English Language Arts III of VIII-EES83_50 (Period 5) 2023 1 Assignments

This assessment is due 02/09/2024. Click the attached link to access the assessment; on the CommonLit login page, click Log In With Google.

This assessment is due 02/09/2024. Click the attached link to access the assessment; on the CommonLit login page, click Log In With Google.

This assessment is due 02/09/2024. Click the attached link to access the assessment; on the CommonLit login page, click Log In With Google.

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")

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%).

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

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: 

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

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: 

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 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: 

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. Connect to the Text - Describe the connection you’ve noticed, and explain what is similar between the pairing. 
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.

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. Connect to the Text - Describe the connection you’ve noticed, and explain what is similar between the pairing. 
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.

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. Connect to the Text - Describe the connection you’ve noticed, and explain what is similar between the pairing. 
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.

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

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

1. Considering the information in this article, what are some ways to incorporate technology in school that
wouldn’t lead to social isolation or other problems?

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

1. Considering the information in this article, what are some ways to incorporate technology in school that
wouldn’t lead to social isolation or other problems?

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: 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: Take a few minutes to review the "Word Wall” attached to the do now. Answer the prompt below after reviewing the vocabulary using bullet points.

Prompt: Look through the list of words and choose 2 words, phrases, or terms that are COMPLETELY UNFAMILIAR, 2 words, phrases, or terms that are YOU'VE HEARD BEFORE, and 1 word, phrase, or term that you KNOW.

COPY AND FILL IN TEMPLATE BELOW:

COMPLETELY UNFAMILIAR:


I'VE HEARD BEFORE:


WORDS I KNOW:

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.

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.

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.

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.

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.

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 35 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: KGEOSE (Expires 11/16)

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 35 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: KGEOSE (Expires 11/16)

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 35 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: KGEOSE (Expires 11/16)

To earn your classwork grade for The Veldt by Ray Bradbury, your participation is key. You have 35 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: KGEOSE (Expires 11/16)

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.

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 “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.

Watch the video “How Too Many Screens Affect Our Brain” 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.

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.

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: 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: 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: 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

Instructions: 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.

Copy and paste a piece of evidence into your do now and explain what it might reveal about the character Amina. Turn and talk at your table and share what you found.

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: 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.

Copy and paste a piece of evidence into your do now and explain what it might reveal about the character Amina. Turn and talk at your table and share what you found.

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: 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.

Copy and paste a piece of evidence into your do now and explain what it might reveal about the character Amina. Turn and talk at your table and share what you found.

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: 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.

Copy and paste a piece of evidence into your do now and explain what it might reveal about the character Amina. Turn and talk at your table and share what you found.

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:
1. Go through the slides on your own FIRST. Read through and use it to help with understanding.
2. Then, complete the "Grades 6-12 - Digital Well-Being - My Values & Tech - Student Handout"
3. Once complete on paper or on the computer click turn in.

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:
1. Go through the slides on your own FIRST. Read through and use it to help with understanding.
2. Then, complete the "Grades 6-12 - Digital Well-Being - My Values & Tech - Student Handout"
3. Once complete on paper or on the computer click turn in.

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:
1. Go through the slides on your own FIRST. Read through and use it to help with understanding.
2. Then, complete the "Grades 6-12 - Digital Well-Being - My Values & Tech - Student Handout"
3. Once complete on paper or on the computer click turn in.

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:
1. Go through the slides on your own FIRST. Read through and use it to help with understanding.
2. Then, complete the "Grades 6-12 - Digital Well-Being - My Values & Tech - Student Handout"
3. Once complete on paper or on the computer click turn in.

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).

- Read the three discussion questions and vote on which one you would like to discuss in class. 

- 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.

- Read the three discussion questions and vote on which one you would like to discuss in class. 

- 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.

- Read the three discussion questions and vote on which one you would like to discuss in class. 

- 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.

- Read the three discussion questions and vote on which one you would like to discuss in class. 

- 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.

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: 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:

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:

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:

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:

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.

To earn your classwork grade for "The Crowd" by Ray Bradbury, your participation is key. You have 35 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 
 
You may earn more than the allotted 35 points. 

If you are not here, you are still responsible for the work. Make a copy of the text and attach it with the written work.

Click the classdojo link and login with google. Then, type in the class code below:

Classdojo code: KXLGVQ

To earn your classwork grade for "The Crowd" by Ray Bradbury, your participation is key. You have 35 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 
 
You may earn more than the allotted 35 points. 

If you are not here, you are still responsible for the work. Make a copy of the text and attach it with the written work.

Click the classdojo link and login with google. Then, type in the class code below:

Classdojo code: KXLGVQ

To earn your classwork grade for "The Crowd" by Ray Bradbury, your participation is key. You have 35 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 
 
You may earn more than the allotted 35 points. 

If you are not here, you are still responsible for the work. Make a copy of the text and attach it with the written work.

Click the classdojo link and login with google. Then, type in the class code below:

Classdojo code: KXLGVQ

To earn your classwork grade for "The Crowd" by Ray Bradbury, your participation is key. You have 35 points to earn throughout the reading. This includes sharing out annotations, answering the guided reading questions for the day, or participating in class discussion. 
 
You may earn more than the allotted 35 points. 

If you are not here, you are still responsible for the work. Make a copy of the text and attach it with the written work.

Click the classdojo link and login with google. Then, type in the class code below:

Classdojo code: KXLGVQ

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.

You are responsible for the below:

Guided Questions - Participation Grade
Assessment Questions - Essay/Projects/etc.

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.

You are responsible for the below:

Guided Questions - Participation Grade
Assessment Questions - Essay/Projects/etc.

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.

You are responsible for the below:

Guided Questions - Participation Grade
Assessment Questions - Essay/Projects/etc.

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.

You are responsible for the below:

Guided Questions - Participation Grade
Assessment Questions - Essay/Projects/etc.

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:
Table 3 & 5: Style and Form
Table 1 & 2: Imagery
Table 4 & 5: Repetition

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:
Table 3 & 5: Style and Form
Table 1 & 2: Imagery
Table 4 & 5: Repetition

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:
Table 3 & 5: Style and Form
Table 1 & 2: Imagery
Table 4 & 5: Repetition

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:
Table 3 & 5: Style and Form
Table 1 & 2: Imagery
Table 4 & 5: Repetition

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: 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: 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: 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?

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: Relisez la nouvelle et mettez en évidence les détails descriptifs et les événements dramatiques. Complétez l'organisateur graphique en groupe.

Les notes seront attribuées en classe.

Instrucciones: Vuelva a leer el cuento corto y resalte los detalles descriptivos y eventos dramáticos. Completen el organizador gráfico en grupo.

Las calificaciones se entregarán en clase.

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?

English:
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.

Espanol:
Imagina que eres uno de los cinco amigos (Malik, Maya, Darnell, Nia o Keisha) que se aventuraron en los bosques remotos que rodean Hollow Creek. Según lo que has leído en 'La maldición de Hollow Creek', piensa en las decisiones y acciones que llevaron a los aterradores acontecimientos de la historia.

En tu tarea ahora, responde en un breve párrafo a una de las dos preguntas siguientes:
1. ¿Cuáles fueron algunas decisiones o acciones específicas tomadas por los personajes que contribuyeron al desarrollo de los aterradores acontecimientos de la historia?
2. Si estuvieras en su lugar, ¿habrías tomado decisiones diferentes? Explica qué podrías haber hecho diferente para evitar el escalofriante destino que les sucedió a los personajes.

Français:
Imaginez que vous êtes l'un des cinq amis (Malik, Maya, Darnell, Nia ou Keisha) qui se sont aventurés dans les bois isolés entourant Hollow Creek. En vous basant sur ce que vous avez lu dans "The Haunting of Hollow Creek ", réfléchissez aux décisions et aux actions qui ont conduit aux événements terrifiants de l'histoire.

Dans votre travail maintenant, répondez dans un court paragraphe à l’une des deux questions suivantes :
1. Quelles décisions ou actions spécifiques ont été prises par les personnages qui ont contribué au déroulement des événements terrifiants de l'histoire ?
2. Si vous étiez à leur place, auriez-vous fait des choix différents ? Expliquez ce que vous auriez pu faire différemment pour éviter le sort effrayant qui est arrivé aux personnages.

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: Relisez la nouvelle et mettez en évidence les détails descriptifs et les événements dramatiques. Complétez l'organisateur graphique en groupe.

Les notes seront attribuées en classe.

Instrucciones: Vuelva a leer el cuento corto y resalte los detalles descriptivos y eventos dramáticos. Completen el organizador gráfico en grupo.

Las calificaciones se entregarán en clase.

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: Relisez la nouvelle et mettez en évidence les détails descriptifs et les événements dramatiques. Complétez l'organisateur graphique en groupe.

Les notes seront attribuées en classe.

Instrucciones: Vuelva a leer el cuento corto y resalte los detalles descriptivos y eventos dramáticos. Completen el organizador gráfico en grupo.

Las calificaciones se entregarán en clase.

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: Relisez la nouvelle et mettez en évidence les détails descriptifs et les événements dramatiques. Complétez l'organisateur graphique en groupe.

Les notes seront attribuées en classe.

Instrucciones: Vuelva a leer el cuento corto y resalte los detalles descriptivos y eventos dramáticos. Completen el organizador gráfico en grupo.

Las calificaciones se entregarán en clase.

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

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?

Instrucciones en espanol:Responda las preguntas a continuación en una respuesta de escritura gratuita. Dé una respuesta de párrafo con uno o dos ejemplos y explique su razonamiento.

Preguntas:

¿Qué experiencias nos llevan de la niñez a la edad adulta?

Piensa en las experiencias típicas que nos llevan allí (graduación, votar, mudarse de casa de tus padres, etc.) y luego en las más experienciales que difieren de persona a persona (asumir riesgos, lecciones de vida que te ayudan a crecer, etc.) .).

¿Cuáles son importantes y por qué nos cambian de niño a adulto?

Instructions en francais :Répondez aux questions ci-dessous dans une réponse écrite gratuite. Donnez une réponse sous forme de paragraphe avec un à deux exemples et expliquez votre raisonnement.

Des questions:
Quelles expériences nous conduisent de l’enfance à l’âge adulte ?

Pensez aux expériences typiques qui nous y amènent (obtention du diplôme, vote, déménagement de la maison parentale, etc.) puis aux plus expérientielles qui diffèrent d'une personne à l'autre (prise de risques, leçons de vie qui aident à grandir, etc. .).

Lesquels sont importants et pourquoi nous transforment-ils d’enfant en adulte ?

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

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?

Instrucciones en espanol:Responda las preguntas a continuación en una respuesta de escritura gratuita. Dé una respuesta de párrafo con uno o dos ejemplos y explique su razonamiento.

Preguntas:

¿Qué experiencias nos llevan de la niñez a la edad adulta?

Piensa en las experiencias típicas que nos llevan allí (graduación, votar, mudarse de casa de tus padres, etc.) y luego en las más experienciales que difieren de persona a persona (asumir riesgos, lecciones de vida que te ayudan a crecer, etc.) .).

¿Cuáles son importantes y por qué nos cambian de niño a adulto?

Instructions en francais :Répondez aux questions ci-dessous dans une réponse écrite gratuite. Donnez une réponse sous forme de paragraphe avec un à deux exemples et expliquez votre raisonnement.

Des questions:
Quelles expériences nous conduisent de l’enfance à l’âge adulte ?

Pensez aux expériences typiques qui nous y amènent (obtention du diplôme, vote, déménagement de la maison parentale, etc.) puis aux plus expérientielles qui diffèrent d'une personne à l'autre (prise de risques, leçons de vie qui aident à grandir, etc. .).

Lesquels sont importants et pourquoi nous transforment-ils d’enfant en adulte ?

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

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?

Instrucciones en espanol:Responda las preguntas a continuación en una respuesta de escritura gratuita. Dé una respuesta de párrafo con uno o dos ejemplos y explique su razonamiento.

Preguntas:

¿Qué experiencias nos llevan de la niñez a la edad adulta?

Piensa en las experiencias típicas que nos llevan allí (graduación, votar, mudarse de casa de tus padres, etc.) y luego en las más experienciales que difieren de persona a persona (asumir riesgos, lecciones de vida que te ayudan a crecer, etc.) .).

¿Cuáles son importantes y por qué nos cambian de niño a adulto?

Instructions en francais :Répondez aux questions ci-dessous dans une réponse écrite gratuite. Donnez une réponse sous forme de paragraphe avec un à deux exemples et expliquez votre raisonnement.

Des questions:
Quelles expériences nous conduisent de l’enfance à l’âge adulte ?

Pensez aux expériences typiques qui nous y amènent (obtention du diplôme, vote, déménagement de la maison parentale, etc.) puis aux plus expérientielles qui diffèrent d'une personne à l'autre (prise de risques, leçons de vie qui aident à grandir, etc. .).

Lesquels sont importants et pourquoi nous transforment-ils d’enfant en adulte ?

English 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?


Instrucciones en español: Lee la siguiente historia corta:

La antigua casa chirriante se encontraba aislada en una noche oscura y tormentosa. El trueno retumbaba ominosamente y los relámpagos iluminaban el jardín desbordado. Sarah entró cautelosamente, su linterna revelando muebles cubiertos de polvo y fotografías descoloridas. Escuchó un susurro tenue desde arriba, seguido de una risa espeluznante. Con el corazón acelerado, subió las escaleras, cada paso resonando en el silencio.
Después de leer esta historia corta, identifica al menos dos detalles que crean suspenso en la narrativa. Elige uno de los detalles y explica cómo te hace sentir como lector. ¿Qué te quedas preguntando?

Instructions en français: Lisez la courte histoire suivante :

La vieille maison grinçante se tenait isolée lors d'une sombre nuit d'orage. Le tonnerre grondait de manière menaçante et les éclairs illuminaient le jardin envahi par la végétation. Sarah entra prudemment, sa lampe de poche révélant des meubles recouverts de poussière et des photographies délavées. Elle entendit un murmure faible venant de l'étage supérieur, suivi d'un rire étrange. Son cœur battait la chamade alors qu'elle montait les escaliers, chaque pas résonnant dans le silence.
Après avoir lu cette courte histoire, identifiez au moins deux détails qui créent du suspense dans le récit. Choisissez l'un de ces détails et expliquez ce qu'il vous fait ressentir en tant que lecteur. Qu'est-ce qui vous laisse perplexe ?

English - 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.



French - Complétez le diagnostic IXL. 100 points de participation une fois terminé. Suivez les étapes ci-dessous ou dans les  'Étapes de connexion au diagnostic IXL' pour commencer votre diagnostic.

Étape 1: Cliquez sur le lien  'IXL - Academy for College Preparation and Career Exploration (17K382)' joint au devoir pour accéder à la page de connexion.
Étape 2: Connectez-vous avec le compte Google nycstudents.
Étape 3: Cliquez sur  'Évaluation' en haut de l'écran.
Étape 4: Cliquez sur 'Entrez dans l'arène'.
Étape 5: Recherchez 'Mathématiques et arts du langage' dans la barre bleue en haut de l'écran.
Étape 6: Cliquez sur la flèche déroulante et sélectionnez 'Arts du langage'. 
Étape 7: Sélectionnez votre question et commencez.

NE PAS GOOGLE. Il s'agit d'une évaluation, il est donc important que vous fassiez de votre mieux afin que nous sachions exactement jusqu'où vous en êtes.
Lisez attentivement chaque question et prenez votre temps pour terminer le test.


Espanol - Complete el diagnóstico IXL. 100 puntos de participación una vez completado. Siga los pasos a continuación o en los 'Pasos de inicio de sesión de diagnóstico IXL' para comenzar su diagnóstico.

Paso 1: Haga clic en el enlace 'IXL - Academia de preparación universitaria y exploración profesional (17K382)' adjunto a la tarea para ir a la página de inicio de sesión.
Paso 2: inicie sesión con la cuenta de Google nycstudents.
Paso 3: haga clic en "Evaluación" en la parte superior de la pantalla.
Paso 4: haz clic en "Entrar a la arena".
Paso 5: busque 'Matemáticas y artes del lenguaje' en la barra azul en la parte superior de la pantalla.
Paso 6: haga clic en la flecha desplegable y seleccione "Artes del lenguaje"
Paso 7: Selecciona tu pregunta y comienza.

NO BUSQUES EN GOOGLE. Esta es una evaluación, por lo que es importante que haga lo mejor que pueda para que sepamos exactamente hasta dónde ha llegado.
Lea atentamente cada pregunta y tómese su tiempo para completar la prueba.

English - 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.



French - Complétez le diagnostic IXL. 100 points de participation une fois terminé. Suivez les étapes ci-dessous ou dans les  'Étapes de connexion au diagnostic IXL' pour commencer votre diagnostic.

Étape 1: Cliquez sur le lien  'IXL - Academy for College Preparation and Career Exploration (17K382)' joint au devoir pour accéder à la page de connexion.
Étape 2: Connectez-vous avec le compte Google nycstudents.
Étape 3: Cliquez sur  'Évaluation' en haut de l'écran.
Étape 4: Cliquez sur 'Entrez dans l'arène'.
Étape 5: Recherchez 'Mathématiques et arts du langage' dans la barre bleue en haut de l'écran.
Étape 6: Cliquez sur la flèche déroulante et sélectionnez 'Arts du langage'. 
Étape 7: Sélectionnez votre question et commencez.

NE PAS GOOGLE. Il s'agit d'une évaluation, il est donc important que vous fassiez de votre mieux afin que nous sachions exactement jusqu'où vous en êtes.
Lisez attentivement chaque question et prenez votre temps pour terminer le test.


Espanol - Complete el diagnóstico IXL. 100 puntos de participación una vez completado. Siga los pasos a continuación o en los 'Pasos de inicio de sesión de diagnóstico IXL' para comenzar su diagnóstico.

Paso 1: Haga clic en el enlace 'IXL - Academia de preparación universitaria y exploración profesional (17K382)' adjunto a la tarea para ir a la página de inicio de sesión.
Paso 2: inicie sesión con la cuenta de Google nycstudents.
Paso 3: haga clic en "Evaluación" en la parte superior de la pantalla.
Paso 4: haz clic en "Entrar a la arena".
Paso 5: busque 'Matemáticas y artes del lenguaje' en la barra azul en la parte superior de la pantalla.
Paso 6: haga clic en la flecha desplegable y seleccione "Artes del lenguaje"
Paso 7: Selecciona tu pregunta y comienza.

NO BUSQUES EN GOOGLE. Esta es una evaluación, por lo que es importante que haga lo mejor que pueda para que sepamos exactamente hasta dónde ha llegado.
Lea atentamente cada pregunta y tómese su tiempo para completar la prueba.

English - 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.



French - Complétez le diagnostic IXL. 100 points de participation une fois terminé. Suivez les étapes ci-dessous ou dans les  'Étapes de connexion au diagnostic IXL' pour commencer votre diagnostic.

Étape 1: Cliquez sur le lien  'IXL - Academy for College Preparation and Career Exploration (17K382)' joint au devoir pour accéder à la page de connexion.
Étape 2: Connectez-vous avec le compte Google nycstudents.
Étape 3: Cliquez sur  'Évaluation' en haut de l'écran.
Étape 4: Cliquez sur 'Entrez dans l'arène'.
Étape 5: Recherchez 'Mathématiques et arts du langage' dans la barre bleue en haut de l'écran.
Étape 6: Cliquez sur la flèche déroulante et sélectionnez 'Arts du langage'. 
Étape 7: Sélectionnez votre question et commencez.

NE PAS GOOGLE. Il s'agit d'une évaluation, il est donc important que vous fassiez de votre mieux afin que nous sachions exactement jusqu'où vous en êtes.
Lisez attentivement chaque question et prenez votre temps pour terminer le test.


Espanol - Complete el diagnóstico IXL. 100 puntos de participación una vez completado. Siga los pasos a continuación o en los 'Pasos de inicio de sesión de diagnóstico IXL' para comenzar su diagnóstico.

Paso 1: Haga clic en el enlace 'IXL - Academia de preparación universitaria y exploración profesional (17K382)' adjunto a la tarea para ir a la página de inicio de sesión.
Paso 2: inicie sesión con la cuenta de Google nycstudents.
Paso 3: haga clic en "Evaluación" en la parte superior de la pantalla.
Paso 4: haz clic en "Entrar a la arena".
Paso 5: busque 'Matemáticas y artes del lenguaje' en la barra azul en la parte superior de la pantalla.
Paso 6: haga clic en la flecha desplegable y seleccione "Artes del lenguaje"
Paso 7: Selecciona tu pregunta y comienza.

NO BUSQUES EN GOOGLE. Esta es una evaluación, por lo que es importante que haga lo mejor que pueda para que sepamos exactamente hasta dónde ha llegado.
Lea atentamente cada pregunta y tómese su tiempo para completar la prueba.

English - 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.



French - Complétez le diagnostic IXL. 100 points de participation une fois terminé. Suivez les étapes ci-dessous ou dans les  'Étapes de connexion au diagnostic IXL' pour commencer votre diagnostic.

Étape 1: Cliquez sur le lien  'IXL - Academy for College Preparation and Career Exploration (17K382)' joint au devoir pour accéder à la page de connexion.
Étape 2: Connectez-vous avec le compte Google nycstudents.
Étape 3: Cliquez sur  'Évaluation' en haut de l'écran.
Étape 4: Cliquez sur 'Entrez dans l'arène'.
Étape 5: Recherchez 'Mathématiques et arts du langage' dans la barre bleue en haut de l'écran.
Étape 6: Cliquez sur la flèche déroulante et sélectionnez 'Arts du langage'. 
Étape 7: Sélectionnez votre question et commencez.

NE PAS GOOGLE. Il s'agit d'une évaluation, il est donc important que vous fassiez de votre mieux afin que nous sachions exactement jusqu'où vous en êtes.
Lisez attentivement chaque question et prenez votre temps pour terminer le test.


Espanol - Complete el diagnóstico IXL. 100 puntos de participación una vez completado. Siga los pasos a continuación o en los 'Pasos de inicio de sesión de diagnóstico IXL' para comenzar su diagnóstico.

Paso 1: Haga clic en el enlace 'IXL - Academia de preparación universitaria y exploración profesional (17K382)' adjunto a la tarea para ir a la página de inicio de sesión.
Paso 2: inicie sesión con la cuenta de Google nycstudents.
Paso 3: haga clic en "Evaluación" en la parte superior de la pantalla.
Paso 4: haz clic en "Entrar a la arena".
Paso 5: busque 'Matemáticas y artes del lenguaje' en la barra azul en la parte superior de la pantalla.
Paso 6: haga clic en la flecha desplegable y seleccione "Artes del lenguaje"
Paso 7: Selecciona tu pregunta y comienza.

NO BUSQUES EN GOOGLE. Esta es una evaluación, por lo que es importante que haga lo mejor que pueda para que sepamos exactamente hasta dónde ha llegado.
Lea atentamente cada pregunta y tómese su tiempo para completar la prueba.

Do Now Prompt:

Espanol Instrucciones:¡Bienvenidos de nuevo a todos! Sigamos perfeccionando nuestras habilidades de lectura para el Diagnóstico IXL. Hoy trabajaremos en la inferencia. Lea el siguiente pasaje y responda la pregunta:

Paso:Sarah miró por la ventana la lluvia torrencial. Ella suspiró y tomó su paraguas."

Pregunta: Según el pasaje, ¿qué puedes inferir sobre las acciones y sentimientos de Sarah? Explique su respuesta y use un ejemplo para conectarse o respaldar su respuesta.


English 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.


French Instructions:Bon retour à tous ! Continuons à perfectionner nos compétences en lecture pour le Diagnostic IXL. Aujourd'hui, nous allons travailler sur l'inférence. Lisez le passage suivant et répondez à la question :

Passage:Sarah regardait par la fenêtre la pluie battante. Elle soupira et attrapa son parapluie. »

Question: D’après ce passage, que pouvez-vous déduire sur les actions et les sentiments de Sarah ? Expliquez votre réponse et utilisez un exemple pour vous connecter/étayer votre réponse.

Do Now Prompt:

Espanol Instrucciones:¡Bienvenidos de nuevo a todos! Sigamos perfeccionando nuestras habilidades de lectura para el Diagnóstico IXL. Hoy trabajaremos en la inferencia. Lea el siguiente pasaje y responda la pregunta:

Paso:Sarah miró por la ventana la lluvia torrencial. Ella suspiró y tomó su paraguas."

Pregunta: Según el pasaje, ¿qué puedes inferir sobre las acciones y sentimientos de Sarah? Explique su respuesta y use un ejemplo para conectarse o respaldar su respuesta.


English 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.


French Instructions:Bon retour à tous ! Continuons à perfectionner nos compétences en lecture pour le Diagnostic IXL. Aujourd'hui, nous allons travailler sur l'inférence. Lisez le passage suivant et répondez à la question :

Passage:Sarah regardait par la fenêtre la pluie battante. Elle soupira et attrapa son parapluie. »

Question: D’après ce passage, que pouvez-vous déduire sur les actions et les sentiments de Sarah ? Expliquez votre réponse et utilisez un exemple pour vous connecter/étayer votre réponse.

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?"


Preguntar ahora:
¡Buenos días, estudiantes! En preparación para el próximo Diagnóstico IXL, concentrémonos hoy en desarrollar nuestras habilidades de comprensión lectora. Lea el breve pasaje sobre el cambio climático que se proporciona a continuación y responda la siguiente pregunta:

Paso:A medida que nuestro planeta enfrenta los desafíos del cambio climático, se vuelve crucial comprender su impacto en los ecosistemas. El aumento de las temperaturas y los cambios en los patrones climáticos afectan no sólo a la vida silvestre sino también a las comunidades humanas en todo el mundo.

Pregunta:
¿Cuál es el tema principal del pasaje y por qué es importante que lo entendamos?

Faites maintenant l'invite :
"Bonjour, étudiants ! En préparation du prochain diagnostic IXL, concentrons-nous aujourd'hui sur le développement de nos compétences en compréhension écrite. Lisez le court passage sur le changement climatique fourni ci-dessous et répondez à la question suivante :

Passage:"Alors que notre planète est confrontée aux défis du changement climatique, il devient crucial de comprendre son impact sur les écosystèmes. La hausse des températures et les changements climatiques affectent non seulement la faune sauvage mais aussi les communautés humaines du monde entier."

Question :
Quel est le sujet principal de ce passage et pourquoi est-il important pour nous de le comprendre ?

Instructions en espagnol (Spanish Instructions or Instructions en espagnol):

Hazlo ahora: reflexiona sobre tu trayectoria en la escuela secundaria, tus metas para este año y el papel de tu maestro en tu crecimiento académico. En viñetas o en un párrafo corto, escribe tus pensamientos y experiencias relacionadas con al menos 2 de los 3 viñetas a continuación:
Desafíos enfrentados durante la escuela secundaria.
Aspiraciones para este año escolar y su significado.
Formas en que un maestro puede apoyarte en tu trayectoria académica.
English Instructions (Insturctions ingleses or Instruction d'anglais):

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 paragraph, 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 en français (French Instructions or Instrucciones en francés):

"Faites-le maintenant: réfléchissez à votre parcours au lycée, à vos objectifs pour cette année et au rôle de votre enseignant dans votre croissance académique. Sous forme de puces ou d'un court paragraphe, écrivez vos pensées et vos expériences liées à au moins 2 des 3 points ci-dessous:
Défis rencontrés au lycée.
Aspirations pour cette année scolaire et ce qu'elles signifient.
Comment un enseignant peut vous soutenir dans votre parcours académique.

Instructions en espagnol (Spanish Instructions or Instructions en espagnol):

Hazlo ahora: reflexiona sobre tu trayectoria en la escuela secundaria, tus metas para este año y el papel de tu maestro en tu crecimiento académico. En viñetas o en un párrafo corto, escribe tus pensamientos y experiencias relacionadas con al menos 2 de los 3 viñetas a continuación:
Desafíos enfrentados durante la escuela secundaria.
Aspiraciones para este año escolar y su significado.
Formas en que un maestro puede apoyarte en tu trayectoria académica.
English Instructions (Insturctions ingleses or Instruction d'anglais):

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 paragraph, 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 en français (French Instructions or Instrucciones en francés):

"Faites-le maintenant: réfléchissez à votre parcours au lycée, à vos objectifs pour cette année et au rôle de votre enseignant dans votre croissance académique. Sous forme de puces ou d'un court paragraphe, écrivez vos pensées et vos expériences liées à au moins 2 des 3 points ci-dessous:
Défis rencontrés au lycée.
Aspirations pour cette année scolaire et ce qu'elles signifient.
Comment un enseignant peut vous soutenir dans votre parcours académique.

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: 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: 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: 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: 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.

Please have your parents read and sign the syllabus.

Please have your parents read and sign the syllabus.

Please have your parents read and sign the syllabus.

Please have your parents read and sign the syllabus.