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Additional Homework for Periods 1 and 2 for 1/15/19 -1/17/19

ndependent reading book, they are to complete the following for activity 2.2:

-Read pages 95-98 and annotate and answer all the key ideas and details on the side of each page in the blue my note section.

-Complete questions 8-10. Students may answer question 8 in bullet points, but questions 9 and 10 need to be answered with 4 to 5 sentences each and number 10 needs to include transitions for compare and contrast. 

-Complete the expository writing prompt on page 99 and revise it using the RADAR strategy. A model can be found below.

Subject by Subject

 

Frederick Douglass                                                                         

-purpose-anti-slavery  

-sacrifice  

-self-taught  

Abraham Lincoln

 

-purpose-anti-slavery  

 

-sacrifice  

 

-self-taught

 



Mrs. Istamboulian’s Model

 

Frederick Douglass was a great American hero who fought for the freedom of the slaves. After Douglass’ escape from slavery, he found his purpose in working in the anti-slavery movement.  For example, Douglass writes that “I spoke but a few moments, when I felt a degree of freedom, and said what I desired with considerable ease (para. 4). Additionally, he also sacrificed for the sake of the anti-slavery movement. For instance, Douglass explains that he could have died if he was caught (para. 4). He was also self-taught. According to Douglass’ autobiography, he found several different people who were willing to teach him to read.

Abraham Lincoln was similar to Frederick Douglass in several ways, but different in others.  Lincoln and Douglass both fought for the freedom of slaves, but Lincoln did so by lead the nation in the Civil War.  To demonstrate, Dr. Phineas D. Gurley writes that “Though our beloved President is slain, our beloved country is saved” (line 10). Likewise, Lincoln and Douglass both sacrificed for the anti-slavery cause; nevertheless, Lincoln lost his life because he was so dedicated to the anti-slavery cause. Similarly, both Douglass and Lincoln were self-taught, but Lincoln read as he did his chores, which shows his commitment.

Homework for Periods 3 and 6-Gen. ELA-1/8/19

Please complete argument practice paragraph number two and revise it using the RADAR strategy.  This paragraph is due tomorrow-late work is NOT accepted. Thank you 

Homework for 1/8/19-1/11/19 for all classes

Please read for thirty minutes or more from your independent reading book with the focus of either Analyzing Author's Craft or Evaluating. Remember to support your thinking with evidence from your text. The frames are below:

Evaluating:

I like/don't like________because...

My opinion is_____because...

The most important message is__________because...

Analyzing Author's Craft:

A golden line for me is...

This word/phrase stands out for me because...

I like how the author uses________to show....

Homework for 12/17/18-12/20/18 for all classes

Please read for thirty minutes or more from your independent reading book with the focus of either Analyzing Author's Craft or Evaluating. Remember to support your thinking with evidence from your text. The frames are below:

Evaluating:

I like/don't like________because...

My opinion is_____because...

The most important message is__________because...

Analyzing Author's Craft:

A golden line for me is...

This word/phrase stands out for me because...

I like how the author uses________to show....

Homework for 12/10/18-12/14/18 for all classes

Please read for thirty minutes or more from your independent reading book with the focus of either Analyzing Author's Craft or Evaluating. Remember to support your thinking with evidence from your text. The frames are below:

Evaluating:

I like/don't like________because...

My opinion is_____because...

The most important message is__________because...

Analyzing Author's Craft:

A golden line for me is...

This word/phrase stands out for me because...

I like how the author uses________to show....

Additional Homework for Periods 1 and 2 for 12/3/18 -12/6/18

n addition to reading for thirty minutes or more from their independent reading book, students are to have a completed rough draft for their definition essay (introduction, three body paragraphs and a conclusion) completed by December 6, 2018.  Late drafts will NOT be accepted. Thank you.  

Mrs. Istamboulian’s Definition Essay Body Paragraph Example

Format/Structure (a total of 10 sentences):Remember that all of your body paragraphs MUST support your thesis, which is the last sentence of your introduction.
Topic Sentence: function/look back at your three column chart for beginning definition of a hero that you did for activity 1.13.

Evidence from a text we have analyzed in class using the TLQC method that supports your function.
ommentary:explains the evidence to the reader.
ommentary:explains the evidence to the reader.

Evidence from your life or text that supports your function;if you are using evidence from a text, remember to use the TLQC method.
ommentary:explains the evidence to the reader.
ommentary:explains the evidence to the reader.

Negation:explains what it is not;the opposite of what you wrote in your topic sentence. Transition Sentence:helps the reader go from one thought to another thought smoothly. Look at page 74 for a list of transitions.

Topic sentences: ​​Heroes are passionate champions for others. ​Evidence: In the article ​​White House Funeral Sermon for Abraham Lincoln,​​ Gurley pointed out, “The light of its brightening prospects flashes cheeringly to-day athwart the gloom occasioned by his death, and language of God’s united providence is telling us that, though the friends of Liberty die, Liberty itself is immortal” (line 7)​​. ​Commentary: ​​​​This demonstrates that liberty became eternal because of Lincoln’s strong devotion to end slavery. ​​Commentary: ​​​​This further displays that Americans today still benefit from his beliefs. ​Evidence:Equally important, Hayden wrote, “..this man, this Douglas, this former slave, this Negro beaten to his knees, exiled, visioning a world where none is lonely, none hunted, alien..” (lines 7-9). Commentary: ​​Douglas wanted everyone to enjoy equality despite their race or background without fear of retribution. ​Commentary:​​ He knew that everyone longs for community and peace. ​Negation: ​​They did not sacrifice themselves to become famous or self-seeking.Transition Sentence: ​​As well as being passionate advocates, heroes persevere despite the challenges or obstacles that come their way.

Transitions for TLQC:

For example, For instance,
To demonstrate, To emphasize, For this reason,

Lead-in frames:

the author stated, the author explained, the author showed, the author pointed out, the author wrote

Commentary sentence frames:

This profound statement helps reveal...
This startling quote assists in illuminating that... This thought provoking line proves that... These enlightening words promote that...
This further examines that...

Transition starters for transitions sentences:

In addition...

Likewise
Moreover
As well as...

Equally important...

Homework for 12/3/18-12/7/18 for all classes

Please read for thirty minutes or more from your independent reading book with the focus of either Analyzing Author's Craft or Evaluating. Remember to support your thinking with evidence from your text. The frames are below:

Evaluating:

I like/don't like________because...

My opinion is_____because...

The most important message is__________because...

Analyzing Author's Craft:

A golden line for me is...

This word/phrase stands out for me because...

I like how the author uses________to show....

Additional Homework for Periods 1 and 2 for 11/26/18 and 11/27/18

In addition to reading for thirty minutes or more from your independent reading book, please complete questions 2 and 4 for activity 1.16 and the check your understanding writing prompt at the end of page 79 (due on Tuesday) and use RADAR to revise and edit your paragraph.  Remember that your paragraph should follow the structure below:

Topic Sentence

Evidence using the TLQC method

Commentary

Commentary

Evidence using the TLQC method

Commentary 

Commentary

Concluding/Transition Sentence

Homework for 11/26/18-11/30/18 for all classes

Please read for thirty minutes or more from your independent reading book every night or every morning with the focus of Reflecting and Relating and Revising Meaning.  The following frames will guide you with the above cognitive strategies:

Reflect and Relate:

So, the big idea is...

A conclusion I'm drawing is...

This is relevant to my life because...

Revising Meaning:

At first I thought______, but now I think...

My latest thought about this is...

I'm getting a different picture here because...

Additional Homework for Periods 1 and 2 for 11/15/18 and 11/16/18

In addition to reading for thirty minutes or more from their independent reading book students need to complete questions 1 and 2 for Activity 1.15, the check your understanding on page 77 (look at the model that is attached) and the reflection questions at the bottome of page 77 by Thursday (11/15) and use the RADAR strategy to revise and edit their check your understanding paragraphs by Friday (11/16).  Thank you.  

Check Your Understanding Activity 1.15

Return to the paragraph you wrote about Lincoln and Douglass as historical heroes and the paragraph you wrote for activity 1.13 that defined the function (beginning definition of a hero) of the concept that you chose. Revise both paragraphs by adding the TLQC method to each from any of the texts (​Where I Find My Heroes ​by Oliver Stone, ​White House Funeral Sermon for Abraham Lincoln ​by Dr. Phineas D. Gurley, ​O Captain! My Captain! ​by Walt Whitman, ​Frederick Douglass ​by Robert Hayden, and ​from The Narrative of the Life of Frederick Douglass, an American Slave b​ y Frederick Douglass) that we have analyzed in class.

Mrs. Istamboulian’s Example: Before:

Format/Structure:
Topic Sentences-function
Evidence-example from a text or real life
Commentary-explains the evidence to the reader
Commentary-explains the evidence to the reader
Negation-what it is not
Concluding sentence-is a type of literary device that connects to the topic sentence and evidence (metaphor, simile, hyperbole, personification).

​​​​Everyday people display elements of heroism. For example, Mrs. Sandavol and Mrs. Black tutor students before and after school to support and encourage them in math. This shows that they go above and beyond their duties, and this also proves that they put others before themselves. These educators do not do this to seek attention. They are like mothers who are dedicated to their children.

Topic Sentence: ​​​​Douglas and Lincoln dedicated their public lives to fighting for liberty.​Evidence:​​​​For instance, Douglas spoke publicly about his experience as a former slave and the anti-slavery movement. ​​Commentary: ​​​​This shows that he risked his life to escape slavery.​Commentary: ​​​​This further proves that he overcame hardship. ​​Evidence: ​​​​Likewise, Lincoln perished for the sake of equality. ​​Commentary: ​​​​This demonstrates that liberty became immortal. ​​Commentary: ​​​​This further displays that Americans benefit from his beliefs.​Transition:​​​​ These men are strong examples of American heroes.

8 Sentences:
Topic Sentence Evidence-Douglass

Commentary

Commentary
Evidence-Lincoln
Commentary
Commentary
Concluding transition sentence

Mrs. Istamboulian’s Example After Implementing the TLQC (transition, lead-in, quote and cite) Method:

​​​​​​Everyday people display elements of heroism. ​For example (​​transition),​​ Stone wrote (​​lead-in),​​ “It’s a difficult to be a father, to be a mother, and I think that to be a kind and loving parent is an act of heroism”(para. 4).​​ This shows that they go above and beyond their responsibilities, and this also proves that they put others before themselves. These parents do not do this to seek attention. They are like selfless principals who are dedicated to their school.

Topic Sentence: ​​​​Douglas and Lincoln dedicated their public lives to fighting for liberty.Evidence:​​​​For instance, Douglas stated, “The truth was, I felt myself a slave, and the idea of speaking to white people weighted me down. I spoke but a few moments, when I felt a degree of freedom, and said what I desired with considerable ease” (para. 4)​​.​​Commentary: ​​​​This shows that he risked his life to escape slavery.​Commentary: ​​​​This further proves that he overcame hardship. ​​Evidence: ​​​​Likewise, Lincoln perished for the sake of equality. ​In the article ​​White House Funeral Sermon for Abraham Lincoln​​, Gurley pointed out, “The light of its brightening prospects flashes cheeringly to-day athwart the gloom occasioned by his death, and language of God’s united providence is telling us that, though the friends of Liberty die, Liberty itself is immortal” (line 7)​​. ​​Commentary: ​​​​This demonstrates that liberty became eternal. ​​Commentary: ​​​​This further displays that Americans today still benefit from his beliefs. ​Concluding/Transition:​​​​ These men are strong examples of American heroes.

Additional Homework for Periods 1 and 2 for 11/13/18

In addition to reading for thirty minutes from their independent reading book, please complete questions 5, 7 and 8 for activity 1.14 and complete the expository writing prompt.  The example to the expository writing prompt is in your schoology course.  Thank you.  

Homework for 11/13/18-11/16/18 for all classes

Please read for thirty minutes or more from your independent reading book every night or every morning with the focus of Reflecting and Relating and Revising Meaning.  The following frames will guide you with the above cognitive strategies:

Reflect and Relate:

So, the big idea is...

A conclusion I'm drawing is...

This is relevant to my life because...

Revising Meaning:

At first I thought______, but now I think...

My latest thought about this is...

I'm getting a different picture here because...

Additional Homework for Periods 1 and 2 for 11/8/18 and 11/9/18

Please read and annotate the key ideas and details for activity 1.14 pages 68-69 (Thursday) and 70-72 (Friday).  In addition, complete the TP-CASTT for the poems "O Captain! My Captain!" by Walt Whitman (Thursday) and "Frederick Douglas" by Robert Hayden (Friday).  The TP-CASTT documents can be found in your schoology account.  Thank you.