If you are remote, please turn in a hard copy when you return your materials to school - you can leave them in the front office, in my mailbox. The office closes at 4:00 PM.

Crossword Puzzle = 20 points
Fill-in-the-blanks = 30 points


I've included two ways to access the crossword puzzle, but you ONLY NEED TO SUBMIT ONE of the crossword puzzles. If you're having trouble with the crossword PDF - you can print it out, fill it in, and submit a picture of it.

3 points a question
USE COMPLETE SENTENCES (requiring punctuation and capitalization).

This will be due at the end of the period on Thursday. We will read/watch the full Act on Tuesday and I can give you class time on Thursday to finish. But we MUST discuss this on Friday.

Due after the open-note quiz on Wednesday (5/19).
This is a listening exercise that CANNOT be made up after the quiz on 5/19.

You'll need to pick 10 areas you need control - and write ONE SENTENCE FOR EACH explaining WHY you selected each area.

You only need to submit one copy for your whole group - but all group members' full names need to be on the document that has been provided for you to work on.

4 points per question

4 points a question

Google Classroom won't let me post the link as an attachment, so here it is: https://docs.google.com/document/d/1vf_WPylw3zQ1va1YdwVuj_jeponanXRCN_-xWfOmQUQ/edit


The attached is a word document. You can submit on either.

You will have the whole class period on Tuesday to work on this, it is due that night. If you need more time, get started this weekend.

Quiz on Chapters 1-3 on Wednesday - 2/10

Introduction: You are about to read the novel, To Kill a Mockingbird. The story is set in the sleepy town of Maycomb, Alabama. Atticus Finch is asked to defend a black man charged with the rape of a white woman. Through the young eyes of his children, Scout and Jem Finch, Harper Lee explores the irrationality of adult attitudes toward race and class in the Deep South of the 1930’s. The consciousness of a town steeped in prejudice, violence, and hypocrisy is pricked by the quiet heroism of one man’s struggle for justice. To best understand the lessons of this great novel, you must first understand the author, the times, and the place in which the story is set. This is set in the same time as Of Mice and Men, and deals with similar themes of racial inequality, sexism, loneliness, and empathy.

Instructions: For the next two days, you will be working on a To Kill A Mockingbird Webquest (see below). You will need to answer all of the questions in the webquest using complete sentences and thorough answers. Include what websites you get the information from especially if several options are listed. Your task for this Webquest is to visit various websites (provided for you) to learn the needed background information before starting the novel. Fill in the charts below using the articles provided in each link. Each article has its own chart to fill out with questions about the article. These articles provide helpful background information needed in order to understand our novel To Kill a Mockingbird by Harper Lee.

WHEN IS THIS DUE? I am giving you two days to complete this, because that is how long it should take. If you are not done by Tuesday, you will need to finish it at home as homework – it will be due on Thursday, 2/4/2021. You may do the assignment directly on this document, just do something to separate your answers from your questions (like a different color or font for your text).

The Process: You will be working in small groups, split into breakout rooms. However, you are not required to work in groups. Also, while you are allowed to work together, you must each submit your own copy of the assignment. There will be one Breakout Room for those who want to work alone and others for those who want to work in groups. You can may select who you would like to work with.

Why Are We Doing This?
After completing this activity, you should have learned the following:
Background information of the author, Harper Lee
Historical background of the times
Insight into some of the events in the novel

On his journey, Odysseus happened to bring his iPod – he had it with him as he traveled to the Land of the Lotus Eaters, listened to tunes as he fought Polyphemus, and scrolled through songs as he encountered Circe and Calypso.

But his because Odysseus’ iPod is ancient, it only held 10 songs - The question: What 10 songs did Odysseus have on his iPod (name of song & artist who sings/performs it) AND WRITE AT LEAST TWO SENTENCES FOR EACH SONG EXPLAINING WHY HE HAD THAT PARTICULAR SONG.

We will read this on Tuesday, but if you want to get a head start on it, I'm posting it today.

*Page 558 got stuck to another page, so it's attached as a separate file.

Entries should be separated by starting each one on a new page. Double space your writing.
Attach your Google Doc that you have been writing your entries on as your assignment submission.

Due at the end of the period on Friday. We will discuss it on Tuesday after MLK day.

Fill out the chart when other groups are presenting. If you need more info, you can click on the links provided in the document and you can use info from your Pre-Reading Notes (due on Monday) to help flesh out your information. You may leave the section that your group presented on blank (just write that you presented on this topic in the table).

Over the next two days, you will:

1. Work in groups and use the internet and other resources to research topics relating to our upcoming study of The Odyssey.

2. Work in groups to create a multimedia summary (AKA a video/presentation/website etc. that covers your assigned topic in under 10 minutes).

You will have the full period today and tomorrow, with presentations beginning on Wednesday. When we present, you will take notes on the other presentations and those will be submitted as a separate assignment. You will EACH need to submit a copy of your group's presentation to Google Classroom.

You have been assigned groups and topics already - you may not switch group or topic. SEE THE ATTACHED DOCUMENT FOR YOUR GROUPS/ASSIGNMENTS - scroll down the page with your name on it. If someone is absent, make a note of it. You will have a Peer-Review Form to fill out about your fellow group members on Wednesday.

Use the following form to confidentially report on who did what in your group project. This form is DUE ON WEDNESDAY - NO LATE FORMS!

EXTRA CREDIT FOR COMPLETING THIS!

"Cathy Queen of Cats" through "Louie..."

NO LATE WORK!

In breakout rooms, work on cracking the code using these review activities!

The instructions for everything are listed on the the "Challenge Instructions" PDF. Following directions is KEY.

The ONLY thing you need to submit is the Google Doc, titled, "OMAM Escape Room Answer Submission Sheet" - Ms. Filowitz does NOT want the PDFs. Answers will be posted Wednesday Night.

This week's "Wednesday Work" is going to be a review for your OMAM test TOMORROW (Thursday - 11/19). We are going to use KAHOOT! and you will need to use your legal name to get credit for it. I get a report of who did the review and what the score was, so if you don't do it or don't write your real name on it, you won't get any points.

Game Pin: 0677911

Entries should be separated by starting each one on a new page. Double space your writing.
Attach your Google Doc that you have been writing your entries on as your assignment submission.

Use complete sentences and proper citation format.

Take this short comprehension-based quiz on Chapter 1, then you can work on your current assignment.

Use complete sentences. Every time it says to "provide evidence" that means find the quote that gives you the information asked in the question.

“Blah, blah, blah” (Steinbeck 4).
“Blah, blah, blah?” (Steinbeck 4).

Based on your Quill Diagnostic Test, the program recommends activities for students to work on based on what they missed on the dianostic test. Some of you will have 2 activities to complete independently this week, some of you will have one, and some will have none - it all depends on your diagnostic score. If you have not taken the Quill Diagnostic Test #1 - you must complete it before Friday if you want to receive partial credit. If you do not take the test, you will be required to do EVERY Quill exercise.

This week's focus is on: Capitalization Practice and Plural and Possessive Nouns Practice

As your fellow students present, shrink the Zoom window to allow you to open the attached Google Doc at the same time. Take notes on this doc and turn it in after all six groups have presented.

YOU DO NOT NEED TO TAKE NOTES ON YOUR OWN TOPIC - for that square, just write "I presented on this topic."

Due date will be determined by how long the presentations extend - we may not finish on Friday, and in that case, we will start with any unfinished presentations in our next class (Periods 1 & 5 will have their notes due on MONDAY at the end of class and Periods 2, 4, and 6 will have their notes due on TUESDAY at the end of class).

Your groups and topics are already assigned, you will start working together for class this week. YOU CANNOT START UNTIL YOU LEARN WHO YOUR GROUP/TOPIC WILL BE - YOU CANNOT DO THIS ALONE.

Answer using complete sentences in the spaces provided. You will submit your Google Doc at the due date/time and then Ms. Filowitz will return it to you for our graded discussion.

Fill out the attached form - due before our next class.

Normally, I have students write me a friendly letter at the start of the year. Because this is a unique circumstance where I have not met any of my students in-person, this is a great activity to tell me a little bit about yourself and practice using Flipgrid (because you will be using it for our Short Story Final Assessment). You can access Flipgrid at the website linked.

We will review the answers to this, along with the reading check, before our "Scarlet Ibis" Quiz.

Before our next class, and annotate (fancy word for taking notes on the test) for the following literary terms:
CHARACTERIZATION (STEAL), CONFLICT, INFERENCE, METAPHOR, PLOT (Exposition, Rising Action, Climax, Falling Action, and Resolution), and SIMILE (see definitions in the attachment below).

NOTE: Ignore the Previewing page and Review page at the end - we're not using those.

Work in groups (breakout rooms will be provided) to complete the following workbook. Pay attention to the directions in the attached picture. Slides are either 10 or 20 points (depending on the work required). No points are given for unattempted work.

Students will be assigned a number. They will go to the corresponding slide and fill in all blank elements. Students are ONLY allowed to work on their own slide. At our next 75-minute block, we will each share our slides - pick 2-3 things on your slide to share (DO NOT JUST READ IT) and be ready when you are called on.