**REMINDERS FOR FRI. 2/7 and **1st/2nd AP LANG/ENG 1102 IMPORTANT REMINDERS FOR NEXT WEEK**

1st/2nd ENG 1102 **and AP LANG

UPDATE: ALTHOUGH WE ARE NOT MEETING FRI. 2/7, SCHOOL IS CLOSED DUE TO PENDING WEATHER/ROAD CONDITIONS; because of this development, PLEASE READ BELOW CAREFULLY FOR PLANS FOR MON. 2/10 and TUES. 2/11!!!

**ATTENTION: IMPORTANT REMINDERS FOR NEXT WEEK'S SCHEDULE (**WK #6 UCHS**; WK #5 YHC):

• MON. 2/10: *AP LANG-specific
• TUES. 2/11: AP/ENG 1102
• WED. 2/12: AP/ENG 1102
• THURS. 2/13: AP/ENG 1102
• **NO CLASS MEETING FRI. 2/14; UCHS HALF DAY/EARLY RELEASE**

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**AP LANGUAGE STUDENTS: I'll see you MON. 2/10 FOR THE FOLLOWING:

1) PLEASE COMPLETE THE FRONT SIDE OF THE *SNOW DAY ASSIGNMENT: COMMAS, SEMICOLONS, AND COLONS PRACTICE SHEET* BEFORE COMING TO CLASS MONDAY 2/10 (*REMEMBER THIS THIS IS FOR A GRADE!)

2) TO DISCUSS/HAND BACK YOUR GRADED/SCORED AP LANG EXAM RHET. ANALYSIS TIMED PRACTICE RESPONSES FROM LAST WEEK!

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ALSO, IMPORTANT INSTRUCTIONS FOR YOUR NEXT 1102/AP CLASS MEETING TUES. 2/11...

• 1102 KIDS: MAKE SURE YOU COMPLETE THE FRONT SIDE OF THE *SNOW DAY ASSIGNMENT: COMMAS, SEMICOLONS, AND COLONS PRACTICE SHEET* BEFORE COMING TO CLASS; REMEMBER THAT THIS IS FOR A GRADE!

• we'll continue working in class TUES. 2/11 with SPECIFIC PLANNING/WORKING IN YOUR ENG 1102 INDEPENDENT READING GROUPS on your "INDEPENDENT READING MINI LESSON" for one of the four titles assigned to you:

• Just Mercy, Brian Stevenson (NF)
• The Absolutely True Diary of a Part-Time Indian, Sherman Alexi (CREATIVE NF/MEMOIR)
• The Other Wes Moore, Wes Moore (MEMOIR)
• Educated, Tara Westover (MEMOIR)

****ENGLISH 1102 GRADED GROUP "INDEPENDENT READING MINI LESSON" INSTRUCTIONS REQUIREMENTS**** 

FIRST AND FOREMOST, THE OVER-ARCHING QUESTIONS/'BIG IDEAS' TO GUIDE THIS MINI PROJECT:

• ASK YOURSELVES AS YOU CREATE THIS LESSON: 
• What do we want others to know about this book? (**consider the AUDIENCE/PURPOSE/CONTEXT of this lesson presentation!)

• What important points, themes, lessons, character traits, observations, etc. come forth from our reading? 

• How best can we produce and present a 10-12 minute presentation that shows our audience the points we want others to entertain/be aware of within this book?

• groups of NO MORE THAN FOUR (4); EVERYONE must have some sort of speaking part for this lesson

• DO NOT MERELY SUMMARIZE THE PLOT OF YOUR BOOK IN THIS PRESENTATION!! (*you can, however, have ONE SLIDE/'AREA' of your presentation that gives some *BASIC* summary for introduction of your lesson points)

• this "MINI LESSON" should be delivered to your audience (me/the rest of our ENG 1102 class) via some sort of VISUAL PRESENTATION; choose either: 
• a SLIDE/PPT/PREZI presentation shared with me to project on the overhead (*depending on group size, 4-8 slides--just make sure you cover everything in your lesson)
• a "THUMBNAIL" HARD COPY to present to each person in the class (i.e., MAKE COPIES) as well as share with me to project on the overhead
• a POSTERBOARD presentation that is readable and neatly put together

• MUST INCLUDE "TEXT EVIDENCE" from your book to back up your assertions/themes/ideas you are conveying to your audience (#).

• plan on 10-12 minutes for your group lesson/presentation, and I'll be asking questions as you present
• **NOTE: embedded videos/interviews/etc. should exceed no more than 2-3 minutes of the presentation

• AT THE END/BOTTOM OF YOUR GROUP PRESENTATION, INCLUDE A CORRECT/ACCURATE 8th ed. MLA WORKS CITED LIST OF the following TWO (2) sources:
• YOUR TITLE/BOOK (citation for "Book with One Author")
• **[at least] ONE OTHER OUTSIDE SOURCE TO ADD TO YOUR RESEARCH OF THE TOPIC YOU FOCUSED ON IN YOUR BOOK (**see me for approval as well!)
• *USE THE PURDUE OWL (*linked listed on the right side of this blog) for correct MLA citation information

• IMPORTANT MINI LESSON GRADING NOTES: 
• as each group presents, the rest of the class will be evaluating their presentation and ask questions they may have; **THESE WRITTEN EVALUATIONS MADE BY EACH STUDENT FOR EACH PRESENTATION WILL BE TURNED IN TO ME AFTER EVERY PRESENTATION HAS BEEN MADE, AND THEY COUNT TOWARD YOUR GRADE!
• Additionally, at the close of the presentations, each of you will complete a *WRITTEN EVALUATION OF EACH OF YOUR GROUP MEMBERS AND THEIR CONTRIBUTIONS TO THIS MINI LESSON (*only seen by me/private); THESE GROUP MEMBER EVALUATIONS WILL ALSO COUNT TOWARD YOUR GRADE FOR THIS PRESENTATION

**MINI LESSON/PRESENTATION DUE DATE: TBA TUES. 2/11**

**However, you need to be working on this presentation both INSIDE and OUTSIDE of class between now and TUES. 2/11, as the MINI LESSON DUE DATE ***MAY VERY WELL BE THURS. 2/13!!!!***
**AND AS ALWAYS, SEE ME WITH ANY QUESTIONS YOU MAY HAVE; DO. NOT. WAIT. UNTIL THE LAST MINUTE TO COMPLETE THESE PRESENTATIONS OR ASK ME FOR HELP!!

4th Pre-AP American Lit./Comp.

***UPDATE/ATTENTION ALL: SCHOOL IS CLOSED FRIDAY, 2/7 DUE TO PENDING WEATHER/ROAD CONDITIONS; PLEASE READ BELOW CAREFULLY FOR IMPORTANT AMENDMENTS/ADDITIONS TO YOUR ASSIGNMENTS SO YOU'LL BE PREPARED FOR CLASS MON. 2/10!!!

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**UPDATED REMINDER OF/ADDITION TO HW NOW DUE **MON. 2/10:

1) In the GRAMMAR SECTION of your binder, FIND AND COMPLETE the front side of the *SNOW DAY ASSIGNMENT: COMMAS, SEMICOLONS, AND COLONS PRACTICE SHEET;* DO NOT CHEAT and just do your best on it, as we'll be going over it in class Mon. 2/10 

2) Also, now you'll have *SIX NIGHTS to carefully read Bradbury's short story "The Pedestrian" given to you Tuesday 2/4 (**NOTES OR WRITING** section of binder)

--AND, as you read, HIGHLIGHT WITHIN THE TEXT the specific figurative details/LITERARY ELEMENTS NOTED BELOW that I assigned TO EACH PERSON Tuesday; highlight/make note of/be ready to explain for DISCUSSION OF WHAT YOU FOUND:

• LIGHT imagery
• DARK imagery
• COLD/TOUCH imagery
• FIRE/LIGHT/WARM imagery
• specific SYMBOLS
• **EVERYONE LOOK FOR A THEME/THEMES at work within the story (**RE: technology, dystopias, knowledge vs. ignorance, following the status quo, FEAR of the unknown, etc.)

**Also, here's a LINK to the story: 
"The Pedestrian" -Bradbury 
 
--AND FINALLY, after completion of your reading/required highlighting, use the 1/2 sheet given to you in class Tuesday and COMPLETE the JOURNAL #5 informal/personal response writing assignment [question ALSO given below] (WRITING section):  

Bradbury himself stated, “You don't have to burn books to destroy a culture. Just get people to stop reading them.”

Now that you've read both Fahrenheit 451 and “The Pedestrian,” for JOURNAL #5 in your BINDER WRITING SECTION, EVALUATE Bradbury's words ABOVE and what they mean to you.  Consider both texts and use the plot similarities and insight you’ve gained from our readings and many other discussions from the past three weeks of class to help you respond to and evaluate his statement.

**REMEMBER:

• Journals are INFORMAL but COMPLETE; ALSO, PLEASE HAVE A HARD COPY (PRINTED OR WRITTEN) FOR CLASS!!!
• 150-200 words
• You can use "I" in your response 
• Use the text(s) mentioned (characters/plot/themes/etc.) to back up your response

--AND FINALLY: THIS JOURNAL #5 ASSIGNMENT NEEDS TO BE PRESENT IN HARD-COPY FORMAT OF SOME KIND (*PRINTED OR WRITTEN) IN YOUR WRITING SECTION OF YOUR BINDER; BE READY FOR DISCUSSION OF YOUR RESPONSE FOR *VALUABLE PARTICIPATION POINTS!! 

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**ALSO PLEASE DO NOT FORGET TO BRING YOUR COPY OF F451 WITH YOU TO CLASS EVERY DAY!