English1/2-Period 3 Assignments

This post will be updated frequently as students participate during class discussion, break-out rooms, and headspace meditation.

Each time you participate in class via headspace meditation, socratic seminar, group activities, discussing topics and/or oral dictation, you will receive 5 points. The total amount of points is 75 for this quarter (subject to change) as I monitor student daily participation points and engagement in class.

Find a poem you like here: poetryfoundation.org OR your favorite song! The link will take you to a page that has poems for teens, but if you mess around with the site, you'll find poems listed by a collection of topics or poets. There are all kinds of stuff to read and listen to.

Directions:
Step 1: Read or listen to poems on the website/favorite song.
Step 2: Annotate the poem using the Poetry Discussion Outline
Step 3: Then, make a video in which you RECITE and DISCUSS the meaning as well as the poetic devices used in the poem. Video minimum of 3 mins and maximum of 10 minutes.
Step 4: Draw something that relates to the poem and add it as your cover picture on flipgrid.I will pick the best responses and feature them.

“Even the muzzle over my mouth / could not kill me” ANNA MAY WONG x SALLY WEN MAO
The AMW x SWM postcard series honors the life of film icon Anna May Wong by pairing images from the Smithsonian National Portrait Gallery collections with poetry by celebrated contemporary poet Sally Wen Mao.

"Wong’s film and television career spanned from 1919 to 1960, and included numerous star turns, transnational celebrity, and an array of firsts for an Asian American actress. It was also a career forged in the shadow of—and in defiance of—widespread xenophobia, leaving a legacy that takes on a new cast and consequence today, in an era of COVID-19 and virulent anti-Asian racism."

Directions: Write a haiku in response to what you learned about Anna May Wong’s treatment in Hollywood as an actress. You can use one of the postcard templates below, google slides OR your own to create your poetry postcard. Your poetry postcard is classwork and is due at the end of class on Thursday, April 29th.

“Reading and writing poetry both engage our senses along with our emotions, making the art form experiential and hugely effective in connecting with our minds. This combination of brevity and detail gives the reader open access to the poet's mind and enables the reader to truly connect with the poet,” --Bijal A Shah


Assignment Details: Complete slide 24, 26, and 27 in your digital notebook on poetic devices.

CCSS.ELA-LITERACY.RL.9-10.10
Learning Objectives: Range of Reading and Level of Text Complexity:
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Theme: Grandparents are Special

Assignment Description: Interview a grandparent or family member using Youtube format, Blog, Story Corps or Flipgrid in which you express the reasons why your grandparents are an important part of your life. Video should be a minimum of 5 minutes.

Students who do not have living grandparents can create an interview with their parents or any other elder relative of their choice. You can even contact a local nursing home to see if there is an elderly person who would like to correspond with you.

Standards: Text Types and Purposes
CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

This post will be updated frequently as students participate during class discussion, break-out rooms, and headspace meditation.

Each time you participate in class via headspace meditation, socratic seminar, group activities, discussing topics and/or oral dictation, you will receive 5 points. The total amount of points is 75 for this quarter (subject to change) as I monitor student daily participation points and engagement in class.

Upload your interview outline for your grandparent or loved one here.

Assignment Details:
You have the opportunity to get to know someone in your class this week! Students will be grouped in pairs for this activity. Once you’ve been given the name of your partner, add your names to a slide and start compiling your questions for each other! Each group will share their partners results and provide a collage of how they see the person based off their partners answers to the questions asked.

As we explore a series of non-fictional media texts (photos, videos, literature, podcasts, poems, etc), we will also pay attention to the intricate details that create multiple meanings/understandings of the text's purpose. This is a habit that is a necessary part of effective analysis. As you analyze visual texts, you will learn to think more critically about the world and your relationship in it.

Directions:
Choose ONE of the images in your notebooks and complete the optic handout. Slides: 16-19

** p.s. I've attached my digital notebook as a resource for the assignment.

Directions: Listen to the podcast and complete the reading scaffold in your digital notebooks on slides 12-14.

After you've completed the slides, upload your digital notebooks here 😃

Materials in Order of Appearance in your digital notebooks for semester two:
1. From Beets to Brilliance: A Grandmother’s Wisdom Lives On
2. After 15 Years of Incarceration, Mother is Reunited with Daughter Due to COVID-19
3. No More Questions!

**Videos and Reading Scaffold are on slides 7-10. Choose ONE of the stories to complete the reading scaffold, then "turn in" your notebook.

Patrick Rothfuss once said, "It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story."

“Gossip and News are the same thing. They’ve always been the same thing. People tell stories, that’s what makes us human. People pass a bunch of stories around in their tribe and finally someone writes them down.”

Directions: Upload your digital notebook to this post.
Video and homework assignment located in your digital notebook for semester two on slide: 4

I've made a copy for you of the second semester digital notebooks here so you do not need to "make a copy," just make sure that your copy is personalized (images, quotes, poems, or bitmojis) to help you stay organized!

This post will be updated frequently as students participate during class discussion, break-out rooms, and headspace meditation.

The total amount of points is 65 for this quarter (subject to change) as I monitor student daily participation points and engagement in class.

A group project:
Step 1: Each group brainstorms ideas, personal experiences, or feelings that might have dramatic potential in a short two-character drama.
Examples:
A serial killer is terrorizing a local community.
A world war destroys planet Earth.
A prominent political candidate has ties to the mob.
The president is a werewolf.
A natural disaster destroys the northeastern United States.
A podcast host tries to track down a lost love.

Step 2: Each group develops the rising action for a short two-character drama.

Step 3: Students exchange papers with another group who will construct a turning point.

Step 4: Students exchange papers (digitally) again with a third group to create the falling action and possibly a resolution for the drama.

Step 5: Papers are returned to the original groups.

Step 6: Students compose and discuss the rising action, turning point, and falling action of each play.

Step 7: Submit your groups story for review and grade

HOMEWORK:
1. Compare your Magical Realism story to Gabriel Garcia Marquez's: Light is Like Water, in your digital notebook
2. The 5 W's of Light is like Water

Please submit your digital notebook with the video questions about Mao's Last Dancer and Diana Runs Away answered.

Write a short story that uses magical realism. Think about writing a story in which the real and the fantastic are merged. Notice how Salman Rushdie presents magical realism in a matter-of-fact way that incorporates vivid description and presents the fantastic as if it were normal. One way to begin is just by thinking of an interesting first sentence and see where that takes you!

Description:
 Use mostly realistic, (maybe even true) events and storyline
 Use effective imagery, especially to describe the odor and taste of the food.
 CASUALLY sprinkle in some magical events
 Don’t be too concerned about making a grand ending where everything turns out hunky-dory or ends in a huge cataclysm. This story should read like a scene or an episode, not a full-length short story. Aim for 400-500 words.
 Develop your characters so that some of them are ROUNDED and memorably described
 Minimum 1 page (Maximum 2 pages)
 Typed, double-spaced.

(I've provided some links to more examples of magical realism below!)

During hard times comedy is necessary to garner perspective, remember our own humanity, and to remind ourselves not to take everything so seriously. Last week we learned about tragedy but often times there are elements of comedy even in what seems like extremely sad moments.

Step 1:Watch the four video clips below.
Step 2: Choose ONE of the four clips to ANALYZE the type of satire used in order to get the video's message across.
Step 3: Be sure to explain, in a one-paragraph response, why it is the satire that you chose and connect the video to an overarching theme. We've practiced identifying themes in literature, if you are struggling with identifying a theme here's a list of themes https://literarydevices.net/a-huge-list-of-common-themes/

What TYPE of satire is your video?
1. Horatian Satire
Chances are, if the aim is only to make people laugh, it’s Horatian satire you’re after.
2. Juvenalian Satire
If anger is the energy—for instance, if it wanted to subvert the status quo and attack the venality of the political class, instituitions, or religious leaders—then Juvenalian satire is your best bet.
3. Menippean Satire
Instead of focusing on societal norms, Menippean satire tends to satirise an individual character flaw and/or a particular personality trait, such as a mental attitude.Think of it as a slightly more prickly version of Horatian satire, whereby it attacks a specific human fault instead of a directly observable misdeed.

Source for Satire: https://thanetwriters.com/essay/technicalities/understanding-different-types-of-satire/

Directions: Complete the activities within the text as you read a Graphic Novel of Romeo & Juliet on Perspectives eBook

Sections to complete:
1. First Review Guide MEDIA: ART AND PHOTOGRAPHY
2. Close-Review Guide MEDIA: ART AND PHOTOGRAPHY
Optional: Share Your Independent Learning

Essential Question: How do we determine our destinies?

Standards
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Keywords
Romeo and Juliet, Eli Neugeboren, Graphic Novel, Distance Learning, Remote Learning, Teacher Support

Submit your digital notebook here with thi weeks assignments completed:
1. The Emergence of Drama Notes
2. The Emergence of Drama Response Questions

Assignment Description: Students will research and create an educational video that teaches peers your perspective and knowledge of one of the following Myths from our reading list: Medusa, Pandora's Box, The Kidnapping. Rama and Sita, or The Myth of Peele. Students will identify the type of myth (Family Drama Myths, Creation Myths, Threshold Myths or Trickster Tales) and make insightful connections to the events that happened in the myth (violence, romance, exploitation, cultural norms), and their research in order to answer the the overarching questions below. Students must provide a recorded video of themselves that shows them teaching the audience about the myth as well as 1 page of notes on their research.

Overarching Questions
• What are the common patterns and motifs found in myths?
• What unique cultural traits are revealed in myths?
What type of myth (Family Drama Myths, Creation Myths, Threshold Myths or Trickster Tales)
What outside connections can you make about the myth?
What themes are prevalent in the myth?

Peer Teaching
Peer teaching provides an opportunity for students to learn from other students in a supportive environment. The short lesson is followed by peer review or evaluation. The classroom teacher fills the role of a classmate or an outside observer during the presentation. The main goal of this assignment is for you to demonstrate your ability to prepare and teach a lesson to your peers using a set instructional model. You will have approximately 15 minutes to teach your lesson via YouTube recording or any other video platform.

Feedback and Evaluation
Your peers will be active participants during the lesson and will provide feedback to you at the conclusion of the lesson. The feedback is developmental in nature so that you can learn from your peers, but the feedback is not evaluative. Your peers will not be grading you on your teaching. The teacher will use observation information, the lesson plan, peer feedback and your reflection in determining a grade for this assignment.

Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Knowledge of Language:
CCSS.ELA-LITERACY.L.9-10.3.A
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

Peer Teaching Explanation cda.mrs.umn.edu

This post will be updated frequently as students participate during class discussion, break-out rooms, and headspace meditation.

The participation grade fluctuates and is updated frequently. For instance, sometimes it will look like you have maxed out on participation points and sometimes it won't. The total amount of participation points that you can earn is 100 for each quarter.

You can earn 5 points every time you participation, however, I may put a cap on how much you are participating per class if it becomes out of control.

Directions: Turn in your digital notebook with this weeks' assignments completed.

Assignments that I will be looking for:
**Types of Myths notes with question answered
**What are the criteria of a myth? What patterns exist in myths?
**Types of Myth Table
**KWL Chart

Directions:
Turn in questions on slide 11 (from a feminist lens) and notes from the feminism videos.

1. Choose ONE of the following myths:
**Medusa
**Prometheus
**Pandora's Box

2. Create a 6 panel Comic Strip using paper, pencils, markers, OR Digital to retell the myth from beginning to end.

3. Show your comic strip on Flipgrid. Make sure to use your voice and your comic strip as you retell the myth.

Step 1: Click the link to access Newsela (Instructional Content Platform) that we will be using during distance learning.

Step 2: Annotate the text as we read the article aloud together.

Annotation Codes:
Make connections within the reading to your own life and to the world. Making connections will improve your comprehension of the text.

Respond to:
• interesting ideas
• emotional arguments
• provocative statements
• author’s claims
• facts, data, and other support

Step 3: Complete the sections (Power Words, Write, & Quiz) within what are myths article, upload your digital notebook and click “turn in assignment” on here.

1. Read the article titled, "Teenage Brains Are Malleable and Vulnerable Researchers Say," by John Hamilton AND listen to the short podcast from NPR on the teenage brain.

2. Once you have read the short article and listened to podcast respond to the following question in a google doc:

Do you agree or disagree with the article and podcast which argued the case that teenage brains are malleable and vulnerable? You must defend your point of view with evidence from the sources and your own opinions.

Possible Language Supports for Agreeing and Disagreeing
(Adapted from Sonja Munevar Gagnon’s lesson “The Teen Brain”)
Agreeing
I agree with the statement that ________ because ________.
I agree with you that ________ because ________.
I share a similar belief with you because ________.
Disagreeing
I disagree with the statement ________ because ________.
I disagree with you. I believe ________ because ________.
Although you make a valid point, I feel that _____ because ____.

What questions or concerns do you have about digital learning, this english course, (your teacher) or grading policy? Write your 3 questions below and I will answer them as best and as fast as possible.