English 10 (Period 3) Assignments
- Instructor
- Mrs. Erika McGuire
- Term
- Fall 2019
- Department
- English
Upcoming Assignments
No upcoming assignments.
Past Assignments
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- The entire essay must be written in class , 2 hours
- You must attach your prewrite to the essay for credit.
- You must also attach your packet of stories to the essay for credit (I will provide paper clips).
- In addition to your short stories and prewrite, you may use your Recipe for Writing and Transitions handout.
- You MAY NOT use outside sources/people for analysis.
- You may not share materials during the exam.
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2.Find and underline DQs that showcase the personalities of Cleofilas and Juan Pedro. Make judgments about their characters.
3.Discuss the meaning of the title. How does it relate to the message of the story? Why is Cleofilas so fascinated by the creek?
4.What does Felice teach Cleofilas?
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1.Summarize the story in 1-2 sentences (include the setting).
2.Why is the grandmother awful? Why is she worried about her grandchildren?
3.What “big ideas” is the author trying to convey? Find two interesting DQs that you can discuss.
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2. Highlight DQs that emphasize traits of the main character. Write a short summary characterizing his or her personality traits based on your evidence.
3. What is the main point or message of the story? (Not plot.)
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1.Quote identification – Who said what?
2.Literature terms- Allusions, symbols, theme, setting
3.Vocabulary- Sentences from the play/ vocab practices
4.Plot- Main points, What happened?
5.Inferences- Deeper meaning, characterization
6.Higher level thinking questions- 1st level, 2nd level, 3rd level
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Write down a theme statement for Master Harold and the Boys. Explain your answer using a few examples.
- Remember, a theme should include the author’s opinion about a subject (and not just be a word or a topic).
- Remember, a theme does NOT include plot elements or a character name. It can include words like “readers understand” or “Fugard shows.”
- Theme topics include racism, inequality, friendship, hope, and conflict.
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Analyze the following passage.
Remember the steps for commentary (or how to analyze) –
- Explain the passage in your own words, summarize or interpret what is going on, providing context.
- Pick-it-apart and look at smaller parts of the passage, writing down what readers can infer, or what the author implies.
- Connect it back to a larger idea, or loop-back to a theme (importance).
“You don’t have to sit up there by yourself. You know what that bench means now, and you can leave it any time you choose. All you’ve got to do is stand up and walk away from it” (60).
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■Write down one example of each of the key terms below. Each example should be a CONCRETE DETAIL from the play:
–Friendship
–Racism
–Conflict
–Inequality
–Hope
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Readers see the motif of ballroom dancing again when Hally, Sam, and Willie discuss the competition for Hally’s homework assignment. With your group…
■Based on their discussion, (especially Sam’s commentary on page 46), what do you think ballroom dancing could symbolize?
■Explain how ballroom dancing could represent that idea or concept in a short paragraph. Consider the key terms- racism, inequality, conflict, friendship, and hope- in your thinking.
Each group will share their response!
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■On pages 24-27, Hally describes what his childhood was like at the Jubilee House. What are three details (CDs) he provides about life there?
■Based on these details, what can you infer about his childhood?
■Based on the details Hally provides about Sam and Willie’s room (during this time at the Jubilee House), what can you infer about the relationship between Sam, Willie, and Hally?
■Why do you think their relationship is like this? Make a thoughtful inference!
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Sam and Hally discuss who they find to be a “man of magnitude.” They say it needs to be someone who “benefited all mankind.”
With a partner…
■Who does Sam pick as his man of magnitude? What can we infer about Sam based on this choice?
■Who does Hally pick? What can we infer about Hally based on this choice?
■Who would you pick as a man of magnitude? (Does not have to be a “man.”)
Your inferences should be thoughtfully and carefully explained. Each bullet point should be a short paragraph.
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This play explores Hally’s relationship with Sam and Willie, two employees at his parents’ tea room. Through their relationship, author Athol Fugard makes some statements about racism, inequality, friendship, hope, and conflict.
■Write down each of the key terms bolded above. Then, write down what your attitude is towards each term. You can give an example of each, or just your opinion about each topic.
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■What are Willie and Sam talking about at the beginning of the play?
■Sam gives Willie some ballroom dancing advice. Summarize what he advises.
■Why do you think Fugard opens the play with this conversation? Answer both of the bullet points below in your response (you don’t need to write them down). Your answer must be at least THREE complete sentences.
–What personality traits does the audience see, right away, for Sam and Willie?
–Look at the key terms from Journal #2. Does the concept of ballroom dancing connect, in any way, to any of these terms? Pick at least one term and predict how ballroom dancing relates to that topic.
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■In your own words, write down a definition for apartheid. Be prepared to share out.
■While watching the video, write down five things you learned about apartheid.
■Write 3-4 complete and thoughtful sentences explaining this concept and what it looks like.
■If you still have a question about the topic, write it down.
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Complete either the “Student One-Pager” or the “Three Things” letter. Assignments are due Thursday, August 29th.
Three Things Letter
Please type your letter using Google Docs.
Your letter should have an introduction, a body, and a conclusion.
Your letter should not be more than two pages long.
Identify three things that you want me to know about you.
Sample letters are available in the classroom.