English Language Arts III of VIII-EES83_10 (Period 1) 2023 1 Assignments

This assignment is due 01/26/2024. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

This assignment is due 01/26/2024. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

This assignment is due 12/01/2023. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

If you are completing the work on paper, make sure to do the work as well in Commonlit as that is where we collect the data.

This assignment is due 12/01/2023. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

If you are completing the work on paper, make sure to do the work as well in Commonlit as that is where we collect the data.

For your classwork grade - you have (at least) 50 points to earn on classdojo throughout the marking period (January 26th) by doing the following:

1. Completing the during reading questions in any commonlit assignment.
2. Participating and volunteering in class.
3. Participating in classroom discussions (socratic seminar, table rotations, etc.)
Graded for: Actively Listening (asking questions, responding to peers, etc.), exemplary commentary (your claim/answer), and evidence (evidence provided from the text, movies, other texts and from their lives)
4. If you do not earn points in class or are not absent, you can complete the assignments here and add attach the work. (points will be taken for not participating or absences unless an excuse is given [doctor's appointment, sickness, etc.])
For example - if you weren't here for a classroom discussion, you can make a copy of the assignment, complete it, and then attach it to this assignment.
Classwork will be added as it is given throughout the marking period.
Any questions, please see Mr. Baptiste or leave a private comment.

(Use the links from commonlit to access the readings "The Veldt" and "How Technology Lowers Emotional Intelligence in Kids")

For your classwork grade - you have (at least) 50 points to earn on classdojo throughout the marking period (January 26th) by doing the following:

1. Completing the during reading questions in any commonlit assignment.
2. Participating and volunteering in class.
3. Participating in classroom discussions (socratic seminar, table rotations, etc.)
Graded for: Actively Listening (asking questions, responding to peers, etc.), exemplary commentary (your claim/answer), and evidence (evidence provided from the text, movies, other texts and from their lives)
4. If you do not earn points in class or are not absent, you can complete the assignments here and add attach the work. (points will be taken for not participating or absences unless an excuse is given [doctor's appointment, sickness, etc.])
For example - if you weren't here for a classroom discussion, you can make a copy of the assignment, complete it, and then attach it to this assignment.
Classwork will be added as it is given throughout the marking period.
Any questions, please see Mr. Baptiste or leave a private comment.

(Use the links from commonlit to access the readings "The Veldt" and "How Technology Lowers Emotional Intelligence in Kids")

This exam is worth 30% of your grade. You will complete the 4 multiple choice questions and short response question in the "Step 4: Independent Practice" section. Use the short response exemplar to guide your short response.

PLEASE READ AND COMPLETE ALL THE STEP INSTRUCTIONS BELOW.

STEPS: 
LOGIN TO COMMONLIT AND GO TO THE "TIME CAPSULE FOUND ON A DEAD PLANET" ASSIGNMENT
CLICK THE ARROW IN THE TOP RIGHT CORNER THAT SAYS STEP 1.
CLICK ALL THE WAY THROUGH UNTIL YOU GET TO STEP 4: INDEPENDENT PRACTICE
ONCE COMPLETE, CLICK THE ARROW IN THE TOP RIGHT CORNER THAT SAYS PART 5
CLICK THROUGH TO QUESTION 3 AND CLICK SUBMIT IN ORDER TO TURN IN.

Complete the handout and use it to prepare for the socratic seminar. If you weren't present, please complete and turn in the handout to earn points (-20%).

Complete the handout and use it to prepare for the socratic seminar. If you weren't present, please complete and turn in the handout to earn points (-20%).

Complete the handout and use it to prepare for the socratic seminar. If you weren't present, please complete and turn in the handout to earn points (-20%).

Instructions: Answer 3 of the 5 prompts/questions below for your exit ticket.

1. Summarize one key insight or thing you learned from today's Socratic Seminar.
2. Share a question that was raised during the discussion and briefly explain why it interested you.
3. Identify a counterargument or different viewpoint and explain how it changed or influenced your thinking.
4. How did your own viewpoint evolve or change as a result of the seminar?
5. Connect the seminar to a real-world situation or issue. How does the discussion matter beyond the classroom?

Instructions: Answer 3 of the 5 prompts/questions below for your exit ticket.

1. Summarize one key insight or thing you learned from today's Socratic Seminar.
2. Share a question that was raised during the discussion and briefly explain why it interested you.
3. Identify a counterargument or different viewpoint and explain how it changed or influenced your thinking.
4. How did your own viewpoint evolve or change as a result of the seminar?
5. Connect the seminar to a real-world situation or issue. How does the discussion matter beyond the classroom?

Question: Do you believe that money makes people compromise their values or helps them accomplish their goals? Explain your answer.

Instructions:
Summarize the main arguments you developed for your answer to the question.
Provide an example from real life to support your position.
Prepare to discuss your response in the Socratic seminar tomorrow.

Question: Do you believe that money makes people compromise their values or helps them accomplish their goals? Explain your answer.

Instructions:
Summarize the main arguments you developed for your answer to the question.
Provide an example from real life to support your position.
Prepare to discuss your response in the Socratic seminar tomorrow.

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: Answer 2 of the 3 questions below using 2-3 complete sentences for each question.

Reread the 4th age and identify a piece of imagery or juxtaposition. Then, explain the significance of the figurative language in the poem. What is the author trying to convey to the reader that goes beyond it's literal meaning?

Teacher Example:
"We forged them from shining metals and painted (1) them on temple walls".

Answer:
Imagery - The image seems that its meant to express the grandiosity of the Gods. To create an awe around their power. Phrases like 'shining metals' and 'temple walls' help us know it's of importance/awesomeness. Temples are religious and people spend years creating them as a shrine to their Gods.

In the fourth age we created deserts. Our deserts were of several kinds, but they had one thing in common: nothing grew there. Some were made of cement, some were made of various poisons, some of baked earth. We made these deserts from the desire for more money and from despair at the lack of it. Wars, plagues and famines visited us, but we did not stop in our industrious creation of deserts. At last all wells were poisoned, all rivers ran with filth, all seas were dead; there was no land left to grow food.

Some of our wise men turned to the contemplation of deserts. A stone in the sand in the setting sun could be very beautiful, they said. Deserts were tidy, because there were no weeds in them, nothing that crawled. Stay in the desert long enough, and you could apprehend the absolute. The number zero was holy.

After completing the classwork questions, complete the assessment and short answer question in commonlit. Answers must be completed in commonlit.

After completing the classwork questions, complete the assessment and short answer question in commonlit. Answers must be completed in commonlit.

After completing the classwork questions, complete the assessment and short answer question in commonlit. Answers must be completed in commonlit.

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: Complete the "Set list 2 - Vocabulary Activities 1 & 2" handout attached. Make sure to complete BOTH activities.
Activity 1: In-Context PredictionsDirections: Use context clues to determine the meaning of each of your new vocabulary words. Your teacher will review the correct definitions with you after. The example below shows you how to do this.


Activity 2: Fill-in-the-Blank Sentences
Directions: Fill in the blanks using the correct vocabulary word to complete each sentence. You may have to change the form of the word (ex: go, going, gone).

Instructions: Complete the "Set list 2 - Vocabulary Activities 1 & 2" handout attached. Make sure to complete BOTH activities.
Activity 1: In-Context PredictionsDirections: Use context clues to determine the meaning of each of your new vocabulary words. Your teacher will review the correct definitions with you after. The example below shows you how to do this.


Activity 2: Fill-in-the-Blank Sentences
Directions: Fill in the blanks using the correct vocabulary word to complete each sentence. You may have to change the form of the word (ex: go, going, gone).

Instructions: Answer the question below using at least 2 complete sentences.
Question: Some people avert their minds from the troubles of others and just focus on their own lives. Others get involved and try to help suffering people. Which type of person are you? Why?

MAKE SURE TO USE THE VOCAB WORD AVERT IN YOUR ANSWER.

Exit Ticket Prompt:


Name one thing you did well as a group and one thing you need to work on.

Exit Ticket Prompt:


Name one thing you did well as a group and one thing you need to work on.

Exit Ticket Prompt:


Name one thing you did well as a group and one thing you need to work on.

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 25 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 

If you are unsatisfied with your grade, feel free to file, make a copy of any of the activities attached and add them completed to this assignment. 

You may earn more than the allotted 25 points. 

Click the classdojo link and login with google. Use the sign-in code below to personalize your avater and check in on your scores.

Google sign-in code: AGJSFF (Expires 11/16)

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 25 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 

If you are unsatisfied with your grade, feel free to file, make a copy of any of the activities attached and add them completed to this assignment. 

You may earn more than the allotted 25 points. 

Click the classdojo link and login with google. Use the sign-in code below to personalize your avater and check in on your scores.

Google sign-in code: AGJSFF (Expires 11/16)

Exit Ticket Prompt: Answer the question below using at least 2-3 complete sentences.

1. Describe the character description you found that was significant to your story. What type of character description was it (actions, looks, feelings/thoughts, words or interaction with others) and what does it reveal about the character on a deeper level?

Sentence starters:
The character’s (actions, looks, feelings/thoughts, words or interaction with others) reveal that the character is (insert character trait) because…

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class.
3. Identify a significant character description (what the character says, does, thinks or feels, how the character looks, or the way other characters treat them) that reveals something deeper about the story/character
3. Begin writing your reading response. MUST INCLUDE
A full response to the Character Description prompt.
Your response should be at least 5 sentences long.
At least one piece of cited evidence.
An original opinion or idea.
A brief summary of what you read.

Watch the video “How Too Many Screens Affect Our Brain” and then complete the questions  in the handout.

Watch the video “Are Smart Homes the Future of High-Tech Living?" and then complete the questions  in the handout.

Watch the video “How Too Many Screens Affect Our Brain” and then complete the questions  in the handout.

Watch the video “Are Smart Homes the Future of High-Tech Living?" and then complete the questions  in the handout.

We recognize that there are jobs and interests that you are not offered in your regular high school experience. As we go into the new school year and reimagine the high school experience, we would like to offer you an opportunity to learn from an expert in your area of interest during this year's winter break (December 2023).  To ensure we capture the interests of students, please tell us what areas you would like to attend a Masterclass on.  


Thank you in advance for your feedback. Your responses will dictate the classes we offer during this year's MasterClass sessions.

Exit Ticket Prompt: Pick one of the 4 questions below to answer. Make sure to use an example or evidence from the text to better support your response.

1. How do the characters' actions in this section contribute to the development of the story?
2. Choose a specific passage from the reading and explain its significance to the overall meaning of the text.
3. How does George's attitude begin to shift in this section? What events or interactions contribute to this change?

4. What predictions can you make about what will happen in the story? Whose screams are we hearing in the Veldt and what do you think happened to them?

Please complete this brief survey.

Please complete this brief survey.

Instructions: Complete the "Unit 2 Vocabulary Activities 3 & 4" handout attached. Make sure to complete BOTH activities.
Activity 3: Fill-in-the-Blank ScenariosDirections: Fill in the blanks using the correct vocabulary word to complete each scenario. Then, explain why that vocabulary word fits best based on context clues provided in the scenario. You may have to change the form of the word (ex: go, going, gone). 

Activity 4: MatchingDirections: Match the following vocabulary words to their synonyms from the box. Write your answer in the column next to the word.

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Instructions: 

1. Check out a reading book with the librarians OR click the soraapp and read a book online.
Use 'SORA APP login instructions' to login 
2. Read for the alotted time in class marking any pages with significant character descriptions.
3. Reread to identify significant character descriptions in the text you just read
4. Complete the Graphic Organzier

Exit Ticket Prompt: Pick one of the 3 questions below to answer. Make sure to use the vocabulary word in the sentence to demonstrate understanding of the word.

1. Right now you probably rely on your parents for most things. What is one step you could take to become more independent?

2. Do you think judges and juries should have empathy for people’s personal situations or just apply the law equally no matter what’s going on with someone? Why?

3. Human beings seem to have instinctive positive or negative reactions to certain animals and insects. What creature do you instinctively respond to? What kind of response do you have?

Exit Ticket Prompt: Write down one thing you learned today completing your graphic organizer and one question you have (about the text you read, the work in the graphic organizer, today's lesson, etc.).

Exit Ticket Prompt: Write down one thing you learned today completing your graphic organizer and one question you have (about the text you read, the work in the graphic organizer, today's lesson, etc.).

Instructions1. Read the short story below and identify the character descriptions in the text (what they say, what they do, how they look, how they feel/their thoughts, and/or their interactions with others) that reveal something deeper about their character.
2. Highlight 3 pieces of evidence that highlight a character description that reveals something deeper about Amina. Turn and talk at your table and share what you found.
3. Be prepared to explain yourself.

Amina from Two Worlds:
In the bustling heart of New Orleans, there lived a 16-year-old girl named Amina. She was the daughter of immigrants from Tunisia, who ran a cozy family café famous for its Tunisian delicacies. At school, Amina's American friends would often tell her how cool it is to be connected to two different places, making Amina shrug or laugh nervously in reaction. The words would struggle to come out but that recurring image showed up in her mind. Everytime she had these conversations she imagined herself pulling two ropes, one connected to New Orleans and another Tunisia with her strained in the middle, unable to tie them together.

One day, a regular customer, Mrs. Johnson, walked into the café. She was known for her warmth and curiosity, and she always asked Amina about Tunisian culture. Amina noticed that Mrs. Johnson's eyes lit up when she talked about the café's traditional recipes and the vibrant spices used in Tunisian cooking. You could see Amina sit up straighter and speak more confidently as she heard Mrs. Johnson's growing interest and respect for her heritage. Amina left their conversation feeling proud and connected to her roots. She began to share stories of her Tunisian family, traditions, and recipes with her friends at school. Who knew it would only take someone asking sincere questions about her culture to make her feel fixed to her culture back home. Now when she talked about her heritage, a new image popped into her mind. The rope had disappeared. All that was left was one long beautiful silk ribbon. One she could grab and share whenever she pleased.

Instructions1. Read the short story below and identify the character descriptions in the text (what they say, what they do, how they look, how they feel/their thoughts, and/or their interactions with others) that reveal something deeper about their character.
2. Highlight 3 pieces of evidence that highlight a character description that reveals something deeper about Amina. Turn and talk at your table and share what you found.
3. Be prepared to explain yourself.

Amina from Two Worlds:
In the bustling heart of New Orleans, there lived a 16-year-old girl named Amina. She was the daughter of immigrants from Tunisia, who ran a cozy family café famous for its Tunisian delicacies. At school, Amina's American friends would often tell her how cool it is to be connected to two different places, making Amina shrug or laugh nervously in reaction. The words would struggle to come out but that recurring image showed up in her mind. Everytime she had these conversations she imagined herself pulling two ropes, one connected to New Orleans and another Tunisia with her strained in the middle, unable to tie them together.

One day, a regular customer, Mrs. Johnson, walked into the café. She was known for her warmth and curiosity, and she always asked Amina about Tunisian culture. Amina noticed that Mrs. Johnson's eyes lit up when she talked about the café's traditional recipes and the vibrant spices used in Tunisian cooking. You could see Amina sit up straighter and speak more confidently as she heard Mrs. Johnson's growing interest and respect for her heritage. Amina left their conversation feeling proud and connected to her roots. She began to share stories of her Tunisian family, traditions, and recipes with her friends at school. Who knew it would only take someone asking sincere questions about her culture to make her feel fixed to her culture back home. Now when she talked about her heritage, a new image popped into her mind. The rope had disappeared. All that was left was one long beautiful silk ribbon. One she could grab and share whenever she pleased.

Instructions1. Read the short story below and identify the character descriptions in the text (what they say, what they do, how they look, how they feel/their thoughts, and/or their interactions with others) that reveal something deeper about their character.
2. Highlight 3 pieces of evidence that highlight a character description that reveals something deeper about Amina. Turn and talk at your table and share what you found.
3. Be prepared to explain yourself.

Amina from Two Worlds:
In the bustling heart of New Orleans, there lived a 16-year-old girl named Amina. She was the daughter of immigrants from Tunisia, who ran a cozy family café famous for its Tunisian delicacies. At school, Amina's American friends would often tell her how cool it is to be connected to two different places, making Amina shrug or laugh nervously in reaction. The words would struggle to come out but that recurring image showed up in her mind. Everytime she had these conversations she imagined herself pulling two ropes, one connected to New Orleans and another Tunisia with her strained in the middle, unable to tie them together.

One day, a regular customer, Mrs. Johnson, walked into the café. She was known for her warmth and curiosity, and she always asked Amina about Tunisian culture. Amina noticed that Mrs. Johnson's eyes lit up when she talked about the café's traditional recipes and the vibrant spices used in Tunisian cooking. You could see Amina sit up straighter and speak more confidently as she heard Mrs. Johnson's growing interest and respect for her heritage. Amina left their conversation feeling proud and connected to her roots. She began to share stories of her Tunisian family, traditions, and recipes with her friends at school. Who knew it would only take someone asking sincere questions about her culture to make her feel fixed to her culture back home. Now when she talked about her heritage, a new image popped into her mind. The rope had disappeared. All that was left was one long beautiful silk ribbon. One she could grab and share whenever she pleased.

Instructions: Click the attachment and look through the library check out inventory. For the do now, select 3 books that sound interesting to you. List them in norder of interest.

To get a better idea of the book, do anwuick google search for a summary.

Instructions: Complete the "Unit 2 Vocabulary Activities 1 & 2" handout attached. Make sure to complete BOTH activities.
Activity 1: In-Context Predictions
Directions: Use context clues to determine the meaning of each of your new vocabulary words. Your teacher will review the correct definitions with you after. The example below shows you how to do this.


Activity 2: Fill-in-the-Blank SentencesDirections: Fill in the blanks using the correct vocabulary word to complete each sentence. You may have to change the form of the word (ex: go, going, gone).

Instructions: Complete the "Unit 2 Vocabulary Activities 1 & 2" handout attached. Make sure to complete BOTH activities.
Activity 1: In-Context Predictions
Directions: Use context clues to determine the meaning of each of your new vocabulary words. Your teacher will review the correct definitions with you after. The example below shows you how to do this.


Activity 2: Fill-in-the-Blank SentencesDirections: Fill in the blanks using the correct vocabulary word to complete each sentence. You may have to change the form of the word (ex: go, going, gone).

Exit Ticket Prompt: Mix and match the words with their correct definitions.

Vocabulary Words:

Efficient
Persecute
Impulsive
Empathy

A. Acting or speaking without thinking beforehand
B. The ability to understand and share the feelings of another person
C. To treat someone unfairly or oppressively because of their beliefs or characteristics
D. Able to accomplish a task with minimal wasted time or effort

Exit Ticket Prompt: Mix and match the words with their correct definitions.

Vocabulary Words:

Efficient
Persecute
Impulsive
Empathy

A. Acting or speaking without thinking beforehand
B. The ability to understand and share the feelings of another person
C. To treat someone unfairly or oppressively because of their beliefs or characteristics
D. Able to accomplish a task with minimal wasted time or effort

Exit Ticket Prompt: Mix and match the words with their correct definitions.

Vocabulary Words:

Efficient
Persecute
Impulsive
Empathy

A. Acting or speaking without thinking beforehand
B. The ability to understand and share the feelings of another person
C. To treat someone unfairly or oppressively because of their beliefs or characteristics
D. Able to accomplish a task with minimal wasted time or effort

Instructions: Look at the words below and say which rate each one. Next to each word write if you know it completely, you kind of know it, or if it's completely unfamiliar. Copy the list below to help yourself complete the do now quickly

Words:
Dependent
Efficient
Empathy
Impulsive
Instinctive
Isolation
Peculiar
Persecute

Instructions: Look at the words below and say which rate each one. Next to each word write if you know it completely, you kind of know it, or if it's completely unfamiliar. Copy the list below to help yourself complete the do now quickly

Words:
Dependent
Efficient
Empathy
Impulsive
Instinctive
Isolation
Peculiar
Persecute

Essential Question: What does science fiction teach us about ourselves and our world?

Instructions: Complete the handout completely using complete sentences and bullet points to complete your work. Follow the instructions in the prompts to help yourself earn a strong grade.

About this Lesson:
This lesson will introduce you to the ideas, texts, and skills we will explore throughout the unit.
PART 1: Exploring the Unit’s Big QuestionsDirections: Below are several ideas that we will explore in this unit. Rate how strongly you agree or disagree with each statement by highlighting or underlining the number you choose. 5 minutes

PART 2: Discussing the Unit’s Big QuestionsDirections: As you discuss the statements from Part 1 with your classmates, use the space below to capture at least 3 interesting ideas you hear (2-3 complete sentences or 3-5 bullet points)! 10 minutes

PART 3: What Will We Read?Directions: Read the overview of unit texts. 5 minutes

PART 4: What Skills Will We Learn? Directions: Rate your confidence level for each of the unit skills listed below by highlighting or x-ing off the boxes. 5 minutes

Essential Question: What does science fiction teach us about ourselves and our world?

Instructions: Complete the handout completely using complete sentences and bullet points to complete your work. Follow the instructions in the prompts to help yourself earn a strong grade.

About this Lesson:
This lesson will introduce you to the ideas, texts, and skills we will explore throughout the unit.
PART 1: Exploring the Unit’s Big QuestionsDirections: Below are several ideas that we will explore in this unit. Rate how strongly you agree or disagree with each statement by highlighting or underlining the number you choose. 5 minutes

PART 2: Discussing the Unit’s Big QuestionsDirections: As you discuss the statements from Part 1 with your classmates, use the space below to capture at least 3 interesting ideas you hear (2-3 complete sentences or 3-5 bullet points)! 10 minutes

PART 3: What Will We Read?Directions: Read the overview of unit texts. 5 minutes

PART 4: What Skills Will We Learn? Directions: Rate your confidence level for each of the unit skills listed below by highlighting or x-ing off the boxes. 5 minutes

Instructions: Answer the question below using 2-3 complete sentences.

Question: What does science fiction teach us about ourselves and our world? Think about your favorite Sci-fi book, movie, or show. What was it trying to teach us about society or human beings?

Examples:
Star Wars
Blade Runner
WAR OF THE WORLDS
Star Trek
A Quiet Place
The Fly
Cloverfield
Independence Day

Instructions: Answer the question below using 2-3 complete sentences.

Question: What are values, and how are they formed? What are some examples of values?

Instructions: Answer the question below using 2-3 complete sentences.

Question: What are values, and how are they formed? What are some examples of values?

Instructions:


Open up or pull out "The Crowd' Discussion handout and login into commonlit "The Crowd".
Take 5-10 minutes to review/add on to your answers to the Crowd Discussion handout
or go over the discussion norms and decide again which will be your focus today.
To earn credit, write out your chosen norm and turn in OR share a piece of evidence you found to support your discussion answers

Exit Ticket Prompt:

Using the rubric, grade yourself for today's discussion. Feel free to use your handout to write out what you will remember from the discussion. Could be something someone said, a discussion norm that stood out to you, a new idea, etc.

Exit Ticket Prompt:

Using the rubric, grade yourself for today's discussion. Feel free to use your handout to write out what you will remember from the discussion. Could be something someone said, a discussion norm that stood out to you, a new idea, etc.

Exit Ticket Prompt:

Using the rubric, grade yourself for today's discussion. Feel free to use your handout to write out what you will remember from the discussion. Could be something someone said, a discussion norm that stood out to you, a new idea, etc.

Exit Ticket Prompt:

Using the rubric, grade yourself for today's discussion. Feel free to use your handout to write out what you will remember from the discussion. Could be something someone said, a discussion norm that stood out to you, a new idea, etc.

Instructions:

Read the list of discussion norms attached to this Do Now.

Pick the one that stands out to you that you would like to focus on in this classroom discussion and explain why you picked that norm to be your focus for today. Write your answers on your post-it and refer back to it if you need during discussion.

Instructions:

Open or pull out your "The Crowd" Discussion handout
Be prepared to share out in your group
Raise your hand after someone has finished speaking to speak next
Use Slides and text to help you with discussion
Attention: If you struggled entering the discussion or didn't speak, attach your discussion handout to this assignment to earn some credit.

Instructions:

Open or pull out your "The Crowd" Discussion handout
Be prepared to share out in your group
Raise your hand after someone has finished speaking to speak next
Use Slides and text to help you with discussion
Attention: If you struggled entering the discussion or didn't speak, attach your discussion handout to this assignment to earn some credit.

Instructions:

Open the "Choosing Discussion Questions" google forms handout attached
Read the three discussion questions and vote on which one you would like to discuss in class today. 
Once the question has been picked as a class, write out the chosen question at the top of your "'The Crowd' Discussion Handout" either on paper or attached to this assignment.
Complete the 'Before discussion section' for a homework grade.

This assignment is due 10/20/2023. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

To earn your classwork grade for The Crowd by Ray Bradbury, your participation is key. You have 25 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 

If you are unsatisfied with your grade, feel free to file, make a copy of any of the activities attached and add them completed to this assignment. 

You may earn more than the allotted 25 points. 

Click the classdojo link and login with google. Use the sign-in code below to personalize your avater and check in on your scores.

Google sign-in code: XWUWQS (Expires 11/03)

Instructions:

Open the "Choosing Discussion Questions" google forms handout attached
Read the three discussion questions and vote on which one you would like to discuss in class today. 
Once the question has been picked as a class, write out the chosen question at the top of your "'The Crowd' Discussion Handout" either on paper or attached to this assignment.
Complete the 'Before discussion section' for a homework grade.

This assignment is due 10/20/2023. Click the attached link to access the assignment; on the CommonLit login page, click Log In With Google.

To earn your classwork grade for The Crowd by Ray Bradbury, your participation is key. You have 25 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 

If you are unsatisfied with your grade, feel free to file, make a copy of any of the activities attached and add them completed to this assignment. 

You may earn more than the allotted 25 points. 

Click the classdojo link and login with google. Use the sign-in code below to personalize your avater and check in on your scores.

Google sign-in code: XWUWQS (Expires 11/03)

To earn your classwork grade for The Crowd by Ray Bradbury, your participation is key. You have 25 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 

If you are unsatisfied with your grade, feel free to file, make a copy of any of the activities attached and add them completed to this assignment. 

You may earn more than the allotted 25 points. 

Click the classdojo link and login with google. Use the sign-in code below to personalize your avater and check in on your scores.

Google sign-in code: XWUWQS (Expires 11/03)

Do Now Prompt:

Reread paragraphs 70-75 in "The Crowd" and identify at least one piece of evidence that shows his thoughts on the crowd. Copy the evidence into your answer and explain how this builds suspense in the story. Think about how the clues were given about the Crowd throughout and how Mr. Spallner's obsession/thoughts around the crowd have developed.

In at least 2 sentences or 3 bullet points, summarize what has happened so far in the story The Crowd by Ray Bradbury.

Use the handout attached to review paragraphs 1-34 (what we’ve read so far).

In at least 2 sentences or 3 bullet points, summarize what has happened so far in the story The Crowd by Ray Bradbury.

Use the handout attached to review paragraphs 1-34 (what we’ve read so far).

In at least 2 sentences or 3 bullet points, summarize what has happened so far in the story The Crowd by Ray Bradbury.

Use the handout attached to review paragraphs 1-34 (what we’ve read so far).

Today's objective: Students will be able to use their annotations to analyze and discuss the credibility or strength of the suspense created of what we’ve read so far in “The Crowd” by Ray Bradbury.

Take this time to prepare your answers, evidence, and thoughts for the conver-stations discussion today in class. Use the prompts below to help you get ready.

Based on paragraphs 4-9, using your assigned suspense element from yesterday (imagery, style and form, or repetition) answer ONE OF THE TWO questions below. Use a piece of evidence to support your response.

1. How does the assigned element (imagery, repetition, or style and form) contribute to building suspense in the passage?

2. What feelings or emotions do you think the author intends to evoke in the reader through the use of this element?

(This will be a classwork grade and how I grade your work from yesterday. Feel free to use your handout to write your answer).

Objective: In this activity, you will work in small groups to investigate how the author, Ray Bradbury, uses elements of suspense in a passage from "The Crowd" to create tension and evoke specific emotions in readers. You will focus on one element of suspense (imagery, style and form, or repetition) and uncover how it contributes to the suspenseful atmosphere.


Grade earned from the evidence, active participation, and explanations given of evidence found.

Assigned Elements:

Objective: In this activity, you will work in small groups to investigate how the author, Ray Bradbury, uses elements of suspense in a passage from "The Crowd" to create tension and evoke specific emotions in readers. You will focus on one element of suspense (imagery, style and form, or repetition) and uncover how it contributes to the suspenseful atmosphere.


Grade earned from the evidence, active participation, and explanations given of evidence found.

Assigned Elements:

Today's objective: Students will be able to use their annotations to build comprehension and analysis of the story as well as how the author builds suspense.

After reading the excerpt from "The Crowd" by Ray Bradbury yesterday, please answer the following 2 of the 5 comprehension questions:

What is Mr. Spallner's initial experience during the accident?
Describe how the crowd reacts to the accident and Mr. Spallner's condition.
How does Mr. Spallner perceive the speed at which the crowd arrived at the accident scene?
What odd detail about the car's wheels bothers Mr. Spallner, and how does it connect to his perception of the crowd's arrival?
What is the doctor's explanation for Mr. Spallner's perception of time and the crowd's quick arrival?

Today's objective: Students will be able to use their annotations to build comprehension and analysis of the story as well as how the author builds suspense.

After reading the excerpt from "The Crowd" by Ray Bradbury yesterday, please answer the following 2 of the 5 comprehension questions:

What is Mr. Spallner's initial experience during the accident?
Describe how the crowd reacts to the accident and Mr. Spallner's condition.
How does Mr. Spallner perceive the speed at which the crowd arrived at the accident scene?
What odd detail about the car's wheels bothers Mr. Spallner, and how does it connect to his perception of the crowd's arrival?
What is the doctor's explanation for Mr. Spallner's perception of time and the crowd's quick arrival?

Today's objective
Students will be able to use their annotations to build comprehension and analysis of the story as well as how the author builds suspense.
Instructions: read the three questions below and choose 2 to answer.

Warm Up:
1. Have you ever been in a crowd during an accident or emergency? How did it make you feel?
2. Do you think people have a natural curiosity to witness accidents or disasters? Why or why not?
3. Have you ever experienced a moment where time seemed to slow down or speed up? Can you describe that experience?

Today's objective
To prepare students for a Gallery Walk activity and encourage them to grade and provide "Glow and Grow" feedback to their peers who either summarized a Ray Bradbury biography into 6 bullet points or answered three questions out of 6 about making writing suspenseful from a YouTube video.
Instructions:
Using the rubric attached give yourself a glow and grow feedback comment for the work you completed for your chart paper. Use the language from the rubric to help be specific about strengths and areas of improvement.

(If you did not do the work, write a glow and grow comment on your habits as a team member on Friday).

Today's objective
To prepare students for a Gallery Walk activity and encourage them to grade and provide "Glow and Grow" feedback to their peers who either summarized a Ray Bradbury biography into 6 bullet points or answered three questions out of 6 about making writing suspenseful from a YouTube video.
Instructions:
Using the rubric attached give yourself a glow and grow feedback comment for the work you completed for your chart paper. Use the language from the rubric to help be specific about strengths and areas of improvement.

(If you did not do the work, write a glow and grow comment on your habits as a team member on Friday).

Exit Ticket Prompt: Gallery Walk Reflection

Instructions: Answer 2 of the 4 questions below:

1. What did you learn from the feedback and grades you received on your work during the Gallery Walk? How can you use this feedback to improve your future assignments?
2. Describe one specific piece of feedback you gave to a peer during the Gallery Walk. How do you think this feedback could help them enhance their work?
3. Share one aspect of your peer's work that you found particularly inspiring or well-done. Explain why this aspect stood out to you.
4. Reflect on the overall experience of the Gallery Walk. What did you enjoy about this activity, and how did it contribute to your understanding of summarization and writing suspense?

Exit Ticket Prompt: Gallery Walk Reflection

Instructions: Answer 2 of the 4 questions below:

1. What did you learn from the feedback and grades you received on your work during the Gallery Walk? How can you use this feedback to improve your future assignments?
2. Describe one specific piece of feedback you gave to a peer during the Gallery Walk. How do you think this feedback could help them enhance their work?
3. Share one aspect of your peer's work that you found particularly inspiring or well-done. Explain why this aspect stood out to you.
4. Reflect on the overall experience of the Gallery Walk. What did you enjoy about this activity, and how did it contribute to your understanding of summarization and writing suspense?

Today's objective
Students will be able to use their understanding of the rubric to grade their peers accurately and identify revisions for their own work.
Today, we'll be working as group to grade each other's work. To help us get ready, reflect on what makes a piece of work (essay, project, presentation) outstanding and worthy of a high grade. List at least three key criteria that you think are essential for evaluating your peers' work and EXPLAIN what makes them essential. Be ready to share your thoughts with the group.

Today's objective
Students will be able to use their understanding of the rubric to grade their peers accurately and identify revisions for their own work.
Today, we'll be working as group to grade each other's work. To help us get ready, reflect on what makes a piece of work (essay, project, presentation) outstanding and worthy of a high grade. List at least three key criteria that you think are essential for evaluating your peers' work and EXPLAIN what makes them essential. Be ready to share your thoughts with the group.

Today's objective
Students will be able to use their understanding of the rubric to grade their peers accurately and identify revisions for their own work.
Today, we'll be working as group to grade each other's work. To help us get ready, reflect on what makes a piece of work (essay, project, presentation) outstanding and worthy of a high grade. List at least three key criteria that you think are essential for evaluating your peers' work and EXPLAIN what makes them essential. Be ready to share your thoughts with the group.

Instructions: After the grading of student work, how has your understanding grown of what makes a strong response?

What takeaways do you walk away with after this lesson?

Today's objective
Students will be able to use their understanding of the rubric to grade their peers accurately and identify revisions for their own work.
Instructions: Read the student answer below and explain why this response is a 4 in the analysis category. Use the language or evidence from the answer to help support your response. What makes this a ‘detailed and well explained analysis’?
The author uses details like ‘chatter faded’, ‘thick canopy of ancient trees’, and ‘eerie twilight’ to help give the reader a sense of fear and anxiety to help build suspense. As readers we are left wondering what is causing them to go into such terrifying woods and what might their fate be as they venture deeper, showing that the author has depth and understanding of how to build suspense and tension.

Instructions: Reread the short story and highlight for descriptive details and dramatic events. Complete the graphic organizer as a group.

Grades will be given out in class.

Instructions: Reread the short story and highlight for descriptive details and dramatic events. Complete the graphic organizer as a group.

Grades will be given out in class.

Today's objective
Students will be able to work in a group to identify and analyze the strongest descriptive details that express the author's use of suspense in the story 'The Haunting of Hollow Creek'. Students will also be able to use their understanding of the rubric to grade their peers accurately.
Instructions: read the rubric and answer two of the four questions below.
1. What is the highest possible score a student can receive in the "Quote/Description" category?
2. In the "Context" category, what does the student need to provide a description of?
3. How many emotions or reactions does the student need to accurately list in the "Emotions Elicited" category?
4. What does the student need to do in the "Prediction/Question" category to receive a score of 4?

Today's objective
Students will be able to work in a group to identify and analyze the strongest descriptive details that express the author's use of suspense in the story 'The Haunting of Hollow Creek'. Students will also be able to use their understanding of the rubric to grade their peers accurately.
Instructions: read the rubric and answer two of the four questions below.
1. What is the highest possible score a student can receive in the "Quote/Description" category?
2. In the "Context" category, what does the student need to provide a description of?
3. How many emotions or reactions does the student need to accurately list in the "Emotions Elicited" category?
4. What does the student need to do in the "Prediction/Question" category to receive a score of 4?

Today's objective
Students will be able to work in a group to identify and analyze the strongest descriptive details that express the author's use of suspense in the story 'The Haunting of Hollow Creek'. Students will also be able to use their understanding of the rubric to grade their peers accurately.
Instructions: read the rubric and answer two of the four questions below.
1. What is the highest possible score a student can receive in the "Quote/Description" category?
2. In the "Context" category, what does the student need to provide a description of?
3. How many emotions or reactions does the student need to accurately list in the "Emotions Elicited" category?
4. What does the student need to do in the "Prediction/Question" category to receive a score of 4?

Today's objective
Students will be able to work in a group to identify and analyze the strongest descriptive details that express the author's use of suspense in the story 'The Haunting of Hollow Creek'. Students will also be able to use their understanding of the rubric to grade their peers accurately.
Instructions: read the rubric and answer two of the four questions below.
1. What is the highest possible score a student can receive in the "Quote/Description" category?
2. In the "Context" category, what does the student need to provide a description of?
3. How many emotions or reactions does the student need to accurately list in the "Emotions Elicited" category?
4. What does the student need to do in the "Prediction/Question" category to receive a score of 4?

Today's objective - Students will be able to work in a group to identify and analyze the strongest descriptive details that express the author's use of suspense in the story 'The Haunting of Hollow Creek'.

Prompt:

Imagine you are one of the five friends—Malik, Maya, Darnell, Nia, or Keisha—who ventured into the remote woods surrounding Hollow Creek. Based on what you've read in 'The Haunting of Hollow Creek,' think about the decisions and actions that led to the terrifying events in the story.

In your do now, respond in a short paragraph to one of the two following questions :
1. What were some specific decisions or actions made by the characters that contributed to the unfolding of the terrifying events in the story?
2. If you were in their shoes, would you have made different choices? Explain what you might have done differently to avoid the chilling fate that befell the characters.

Instructions: Read the following short story:

'The old, creaking house stood isolated on a dark, stormy night. Thunder rumbled ominously, and lightning illuminated the overgrown garden. Sarah cautiously entered, her flashlight revealing dust-covered furniture and faded photographs. She heard a faint whisper from upstairs, followed by an eerie giggle. Heart pounding, she climbed the stairs, each step echoing in the silence.'

After reading this short story, identify at least two details that create suspense in the narrative. Pick one of the details and explain what does it make you feel as a reader. What are you left wondering?

Instructions: Read the following short story:

'The old, creaking house stood isolated on a dark, stormy night. Thunder rumbled ominously, and lightning illuminated the overgrown garden. Sarah cautiously entered, her flashlight revealing dust-covered furniture and faded photographs. She heard a faint whisper from upstairs, followed by an eerie giggle. Heart pounding, she climbed the stairs, each step echoing in the silence.'

After reading this short story, identify at least two details that create suspense in the narrative. Pick one of the details and explain what does it make you feel as a reader. What are you left wondering?

Instructions: Read the following short story:

'The old, creaking house stood isolated on a dark, stormy night. Thunder rumbled ominously, and lightning illuminated the overgrown garden. Sarah cautiously entered, her flashlight revealing dust-covered furniture and faded photographs. She heard a faint whisper from upstairs, followed by an eerie giggle. Heart pounding, she climbed the stairs, each step echoing in the silence.'

After reading this short story, identify at least two details that create suspense in the narrative. Pick one of the details and explain what does it make you feel as a reader. What are you left wondering?

Instructions:

Look at the checkout list and/or Sora link and identify three stories that you want to read or will check out tomorrow for independent reading.

Instructions:

Look at the checkout list and/or Sora link and identify three stories that you want to read or will check out tomorrow for independent reading.

Instructions:

Look at the checkout list and/or Sora link and identify three stories that you want to read or will check out tomorrow for independent reading.

Instructions:

Look at the checkout list and/or Sora link and identify three stories that you want to read or will check out tomorrow for independent reading.

09/29: Do now prompt

Instructions:
Answer the questions below in a free write response. Give a paragraph response with one to two examples and explain the

Questions:

What experiences lead us from childhood into adulthood?

Think of the typical experiences that lead us there (graduation, voting, moving out of your parents' house, etc.) and then the more experiential that differ from person to person (taking risks, lessons in life that help you to grow, etc.).

Which ones are important and why they change us from child to adult?

Complete the IXL Diagnostic. 100 participation points once completed. Follow the steps below or in the 'IXL Diagnostic Login Steps' to get start your diagnostic.

Step 1: Click the link 'IXL - Academy for College Preparation and Career Exploration (17K382)' attached to the assignment to go to the login page.
Step 2: Sign in with google nycstudents account.
Step 3: Click 'Assessment' at the top of the screen.Step 4: Click 'Step into the Arena'
Step 5: Find 'Math and Language Arts' In the blue bar at the top of the screen 
Step 6: Click drop down arrow and select 'Language arts'
Step 7: Select your question and begin.

DO NOT GOOGLE. This is an assessment so it's important you do your best so we know exactly how far you've come. 

Read each question carefully and take your time completing the test.

Complete the IXL Diagnostic. 100 participation points once completed. Follow the steps below or in the 'IXL Diagnostic Login Steps' to get start your diagnostic.

Step 1: Click the link 'IXL - Academy for College Preparation and Career Exploration (17K382)' attached to the assignment to go to the login page.
Step 2: Sign in with google nycstudents account.
Step 3: Click 'Assessment' at the top of the screen.Step 4: Click 'Step into the Arena'
Step 5: Find 'Math and Language Arts' In the blue bar at the top of the screen 
Step 6: Click drop down arrow and select 'Language arts'
Step 7: Select your question and begin.

DO NOT GOOGLE. This is an assessment so it's important you do your best so we know exactly how far you've come. 

Read each question carefully and take your time completing the test.

Thursday, 09/28: Do now prompt

Instructions:
Welcome back, everyone! Let's finish off our do now practice with some vocabulary skills for the last day of the IXL Diagnostic. Today, we'll work on context clues. Read the following sentence:

Sentence:
"The scientist's erudite explanation of the complex theory left the audience in awe."
Multiple Choice Question:
What does the word "erudite" most likely mean in this context? After you pick your answer, explain what context clues in the sentence helped you get your answer.
A) Confused
B) Boring
C) Intelligent
D) Angry

Thursday, 09/28: Do now prompt

Instructions:
Welcome back, everyone! Let's finish off our do now practice with some vocabulary skills for the last day of the IXL Diagnostic. Today, we'll work on context clues. Read the following sentence:

Sentence:
"The scientist's erudite explanation of the complex theory left the audience in awe."
Multiple Choice Question:
What does the word "erudite" most likely mean in this context? After you pick your answer, explain what context clues in the sentence helped you get your answer.
A) Confused
B) Boring
C) Intelligent
D) Angry

Instructions:

Nice work, everyone! You've completed the 2nd day of your IXL Diagnostic assessment. Now, reflect on any challenges you encountered today. Share one aspect of reading comprehension or inference that you found tricky, and consider how you might approach a similar situation differently next time.

Instructions:

Nice work, everyone! You've completed the 2nd day of your IXL Diagnostic assessment. Now, reflect on any challenges you encountered today. Share one aspect of reading comprehension or inference that you found tricky, and consider how you might approach a similar situation differently next time.

Wednesday, 09/27: Do now prompt

Instructions:
Welcome back, everyone! Let's continue sharpening our reading skills for the IXL Diagnostic. Today, we'll work on inference. Read the following passage and answer the question:

Passage:
Sarah gazed out of the window at the pouring rain. She sighed and reached for her umbrella."

Question:
Based on the passage, what can you infer about Sarah's actions and feelings? Explain your answer and use an example to connect to/support your response.

Wednesday, 09/27: Do now prompt

Instructions:
Welcome back, everyone! Let's continue sharpening our reading skills for the IXL Diagnostic. Today, we'll work on inference. Read the following passage and answer the question:

Passage:
Sarah gazed out of the window at the pouring rain. She sighed and reached for her umbrella."

Question:
Based on the passage, what can you infer about Sarah's actions and feelings? Explain your answer and use an example to connect to/support your response.

Wednesday, 09/27: Do now prompt

Instructions:
Welcome back, everyone! Let's continue sharpening our reading skills for the IXL Diagnostic. Today, we'll work on inference. Read the following passage and answer the question:

Passage:
Sarah gazed out of the window at the pouring rain. She sighed and reached for her umbrella."

Question:
Based on the passage, what can you infer about Sarah's actions and feelings? Explain your answer and use an example to connect to/support your response.

Tuesday
Do Now Prompt:
"Good morning, students! In preparation for the upcoming IXL Diagnostic, let's focus on building our reading comprehension skills today. Read the short passage about climate change provided below and answer the following question:

Passage:

"As our planet faces the challenges of climate change, it becomes crucial to understand its impact on ecosystems. Rising temperatures and shifting weather patterns affect not only wildlife but also human communities around the world."

Question:
What is the main subject of the passage, and why is it important for us to understand it?"

Tuesday
Do Now Prompt:
"Good morning, students! In preparation for the upcoming IXL Diagnostic, let's focus on building our reading comprehension skills today. Read the short passage about climate change provided below and answer the following question:

Passage:

"As our planet faces the challenges of climate change, it becomes crucial to understand its impact on ecosystems. Rising temperatures and shifting weather patterns affect not only wildlife but also human communities around the world."

Question:
What is the main subject of the passage, and why is it important for us to understand it?"

Instructions:

Before you leave, take a moment to reflect on how you typically manage your time during assessments. What changes, if any, will you make in your time management strategy for tomorrow's IXL Diagnostic to ensure you're using your time effectively?

Instructions:

Before you leave, take a moment to reflect on how you typically manage your time during assessments. What changes, if any, will you make in your time management strategy for tomorrow's IXL Diagnostic to ensure you're using your time effectively?

Instructions:

Before you leave, take a moment to reflect on how you typically manage your time during assessments. What changes, if any, will you make in your time management strategy for tomorrow's IXL Diagnostic to ensure you're using your time effectively?

Instructions:

Before you leave, take a moment to reflect on how you typically manage your time during assessments. What changes, if any, will you make in your time management strategy for tomorrow's IXL Diagnostic to ensure you're using your time effectively?

Instructions:

Imagine you've just received an email from a future employer or your dream college. Write down three reasons why it's important to learn how to write a professional email, and how this skill could impact your future opportunities.

Instructions:

Imagine you've just received an email from a future employer or your dream college. Write down three reasons why it's important to learn how to write a professional email, and how this skill could impact your future opportunities.

Instructions:

Imagine you've just received an email from a future employer or your dream college. Write down three reasons why it's important to learn how to write a professional email, and how this skill could impact your future opportunities.

Instructions: If you have completed your "Who are you?" - Email assignment then answer question #1. If you haven't answer question #2.

(For those finished with the assignment)
1. What went well for you while completing this assignment? What of the resources ('Teacher Example', 'Outline', or 'Professional email guidelines') were the most useful to you and why? What suggestions do you have for Mr. Baptiste to make assignments like this easier or with better supports?

(For those unfinished with the assignment)2. Make a plan for yourself to complete the email by the deadline tonight. Use the template below to help you. What time are you going to work on the rest of the assignment tonight (consider your plans that might get in the way and plan around them)? What parts are left for you to complete?

Example:
Time to complete - After I eat dinner (best time for me because it's quiet and I can concentrate)
What's left - Need to complete my answer to question 3 in the email and also my closing. I'm almost there!

Write a formal email to Mr. Baptiste ([email protected]) explaining who you have been as a student and how Mr. Baptiste can help you become who you'd like to be.

- Use the attachments to help guide your writing
- Click turn in once email has been sent

Questions that need to be answered in the body of your email are:
1. What have been your lasting struggles as a student so far in your high school career ? Have you conquered this struggle? Why or why not? 

Examples of lasting struggles:
 struggling to do work on time
not believing you are capable of the work
separating work life from school life, etc.
stuck in the same grades and not able to move forward
uninterested generally in school

2. What do you want from this class/school year and why? Why is this desire important to you? What is the meaning behind this desire? Be specific.


Examples of class/school year wants:

3. What can I (we) do as a teacher to help you overcome this struggle and achieve your dreams of becoming the student you want to be? Explain the importance or give an example to support your answer.

Write a formal email to Mr. Baptiste ([email protected]) explaining who you have been as a student and how Mr. Baptiste can help you become who you'd like to be.

- Use the attachments to help guide your writing
- Click turn in once email has been sent

Questions that need to be answered in the body of your email are:
1. What have been your lasting struggles as a student so far in your high school career ? Have you conquered this struggle? Why or why not? 

Examples of lasting struggles:
 struggling to do work on time
not believing you are capable of the work
separating work life from school life, etc.
stuck in the same grades and not able to move forward
uninterested generally in school

2. What do you want from this class/school year and why? Why is this desire important to you? What is the meaning behind this desire? Be specific.


Examples of class/school year wants:

3. What can I (we) do as a teacher to help you overcome this struggle and achieve your dreams of becoming the student you want to be? Explain the importance or give an example to support your answer.

Instructions:

Think about the upcoming assignment where you'll be writing an email to your teacher. It's an opportunity to share your thoughts, struggles, and goals. Before we start, let's consider the challenges you might face when writing this email.


1. List any concerns or difficulties you anticipate when trying to express your struggles, desires, and expectations in the email.
2. Reflect on what might make it challenging to explain why these goals are important to you.
3. Consider how you might find it difficult to suggest ways the teacher can help you.

If finshed early, respond to a peers comments. What do you identify with? What suggestions could you make to help someone with the struggles they pressnted?

Instructions:

"Do Now: Reflect on your high school journey, your goals for this year, and the role of your teacher in your academic growth. In bullet points or a short paragrphh, write down your thoughts and experiences related to at least 2 of the 3 bullet points below:

Challenges faced during high school.
Aspirations for this school year and their significance.
Ways in which a teacher can support you in your academic journey.

Instructions:

"Do Now: Reflect on your high school journey, your goals for this year, and the role of your teacher in your academic growth. In bullet points or a short paragrphh, write down your thoughts and experiences related to at least 2 of the 3 bullet points below:

Challenges faced during high school.
Aspirations for this school year and their significance.
Ways in which a teacher can support you in your academic journey.

Instructions:

Good morning, students! For today's Do Now activity, please take a moment to reflect on what you learned in yesterday's lesson. In a brief paragraph, summarize the main points or concepts you took away from the lesson. This will help us review and build upon your prior knowledge as we dive into today's topic.Things to think about:

- Subject line
- Greeting
- Group work
- Email guidelines
- and/or finding email errors

Instructions: First, follow along as teacher models the task. Then, in your groups, highlight all the mistakes you see in each paragraph and write the corresponding # of the mistake(s) using the professional guideline handout.
Grades will be given out in class.

Instructions: Highlight all the mistakes you see in each paragraph and write the corresponding # of the mistake using the professional guideline handout.

Grades will be given out in class.

Instructions: First, follow along as teacher models the task. Then, in your groups, highlight all the mistakes you see in each paragraph and write the corresponding # of the mistake(s) using the professional guideline handout.
Grades will be given out in class.

Instructions: Highlight all the mistakes you see in each paragraph and write the corresponding # of the mistake using the professional guideline handout.

Grades will be given out in class.

Instructions:

Imagine you need to send an important email to a teacher or potential employer. Take a few minutes to review the provided professional email guidelines. Then, write a brief example of an email subject line and opening greeting that adhere to these rules. Share your examples with a partner and discuss how these guidelines can help you communicate effectively and professionally in your future email correspondence.

Example below of an informal subject line and greeting:
Subject line: You gotta job?

Greeting: Hi hi,

Please have your parents read and sign the syllabus.

Please have your parents read and sign the syllabus.