Homework

Homework and Homework Resources

11/21: read for at least twenty minutes. Core 1: Identify a verbal (gerund, participle, or infinitive) in the text. Introduce and cite the quote. Explain the type of verbal. Resources: use your notes in the grammar section to review verbal types if needed. Core 2+3: study for verbals quiz. Review study guide, which is included below. Go on NoRedInk, look up Verbals under "Mastery" or topics, and select "QuizMe" or "Practice" to continue reviewing concepts.
         Study Guide
         Study Guide Answers

11/20: read for at least twenty minutes. Identify a verbal (gerund, participle, or infinitive) in the text. Introduce and cite the quote. Explain the type of verbal. Resources: use your notes in the grammar section to review verbal types if needed.

11/17: in your composition book for one page, discuss an answer to the following question: should the United States have dropped the bomb on Hiroshima? You do not need to use quotes, as this is a brainstorming response, but bring up as many reasons and claims as possible. Use your research folders and outlines to come up with your final position on the issue.

11/16: read for at least twenty minutes. Core 2+3: write a response in which you identify a flat character who affects a round character. Introduce, cite, and explain a quote. (flat = one dimensional character with no/little background information and one primary emotion; round = multi-dimensional character with varied background information and many emotions). Core 1: write a response in which you identify a round character. Introduce, cite, and explain a quote that demonstrates this is a round character.

11/15: complete outlines (should be at least half a page for your own source) and complete slides (check rubric attached here, you should be prepare to present your own slides explaining your own source). You should feel ready to explain your learning from your source to the class tomorrow. Be sure to share your outline with me if you haven't.

11/14: read for twenty minutes at least. Identify/predict your primary type of conflict (man v. man, man v. nature, man v. self, man v. society). Introduce, cite, and explain a quote that helps to demonstrate this conflict.

11/13: read for twenty minutes at least. Select any reading strategy of your choice to complete. 

11/10: read and enjoy your books. Finish outlines if they are not done.

11/9: read for twenty minutes at least. Identify the most interesting word (it can be a word you don't know, a word you like the sound of, a word in an interesting place, or just a word that you think is important and want to research further). Introduce, cite, and explain the quote with the interesting word. Look the word up in the Oxford English Dictionary (link: https://en.oxforddictionaries.com/definition/pineapple). Explain something interesting that you saw about the word. Explain why you think the author chose this word.
     Model: The author writes, "... (Author #). This quote shows...Something interesting that I learned about this word is...[insert Oxford English Dictionary denotation or connotation]. I think the author picked this word because...

11/7: read for twenty minutes at least. Identify the most important verb that you read. Introduce, cite, and explain the quote. Explain why you felt that this was the most important verb.
     Model: The author writes, "I keep pedaling" (Cormier 11). The word "keep" is the most important verb because the narrator is trying to keep it together, both physically and emotionally. He is falling apart and doesn't seem to have much, like a caring family, but he is determined to "keep" going, which shows his character traits. That he is trying to "keep" himself together but probably won't succeed is also his conflict.

11/6: read for twenty minutes at least. Complete the second column of the part of speech review sheet, filling in fifteen words total, at least one in each box (except interjection--you may skip that box if you do not see one). STUDY FOR PART OF SPEECH TEST! Use study guide from class--that will be the test format. Go to the resources below to help study if you are struggling. Use your notes and the below resources to help study.
      RESOURCES
      Quizlet for grammar terms: https://quizlet.com/96756307/grammar-part-of-speech-review-only-flash-cards/
      Study Guide Blank and Answers for Terms
      Study Guide Blank and Answers for Application
      Common linking verbs: 
am, is, are, was, were, being, been, appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn.

      Helping verbs: 
am, is, are, was, were, be, being, been, have, has, had, do, does, did, could, should, would, can, shall, will, may, might, must

      Common prepositions: 

about
above
across
after
against
around
at
before
behind
below
beneath
beside
besides
between
beyond
by
down
during
except
for
from
in
inside
into
like
near
of
off
on
out
outside
over
since
through
throughout
till
to
toward
under
until
up
upon
with
without


11/3: read for twenty minutes at least. Complete one column of the part of speech review sheet, filling in fifteen words total, at least one in each box (except interjection--you may skip that box if you do not see one). Start studying for part of speech test.

11/2: study for vocabulary test (know fifteen vocabulary words and twelve prefixes). Read for twenty minutes at least. Find one sample word your author uses that utilizes a prefix from your study list for tomorrow. Cite the sentence with this word and explain what the word means and how it uses the prefix. Show that you found a prefix and know what the prefix means. If you truly don't see a prefix (you should!), pick a sample word of your own using a prefix that your author could have used and explain why you picked that word and how it uses the prefix.
        Example: "...the cap was perfect" (Palacio 16). The word "perfect" uses the prefix "pre," which means that the cap thoroughly met his needs.

11/1: read for twenty minutes at least. Continue studying for the vocabulary test on Friday and the part of speech test on Tuesday. After reading, pick a sentence with at least six words to quote and cite in your composition book. Write the part of speech over every word. If you get stuck, use a dictionary or Google to find the common part of speech usage for the word.

10/27: read for twenty minutes at least. Pick any character. Based on this character's personality, traits, and book decisions, if the character were to walk into a modern-day Halloween store to pick out an appropriate Halloween costume for him/her, what costume would he or she select and why? Use one quote to explain the choice.

10/26: read for twenty minutes at least. While reading, look carefully for the use of a verbal (a verb-related word that is NOT acting as the verb). This will be an -ing, -ed, or -en word that is not the main action of the sentence. If you truly cannot find one after reading for twenty minutes, make your own sentence with a verbal and explain the verbal's use. You should see many examples, however. Once you find one you like, quote the sentence and briefly explain what kind of verbal (gerund/noun or participle/adjective) you see in the sentence. Review class notes and examples in your L.A. Grammar section for examples.
Example: "...she kept farting" (Palacio 6). "Farting" is a gerund because it is a direct object and comes right after "kept." OR "...the farting nurse put her very big arms on Mom..." (Palacio 7). "Farting" is a participle because it is modifying "nurse," which is a noun.

10/25: read for twenty minutes at least. Pick a five-or-more word sentence and write it in your composition book with a citation. Over each word, write the part of speech. I recommend you do these in the following order: Nouns, Adjectives (they modify nouns), Verbs (what are your nouns doing?), Adverbs (when/how do your verbs happen), conjunctions (where do you join new elements?), Prepositions (bridges to nouns), and Interjections (emotional interruptions). If you are stuck on a word, Google the word's definition for help.

10/24: read for twenty minutes at least. Apply one vocabulary word to your SEMR text. Explain the connection using a quote.
Sentence Starters: The vocabulary word that best applies is...because...A quote to show this is, "..." (Last #). This quote shows...

10/23: read for twenty minutes at least. Write a questioning response, something that you would ask the author. Use the sentence starters below to help. You must connect a related quote to the question and explain why you would ask that question. You do not have to answer the question. STUDY: active reading test on Friday, vocabulary test next Tuesday, part of speech and verbal test next Friday.

10/20: read for twenty minutes at least. Write a questioning response. Use the sentence starters given in class (also below). For questions, consider a question that you would ask the author.
Sentence starters: A question that I would ask is...because...A related quote would be, "..." (Last #). This quote shows...

10/19: read for twenty minutes at least. Write how one of your unit 3 vocabulary words applies to your reading; think about how a word may apply to a character, tone, mood, setting, conflict, etc. Follow the prompt suggestions on your previous vocabulary application paper (you received this back in class if you did it before the last quiz). Also, STUDY FOR YOUR VOCABULARY QUIZ! Prefixes and vocabulary words!
Sentence starters: The vocabulary word that best applies to my text is...I picked this word because...A quote to show this would be, "..." (Last #). This quote shows...This connects to the vocabulary word because...

10/16: read for twenty minutes at least. Write a connection response. Follow the sentence starters below to help if needed. 

10/13: read for twenty minutes at least. Write a connection response. This is described and modeled in your active reading strategy booklet. If you can't find your booklet, think about a part in your text that you connect to or relate to. This can be a feeling that you've had or a similar situation (most of you will connect to a feeling, probably not the same type of situation. Example: a time when you have felt betrayed or scared or proud). Give a quote to show the part of the text that you connect to, then explain your connection (can be  a personal experience, book, movie, etc.), then explain how this helps you to understand the text better. Sentence starters: I connected to the part where...The quote to show this is, "..." (Author #). This quote shows...My connection to this quote is...This helped me to understand better that...[connect back to original text].

10/12: read for twenty minutes at least. Chose a reading strategy response to complete in your composition book (prediction, visualization, or clarifying). Study for your active reading strategy quiz tomorrow. Review the study guide completed in class or look through your composition book. For the quiz, you will read an excerpt and write three responses--prediction, visualizing, and clarifying. 

10/11: read for twenty minutes at least. Complete a last clarifying response. Look at recommendations below. Look at previous responses with comments. Look at booklet with models and active reading checklists and steps. Quiz on Friday for all three strategy types. Finish NoRedInk review of parts of speech.

10/6: read for twenty minutes at least. Complete a clarifying response. 1) What is an area that could be clearer--this could be something the author does not explain well or a good discussion question. 2) What quote lead you to this question or helps you answer it? 3) Attempt to clarify by giving at least one possible answer to the question. NOREDINK part of speech review pathway due by the end of class on Wednesday. Continue work on it as needed.

10/5: read for twenty minutes. Apply one vocabulary word from your unit 2 list. Complete the SEMR sheet given out in class (look back at the previous version of this that you did for unit one for ideas). Study for the vocabulary quiz.

10/3 and 10/4: Read for twenty minutes. Complete a prediction response in your composition book (look at your active reading strategies booklet and your previous three responses for prediction--Quiz on visualization / prediction / clarifying next Thursday). Sentence starter for prediction: After reading, I predict...I predict this based on, "..." (Author #). This quote shows...which led me to predict that...This would bring me to the (exposition / rising action / climax / falling action / denouement or conclusion) because...

9/29 and 10/2: Read for twenty minutes. Complete a visualization response in your composition book (look at your active reading strategies booklet and your previous three responses for visualization--Quiz on visualization/prediction/clarifying on Oct. 10). Sentence starter for visualization: While reading, I pictured...I pictured this because of the quote, "..." (Author #). This quote shows...This helped me to better understand the (conflict/character/author's craft-->Pick one) because...

9/28: Read for twenty minutes. Pick one sentence with at least five words from your text. For this sentence, over each word, write the possible part of speech over the word (n., v., adj., adv., interj., conj., prep.). If you are stuck with a word, Google or look up in the dictionary to determine the common part of speech for the word. STUDY for the part of speech quiz. There is extra practice with answers provided below. Remember there are notes in your grammar section and links for Quizlet.
       RESOURCES
       Extra Practice with Answers

9/25-9/28: Read for twenty minutes. Complete a clarifying response. Basically, ask a discussion question about something in the text that you could explore further or have elaborated on or better explained. Use a quote to show this. Give a possible answer to your discussion question or try to explain for yourself a possible answer to this element that could be clearer. You should always be able to ask questions while reading, even if you understand the material. Consider why/how characters are doing what they are doing or why/how the author is focusing on what s/he is focusing on. Use your active reading strategy booklet for models and ideas. Core 1: use the template reviewed in class.

9/22: Read for twenty minutes. Core 1: identify and write in your composition book one word that you do not know. If you know all of the words, write down a word that you like. Be prepared to share in class. Core 2: identify and write in your composition book one word that you do not know and write a definition. If you know all of the words, pick a word that you like and explain why you like it. 

9/21: Read for twenty minutes. Study for the vocabulary quiz (it will be open note with resources). Core 2 + 3, complete the vocabulary half sheet you received in class.

9/20: Read. Complete the third column for parts of speech. Categorize fifteen words. Try to put at least one in each box.

9/19: Read. Complete a prediction response. 

9/18: Read. Complete a prediction response. 

9/15: Read. Complete a prediction response.

9/14: STUDY FOR QUIZ and read at least twenty minutes. While reading, fill in one column on the part of speech sheet, just like for the ​Jurassic Park​ model column. Categorize at least fifteen words in the column in the correct part-of-speech category. Include page numbers. Every word in the book should fit in one of the boxes. Do your best to put it in the correct box. There are links for practice on Google Classroom and on Resources on this page.

9/13: read at least twenty minutes. While reading, fill in one column on the part of speech sheet, just like for the ​Jurassic Park​ model column. Categorize at least fifteen words in the column in the correct part-of-speech category. Include page numbers. Every word in the book should fit in one of the boxes. Do your best to put it in the correct box.

9/9-9/12: read at least twenty minutes every night and then complete one visualization response. Use the model book that you received for active reading strategies. Use an intro quote, quote, and citation with at least three sentences addressing the strategy.

9/5-9/9: read at least twenty minutes every night and then complete one question from the below list. Answer a different question every night. Responses should be in your composition books. If you do not have your composition books, you may write it on any paper, but if you do not have your composition book to submit with it in class, you will lose one point.
        RESOURCES
        Homework Week One

8/30: due Friday, parent or guardian signature page showing that an adult reviewed the course description, NoRedInk letter, and adult-level slip. Parents may contact me if there are questions. Only the first signature is required showing that a parent reviewed the description and knows to contact me about questions.
RESOURCES
Description
NoRedInk Letter for Parents
NoRedInk Presentation for Parents

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