."
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."

Please complete the Solo before our next class meeting!

In the answer box below, write a CER in response to the bold question.You may want to reference materials from the Lesson 2 and Lesson 5 writing assignments to help you out! Don't forget to run your response through Grammarly before turning it in!

Did your feelings about the creature change from Chapter 5 to Chapter 6? Explain why or why not, using and analyzing evidence from the text, and be sure to explain what each piece of evidence shows.

Some tips:

Consider responding to this with a CERER - Make an overall claim, provide evidence for your feelings in Chapter 5, then explain how that evidence connects to the claim. Then provide evidence for your feelings in Chapter 6 and explain how THAT evidence connects to the claim. This structure might help make the change (or not) in your feelings easier for readers to track.
It's okay to use first person ("I," "me," "my") in this CER because the question specifically uses the word "your."
It's okay to use illustrations as evidence instead of a quotation. To do this, you'll simply detail which image you are focusing on with a short explanation ("the image in which the creature is racing through the forrest with a torch"). You should still focus on the details of the image ("the creature's evil grin") and include an MLA citation, but a short description of the image will be your "quote."

Please complete the Solo before our next class meeting!

Please complete the Lesson 7 Solo before next class!

Please prepare for the Socratic Seminar by taking notes on the attached organizer. You should have received a printed version in class and you can have it in front of you during the seminar.

The attachment is only in case you lose the paper copy!

Please complete the Lesson 7 Solo before next class!

Please complete the Lesson 7 Solo before next class!

Please prepare for the Socratic Seminar by taking notes on the attached organizer. You should have received a printed version in class and you can have it in front of you during the seminar.

The attachment is only in case you lose the paper copy!

Please prepare for the Socratic Seminar by taking notes on the attached organizer. You should have received a printed version in class and you can have it in front of you during the seminar.

The attachment is only in case you lose the paper copy!

Please complete the solo before next class!

Please complete the solo before next class!

Please complete the solo before next class!

In the answer box below, write a CER in response to the bold question. Please review the attached document, which reviews CERs and provides claims for you to copy and paste into your response. You'll need to find your own evidence this time, though, and be sure to create a properly punctuated lead-in and MLA citation!

Don't forget to run your response through Grammarly before turning it in, and refer to the resources in the CER Resources assignment (under Home) if you need to do so!

At the end of Chapter 2 of Volume II, what is Victor's attitude toward the creature?

In the answer box below, write a CER in response to the bold question. Please review the attached document, which reviews CERs and provides claims for you to copy and paste into your response. You'll need to find your own evidence this time, though, and be sure to create a properly punctuated lead-in and MLA citation!

Don't forget to run your response through Grammarly before turning it in, and refer to the resources in the CER Resources assignment (under Home) if you need to do so!

At the end of Chapter 2 of Volume II, what is Victor's attitude toward the creature?

In the answer box below, write a CER in response to the bold question. Please review the attached document, which reviews CERs and provides claims for you to copy and paste into your response. You'll need to find your own evidence this time, though, and be sure to create a properly punctuated lead-in and MLA citation!

Don't forget to run your response through Grammarly before turning it in, and refer to the resources in the CER Resources assignment (under Home) if you need to do so!

At the end of Chapter 2 of Volume II, what is Victor's attitude toward the creature?

Please complete before next class!

I've attached a screencast of the reading below, but don't forget to answer the questions!

Please complete before next class!

I've attached a screencast of the reading below, but don't forget to answer the questions!

Please complete before next class!

I've attached a screencast of the reading below, but don't forget to answer the questions!

This card asks you to please read pages 55-60 of Frankenstein - it is possible that we did part of this in class! 

If you wish, you can simply watch the attached screencast up through the first seven minutes! (We will watch the last two minutes together in class!)

This card asks you to please read pages 55-60 of Frankenstein - it is possible that we did part of this in class! 

If you wish, you can simply watch the attached screencast up through the first seven minutes! (We will watch the last two minutes together in class!)

This card asks you to please read pages 55-60 of Frankenstein - it is possible that we did part of this in class! 

If you wish, you can simply watch the attached screencast up through the first seven minutes! (We will watch the last two minutes together in class!)

In the answer box below, write a CER in response to the bold question. Please review the attached slide deck, which reviews CERs and provides claims and evidence for you to copy and paste into your response. Don't forget to run your response through Grammarly before turning it in!

Is Victor more focused on life, on death, or on both as he investigates and makes his creation? Explain your answer using specific details from the text or illustrations.

Please complete Lesson 2: Card 5 in Amplify. The card will ask you to...

Read pages 36-40 in Frankenstein
Answer three questions! - Please use complete sentences!

In the answer box below, write a CER in response to the bold question. Please review the attached slide deck, which reviews CERs and provides claims and evidence for you to copy and paste into your response. Don't forget to run your response through Grammarly before turning it in!

Is Victor more focused on life, on death, or on both as he investigates and makes his creation? Explain your answer using specific details from the text or illustrations.

Please complete Lesson 2: Card 5 in Amplify. The card will ask you to...

Read pages 36-40 in Frankenstein
Answer three questions! - Please use complete sentences!

In the answer box below, write a CER in response to the bold question. Please review the attached slide deck, which reviews CERs and provides claims and evidence for you to copy and paste into your response. Don't forget to run your response through Grammarly before turning it in!

Is Victor more focused on life, on death, or on both as he investigates and makes his creation? Explain your answer using specific details from the text or illustrations.

Please complete Lesson 2: Card 5 in Amplify. The card will ask you to...

Read pages 36-40 in Frankenstein
Answer three questions! - Please use complete sentences!

Please be prepared to turn in your Six Word Memoir by the end of the class period on Thursday. I will give you about 20 minutes to work during class, BUT some of that time will go to glueing your photograph onto the card! Basically, work on it a little bit at home/during Flex so you're ready.

Please use color and bold the lines! You can see examples in the slide deck!


Also make sure your name is on the front!

Pro tip: Bold lines might be an appropriate step to leave for class time!

Please be prepared to turn in your Six Word Memoir by the end of the class period on Thursday. I will give you about 20 minutes to work during class, BUT some of that time will go to glueing your photograph onto the card! Basically, work on it a little bit at home/during Flex so you're ready.

Please use color and bold the lines! You can see examples in the slide deck!


Also make sure your name is on the front!

Pro tip: Bold lines might be an appropriate step to leave for class time!

Please be prepared to turn in your Six Word Memoir by the end of the class period on Thursday. I will give you about 20 minutes to work during class, BUT some of that time will go to glueing your photograph onto the card! Basically, work on it a little bit at home/during Flex so you're ready.

Please use color and bold the lines! You can see examples in the slide deck!


Also make sure your name is on the front!

Pro tip: Bold lines might be an appropriate step to leave for class time!

Please follow these directions in order to continue the assignment we completed in class!

1) Draft six different six-word memoirs in your notebook. Be sure to use craft moves and choose the right words. (15 mins)

2) Submit five of them here in a numbered list by writing them in the answer box and clicking "Turn in." Your peers will be able to see your post, so make sure that you choose the five that you're okay sharing - I tried to give you one freebie to leave out since you should have written six! (5 mins)

3) After you have submitted your memoirs, a tab should appear at the top of the screen allowing you to see some of your classmates' posts. Enjoy reading through them! (3 mins).

Next class, be ready to have me "check" your top memoir and I'll provide you with cardstock. Then, you'll have some class time to create a visual! Use examples from past years as a guide! Color and bold lines are a must!

Mr. O'Bannon's Example:
----------
1. Summertime Gabbing: Nana knows me now.
2. Brothers talk till dawn, say farewell.
3. Father's Day diploma. His quiet pride.
4. My pink coat. I "lost" it.
5. Sometimes "takeoff" means leaving dreams behind.

Please follow these directions in order to continue the assignment we completed in class!

1) Draft six different six-word memoirs in your notebook. Be sure to use craft moves and choose the right words. (15 mins)

2) Submit five of them here in a numbered list by writing them in the answer box and clicking "Turn in." Your peers will be able to see your post, so make sure that you choose the five that you're okay sharing - I tried to give you one freebie to leave out since you should have written six! (5 mins)

3) After you have submitted your memoirs, a tab should appear at the top of the screen allowing you to see some of your classmates' posts. Enjoy reading through them! (3 mins).

Next class, be ready to have me "check" your top memoir and I'll provide you with cardstock. Then, you'll have some class time to create a visual! Use examples from past years as a guide! Color and bold lines are a must!

Mr. O'Bannon's Example:
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1. Summertime Gabbing: Nana knows me now.
2. Brothers talk till dawn, say farewell.
3. Father's Day diploma. His quiet pride.
4. My pink coat. I "lost" it.
5. Sometimes "takeoff" means leaving dreams behind.

Please follow these directions in order to continue the assignment we completed in class!

1) Draft six different six-word memoirs in your notebook. Be sure to use craft moves and choose the right words. (15 mins)

2) Submit five of them here in a numbered list by writing them in the answer box and clicking "Turn in." Your peers will be able to see your post, so make sure that you choose the five that you're okay sharing - I tried to give you one freebie to leave out since you should have written six! (5 mins)

3) After you have submitted your memoirs, a tab should appear at the top of the screen allowing you to see some of your classmates' posts. Enjoy reading through them! (3 mins).

Next class, be ready to have me "check" your top memoir and I'll provide you with cardstock. Then, you'll have some class time to create a visual! Use examples from past years as a guide! Color and bold lines are a must!

Mr. O'Bannon's Example:
----------
1. Summertime Gabbing: Nana knows me now.
2. Brothers talk till dawn, say farewell.
3. Father's Day diploma. His quiet pride.
4. My pink coat. I "lost" it.
5. Sometimes "takeoff" means leaving dreams behind.

If you weren't able to finish in class, please complete the IXL Diagnostic at home!

If you weren't able to finish in class, please complete the IXL Diagnostic at home!

Please bring your finalized "Life Map" to class on Monday. Be sure that lines are in pen or marker (and not pencil), and that you have added color! I'm very excited to see your work!

If you have not already done so, you may wish to view some examples of super fancy life maps (yours do NOT need to be this fancy) at https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

If you weren't able to finish in class, please complete the IXL Diagnostic at home!

Please bring your finalized "Life Map" to class on Monday. Be sure that lines are in pen or marker (and not pencil), and that you have added color! I'm very excited to see your work!

If you have not already done so, you may wish to view some examples of super fancy life maps (yours do NOT need to be this fancy) at https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

Please bring your finalized "Life Map" to class on Monday. Be sure that lines are in pen or marker (and not pencil), and that you have added color! I'm very excited to see your work!

If you have not already done so, you may wish to view some examples of super fancy life maps (yours do NOT need to be this fancy) at https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

Please create a sketch of a "Life Map" by considering the places (or activities) that are a regular and important part of your life and making a visual representation of how they are connected. A sketch should take no more than 15 minutes, and we'll be remaking final versions later this week (so don't sink too much time into this!).

It will help to view examples of Life Maps because there are so many creative ways to complete this assignment. If you would like some examples of super fancy life maps (yours do NOT need to be this fancy), visit https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

You can view the slide deck I showed you in class below.

Please create a sketch of a "Life Map" by considering the places (or activities) that are a regular and important part of your life and making a visual representation of how they are connected. A sketch should take no more than 15 minutes, and we'll be remaking final versions later this week (so don't sink too much time into this!).

It will help to view examples of Life Maps because there are so many creative ways to complete this assignment. If you would like some examples of super fancy life maps (yours do NOT need to be this fancy), visit https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

You can view the slide deck I showed you in class below.

Please create a sketch of a "Life Map" by considering the places (or activities) that are a regular and important part of your life and making a visual representation of how they are connected. A sketch should take no more than 15 minutes, and we'll be remaking final versions later this week (so don't sink too much time into this!).

It will help to view examples of Life Maps because there are so many creative ways to complete this assignment. If you would like some examples of super fancy life maps (yours do NOT need to be this fancy), visit https://www.bloomberg.com/features/2020-coronavirus-lockdown-neighborhood-maps/

You can view the slide deck I showed you in class below.

Please use the link below to record a Flip in which you introduce yourself.

Please make a Flip in which you tell me...

1. Your full name (I especially care about pronouncing last names!)
2. What you prefer to be called
3. Your preferred pronouns (him/him/his, she/her/her, they/them/their, etc.)
4. Whether you like/dislike English and why
5. Something you're proud of (it can be anything), and
6. Anything else you might want me to know at the beginning of the school year!

You have two minutes, but it's fine if you don't use them all!

This Flip is for my eyes only!

Please use the link below to record a Flip in which you introduce yourself.

Please make a Flip in which you tell me...

1. Your full name (I especially care about pronouncing last names!)
2. What you prefer to be called
3. Your preferred pronouns (him/him/his, she/her/her, they/them/their, etc.)
4. Whether you like/dislike English and why
5. Something you're proud of (it can be anything), and
6. Anything else you might want me to know at the beginning of the school year!

You have two minutes, but it's fine if you don't use them all!

This Flip is for my eyes only!

Please use the link below to record a Flip in which you introduce yourself.

Please make a Flip in which you tell me...

1. Your full name (I especially care about pronouncing last names!)
2. What you prefer to be called
3. Your preferred pronouns (him/him/his, she/her/her, they/them/their, etc.)
4. Whether you like/dislike English and why
5. Something you're proud of (it can be anything), and
6. Anything else you might want me to know at the beginning of the school year!

You have two minutes, but it's fine if you don't use them all!

This Flip is for my eyes only!