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LA 1 Period 1 Assignments

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Past Assignments

Due:

The Twilight Zone" Analysis (in class 5/23 & 5/24) in Google Classroom

The Twilight Zone" Analysis (in class 5/23 & 5/24)

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Autodale Video Analysis (in class 5/17) in Google Classroom

Autodale Video Analysis (in class 5/17)

Individual assignment. Make a copy, and attach to G. Classroom.

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1984 Technology Debate (in class 5/14) in Google Classroom

1984 Technology Debate (in class 5/14)

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Create a 1984 Playlist (in class 5/10) in Google Classroom

Create a 1984 Playlist (in class 5/10)

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Life in North Korea Research Project (in class 5/7-5/8) in Google Classroom

Life in North Korea Research Project (in class 5/7-5/8)

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The Boys Who Fought the Nazis Hero's Journey (in class 4/24) in Google Classroom

The Boys Who Fought the Nazis Hero's Journey (in class 4/24)

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Romeo & Juliet Final Essay (in class 3/25 - 3/27) in Google Classroom

Romeo & Juliet Final Essay (in class 3/25 - 3/27)

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EQ Tracker Romeo and Juliet in Google Classroom

EQ Tracker Romeo and Juliet

Act 1 Evidence

Character to blame: 
Capulet: “Let [Romeo] alone./ A bears him like a portly gentleman,/ …Verona brags of him/ To be a virtuous and well-goverend youth./…Therefore be patient; take no note of him” (1.5.68-73). (Act 1. Scene 5. Lines 68-73).

R&J Underdeveloped Prefrontal Cortices:
Romeo: “For my mind misgives/ Some consequence yet hanging in the stars/ Shall bitterly begin this fearful date/…By some vile forfeit of untimely death” (1.4. 106-11).

Romeo: “Did my heart love till now? Forswear it sight!/ For I never saw true beauty till this night” (1.5. 54-55).

Act 2 Evidence

Character to Blame: 
Friar Lawrence (2.3.91-91)
Nurse (2.5.66-78)

Underdeveloped Prefrontal Cortices
(2.2.194-202)
(2.6.9-10)

Act 3 Evidence

Character to Blame:
Mercutio (3.1. 93-94) “a plague on both your houses” = M is an unnecessary casualty 

Capulet 3.5. ____
Nurse 3. 5. _____
Underdeveloped Prefrontal Cortices
Romeo (3.1. ____) R kills Tybalt then immediately feels sorry
Juliet (3.2.112-123) upset over R’s banishment
Romeo (3.3. ____) his reaction to being banished 
Juliet (3.5. 243-244)

Act 4 Evidence

Character to Blame:
Paris (4.1 _____)
Lord Capulet (4.2.23-24) moving the wedding up one day

Prefrontal Cortices:
Juliet (4.1.77-86) 
Juliet (4.1.66-67)
Juliet (4.3._____) considers future possible consequences and takes the potion anyway

Due:

Debate It: Romeo & Juliet (in class 3/19 - 3/20) in Google Classroom

Debate It: Romeo & Juliet (in class 3/19 - 3/20)

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Extra Credit Character Job Application (in class 3/11 during registration) in Google Classroom

Extra Credit Character Job Application (in class 3/11 during registration)

Finished with your EQ Tracker early? Try this activity. Pretend you are a character from the play and apply for a job. Consider the traits you know about the character. What makes him/her a good candidate for this job? To earn the credit, you need to explain in paragraph form. See the sample on slide 2.

Due:

Research Paper (in class 2/6 - 2/9) in Google Classroom

Research Paper (in class 2/6 - 2/9)

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TKAM Essay (Final--in class 1/22-1-24) in Google Classroom

TKAM Essay (Final--in class 1/22-1-24)

This is your final exam project. Your essay should be typed, MLA format, and will be due at the end of your final exam period (Tuesday Period 1; Wednesday Period 2). Use the slideshow posted to help you with your essay structure. 

Late essays will not be accepted unless specific instructions are given by Ms. Tingley.

Due:

TKAM EQ Tracker in Google Classroom

TKAM EQ Tracker

This is done in class. If you are absent, you need to be sure to find quotes from each chapter. 

This is crucial for your essay. I will post some notes below, but you are responsible for writing your analysis on your own. 

Ch. 2:
Scout is affected because…
-she may think she can no longer have a close relationship with Atticus
Scout learns…
-maybe not everyone can teach her, only teacher with a degree can teach her
-may limit her understanding of who can teach her, and who she can learn from

Ch. 3
Scout is affected because…
-Atticus tell her ___________
Scout learns…
-to start viewing life through the perspective of others (Miss Caroline, Walter, the Ewell family)
-she needs to see events from another person’s view/ eyes

Ch. 4
YOU find a quote that details ONE of these instances:
-Gifts in tree (compassion)
-children playing game (lack of ______)
-Atticus telling the kids not to play the game (_________)

Ch. 6-7
Find 1 quote on your own in ONE of these chapters that shows compassion or a lack of compassion and add a reflection. 

Ch. 8
Choose ONE quote from the pages you wrote down in your TKAM Focused Notes packet that shows compassion or a lack of compassion (p. 78, 79, 80, 82, 83) Also see Slides for Ch. 8 to help.

Ch. 11
Choose one quote that shows compassion or a lack of compassion with Mrs. Dubose. A great quote about courage exists on page 128.

Ch. 15
Find a quote that shows compassion or a lack of compassion. Consider how Atticus protects Tom Robinson, how a mob wants to kill Tom R., or how Scout dismantles an entire mob of men with her kind conversations. 

Ch. 17-18
Choose ONE quote that shows compassion or a lack of compassion in Heck Tate's, Bob Ewell's or Mayella Ewell's testimony. 

Ch. 19-20Choose ONE quote that shows compassion or a lack of compassion. Consider Tom's testimony, how Atticus treats him, how Mr. Gilmer treats him, how Tom treats Mayella. Lots of options!)

Due:

Analyze Atticus' Closing Argument (in class 1/9) in Google Classroom

Analyze Atticus' Closing Argument (in class 1/9)

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Dreams Essay (in class 11/6 - 11/8) in Google Classroom

Dreams Essay (in class 11/6 - 11/8)

Please use the attached slides to help guide you in your writing if needed.

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Grade Check + Reflection (in class 11/1) in Google Classroom

Grade Check + Reflection (in class 11/1)

End of quarter grade check! Make a copy, use Aeries to fill in your data. Set goals for your classes. 

If you finish early, work on missing assignments for any class, and/or organize your binder. 

Due:

EQ Tracker: Dreams and Aspirations  in Google Classroom

EQ Tracker: Dreams and Aspirations

This is essay prep! Your essay writing will be very dependent upon keeping up with the evidence we read in stories. This will be due the week before your in-class essay. If you are absent, you can see below for notes, or get them from another student in class. You are responsible for your own work.

The Joy Luck Club
Quote 1:

“‘Of course you can be prodigy, too,’ my mother told me when I was nine. ‘You can be best anything’” (Tan 33). 

-mother's dreams = daughter to be the best she can be
-if mother cannot be famous, the daughter can be = family fame 
-mother wants daughter’s success so she doesn’t face the same challenges
-M trying to live through her daughter 

Quote 2:
On your Own

Quote 3: 
“After seeing, once again, my mother’s disappointed face, something inside me began to die…And then I saw what seemed to be the prodigy side of me…The girl staring back at me was angry, powerful. She and I were the same” (Tan 35).  

-Daughter is broken because she will never live up to her mom’s dreams
-BUT she realizes she is powerful on her own
-she knows she can live her own dream, and her mom can support her or not

The Necklace 
Quote 1:

“She had no gowns, no jewels, nothing. And she loved nothing but that” (Maupassant 6).  
-Mathilde wants a life of luxury and wealth, and to be of a higher status 
-M felt entitled to all of these luxuries  


Quote 2:

“She was prettier than any other woman present (at the ball), elegant, graceful, smiling and wild with joy” (Maupassant 8).
Mathilde = ______________
Felt like she was __________


Quote 3:

“‘Yes, I have had a pretty hard life, since I last saw you, and great poverty--and that because of you!’” (Maupassant 13).-she had to work for 10 years to pay off the lost necklace
-impact = lives in poverty, learns telling truth has better consequences than lying, should have been happy with what she had, learned hard work 
-impact on relationships= strained w/ husband, he cares about M, Madame Forestier stopped talking, ceased to be friends in 10 years

Of Mice and Men

Ch. 1: “‘Someday--we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs and’ ‘An live off the fatta the land’ Lennie shouted” (Steinbeck 14).


Ch. 2: Pg. 30 (find a quote about G&L saving money to buy land and where L should go if he ever gets into trouble)

Ch. 3. Pg. 57 - 59 (find a quote about Candy joining in their dream)

Ch. 4 pg. 78, 83, 76 Consider Crooks' dream to join the men on their farm and how it changes in the chapter. Consider Curley's wife's dream. 

Ch. 5 pg. 94 Find a quote about Candy and George's realization.

Ch. 6: You can find a quote from Ch. 6 OR just write a response to this question. Which characters were impacted the most in this novel? Choose 1 or 2 and tell why.

Due:

Grade Check/Reflection (in class 9/27) in Google Classroom

Grade Check/Reflection (in class 9/27)

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Library Orientation: Database Research (in class 9/21 & 9/22) in Google Classroom

Library Orientation: Database Research (in class 9/21 & 9/22)

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"The Joy Luck Club" Art Connection in Google Classroom

"The Joy Luck Club" Art Connection

Make a copy of the slide deck. Don't forget to attach your copy to G. Classroom! 

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"Joy Luck Club" Close Read in Google Classroom

"Joy Luck Club" Close Read

Make a copy and work with a partner. ONe copy per partnership. Private comment your partner's first and last name please.

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Worst Email Ever in Google Classroom

Worst Email Ever

Make a copy and follow the instructions. 

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What Makes a Good Story Cyber Sandwich (in class 8/31) in Google Classroom

What Makes a Good Story Cyber Sandwich (in class 8/31)

One partner make a copy and share it with the other partner. 

Private comment your partner's first and last name.

Due:

Meet the Class in Google Classroom

Meet the Class

Make a copy of the slideshow and choose ONE slide to work on. Submit a picture of yourself and fill out the information so Ms. Tingley can learn more about you!