2.

eeg$wt*€y'H €a r ffitrmffit$Eemw,&eat*s

EERE$T!SHS, One of the rvays or1€ carl determine if he or she has learned/rnastered a parricular skill

is pur his or her kno.r,ledge to the resr. Answer tl're follorving cpresrions by choosing the lrest choice to

anslver the quesrion. Each quesrior-r is u'orrh 2 points.

1' what is the direcl object i. rhe fbllowi'e sentence?

A'fis. fulartinez is giuirtg the class otr-r' ueelzll' test todnl'.

A. class

B. u'eekly

C. get

D. seat

3.

V/hrich of the follot'ing sentences has no direct object?

A. Read those directions again, please.

B. \Ve recycled the bortles and the Pap€r.

Q. Jtmn bousht fresh vegetables.

D. l{ank u'as prepared.

Hou' rnan)' prepositions does the follorl'ing senrence containi

On Saturdnlt, I rzet Cindl,for lunch at tlte ntall, atzd t/tetz weluent shopping.

A. three

B. four

C, fir.e

D. six

Which of rhe follon'ing explains horv the itahcized clause in this sentence functions?

Whoeuer leaues tlte htilding last should lock the door.

A. It functions as a noun thar is rhe sribjecr of the sentence.

B. Ir funcrions as a nolrn that is rhe direction object of rhe verb shor,ild lock.

C, h funcrions as a adjecrir.c that rnodifies building.

D. Ir functions as an adjective that nodifies door.

4

English 10A CP - HS10.S1- Unir 4Cd Educarion IVilnagcnrenr Sl,srcnrs Iii, Irrc

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5. W6ich choice uses ar.r adverb clause ro conlbine these sentences rvithout changing the oliginal

tneatring?

I finally finished dre test' I left the roon'l-

A. Before 1 final11' finisl-red che rest, I left the room'

B. I finished the tesr so that I ieft the rooln.

C. I finall1' finished the rest because I lefr the room'

D. After I finall1'finisb-ed the resr, I lefr the tooir].

Total / 10

o\\AEIRE€ffeHS, Read rhe senrence belorn'. Underline the apposirii,e phrase in the sentence belorv.

H,T,"#:N{J Do uble underline rhe adj ective cla use.

I . Uncoqscious of [is rvife's shriek, the o]d man smile':1 faindy, put out his hands like a sighrless ntal1'

and dropped, a seuseless heap, to rhe floor'

PIRE$TISHS, Und.rline the predicare rominari'e in each senrence,

l . Sis u'as a r/oung girl who lvanted to play in V/est's .tutt parlot'

2. Anaya, a rvriter, is an intelligent and droughtful man.

Euglish 10A CP - l-JS1081- Unir 4(g) Education iVhnageilcnt S1'stctrts III, Irrc

Strrdent Acrivitl. Worl<book - LI/111)

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BERE€E$6H$, R..d rhe passage- Then, arlswer each question that follorvs.

(1) Bur I lvas ten years old, my motller rootri me ro a live rhearer perfortnauce for the first time.

(2) I knew I would be bored. (3) As rn,e filed inro the theater and rook our seats, I noticed no olle

rvas earing popcorn or cand1,. (4) This \\'as not the movies or even T\/l (5) I love hrorror moviesl (6)

The houselighcs dinln."d. (7) Th. stage lights brightened ar the same rime. (B) Ei'er1'one became

perfectly silenr. (9) l rvas astonished as rhe clraracters began to speak. (10) I could have reached otrt

and ro.,ched rhem. (11) I could see and alnost feel rhe texture of theii clothing, smell the stage.

(12) This rvas reall (i3) I could feel rhe sadness ripple through the audience s4ren the hero diedl

(14) Applauding in nniso:r, the pla;.ended, €\/erl'one sr'rod. (1i) I felt parr of ir all.

L In q,hat rvay should the subordinate ciause in senrence 1 be revised?

A, Ren'rove the comma.

B. Replace "but" tvith "rvhen."

C. Replace "11'x5" r',,ith "u'ill be."

D. Leave as is.

2. Vrhich of rhe follorving ls rhe best use of independent and subordinate clauses to combine sentence

5 wirh sentence 7?

A. The houselights dirnmed unless the stage lights brigirrened.

B- V/hy the houselighrs dinrmed, rhe stage lights brightened.

C. The l-rousellghts dimmed rirat the staee lights brightened.

D. Vlhile rhe houselighrs dimmed, the srage lights bligl-rtened.

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eEffiE€TESHS: Ho*, do rhe skills in rhis unir's gramnar lesson help ro advauce commr-rnication?

Engiish 10A CP ' l-iS1081- Unit 4

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Stude :ti Acciviry Workbook - LI /1i I)

&e€Ews€W H Ss ffiesme€cna€Ecct EBB Fec€rgV/hile rea<ling rhe poems in chis unir, you rnay have had some qucsrions about

-tl-t. pr:uctuation'

per.haps yo,. ,r:-r^d. an observation. One obsen,arion you co.tld have tlade rvas the fact drat poetrf is

.upp*.i to look <lifferent frorn prose, lvlavbe you obsened tire periods in the Poems thar 1'ou read

and ir strucit ),ou as odd.

As you are leailring, rhere are man)/ difi'erenr srlrles and variarions of poetrl'. In this activig" yoLi $'ill

learn techniques tfiat rnill help u.hen 1,ep are reading poetry', but ir u'ill also help )rou Px)'attention to

puncruation and parrs of sp**.h, rvhich you w'ill use in speech and in u'r:iting. \X/herr you get bored,

remember the purpose of these lessoris.

Purpose:

1. To be a masrerand commar-rder of the English language and reap all the benefiis.

2' To be an effective contnunicator that has the abiliq' to use rvords' structure and sn'le to one's

advantage.

Rr,a.o ALouD to appreciare and share rhe n'rusical qualities of poetry As ,vou read aloud, READ

FLUENTLY and e O|trcf yout ITEADING LATE in the follorvin g \\'ays,

. First, read rhror-rgh siov,l), and carefull;,. Ir4ake sure you undersrand the poemt conplex thoughrs

and thar yoLI can pronounce all rhe r'vords.

. IJse punctuarion and group rvords for meaning. Do l-tot pause at the end oF a line unless a

puncruation mark indicates that you should'

. Slora'doq,n to emphasize an idea or the sounds of u.'ords'

Tlic folloiving charr shon,s ho*' ro nrarli rLp rr poenl to help vou read ir flrrenrly:

MARK THE TTXT ADJUSTING READING RATI

Circle punctuatiou marks. Pause

Underlinc u'ords or sounds to emphasize. Slorv dorvn

Bracker phrases or gloups of words to read togedter S.ool ,,-

English l0A CP - HSi0Sl' Urrir'ifO Eciucarion l\'lanagcnrcrrr Sysicnts III, L.rc.

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BIRE$BBEH$, Aosw"r ihe following questions'

1. Cop1, lin", 6l-G4of "The Bridegrooni' onro a separat€ sheet of paper and circle all the punctuarion

marks. Then, ansrver the quesrious.

A. Horv many cornplete sent€l1ces do rhe lines contain?

B. After ufiich rvords should readers pause briefly?

Z. Line2i of "T6e Guirar" ends \l,ith an exclamation point-"O guitarl" Ho$'does this punctuadon

m.ark affect the readine of rhe linei

3. Cop1, |in.. 7-1 1 oF "The Fish' onro a se parare sheer of paper. Then, follor,r' tl-re direcrions belorv

A. Lisr the tfiree adiectives that a reader should emphasize rvhen readi.ng the poem aioud'

B. Bracket each group of n'ords a reade r should salr 1o*"'ittt to rnake the meaning of the ph'ase

that begins "Here and rhere . . ," clear'

4. Read aloud dre opening lines of "Danny Deever-"' Then explain rhe lmportance that quotation

marks and question marks pLal' 1n reading rlre poem fluentllr

English 10A CP - HS1081- Lhric-{

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ASSICNMENTS

Langrage Standards: Com'enrions of Srandard English t, 2

Vriring Standards: Text Tipe and Purposes 3a

Sfrtri"g Srandarcls: Pro,lt,.rion and Distriburion of V&iiing 4

: Readine Srandards for Litirature: Ke1'Ideas and Details 1 ' ' 'cJ:,'.l,

: . , , rr, t , ,, ' .:.

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-Writing Standards: Text Tlpes and Purposes lcWritin[ Standards: P.odu.iion and Diitribution oiWriting 4-6

Readin! Srandards for'Ir,tbrmarional Texr Key ideas and Details 1

: ne*airt'i Smnrlards for Inlormaiional Tex,. Craft an6 Structure 5a

f"".g"+ Standa"rds: Conventions of Srandard Englisli 1a, b; 2a' c

Acrtvtrv 1 B: Co,raPnntxc Rrsr,cRctr

\iXtiting Standards: Research to Build and Present l(nowledge 7, 8

Vridng Srandards: Production and Distribution of Vriting 4, 6

Acrrvrrv 19: PrnrOnv,rNc[TASK*.WntrtNc- Rrsrancu P,qpea (10 polNrs)lVriring Srandards: ?roduction and Distribution ofV/riting 4-6

Vriting Srandar&s: Research to Build and Present Knoi'r'ledge 7, 8

\X/riting Standards: 'ltxt'11'pes and Purposes 2a-f

Language Srandards: Conventions of Standard Engiish 2a, b; 3a, b

Reading standards for InformationalTex* Key ldeas and Derails 1-3

Acrtritry 20: EvaLu,qrtNrc Youn Resrnncr'i RrpoRr

Wriring Standards: Production and Distribution oiV/riting 4-6

\Vridng Standards: Text Type and Purposes Za-f

\X/riting Standards: Research to Build and Present Knoudedge 7, 8

Langr-rage Standards: Conventions oFstandard English 1a, b; 2a-c,3a

Reading srandards for Infor.madonal Texr: Key Ideas and Derails 1-3

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The spe alier of "Do Nor Go Genrle Inro -Ihar Good Nighr" belie'es'peopLe should fieht to live ' Do

1.o,, "g.". or disagree? \flhar are sorne rhings in lile thar you belie.'e are rvorth fighring fot?

&EffiEgEEeHiS, Explair ).orir ideas in a multi-paragraphed (three or more), 1-2 page iournal'

Nore: you are expecred to make good choice, *ith grammar, puncruatiotl and spelling. Complete the

assisnment checklist when you are finished lvliting'

En{lish 10A CP - HSIOSI- Unit 4

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Assignmeat checklist:

n Is my response logical and on iopic?

tr Are m1. ideas s'e1l organized and srructured?

il Did I check rny rvork fbr errors in grarnrrrar, spelling' and punctuation?

Horv many spelling errors did I find?

Horv many grall-Imar errors did I find?

Horv man1. punctuarion errors did I find?

Engiish 10A CP' HSl081' Uttit 4

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Transitions:

Airer you drafr yor-rr topic sentences, remenlber that youf quot€d, paraphrased, or sltlnmarized

inforgrarion does por cr"ute its orvn links ro your thesis or to surrounding ideas in your paper' One

\lray ro create uniq, 2s;1 coherence in your paper is ro intt'oduce quoted and paraphrased material rn'ith

e trausitiorml word ot'Pln'ase'

tansitions for Linking to Research

According to dris rveek's issue of lVeaslt'eek Mrtgtzine

In (tide of work) Night EIie \Wiesel explains s'hat ir was like ro.. -

(Author's name) Alexander Pushlan notes what happens in the

dream of r ,voman rvho is ro be married.

Of course, tou shouid also use other rransitionalrvords and phrases, such asfiltltennoT'e, therefore, rts

a resu/t, and an tlte otlter hand rc link ideas within sentences, to link senterlces, and to link paragraphs.

Similar11,, Iceep in mind thar r,vhatever you quore or paraphrase mav not only need expLanation to relate

it to your ropic sentence and thesis, but it rna1, also need ro be clearly connected ro the ideas drat foLlorv

it. 1o,l -"i .lro need to inserr a sentence or rnore in 1rsLrr orvn rvords ro explain the significance oi

the cired informarion.

ljstNG ::R,qnslrioNs rN nonv patacRapr-rs

Begin each body paragraph u'ith:

. A transirional senrence. Creare a rransirionai sentence that repeats a key u'ord or phrase irom the

senrence rhat ended the previous paragraph or othern ise creaies a linii to ideas chat preceded it"

Assrcrunarltr

SIRE€EISH$ On the inrerner, navigate to Google.com or Yahoo,coin and perforn a search for

transitional rvor:ds and phlases. Tl-rere rvill be manv sires that have information on transirional words.'Write the name of five transition categories and five transitions. For example, iF you al'e adding

informacion ro a srarerrfent you made earlier and lrsu rvant rhe sentences to conltecc wirhout sounding

boring, your caregory rvould be "To Add Information" and your transition, "In addition."

Remember, you wanr to find a reliable rn,ebsire, so it rtill need to have citation informadon. Jrrst to

rvrite dre name of the website as a soufce is not acceprable.

English 10A CP - HSl081. Unir'1

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Revrsr Uslxc TRnNstrtoNs (wonrH -10 potNrs)

DIREGTIOIIS, Select a q.riting sample from your porcfolio on 1;s1, USB storage device and revise

the sample by adding fi.,e cransitions from ],our lisr abo'e. Follow the instructions for addinq content

belorn'.

1. On 1,s6, Microsofr Word documenr, 6nd rhe "Revie#' rab at the rop of t1're document and cllck

on it.

z. To*,ard the middle of the oprions, you rvill find the "Nerv Comment" tab. Before selecring the

"Neu, Comment" tab, n-raliesure rhat the cursor of 1r61-t, mouse is in rhe place where you would

like ro inserr a transition. Select ir. Nlicrosoft Vord s'111 insert a comrnent box'

3, In dre con1n1enr box, rype rhe rransition category name and the transition that yolt \\'an t to insert'

4. Afrer you have inserted fir.e transitions, prinr out tl..is document for your reacher to grade'

Crad ing

\'", rr,11 be graded as tollorvs, You u,iil receive a pc,inr value for your revising eforts' Read rhe

description of the poinr value system.

Point Value System

o Z = skill is not evidenr in rl-re rvork (disrracrs the reader fi-om understanding the purpose and/or

e\rents, rakes arvay from enjovrnent of the rvork)

. 6 = skill is presenr, bur needs r.eyision Gkill is nor consist€nr ol could be stronger to add ro the

p urpose/ o rga nizari on/eni ovme nt of dre rvor Ii)

. 10 = skiil is presenr ancl ver), effecrive (adds ro rhe enjoyment/purpose/unde rstanding of *re n'ork)

For the Teacher: Revising with tansitionsScore--/10Enelish 10A CP - HS1081' Unit'1rg E,ducr.tio,r klzrragerrrerrc S}'stcms III, Jtrc'

Transition

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B!RE€trECW$: Select a caree r rhar 1,ou would like ro pursue on rhe Occuparional Ouriook Handbook.

Follow rhe sceps bclou'.

Challenge: For rhose ofl,ou *,6o rvanr to invesrigare all rhe careers that invoh'e English skills: reading,

speaking, $,riring, and lisrening, ),ou $'ould simp\' q'pe in rhe u'ord "English" inro the 'search fieid in

the Occupational Orrdook Handbook'

i. On Yahoo,cont or Google,corix, tylteirr Occupational Outlook Handbook in the search field'

2. \X/hen it shov,'s up, navigare to the rvebsite by clicking on it'

3. In the search field, type in a career thar l'or-i ivouLd like to Pursue and selecr go' k u'i11 bring up

se'eral informarion.i i."r, rbat l,6u carr brorvse. At the end of tl're page, ]'ou lvill notice a r.vay for

the reacler ro cite or give .redit to rhe information the,v received on rhe site. It u'ill also have a

publication dare ar ,1i. bo.ron-, of the page as well. On a reliable rvebsite, you call also click on the

audrort name and ir rvill take )uos ro . p"g. tirar shols you dreir credentials, evidence of authoriry:

or in other rvords reasons rviry 1,ou should L',elieve 'what this person is saying on a specific topic.

Note: The rnost reliable/credible websites usually have UR[s ending in .edu and .gov.

For exantple, if ,t person is reac{ing fl72 tti'ticle abor.tt tbe lntu, theit tlte u'edetztia/s of the author ntigltt

ittcltrde lioru ,in,rj, 1ears tlil's p,3rri,, ha, been prrtcticing la.n, nnd stdte his or her area o-f la''u' T/tis is

hozu 1ou know that t/tis sottrce is reliable-

4. print out informadon from at leasr three caregoi'ies. For example, if a person is searching abour

Chefs and Heacl Cooks rften he or s]re rvould print out the summary page, then, he or she can

find more information b), scrolling dorvn ro the blue tabs ron ard the bottom of the page . He or she

may choose ro vicn, rhe Vhat They Do page, or the Pay page. Your goal is to g€i a good picrurc

of u,hat it is like working in chis parricular field. Once )'ou find )rour career on the Occupational

Ourlook Handbook, ir *ill have numerolrs caregories of inlorrnation for )'or.. Pa)' artention ro the

rabs torvard rhe end of rhe page.

5. You rvill repear sreps 1-4, but dris dme vou rvill r1,pe in your careet search by oniv using dre se arch

errgine of i,nhoo.rint, Google.cotn. Make sur€ yorl write the website down somewhere because

you will need to include it later'

Far exanzplc, )t4u can tlpe i1 " iirfonnat;otr nbout !au-1,ers," "practicing medicitte," " hou to become an

engineer,i etc. ht this se,trcls, 1ou ina)t get n ntixtnre of credible and non-truttruorth)t infot'rttrttiott.

Congratulations! You are ready to start analr'zing your research'

Errglish 10A CP . HSl0El- Unir'iO Edtrcarion Nla:ragctucnt Sysrerrts lII, Lrc'

Sruderrc Activiry \Vorkbook - 1Il1/i3

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Research AnalYsis

PEffiE€?E@W$, Us" the organizer ro briefiy list oniy the most importan't ideas and details in the texr'

fhe' use the 3-4 nrain poiitrs frorn your organizer ro n,r-ire a sumularl. Remerrrber, vour sumtn:1ry

should be objecrive. Ibll onlywh",."^r in the original source. Afte r vor'r finish the sumnalJz' complete

the source evaluation-

Occupation Outloolc Handbook

Topic:

Cenrlai Idea:

Most Important Derails:

l.

2.

3

Sutntnarl':

English 10A CP - HSi0S1- Unir 4

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Source Evaluations

BIRE€tE$ffiS, Cor*plete all drree evaluarions oF1'our research from

English 10A CP . HS108I- Unir'l

'O Educatiorr N'ilrugct.ueuc Svsrer:rs M, ]nc.

My Evaluationlfebsite narne and URL:

Author or sponsor. Is the author or- sponsor i'rarned? Vrho or

rvhar is it?. \flhat are the author's or sponsor's credenrials?

. Is ths author or sponsor a respected authoriq'

on this topic?

Documentation

' Are there footnotes, endnotes, or orher forms

of source documentation?. Is there a bibliography or list of worls cited?

' \X/here does rhe information corne fromi

Date. Is the inforrnation current?. When u.as the site created?

. When."as the site last updated?

Bias. Does rhis sire \4fanr to sell rhings or swalr

rhinking in anv ivat'?"' "--J

. Does bias affect rle qualin'of rhe informarion

on the site?

Source:

Topic:

Central Idea:

Most Important Details:].

2.

3.

+o

Srudent Acrivity Workbook - 11 ll l13

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\i'ebsite nrune and URL: My Evaluation

Author or sponsor. Is the author or sPonsor named? Who or

s'hat is it?. \X/!rat are rhe author's or sponsor's credentiais?

. Is the author or sPol'Isor a respected authorrry

on this topic?

Documentation

' Are there footnotes, endnotes, or other forms

o F source documentarion?o Is there a bibliograph)'ot list of rl'orks cited?

' \ftrere does the information come from?

Date. Is the information current?n Vhen r,vas the site created?

. When n as rhe site last "pdq!:4Bias. Does rhis site \l'allt to sell chings or s\vay

thinking in any wal'?. Does bias affect the qualio' of rhe inforrnation

on dre site?

Er:glish 10A CP - HSl031- Unir 4

tcl Education Man:rgct:rcul Sy.srcms lII, Iuc'

Studcnc Acriviti' \Vorkbook - lllL/13

My EvaluationWebsite narne and URL:

Author or spol'Isorn Is the aurhor or sPonsor named? Vho or

rvhar is ir?

" \Mrat are the autltor's or spousor's credendals?

" Is the aurhor or sPonsor ,r respecred aurhoriri'

on this ropic?

f)ocurneutatione Are rhere fbotnotes, endnotes, or other forn'ls

of source documenration?

' Is rhere a bibliographl' ot 1tt, of works cited?

. Where does the information come from?

I)ate. Is rhe information curreut?

' V4ren was rhe site created?

. Vihen n'as the site last uPdated?

Bias. Does rhis site l\rant to sell things or s\\'al'

rhinking in x11v u,ny?

, Does bias affect the qualiq' of the inforrnation

on the site?

&e€$wE€y',$64' ffiemffieffBffiS ffiCseffitr€ffi

English 10A CP - HS1031- Unit 4(o Educarion lvlalragenicrrc S1'srcns III, ltc

48

Strrdc:rt Accivicl, \\iorkbook - I\/Ii13

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BERE€EBSHS, You now lr.ave more inforrrration about Your career than rvhen You firsr starred and

)zou are ready to p1an,vo,-,r research paper. See rhe checldist beiot'for items that need to be refiected

in your research PaPer.

" A bilrliography is creared bv ryping and cenreling rhe rn,ord "bibliograph)," a. tl-te rop of a blank page

"rrd irr.i,rii"!

"tt of ,h. rorrr..rl,or, ur.d for the rese?r,3h paper. To omir, oL leave rhis page oLrt of a

research paper) is considered plagiarism; taking anoiher's; rvorl* to pass as )/our own, rvirl-rout giving hirn

or her cr-edit. See p. R36, R37 for furdrer iuformation'

English l0A CP'HSIOS1- Urrit 4

@ Education h'larragctletrt Systems lII, Inc.

Quesrions ro Asli YourselF

. Is my research rePort based on a ropic that anslvers

a cluestion or is it appropriate to che assigntnent

requirements?

' Have I consistently used one sryle manual for all

citations and put them in a *bibliography page?

. Have I fbrmatted 51r), paper according to the

assignment specifications or according ro standard

convcntiotrs for a research report?

. Have I set forth a clear and specific thesis?

. Have I fully developed that thesis bry presenring a

great deal of supporting information?

' Have I supported mY thesis?

\X/ill m1'audience be able to idenrifi' my thesis

and follou'm)/ suPPort and expianation?

Have I used transitions appropriatell' bet*'een

paragiaphs and to cite the ar-rthor?

' Is my research paper free from errors in grammar,

spelling, and punctuation?Conventions

49

Srudcrrt Acriviry Worl<book - 1I/7|1)

ffieeemweh ffimpew wdBBme

Essay GraPhic Organizer

Introductio nlBeginning

Conclusion

English 10A CP ' HS1081- Uuit 4

o Educarion Mlnagc,rc.t S1'srcols III' Inc'50

Studenr Acriliry 1trr,r1klrook - \1/1l13

Wwg€$EBS * Resemweh FmPeY

Crading

Your outline will be scored in the trreas

bibliography Page to )'our teacher'

of task, purpose and audience' You rl'ill need to shorv your

L ,h. ,.r."rch ::eport based on a topic that ansrvers a questiotr ot' is

appropriate to ti-t. assignment requirements? (2 points)

I)oes the bibliography Page have cirarions based on MLA

requirement. ir, rli. back oithe texrboolt (p' R16' R37)? (2 points-)

Does the research PaPe r have a

Is rhe thesis fullY developed

information? (2 Points)

ciear and specific ihesis? (2 points)

with a great deal of suPPorting

- witt rhe aud.ience be able to idenrifi' my thesis and Follov' mv

support and expianation? (2 points)

Researclr Paper

Yor-r are norv required to type a nl'o-Pag€ research papcr that summarizes ali that )'orr have learned

regarding the career ,1-r", you selecred. fh" prp., should L,e ryped in i2 pt. Tirnes Nerv Roman font'

Yo"r, *,ill**lro need to arrach your biblographv to Your Iesearch paper.

Total:

-_/10

English 10A CP' HS1081- Unir 4

ig Education lvlanagcrueur Si'stcr:rs III' Inc'3l

Srudcnt Acrivity Workbook - 17/1/13

&e€Evd€y B@s EweEwm€deeg yeexr ffiescmweEe Reper€

FIRE€TESHS, Complete rhe Self:Assessmenr Rubric belo." For vour researcl-r rePort' Aft'r-)'ou

evaluare your o\^rn s,riting, give a copy ro rwo tr:usnvortl-ty. srudents and have them compleie the Peer

Evaluation Fo::m.

GradingGive l,ourself a score according ro rhe Poinr Vaiue Systetl belorv. Read the descripcion of the poinr

valr-re sysretn.

PointValue System

I = skili is 'oc

e'idenr in tire work (disrracrs the reader liom understanding the pr-rtpose and/or ever"its'

rakes a*'a1' from enjol'ment of the u'ork)

j = skill is presenr, but needs reyision (skili is nor consisrer,t or couid be stronger to add ro the purpose/

organizadon/enj o1'mgn1 of the rvork)

5 = skill is present and yery effeccive (adds ro rhe enjoy,ment/pr-irpose/understarrding oFthe ru'ork)

DIRE€IIQHS, Co*plete the Self-Assessrnent of youl Research Paper belolrr

English iOA CP - HS1081'Unit 4

O Educarion \'lanagcnrerri Sysrcms IIl, lnc

Evaluating Your Reserrch RePort

Focus: Horv well have lou u'ritten abour a topic that is appropriate

to dre length of \rour PaPer, stared a clear thesis on that topic, and

maintained a focus ort that rhesis throuqhout ur reDort?

Organization: Hoq' logica)

clearly have you linked ali

orher?

is 1'sLrt merhod of organization? Hor'.'

volrr ideas to ys11, thesis and to each

Support/Elaboration: Hou' rvell

relet'ant support for t'our thes's

har,e )'ou supplied sufficient and

frorn credible and authoritative

sources? Hor,r'rvell have you incor rated u'ell-chosen q uotations?

Style: Ho"r. eftbctively l-rave

rone that at'e appropriare

audience?

you created a formalto vour task, your

sryle and objective

pllrpose, and your

Conventions: Horv free is I'our research

nctuation ?

report lrotn errors itr

grammar, spelling, and

My Areas to Improve:

Studcr,t Activiry \\loLkbook - l1i llli

Feew ffidn€ ffiweEwm€Eeee # E

&EfiE€?E@HS FeR S?SBEHB: Give this ro a rrusrlvorth,r" honesr peer (classn'rate) rvho will

er,aluate your lvriting

EERE€EISH$, R"te the ',vi'irer's r'"ork bv circling a nu-rber'

1 = skill is nor evidenr in rhe worli (distracts rhe reader frorn ur-rderstanding the purpose and or e\renls'

takes alvay lrorn enjoymenr of the work)

3 = skill is presenr, bur needs revisior-r (skill is nor consisrenr or could be stronger to add to the purpose/

organiz.ation/en j oyment of the ll'ork)

5 = spill is present and. r,er). egective (ad.ds to the enjoy,ment/purpose/understanding of rhe ri'ork)

1. Tire author's PurPose and thesis statem'enr are clear'

135

The author has a main idea in each paragraph and details/facts to suPPorr rhe main idea'

13i

easl/The ar-rthor's rvriringdroughts.

I

is logical (made sense) and organized rvell' k is

l5

ro follou' his or irer

(.No spelling, Punctuation, capitalization

t

4. T6e aurhor demonsrrates rSar he or she is knou4edgeal:le (w-ell-informed) about his or her topic'

135

5. The aurhor's rvord. c6oice is e ffective. k comnur-ricates his/he r ideas u'e11. The choices are descriptive

and replesented high school and acadernic vocabular;''

6.

5

You are satisfiecl with rhe arrlounr of facts, details and analysis

5

7 - The research rePort has an introducrion, bod',' paragraphs' :rnd a conclusiorl'

i3t

fhe research rePort see nrs colnplete.

13

8. The research report is grammatically correct'

gramm'.1r errors to )tour knorn'ledge)'

i3

and

English 10A CP - HS1081- Llnit 4

tO Educarion fulanagcmcnt Sysrcms III, Inc'

Srudenr Acrivicy Workbook - 1l/1113

Areas of strength:

ffeew KdEd EwmBwe€Esffi # E

Areas ofsfleahness:

Signature of Editor;

Engiisl: 10A CP . HS1081' Unir 4

@ Educarion IVhrragcnrcnt Systcnrs III, Irrc.

Srtrdcrrr Acrivitl' Wotkbook - tl / \ I 13

Feew HdB€ HwmEwm€rieea #B

ts3RE€TESHS FeR Sf$tsEfi€?: Gir-e this to a

evaluate i,our ivri ring'

tfusrqrorthy, honest peer (classmaie) who will

EIffiE€TESHS: Rate t6e u'riter's s'orlE b)'circling a nurnber'

1 = skill is nor e'idenr in t6e worlt (disrracrs the reader from understanding the purpose and or events'

lakes aq,ay From enjol'ment of the rvork)

3 = skill is presenr, bur needs revision GkiLI is noc consistetrt or could be srronger ro add to the purposel

organization/eni ovment oF rl r c iuork)

5 = sl,ill is present and verj. eflecrive (adds to rhe enjol,ment/purpose/understandir-rg of the rvorli)

1. The aurhor's PurPose and thesis staterlent are clear'

135

Z- The auihor has a main idea in each paragraph and detailsifacts to suPPort the main idea'

135

The author's u'riting is iogical (made

thoughts,I3

a

The research report seems complete'

13

B. The research report is gramilatically corrcct'

grammar errors to 1/our knorvledge)'

13

sense) and organized rvell. 1r is eas,t' to Follo'r' his or her

5

capitalization and

4.

5.

The aurhor demo'strates rSar he or she is knorvledgeable (r'eli-informed) about his or her topic'

13

'lhe author's s,ord, choice is effecrive. It communicat,:s his/her ideas u'eil. The choices are descripciYe

and represented high schooi and academic I'ocabular)r

)

you are sarisfied u,idr rhe amoultr of facrs, details and anal).sis.

5

7. The research reporr I'ras an inr|oduction, body paragt-aphs and a conclusion'

5

{No spelling, putrcruation.

t

6.

English i0A CP - HS1081- Unir 4

@ Educacion Nlatragcrllenr Sl'srcnrs IIi, Irrc55

Srudcnc Activicy \\/orkbook - 1l / 1 / 1)

Feew'KS6€' ffiwmBmmdBesa #B

Areas of Strength:

Areas ofVeakness:

Signature of Editor:

Errglish 10A CP - HS10Si- Unit 4

O Educarion N'latragct:rcr:c Systcnls III, lncStudcut Accivity \Vorkbook - lI | 1 / t3

&ffis-s&ffi"ffi&

ASSIGNMEF{TS

Acrtvtn- 21 : Ntciir P. 66-84 l

Skill: Identih'ine Inrportutt Details

Reading Sta,',d*r,1, tfr Literature: Key Ideas and Detai-is 1-3

Readini Sianclards for LiteratLrre: Craft and Srrucqure -5

...]....]'..:''.'.....:.''.'].Aclvtn, 22: Rra,ur,.tc AND wRtTlNC strtrL - PtOt DrvrlopvrNr

Reading Standards for'Literaturt: ,Ke1' l{ttt and Details'1-3

Re"ding Srandards tbr Literature: Craft and Stftrcture 5

'

Acrtvtn'23: lounNnt- WRtrtNc UstNc Ntcnr P' 66-84Reading Standards tbr Literarure' KeY ldeas and Details l-3

\{/ritiniStandards: Texc Types and Purposes 1a, 3a-c -Wiirini Standards: :Producdon and Distribution ofXflritrng 4

L"ng,-,ig. Standards: Con'entions of Standard E'ngiish 1a' b; 2a' c

Acrtvtn' 24: Sxtll Rrrtttt'v

: wri,irr; Standards: Research to Build and Present Knorn4edge 7

L*rrg,r"-g. Standards: ConYenrions of standard Eng)ish la'b; 2a' c

Acrrvtw 25: Blc Qr-rrsrloN REFL[crlcN

Reading Standards for Literature: Key Ideas and Details 1-3

\Triting Standards: ?roduciion and Disiribution of v/riring 4

&edEw$€w RIs"'ffq d

skill: ldentifying & Analyzing lmportant Details & lnferring Meaning

BEAE€?E$H$,Thinlabout1'eillreadingsinMght'Manycharacters'eventsandconfiictshavebeeninrroduced. \flhicl'r ones afe rhe rnost signific,rt-ttiVhydlcl the author' Elie$riesel, decide to ir"rclude

them or deveiop them?

Select imporiant details, conflicts and actions of characters and speculate or infer.rvhat drese details

m€an. You can choose derails and quotes from belorv, and expouttd upon (explain) rhem, or ir-rc1r"r<le

)/our own details aud q'rite them otl the chart'

.,Arrd rhen one day all Foreign Jeu,s rvere expelied fiom sighet. And ]vloishe the Beadle rvas a fbreigner'" (p' 6)

..youdo''tunrlerstand,"hesaidin<lespair,"Youcannotunderstand. Iwassavedmiraculousl;i isucceededin

corni'g bacp. 'Where did I get my stret,gth? I rvanted to return to Sigliet to describe to you my death so rhat

you,-,-righ.rgad1, 1rcursell,esi*hile,rhereisstill rime...On[1'noolleislisreningtorne' " (p'7)

,,rVell? Whar did we rell you? You rvouldn't believe us, There they are, )'our Germans. What do ;'eu say now?

Where is their Fantous cruelry?" (p- 10)

"...1f4y father had just been srruck, in front of me, and I had not eYel blinl<ed'" (P. 39)

The narrator (Elie) and his father are separated from his morher aud sister' (p' 29-30)

The Kapos beat che uen v'hen thel' 2r511'sd ar Birkenau' (p' 34'36)

The prisouers are mored to Auschu'itz and thei' are tattooe'j rvith a number' Thel'slept fbr mosr of the day

because they had norl'iir.ts to do. (p- 42)

The prisorrers are moved to Butra, tlte nerv canip. (p' 46)

Franek slaps Elie's dad for not n.rarching in srep as a wav ro get re\renge, (p 55)

EIie sets bearer] bv ldeii for no reason and meets a French wonan rvho consoles him. (p, 53)

Opposing forces cornmenced rvith bombing and Buna rvas hit' (p' 60)

Elie and other Jet's are questioning the ir faittr' (p' 33' 64-55)

English 10A CP - HS10S1- Urrit 4(9 Educarion lVlenagcmettr S1'srcnrs 1ll, Itrc

5B

Student Actiriry \\/orkbook - I 111 / 13

ee€r*wB€W &Ec",'ffs$&dIt ls ImPortant

Detail about Character, S"tt,ng, Cqnfli$T1ri, h"lpt che reader .rnderstand the conflicr

developing ivithin EIie about rvhv his people did

.r,r. h".d the rvarnings ancl acr beforehand'

ffioishe the Beadie il'atns the people oF Sigher

abor"rr the Germat"Ls' plans for thern'

Engiish 10A CP ' HS1081' LInic 4

rO Educarion lvlarregcnlcilr Systcms lII, Ilrc59

Srudcnr Activit)' \\blkbook - 11lIl1)

mC€SwH€E gffis, 'ffiEe€ ffieweEepmexs€

R.eadirrg and Writing Skill * Plot Development

SERE€TESHS, Complete rire sroryz qxp belorv ro help you keep folloq, the develoPment of the ston''

Maior Characters:

Event 3:Event2:

Event 7:

Errglislr 10A CP - HSl08l- Unir 4

€i Educarion l\4anaqcrttcnr S)'srer:rs III, Lrc

Stutlcnr Activitl'V'hrkbook * 11/1i 13

mee$wg€W m$a m*$ Wwes€ses?'ffiem$e€Bese

SSRS€T3SHS, Choose rwo of dre seiections from tl'ris unit (incLrLding Niglfi) and decide if

cornmunicarion helps the characters or speaker; or if it hurrs rhen? Choose an 'opcion belorv bv

circling rhe number. You are responsible fo, .on-,pl.ring ilre projecr rhat you circied'

use the assignment checklist for editi'g PurP.ses' If i'ou' project is auditory or 'isual'

then please

summarize ir on rhe Iines belorv. A-fter yor-r ha,re finished your project' con'rplete the reflection'

Project Options.

L Create a graPhic organizer'

2. Consrruct a short ans\4€r resPollse'

3. Record )'our vocal resPonse and save it on a flash drive'

4. Create a short PowerPoinr and save it ro a flash drive and print.

Assignment che,cklist

n dia I follol the clir-ecrions of dre assignrnenr and are mlr ld""t logical?

n Are mi'ideas ra'ell organized and structured?

n Did I check ,-r-rl, ttork for errors in grammar' speiiing, and punctuarion?

F{orv man,v spelling errors did I find?

Hog, matt,v grammar er::ors did T filrd?

Horv rnan1. punctuation errors did I find?

English 10A CP - HS1081- Unit 4O Educarion lvianagcrncne Sysrcnrs III, inc'

Studcrrt Acciviry \\rorlibook - 11 / 1/ 1 l

&e€r{wB€W .,8 $g', ffing

'&gPC$dxS€B ',ffieffiee€decg

Englislr l0A CP ' HSl0Si' Unit 4G) Educarion Nlrnrgctlertr S1'stctrrs IIi, Itrc

Studcnt Acrivity \\/orkbooh - I I /1/ t l

&e€6wn€W R Se ffigg &wee€deet Reffiec€1f;em

Ensiish 10A CP - HS1081- Unit 4

O iducariorr Managcurct'tt S1'srcrlr.s III, Iuc'

Sruderrt Activil' Workt'ook - 7L I I / 13

&e€dv1f€g E $: ffidg &wee€Eem ffieffiee€Hem

Does rhe projecr demonsrrate an und.erstanding of the Big QLrestion? Erplain'

Project Reflection

.Mhich Big Question vocabulary rvords did I use in the pr:oject? Explain.

whar did I learn from my projecr? (A-nsw-er must be a paragraph oi 4-5 sentences')

Engiish 10A CP - HS1081- Unit 4

@ Educetion \4lttagcrleur Si'srcr:rs III, inc

Srudcnt Activiry Workbook - l1 I 1 I I)

WmE€ 4e ffieweew s€Pm€e$Hes

Preparing to take ar1 exam can be a confusing ior-rme1'. ftt: f"g: will heip lrou PrePare ro shorv offyour

profi.cier-rqr Srudying is nor just readi'g "rirru"r,

ir,-, *'o,iiook' It is a good idea to determine s'hat

youfstlengthsandu,eaknessesarebefoi.}.oirbegin'Nc,r,v.then€XtstePsu'iilguideyor-rtlrror-rehthere'ieq, process. Iliyou l..,ant to be successf.rl on yo"',-r exam, then you r'r'ill take these next steps seriousl'

Scudl,jl]o can be inreracrir.e. You can interact rvitl'r others to heip you reYiew' You can talk to sorileone

about a specific topic and ciiscuss rvhat you learned g'ith them- Let rhem ask 1'e11 questions' Teach it

co rhern. This is the besr inciicaror to finc{ out iFyou realll'are an exPert on \rour subiect'

E|RE€TE$HS' Yo.r ri.ill be resred on the categories belo.r'- Prioritize them and spcnd rhe most time

on the cateqories thar 1's11 are 'veakest

in' Good luck on your test!

Reading Slaills:

Study the Selecdon Self-Tests at rhe eird' of every selection to revietv the skills that w'€re used in rhe

lessons. you ivill nor be tested on rhe sanee selections, br-rt dre skills that 1'ou used in order ro obtain

rhe ansr,vers. You wiil t'ead short excerPts or Passages a'rd app11' your knorvledge of reading' analysis'

and grammar skills.

Vocabulat'y:

Use your vocabulary investigation pages for ret'ietn Ybu ivill be tested on the selected rvords of each

selecrion. Askyour English iCt t.".nJt horv ro make flashcards using quizlei'corn. Pa,v special attenrion

to the part of ,p...h ol.r.h rvord and find synonl'ms {br each word'

Grnntntar:'Io re'ierv grammar sucir preposirions, direcr/indirect objects, transitional .r'ords/Phrases, punctuarion

irr poetr1,, ]d,r.rb ",rd

,-ro,rr. .I".L-,r., or anY other topic of a grarnmar s'orkshoP,v\sit chontpcbonzp'cont

and. click the "Acti'ir1es" rab. You can also use ,h. tlr.,rrr,'r^r, Urug., and lVlechanics Handbook found

ac rhe back of your textbook on p' R50-R56'

English 10A CP - HSl081' Unir 4

@ Education lvlanagemetr S1'srcnrs III, luc'65

Studcnt Acrivicy \\rolkbook - L/ll1)

J

,.4

Wss*€ # &ssegsmexg€

Grammar Quiz (Activitr' 14)

Transitions Activity (Activitl' 17)

Research Paper Outline (Activity 19)

Unit 4 Test(musr pass rvich 70% or better)

0-10

0-10

0-i0

0-3i x2

Grading Scale

97-IA0o/o A+

Unit Total

Unit Grade

0-100

93-960/o

90-92o/o

87-B9o/o

83-86%

B0-82%

7719o/o

73-76o/o

7A-724/o

A

A_

B+tr

B-

C+

C

690/o or belos. = INC

English l0A CP - I lS10S1- Unir 4

@ EdrLcarion lVlarlagentcnt Sysrenls lI I, lnc,66

Srudcrrr Acciyiry \\/orkbool< - 1l I | / li