2nd Hr. Lit./Comp. 7-8-2020-2021 Assignments

1. Go to www.careercruising.com
2. Log in using your username and password sent to you via email by Lauren Murawski.
3. Listen to and view (during class) Ms. Siembor's demonstration on how to use the resume builder in Career Cruising.
4. View the attached sample resume which was written using the Career Cruising Resume Builder.
5. Consult the attached list of action verbs and character trait words for resumes.
REMEMBER: Describe duties/tasks by starting with strong verbs.  Use present-tense verbs for activities and jobs you are currently doing.  Use past-tense verbs for activities and jobs you are no longer doing.
6. If you were absent for today's lesson, watch the attached video.
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W.12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: SWD summarizing their history of education, work, activities, skills, volunteer activities, etc. by writing 1 error-free, resume following these FCAs: Correct/Consistent Format (Using Career Cruising Resume Builder), Strong Verbs in Correct Tense, Appropriate Length, Consistency of Correct Capitalization, SPG, No Sentences or Paragraphs
L.O.: SW verbally read in a one-foot-voice to proofread resume for FCAs mentioned above.

YOU ARE BEING GRADED ON LISTENING TODAY.  WE ARE RUNNING OUT OF TIME, SO ALL YOU HAVE TO DO AT THE END OF TODAY'S CLASS IS SAVE THESE DOCUMENTS TO YOUR PERSONAL DRIVE FOR FUTURE USE AND THEN CLICK THE TURN-IN BUTTON SO THIS ASSIGNMENT SHOWS AS COMPLETED.
1. We will discuss some of the common interview questions and answers.
2. I'll share a sample email you can use after you interview.

YOU DO NOT HAVE TO ADD THIS ASSIGNMENT TO YOUR SR. PORTFOLIO IN CAREER CRUISING.
1. View the "Interview Presentation" slide show.  Look at the speaker's notes for more in-depth explanation.
2. Fill in the #1 Interview "Question" template.  Remember to always update and rehearse this throughout your career.
NOTE:  Next time we meet, we will go over the answers to the most common interview questions and discuss the follow-up / thank-you letter.

1. Open and read the checklist.
2. We will complete the Career Direction piece (#5 on checklist) together next week, so hold off on that component.
3. For now, make sure your resume is done (leave it in career cruising career builder), find two writing samples, and gather your letter of recommendation.
4. Open the uploading instructions and read them.  Follow these steps to upload the components you have so far.

1. Complete the Career Direction / Post High School Plans Paragraph for your Sr. Portfolio by filling out the template using information from the linked website.
2. Once you finish filling in the template, save it to your drive and follow the uploading steps to upload it to your careercruising.com Sr. Portfolio.

1. Read Article.
2. Read Sample Letter of Recommendation.
3. Complete Letter of Recommendation Request Form (keep a copy for yourself, and turn one in by tomorrow).
4. Think about a person to ask for your Letter of Recommendation.
5. Ask that person to write the letter by May 7th.
6. Once you receive it, turn it in by attaching it to this assignment.
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12.RI.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
C.O. Students will read an article to analyze 4 steps to getting a good letter of recommendation.
L.O. Students will write to provide information about themselves on a letter of recommendation request form and verbally ask a person to write one for them following the 4 steps learned in the article.

NOTE:  YOU ARE NOT WRITING A COVER LETTER.  YOU ARE LEARNING ABOUT THE COVER LETTER SO THAT WHEN YOU APPLY FOR A REAL JOB, YOU WILL KNOW WHAT ONE IS AND HOW TO WRITE ONE.
1. View How to Write a Cover Letter PowerPoint.
2. View "Good Cover Letter Samples PDF.
3. Take the Google Form Cover Letter Quiz (20 points).
4. I have a Cover Letter Template if you would like to write a cover letter.  Email me if you want the template.
5. Save the Instructional PPT and Sample Cover Letters in your personal Google Drive so you have these files when it's time to write your own.
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RI 12.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
C.O.:  Students will analyze the format, structure, and content of a cover letter by reading an instructional PPT and student samples as well as choosing correct answers on a 20 question quiz.
L.O.:  Students will verbally explain to a partner (if they choose to work with one) the correct answers on the cover letter quiz to analyze the format, structure, and content of a cover letter.

We will be taking the STAR Reading test this week. Please read the following points so that you have all of the information you need to take the test:

1. Your username is your student ID number.

2. Your password is your 7-digit birthday if your birthday is between January-September, example: 6212001 or  8132002. But if your birthday is between October-December, your password is an 8-digit number, example 10212002 or 12182001. If your password doesn't work after trying ONCE , let me know in the chat otherwise you will LOCK your account, which will make me upset :( 

3. The monitor password is: admin   
* A box may pop up at the beginning of the test asking for the monitor password. You may also need it in case your laptop dies. This password will bring you back to where you left off. 

4. Try your best, your score matters. Do not use outside resources- that is considered cheating. If you score too low or too high, you may be asked to take the test again.

5. If you have any questions/comments DURING the test, please send a message via the chat. DO NOT UNMUTE your microphone during the test, because we want to prevent distractions.

6. If you are more than 15 minutes late or you are absent, you may have to take the test on your own time because you will not able to finish in class. 


7. The STAR Reading test link is linked below. Click on it, then log in. If you have issues logging in, send a message in the chat. https://global-zone08.renaissance-go.com/welcomeportal/126870

1. Open the file below.
2. Follow along as we start the lesson by completing a few slides together.
3. Complete the rest of the slides by typing answers directly into the slides.
4. Save your work because it's a PowerPoint (CTRL+S) or File/Save.
5. Click Turn-In in Google Classroom.
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RL 12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
C.O.: Students will read a poem and analyze it to determine the meaning of words and phrases by viewing a PowerPoint and writing answers to 8 questions as they analyze each stanza separately.
L.O.: Students will listen to an audio version of the poem to further analyze, understand, and determine the meaning of words and phrases of the poem.

1. Open the Women's History Month Choice Board file.
2. View it in present (full screen/present) mode so you can click on the links. Choose THREE BUTTONS/SQUARES to explore for today.
3. Fill in the Google Form to explain what you learned about your choice board selections (Submit Google Form first, and then click the Turn-in Button in Google Classroom.).
NOTE: If a link or video on the choice board does not work, make a different choice. I tested the links and approved all videos for MEL-NAP schools, but you never know what could happen with technology, so be prepared to make a different choice if the one you want does not work.
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W.12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: Students will write 3, 5-sentence paragraphs to choice-board selections about Women's History by completing the task at hand and writing a response in a Google Form according to FCAs (3, 5-sentence paragraphs, commas & apostrophes, details/examples).
L.O.: Students will read in a one-foot voice to check for FCAs.

Complete the Senior Information Sheet for Mrs. Weick from the counseling department. She needs this information to plan upcoming events, such as honors night and decision day. This is an assignment, so you will see points in the gradebook.

1. Please complete the pre-test for our Sr. Portfolio / Career Readiness Unit.
2. When done, Click Submit at the bottom of the Google Form.
3. Also, Click the Turn-In Button in Google Classroom so the assignment shows as completed.
NOTE: This is just a pre-test, so you might not know all of the answers. You are getting credit for taking the pre-test, answering all questions to the best of your ability.

1. Open the articles below and read them.
2. Notice that one of the articles has a claim (highlighted in green).
3. Notice that the other article does not have a claim--it is strictly informational/fact based.
4. Remember, when writing like an ACE, you need to find articles with a claim in order to meet the FCAs.
5. Re-read your writing from last week to make sure you have a claim and have followed the FCAs.
NOTE: If you had difficulty finding an article with a claim for your writing, use the one below titled "Colleges Drift Away From Their Academic Priorities."
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W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O. Students will demonstrate application of the Writing Like an ACE strategy by reading and annotating an article (source, author, claim, evidence) to write a summary with opinion (sentence stems available).
L.O. Students will speak to check for the FCAs (claim, evidence, commas, complete sentences) by reading their draft in a one-foot voice.

1. Read the Sample Ace Summary to refresh your memory. The attached student sample is written about an article we read earlier this school year. NOTE: The third FCA (quotation marks) is different from the third FCA you will be working with today (commas and complete sentences).
2. Review the Student Copy Writing Template and use it for your writing. NOTE: If you do not like the sentence stems, write your own. Just remember to follow the FCAs on this template, including the highlighting.
3. Choose a school appropriate article to write about (websites provided in directions document).
4. Write according to FCAs.
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W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O. Students will demonstrate application of the Writing Like an ACE strategy by reading and annotating an article (source, author, claim, evidence) to write a summary with opinion (sentence stems available).
L.O. Students will speak to check for the FCAs (claim, evidence, commas, complete sentences) by reading their draft in a one-foot voice.

1. We will view the first five slides of the PowerPoint attachment together. The rest is supplemental (optional), which means you have to view it ONLY if you need help with the Google Form practice exercise.
2 We will complete #s 1-10 of the Google Form practice exercise together.
3. You will complete #s 11-20 of the Google Form practice exercise on your own.
4. Remember to click SUBMIT at the end of the Google Form.
5. Remember to click the TURN-IN Button in Google Classroom too.
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L.12.1: Demonstrate command of the conventions of English grammar and usage.
C.O.: Students will view a PowerPoint presentation on complete sentences (comma splice, run-on, fragment) and choose 20 correct answers on a Google Form practice exercise.
L.O.: Students will read in a one-foot voice to check their answers for complete sentences before submitting the form.

1. The PowerPoint attachment is supplemental (optional), which means you have to view it ONLY if you need help with the Google Form practice exercises.
2 We will complete one of the Google Forms comma practice exercises together.
3. You will complete one of the Google Forms comma practice exercises on your own.
4. Remember to click SUBMIT at the end of each Google Form.
5. Remember to click the TURN-IN Button in Google Classroom too.
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L.12.1: Demonstrate command of the conventions of English grammar and usage.
C.O.: Students will view a PowerPoint presentation on comma rules and choose 12 correct answers on a Google Form practice exercise.
L.O.: Student will write according to the comma rules learned in the lesson to construct correctly punctuated sentences on the Google Form (feedback provided on the Google Form).

1. Open file.
2. Read slides, watch video clips, and follow directions to answer key questions. Remember, when clicking links, you have to be in present mode (full screen). When typing an answer into the slides, you have to be in edit mode (small screen with slides showing to left).
NOTE: We will complete slides 1-6 together. Then, you will choose either one more poet or one more artist to explore.
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RL 12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain (focus: theme).
C.O.: Students will read/view/listen to 4 poet biographies, 4 poems, 4 artist biographies, 4 artist works to analyze theme by writing 1 to 3 sentence responses to each task/question.
L.O.: Students will read in a one-foot voice each response to check for FCAs: Theme Identified, Examples/Details for Support, SPG.

1. Open the Black History Month Choice Board file.
2. View it in present (full screen) mode so you can click on the links. Choose ONLY ONE BUTTON/SQUARE in any ONE category to explore for today.
3. Fill in the Google Form to explain what you learned about your choice board selection (Submit Google Form first, and then click the Turn-in Button in Google Classroom.).
NOTE: If a link or video on the choice board does not work, make a different choice. I tested the links and approved all videos for MEL-NAP schools, but you never know what could happen with technology, so be prepared to make a different choice if the one you want does not work.
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W.12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: Students will write a 7-sentence response to a choice-board selection about Black History (poetry, fiction, non-fiction, listening, viewing, etc.) by completing the task at hand and writing a response in a Google Form according to FCAs (7 sentence paragraph, complete sentences, details/examples).
L.O.: Students will read in a one-foot voice to check for FCAs.

Open the Google Slides file, read the story, and annotate according to the directions. There is also a cheat sheet Google Docs file provided to help you with the literary terms for the story. We will take two class periods to complete this assignment, so do not click the Turn-In button until we finish the entire assignment.
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RL 1.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning (theme) and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
C.O. Students will read a short story to analyze setting, tone, theme, imagery, personification, hyperbole, simile, metaphor, alliteration, etc. by annotating (25 annotations) (highlighting, underlining, commenting) in a set of guiding Google Slides which includes the text of the story with the annotation assignment embedded.
L.O. Students will read in a one-foot voice their theme notes on the last slide to synthesize their story annotations on the above mentioned literary terms.

To prepare for the short story we will read soon by Ray Bradbury, we are going to watch a documentary movie together in class. (If you were absent today and are making up this assignment, search in YouTube for “Life After People Fires Rage Across The World” for the movie.)
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W.12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: Students will write to summarize a documentary movie according to guided notes.
L.O.: Students will read in a one-foot-voice their answers to check for accuracy of summary of documentary movie.

W.12.10: Write routinely over extended time frames (as for research, reflection, and revision) for a range of purposes and audiences.
C.O. Students will write to synthesize research about an author by writing in a guided graphic organizer after conducting research about Ray Bradbury's life, works, genres, memorable characters, famous quotes, adjectives (to synthesize), etc.
L.O. Students will read in a one-foot voice to check for FCAs: Credibility/Accuracy of information, Source Notations (where needed), SPG.

Open the file below. Read the slides, and follow the directions to create your vision board based on the goals you set for yourself. Click Turn-In Button when done.
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W.4.12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: Students will write to reflect on semester one / last year by following the guided slides to write a vision board based on their goals for this semester / year: FCAs: SPG, Words & Images (10), Goal Based
L.O.: Students will read in a one-foot-voice their vision board to check for FCAs.

Open the file below. Read the slides, and follow the directions to create your goals. Click Turn-In Button when done.
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W.4.12: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O.: Students will write to reflect on semester one / last year by following the guided slides to write new goals for this semester / year: FCAs: SPG, Attainability, Measurability
L.O.: Students will read in a one-foot-voice their three goals to check for FCAs.

Please complete the attached Google Form.

1. Open the Travel Prompts Presentation file. Choose one travel destination from the Travel Prompts Presentation file. There are 30 choices. Choose only one for today.
2. For the destination you choose in the Travel Prompts Presentation file, read the information to the left of the picture. Next, Take the Google Earth Tour by clicking on the link to the right of the picture.
3. Then, read the writing prompt under the picture.
4. Open the Google Form. Lastly, complete this form and respond to the writing prompt at the end of this form (the same prompt from the travel prompts presentation file). Follow the FCAs.
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W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O. Students will write to respond to a prompt after they research a travel destination (30 choices), via text and Google Earth according to the FCAs [on topic, paragraph form, apostrophes (possessives/contractions)].
L.O. Students will read in a one-foot voice to check their prompt writing according to the FCAs [on topic, paragraph form, apostrophes (possessives/contractions)].

We will complete the Magic Square puzzle 1 together. Then, you will complete the Magic Square puzzle 2 on your own.
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L 12.1: Demonstrate command of the conventions of English grammar and usage.
L.O.: Students will identify the correct usage of commonly confused words by correctly answering questions in two magic square puzzles to solve for the correct answers (all rows and columns will add to same #).
C.O. Students will verbally explain to a classmate the correct use of commonly confused words using the sentence stems: 1. The correct use of the word . . . is . . . because the definition is . . . 2. I solved the puzzle correctly because all rows and columns in the magic square add to the same number.

Open the Rules for Possessives handout and review the rules. Next, we will complete the Grammar Games: Musically Speaking together. Then, you will complete the Grammar Games: Unlucky Seven on your own.
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L 12.1: Demonstrate command of the conventions of English grammar and usage.
L.O.: Students will identify the correct usage of possession by correctly answering questions in two grammar puzzles to solve the puzzle for the correct answers.
C.O. Students will verbally explain to a classmate the correct use of possession using the sentence stems: 1. The correct form of possession is . . . because rule . . . says . . . 2. I solved the puzzle correctly because the three instruments are . . . 3. I solved the puzzle correctly because numbers . . . all added up to 60.

Complete the Pre-Reading Activity.
Read the attached article and follow the directions for annotation.
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RI.12.1 Cite strong and thorough textual evidence to support analysis of text.
C.O. Students will demonstrate application of the Reading Like an ACE strategy by reading and annotating an article for credibility, claim, and evidence.
L.O. Students will speak in a one-foot voice to identify author's credibility, claim, and evidence as they highlight these elements in the article.

Open your annotated article. Open the writing template below. Follow the FCAs and sentence stems.
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W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O. Students will demonstrate application of the Writing Like an ACE strategy by using the annotations from an article (source, author, claim, evidence) to write a summary with opinion (sentence stems available).
L.O. Students will speak to check for the FCAs (claim, evidence, complete sentences) by reading their draft in a one-foot voice.

Click on the "Holiday Figurative Language Assignment" below, and read the directions. Log your answers on the "Answer Sheet." I've also included a terms list to help you. Remember to turn in the assignment when you are done.
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RL12.4 Determine meaning of words/phrases including figurative.
C.O. Students will read to identify figurative language in 17 sentences.
L.O. Students will identify figurative language in sentences by reading in a one-foot-voice and writing correct answers.

Read the attached article and follow the directions for annotation.
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RI.12.1 Cite strong and thorough textual evidence to support analysis of text.
C.O. Students will demonstrate application of the Reading Like an ACE strategy by reading and annotating an article for credibility, claim, and evidence.
L.O. Students will speak to identify author's claim and evidence by highlighting and underlining these elements in the article.

Open your annotated article from earlier in the week. Open the writing template below. Follow the FCAs and sentence stems.
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W.12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
C.O. Students will demonstrate application of the Writing Like an ACE strategy by using the annotations from an article (source, author, claim, evidence) to write a summary (sentence stems available).
L.O. Students will speak to check for the FCAs (claim, evidence, complete sentences) reading their draft in a one-foot voice.

Click on the "Thanksgiving Figurative Language Assignment" below, and read the directions. Log your answers on the "Answer Sheet." I've also included a terms list to help you. Remember to turn in the assignment when you are done.
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C.O. Students will read to identify figurative language in 17 sentences.
L.O. Students will identify figurative language in sentences by reading in a one-foot-voice and writing correct answers.

Listen as we discuss the study guide (focusing on alliteration, personification, and rhyme scheme today). Study the study guide. Take the quiz when you are ready. Click "Submit" at the bottom of the quiz. Click the Turn-In Button in Google Classroom.
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RL 12.4 Determine meaning of words/phrases, i.e. figurative, connotative; analyze impact of word choice on meaning that is particularly fresh, engaging, beautiful.
C.O. Students will identify (review) alliteration, personification, rhyme scheme of poem by studying the study guide.
L.O. Students will read poem in a one-foot-voice to listen to the fresh, engaging, beautiful language.

Open the slides below, and follow the directions.
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C.O. Students will analyze figurative language and sound techniques in a poem by using the interactive tools to choose and analyze words and phrases and answer questions about them.
L.O. Students will verbally read the poem in a one-foot-voice to listen to the word choice that makes the figurative language and word choice engaging.
RL.12.4

Follow the slides below.

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C.O. Students will identify sight and sound imagery in a poem by highlighting and underling images.
L.O. Students will verbally read the poem in a one-foot-voice to listen to the word choice that makes the imagery engaging.

Find a credible article to summarize according to the directions on the assignment. Remember to use the C.R.A.A.P. test when selecting an article.
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CO: SW research an article using the C.R.A.A.P. test to make sure the article is scholarly.

LO: SW write an 8-10 sentence summary of the article according to the template.

Take the test in the link below. Click submit at the bottom of the Google Form when done. You may use notes, study guide, the story, anything you wish on the test, but you have to work alone without help from others.

As you re-read the story, answer the questions. This assignment will serve as your study guide for the test.

As preparation for reading the short story, "The Feather Pillow," complete the web quest by clicking on the file below.

Open the file, read the directions, read the story, and annotate the story according to the directions.

Open the slides. Follow the directions.

Click on the slides file below and follow the directions on the slides.

Follow the slides. Listen to the podcast. Answer the questions in the slides.

Open the file. Read the story. Complete the exercise to get the 4-digit number code. Type / paste the number code where directed to complete the challenge, receive the story ending, and finish reading the story.

Read the slides. Answer directly in the "Your Turn" slides. Turn in.

Open the file. Read the story. Complete the "It's vs. Its" exercise to get the 11-digit number code. Type / paste the number code where directed to complete the challenge, receive the story ending, and finish reading the story.

Open the document. Read the directions. Type your answers directly into the document. When you are finished, click the Turn-In Button in Google Classroom.

Open the attached file. Read the directions. Create your own About Me slide. Turn in with the turn-in button. There is a student sample in the stream portion of our classroom.