English ESL Periods 5-6-185201R-002 Assignments

All Work is due Friday.
Monday Recommended Pacing Guide:
1. Comma Rules Sentences
2. Read the article for an introduction

PLEASE NOTE: Do the comma rules and ONLY ONE of the article options.
They include:
Copy 1 - Modified Reading (shorter) and less complex questions, add 1 power word

Copy 2 - Grade Level (longer) and more complex sentences, add 3 power words

Spanish Copy

The packet work is due Friday. NO MEL-Con Monday.
Recommended pacing for today: Read the article and do the multiple choice questions.

Select the copy that BEST fits your level or needs.
Copy 1: Modified (shorter reading, modified level of questioning, 1 power word)
Copy 2: Advanced copy (longer reading, more complex level of questioning, 3 power words)
Spanish Copy: Copy 2 translated

Student Choice: Select the copy that best fits your level of challenge.
Copy 1 - Modified version
Copy 2 - Advanced version

Go over the recommended weekly pacing guide. The entire packet is due by Friday.

1. Read the article for Comprehension (Remember, we read three times! The first time is an introduction, second time we comprehend more, and the third time we can analyze).

2. Writing Assignment: MEL-Con Monday. Choose one of the following 3 questions below.

1.Is nature significant to you? (Topic sentence: Nature is significant to me.)
2. What is your favorite part of nature and why?
3. How are bees an important part of our ecosystem?
4. What is the central idea of the article?

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Copia en inglés y google traducido a copia en español adjunto.

Repase la guía de estimulación semanal recomendada. El paquete completo debe entregarse el viernes.

1. Lea el artículo de Comprensión (¡recuerde que leemos tres veces! La primera vez es una introducción, la segunda vez que comprendemos más y la tercera vez que podemos analizar).

2. Asignación de escritura: MEL-Con lunes. Elija una de las siguientes 3 preguntas a continuación.

1. ¿Qué es lo que más te gusta de la naturaleza? (Frase temática: la naturaleza es importante para mí).
2. ¿Cuál es tu parte favorita de la naturaleza y por qué?
3. ¿Cómo son las abejas una parte importante de nuestro ecosistema?
4. ¿Cuál es la idea central del artículo?

Student Choice: Select the copy that best fits your level of challenge.
Copy A - Grade Levels 7-9 (Newsela Masks Copy A)
Copy B - Modified Reading Level (Newsela Masks Copy B)

Go over the recommended weekly pacing guide. The entire packet is due by Friday.

1. Read the article for Comprehension (Remember, we read three times! The first time is an introduction, second time we comprehend more, and the third time we can analyze).

2. Writing Assignment: MEL-Con Monday. Choose one of the following 3 questions below.

1. How have you witnessed people come together for a good cause during this pandemic crisis?
2. How have you changed during the pandemic (Corona Virus crisis)?
3. How has the article inspired you or others?

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Copia en inglés y google traducido a copia en español adjunto.

Repase la guía de estimulación semanal recomendada. El paquete completo debe entregarse el viernes.

1. Lea el artículo de Comprensión (¡recuerde que leemos tres veces! La primera vez es una introducción, la segunda vez que comprendemos más y la tercera vez que podemos analizar).

2. Asignación de escritura: MEL-Con lunes. Elija una de las siguientes 3 preguntas a continuación.

1. ¿Cómo ha sido testigo de personas que se unen por una buena causa durante esta crisis pandémica?
2. ¿Cómo ha cambiado durante la pandemia (crisis del Virus Corona)?
3. ¿Cómo te ha inspirado el artículo a ti u otros?

1. Reread Newsela “High Schools Making Masks for Hospitals” article for analysis.
2. Answer the TWO CEA Questions.

Articles and work packet is available in Monday's "Classwork". If you want me to send it directly to your email, please reach out.

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1. Vuelva a leer el artículo de Newsela "Escuelas secundarias que hacen máscaras para hospitales" para su análisis.
2. Responda las DOS Preguntas de CEA.

Los artículos y el paquete de trabajo están disponibles en "Classwork" del lunes. Si desea que lo envíe directamente a su correo electrónico, comuníquese con nosotros.

1. Comma Rules 1-4 Sentence Writing (Standard: Writing)
2. Read Act 3 Scene 1Summary (Standard: Reading Comprehension and Analysis)
3. Read the Act 3 Scenes 1 Analysis (Standard: Reading Comprehension and Analysis)
4. Take the Spark Notes Online Quiz Act 3, Scenes 1 (Standard: Reading Comprehension and Analysis)

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Reglas de coma 1-4 Escritura de oraciones (Estándar: Escritura)
2. Lea el Acto 3, Escena 1, Resumen (Estándar: Comprensión de lectura y Análisis)
3. Lea el análisis de las escenas 1 del acto 3 (estándar: comprensión y análisis de lectura)
4. Escribe un resumen de 5 oraciones.
(Estándar: comprensión de lectura y análisis y escritura)

Remote Learning Weekly Overview attached. 

Teacher:  Ms. Genevieve Huddleston	Class:  Freshmen English (periods 2, 5-6)
Unit:  Romeo and Juliet	Dates: April 12-17, 2020

Dear Parent(s)/Guardian(s): We are about to embark on a new way of approaching our learning, but I want to assure you that we are all in this together.  While this may bring on some concerns or questions, I will do my best to make this process painless, while still engaging to the learners.   The following bullet points provide you with what to expect in these next weeks.  Daily assignments will be posted by 8am in their English Google Classroom.  All students are already registered in the google classroom, however in case they are not, here are the codes to enter:  2nd Period - 2s6a5ej and 5th-6th Period-  wp74qw4 Completed student work is to be posted in the English Google Classroom.  Weekly overviews will be posted to my webpage on the staff Amundsen High School Website at https://www.amundsenhs.org/apps/staff/ Official English “Office Hours” are daily, Monday through Friday, from 12-2pm.  Students, and/or parents, can communicate with me via email ([email protected]), Google Classroom, Google Chat, or Google Meet. Every Thursday, I will host a live Google Meet 1:30-2:00 pm.   I encourage students to fully engage in their learning daily as to not lose the momentum and progress of their achievements this school year.  Students grades cannot be negatively impacted based on work done, or not done, during this remote learning time.  Students will be given feedback on their work and progress. All English learning goals are based on the following four areas:  Reading Comprehension and Analysis, Word Knowledge, Writing, and Communication. The learning objectives for each area is will also be given with the weekly overviews.  To provide you with some context, at the start of the semester in English class, the students began reading and analyzing Shakespeare’s Romeo and Juliet.  To compensate for the lapse of time, we will review Acts 1 and 2, then continue forth with the ADAPTED version play through snapshots, summaries, videos, etc.  This year, the English students have successfully adapted to the learning routines of my class and will be able to manage the learning activities and objectives fairly easily.  We will continue to work on inferencing, analyzing texts, determining main ideas and themes, and increasing comprehension of literature/text. In addition, students will tap into their own creativity through reflective and creative writing pieces and learn to solve authentic problems as it relates to the play. This is new for all of us, and I understand this will be a learning process.  I want you to know that I am flexible and will learn to work and manage as best I can with all your children.  I highly value your son/daughter’s education, but also greatly value their emotional well-being and health, especially at this unique time in our lives.  Please do not hesitate to reach out if you have any questions or concerns. Respectfully,   Ms. Genevieve Huddleston

WEEKLY OVERVIEW Instructions/details posted in Google Classroom
Monday	1.      MEL-Con Monday (Writing) 2.     Grammar Diagnostic (Writing) – due by Friday April 17
Tuesday	1.      Comma Rules (Writing) 2.     ACT 1 Scene 1-3 Video Summaries (Reading Comprehension and Analysis) 3.     CEA Question (Reading Analysis and Writing)
Wednesday	1.      Read the Spark Notes Act 1, Scene 1 Summary and Analysis Review. (Reading Comprehension and Analysis) 2.     Take the Spark Notes online Act 1 Scene 1 Quiz. Record your answers or results. (Reading Comprehension and Analysis)
Thursday	1.      Live Activity through Google Meet 2.     Read the Spark Notes Act 1, Scene 2 Summary and Analysis Review. (Reading Comprehension and Analysis) 3.     Take the Spark Notes online Act 1 Scene 2 Quiz. Record your answers or results. (Reading Comprehension and Analysis)
Friday	Students can take the time to reflect on this week and enjoy this Friday.  It is officially a “Staff Development Day” and non attendance day for students.

READING COMPREHENSION AND ANALYSIS
Common Core	MYP English Standards
CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions 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.	Criterion A:  Analysing   i.                 Analyse the content, context, language, structure, technique and style of texts(s) and the relationship among texts ii.               Analyse the effects of the creator’s choices on an audience

WORD KNOWLEDGE
Common Core	MYP English Standards
CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).	Criterion D:  Using language i.                Use appropriate and varied vocabulary, sentences structures and forms of expression

WRITING
Common Core	MYP English Standards
CC.K-12.L.R.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	Criterion C:  Producing text i.                Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process ii.               Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

SPEAKING AND COMMUNICATON
Common Core	MYP English Standards
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.	Criterion D:  Using language   i.                Use appropriate and varied vocabulary, sentences structures and forms of expression ii.               Write and speak in a register style that serve the context and intention

  Teacher:  Ms. Genevieve Huddleston Class:  Freshmen English (periods 2, 5-6) Unit:  Romeo and Juliet Dates: April 12-17, 2020   Dear Parent(s)/Guardian(s): We are about to embark on a new way of approaching our learning, but I want to assure you that we are all in this together.  While this may bring on some concerns or questions, I will do my best to make this process painless, while still engaging to the learners.   The following bullet points provide you with what to expect in these next weeks.  Daily assignments will be posted by 8am in their English Google Classroom.  All students are already registered in the google classroom, however in case they are not, here are the codes to enter:  2nd Period - 2s6a5ej and 5th-6th Period-  wp74qw4 Completed student work is to be posted in the English Google Classroom.  Weekly overviews will be posted to my webpage on the staff Amundsen High School Website at https://www.amundsenhs.org/apps/staff/ Official English “Office Hours” are daily, Monday through Friday, from 12-2pm.  Students, and/or parents, can communicate with me via email ([email protected]), Google Classroom, Google Chat, or Google Meet. Every Thursday, I will host a live Google Meet 1:30-2:00 pm.   I encourage students to fully engage in their learning daily as to not lose the momentum and progress of their achievements this school year.  Students grades cannot be negatively impacted based on work done, or not done, during this remote learning time.  Students will be given feedback on their work and progress. All English learning goals are based on the following four areas:  Reading Comprehension and Analysis, Word Knowledge, Writing, and Communication. The learning objectives for each area is will also be given with the weekly overviews.  To provide you with some context, at the start of the semester in English class, the students began reading and analyzing Shakespeare’s Romeo and Juliet.  To compensate for the lapse of time, we will review Acts 1 and 2, then continue forth with the ADAPTED version play through snapshots, summaries, videos, etc.  This year, the English students have successfully adapted to the learning routines of my class and will be able to manage the learning activities and objectives fairly easily.  We will continue to work on inferencing, analyzing texts, determining main ideas and themes, and increasing comprehension of literature/text. In addition, students will tap into their own creativity through reflective and creative writing pieces and learn to solve authentic problems as it relates to the play. This is new for all of us, and I understand this will be a learning process.  I want you to know that I am flexible and will learn to work and manage as best I can with all your children.  I highly value your son/daughter’s education, but also greatly value their emotional well-being and health, especially at this unique time in our lives.  Please do not hesitate to reach out if you have any questions or concerns. Respectfully,   Ms. Genevieve Huddleston     WEEKLY OVERVIEW Instructions/details posted in Google Classroom Monday 1.      MEL-Con Monday (Writing) 2.     Grammar Diagnostic (Writing) – due by Friday April 17   Tuesday 1.      Comma Rules (Writing) 2.     ACT 1 Scene 1-3 Video Summaries (Reading Comprehension and Analysis) 3.     CEA Question (Reading Analysis and Writing)   Wednesday 1.      Read the Spark Notes Act 1, Scene 1 Summary and Analysis Review. (Reading Comprehension and Analysis) 2.     Take the Spark Notes online Act 1 Scene 1 Quiz. Record your answers or results. (Reading Comprehension and Analysis)   Thursday  1.      Live Activity through Google Meet 2.     Read the Spark Notes Act 1, Scene 2 Summary and Analysis Review. (Reading Comprehension and Analysis) 3.     Take the Spark Notes online Act 1 Scene 2 Quiz. Record your answers or results. (Reading Comprehension and Analysis)   Friday Students can take the time to reflect on this week and enjoy this Friday.  It is officially a “Staff Development Day” and non attendance day for students.     English Standards READING COMPREHENSION AND ANALYSIS Common Core MYP English Standards CC.K-12.R.R.10 Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently CC.K-12.R.R.1 Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions 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.   Criterion A:  Analysing   i.                 Analyse the content, context, language, structure, technique and style of texts(s) and the relationship among texts ii.               Analyse the effects of the creator’s choices on an audience     WORD KNOWLEDGE Common Core MYP English Standards CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).   Criterion D:  Using language i.                Use appropriate and varied vocabulary, sentences structures and forms of expression     WRITING Common Core MYP English Standards CC.K-12.L.R.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Criterion C:  Producing text i.                Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process ii.               Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience     SPEAKING AND COMMUNICATON  Common Core MYP English Standards CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.   Criterion D:  Using language   i.                Use appropriate and varied vocabulary, sentences structures and forms of expression ii.               Write and speak in a register style that serve the context and intention        

1. Work on “NoRedInk Diagnostic.” Due by Friday for results. Assignments will then be catered to your abilities.

Step 1: Go to https://www.noredink.com/login
Step 2: Click on "Sign Up as a Student" (you will see an image of a student at desk)
Step 3: Write in the class code: classy owl 72
Step 4: You can sign up with the "sign up with google" and use your google cps email
Step 5: Once you are in, you will see under English 1 the first assignment

OR Click on the Log In I NoRedInk below

2. MEL-Con Monday - due today.
Based on your experiences in the past few weeks of "Shelter in Place", what are you grateful/thankful for in life? (You may use this Main Idea Sentence: Based on the last few weeks, I realized I am grateful for these three things.)

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1. Trabaje en "NoRedInk Diagnostic". Se debe entregar el viernes para obtener resultados. Las asignaciones serán atendidas según tus habilidades.

Paso 1: vaya a https://www.noredink.com/login
Paso 2: haga clic en "Registrarse como estudiante" (verá una imagen de un estudiante en el escritorio)
Paso 3: escriba el código de la clase: classy owl 72
Paso 4: puede registrarse con el "regístrate con google" y usar su correo electrónico de google cps
Paso 5: una vez que, verá en inglés 1 la primera asignación

ingreseO haga clic en Iniciar sesión I NoRedInk a continuación

2 MEL-Con lunes - vence hoy.
Según sus experiencias en las últimas semanas de "Shelter in Place", ¿por qué está agradecido / agradecido en la vida? (Puede usar esta oración de idea principal: en base a las últimas semanas, me di cuenta de que estoy agradecido por estas tres cosas).

1. Select 3-5 Romeo and Juliet Power Words to write sentences with context.
2. Read the Act 1, Scene 1 Summary and Analysis (link below)
3. Take the online quiz to test your comprehension of Act 1, Scene 1. It's fun! (link below)

If you do any please, communicate which you have completed, post to google, or email me. There are several students making gains. You can increase your grade!

1. Comma Rules: Write three sentences for the first 3 comma rules.

2. Watch Spark Notes quick review of Act 1, Scenes 1, 2, and 3 (to refresh our memories of the reading)

3. Answer ONE of the questions in CEA format.

Q1. What is the overall mood of Act 1?

Q2. Who is your favorite character and why?

Q3. How would you characterize Romeo, Juliet, or Benvolio? (select one character)

Q4. How would you characterize Juliet's relationship with her mother?

1. (Bell Ringer)Select 5 power words and create a sentence and picture/symbol to represent each word. Date and write in your notebook.

2. Yesterday, you viewed the Act 1 Scene's 1-3 video reviews.
TODAY IS A READING ACTIVITY. Read the Spark Notes Act 1, Scene 1 Summary and Analysis Review.

3. Take the Spark Notes Act 1 Scene 1 Quiz.

Attached:
Instructions
Graphic Organizer for pre-writing
Example of a completed graphic organizer
Example of final copy of a student vignette (how it should look)
Rubric to guide you to success