English I - 2nd Period-178101R-006 Assignments

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:  2^nd Period - 2s6a5ej and 5^th-6^th 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