English 9 Honors (P.1)-Period 1 Assignments

Hello Period 1! Happy last week of Freshmen year!!! You will find your final attached to this post - please be sure to follow directions carefully and submit your work when it is completed. You must work on the document that is provided for you!


If you have any questions during the final, you may either raise your hand and I will come help you, or if you are on Zoom you can send me a message and I will help you in the chat. Good luck!

By now, you and your group members should have a solid list of 10 reasons why your assigned character holds the majority of the blame in the tragic deaths of Romeo and Juliet. 
Now, using these reasons, you and your group members are going to narrow your list of ten reasons down to a list of the five most significant reasons on your list. You and your group will be making a Google Slides Presentation that centers around your character and their guilt! Your slides presentation should include…
A title slide with all of your group members’ names on it.
One slide for each of your 5 reasons you are looking to focus on!
On each slide for each reason, you will need to include one quote from the play that serves as textual evidence. 
You will then need to have a 1 paragraph response (of at least 5 sentences) that explains your quote and goes into further detail on your reasoning.
A conclusion slide, where you summarize your argument in one paragraph.
And lastly, your presentation should be aesthetically pleasing! Use pictures, color, etc. 
This assignment is worth 40 points total, so please be sure to work with your group to complete it! I will be giving each student a “progress grade” by the end of class today - if it is clear you and your group members have been working diligently, you will receive full points! 
You and your group members will have time in class to work on your presentation on Tuesday (no school Monday) as well at the beginning of class, before presenting with the end of class!

With your groups, come up with a detailed list of reasons why your assigned character is guilty of causing the deaths of Romeo and Juliet! You should have at least 10 reasons as to why this character is at fault! Be sure to explain how your provided reason ties into the deaths of both of these characters!


You can post this as a Google Doc with all of your group members' names!

Follow the instructions on the attached document to complete today's assignment!

Complete today's assignment after our in-class discussion following the instructions on the attached document! This is due by the end of the day today!

Follow the instructions on the attached document to complete our assignment for today!

Follow the instructions on the attached document to complete today's assignment!

Follow the instructions on the attached document to complete today's assignment! We will work on this in class after reading!

Answer each question on the attached document once we have finished reading the scene in class! Each response should be 3-4 detailed sentences!

Act II, Scene ii is one of the most iconic Shakespeare scenes of all time. It sets up the relationship between Romeo and Juliet to progress in a very fast and serious way, and gives us that trope/ stereotype of attempting to woo a girl from speaking up to her window. In class today, we are going to watch two film versions of this scene, one from Franco Zeffirelli's 1968 version of Romeo and Juliet, and one from Baz Luhrmann’s 1996 film, Romeo + Juliet (which takes place in “Verona Beach” - much like Venice Beach in the 90’s - all of the lines are the same as the original play though)!As we watch both versions of the scene, you will take notes to compare and contrast the styles of each! You will use the attached document to take notes while you watch the scene, as well as answering the final written prompt!

Follow the instructions on the attached document after we finish reading Act II, Scenes iii and iv in class!

We will read and discuss the Prologue for Act II in class today. In your groups, follow the instructions on the attached document to translate the Prologue (which is a sonnet) into modern-day English!

Follow the instructions on the attached document to complete your assignment for our reading of Act I, Scene v!

Follow the instructions on the attached document to complete the assignment after reading/ listening to Act I, Scene iv!

Follow the instructions on the attached document to complete the assignment! Remember, these are ongoing, and as we will revisit these as we learn more about each major character!

After finishing Act I, Scene i, complete the assignment by following the instructions on the attached document!

Romeo and Juliet is set in a time where family loyalty was more important than almost anything. During this same time, families competed for power and land, creating rivalries. Rival families did not mix, and held great contempt for one another. Using what we learn about the Montague and Capulet families today, you will be creating a family shield based on which family from Romeo and Juliet (the Montagues or the Capulets) you identify the most with. Follow the instructions below to receive full credit.
In the upper left corner, place an image of you. You can use any photo you have of yourself that you feel best captures your identity!
In the upper right corner, place a favorite quote or expression that identifies you as a person.
In the lower left corner, list five hobbies or enjoyments (things you do for fun).
In the lower right corner, draw a decorative C (for Capulet) or M (for Montague) based on which family you best identify with.
Color your shield when you are done! Both families have family colors. If you chose the Capulet family, use red and orange. If you chose the Montagues, use blue and purple.

When you have completed your shield, you are going to go ahead and do a brief reflection on your assignment. In a paragraph of at least 7-8 sentences, you will answer the following questions…
Which family did you choose to identify with, and why? Be specific here by citing examples of characteristics we learned about each family today!
Based on what we have learned about the Montagues and Capulets, what are some predictions you have about how the play will unfold? Do you think that the play will be rife with conflict, or do you think the two families will be able to set aside their differences? Why or why not?
Knowing that we have a family feud at the center of our play, what do you think some possible themes of Romeo and Juliet may be? Remember, a theme is a complete sentence/ thought!

Your shield is worth 15 points and your reflection is worth 10 points, for a total of 25 points total!

Follow the instructions on the attached document to complete the anticipation guide! This will get us thinking about common topics and themes that we will encounter in Romeo and Juliet!

We are about to start William Shakespeare’s The Tragedy of Romeo and Juliet - a play that centers on two teenagers (Juliet is 13 - yikes, and Romeo is 17) meeting and immediately falling in love. As the play unfolds, we will follow these two individuals make unthinkable sacrifices for each other and put each other before all else. In your opinion, do you believe in the concept of “love at first sight?” Also, do you feel that people your age can fall in love? Do you feel as though and your peers know what love is at this age? How do you know if you’re in love? Explain your answers in a well-developed paragraph of 8-10 sentences!

Click on the document below. Once you have the doc opened - type a short little thank you note to the hosts of the "Read the Book, See the Movie" Event you attended last week!

The test is on the attached document! You will have 2 poems to read and analyze, and 2 short response questions for each poem. While you are taking the test, you are welcome to visit the Poetry Resource Slides that are posted to classroom. Your responses will be checked for plagiarism, so please rely on your original thoughts only! You will have the entire class period to complete the test, and I have it set to be due by 12:45 this afternoon. When you finish your test, you are more than welcome to work on assignments for other classes, or catch up on any late/ missing assignments you may have for this class.

To prepare for "Read the Book, See the Movie" on Thursday, I will have each of you answer one research question that relates to the movie we are going to be watching! You will be working in groups, and I will come to each group and send you a question that you will need to answer in a well-developed paragraph of at least 5 sentences! We will share our findings as a class. This is due by the end of the class period!

1. Research “The Ladies Aid Societies” of the American Civil War. What was their purpose?

2. By making the main character a child, is the author able to offer a view of 1913 America she could not if she had instead told the story through the eyes of only her adult characters?

3. Industrialization is often considered one of the hallmarks of the Gilded and Progressive eras. What is Industrialization? How did it affect American life?

4. The Gilded Age and the Progressive Era in the United States of America spanned the years from the end of (Civil War) Reconstruction through the 1920s. Many historians overlap the end of the Gilded Age (1870–1900) with the beginning of the Progressive Era (1890–1929). Define the Gilded Age and the Progressive Eras. What was happening in America at that time?

After we read and discuss the poem as a class, complete the following assignment. It is four questions total - so be sure to scroll to the last page and answer all questions!

Follow the instructions on this document to complete the practice test question! I will set a timer for 15 minutes to set a realistic testing vibe!

After we read and discuss William Carlos William's poem "This is Just to Say", you will be creating your own version of the poem! You will use the original for inspiration, however, your poem should reflect an experience of your own. Your poem should...
1. Have the same structure as the original (3 stanzas with 4 lines in each)
2. Address someone specific
3. Create a specific tone/ mood
4. Tell a story

You should type your poem on a Google Doc and attach it here when you are ready to turn it in. We will have time to work on our poems in class on Wednesday, so do not worry about working on this for homework! Please refer to our slides from today to revisit the poem and the example of a recreation that I provided for you!

Follow the instructions on the attached document to complete your Free Verse Poetry Writing Assignment! We will be going over each step in class together!

Answer the questions on the attached document! Your responses should be at least 3-4 detailed sentences! We will read and discuss the poem together as class.

After we discuss Sonnet 130 as a class, follow the instructions on the attached document to complete the assignment! We will have some time to work on this assignment in class on Tuesday (no school Monday)! Here are the links to both sonnets:
Sonnet 18 - https://www.poetryfoundation.org/poems/45087/sonnet-18-shall-i-compare-thee-to-a-summers-day
Sonnet 130 - https://www.poetryfoundation.org/poems/45108/sonnet-130-my-mistress-eyes-are-nothing-like-the-sun

Follow the instructions on the attached document to complete the assignment!

Answer the questions on the attached document after we read and discuss "The Tropics in New York" together as a class!

Hi Honors! If you are not going to be attending Day of Prayer today, you will need to complete the following assignment during our designated class time. I will be on campus for Day of Prayer today, however, if you need help with the assignment I will be able to help you via email later in the day!

If you are attending Day of Prayer, then you do not need to worry about completing this assignment!

Write a letter to your parent/ guardian to show your appreciation for them and what they do for you! We will be distributing these letters to parents on our Day of Prayer Mass (I will print them out and have them ready for you to deliver to your parent on that day).

Your letter should be at least 2 4-5 sentence paragraphs long!

Follow the instructions on the attached document to complete the assignment for today!

In class, we will watch a TED Talk entitled, "Why people need poetry." After we watch and discuss the video, complete the assignment below:

In a short paragraph of 5-6 sentences, respond to the following quote/ questions:
“Poems show us not just what somebody thought or did or what happened but what it was like to be a person like that. To be so anxious, so lonely, so inquisitive, so goofy, so preposterous, so brave…Poems can help you say, help you show, how you’re feeling. But they can also introduce you to feelings, ways of being in the world, of people very much unlike yourself (maybe even people from long ago).”
-In this quote, the speaker explains poetry’s unique ability to help us understand the feelings and experiences of others (people who oftentimes come from very different backgrounds and experiences). Why is this so important for us as humans? As Catholics? What importance could it have in the specific study of Literature (in which we read literary texts from authors of many different origins/ backgrounds)?

Your assignment for today is to type up your own interpretation of the poem we read in class today! What does it mean to you/ how did you read the poem? After practicing poetry analysis today, how confident do you feel about the poetry unit that lies ahead? What do you think the most challenging part of poetry analysis is?

Answer these questions in a brief 5-6 sentence response by the end of the day today! This prompt is posted to Google Classroom!

And of course, here is the poem we covered in class today:

“There Will Come Soft Rains,” Sara Teasdale

There will come soft rains and the smell of the ground,
And swallows circling with their shimmering sound;
And frogs in the pools singing at night,
And wild-plum trees in tremulous white;
Robins will wear their feathery fire,
Whistling their whims on a low fence-wire;
And not one will know of the war, not one
Will care at last when it is done.
Not one would mind, neither bird nor tree,
If mankind perished utterly;
And Spring herself, when she woke at dawn
Would scarcely know that we were gone.

Follow the instructions on the attached doc! We will be doing this assignment step by step in class!

We are going to start a new unit on poetry - some people absolutely love poetry, some find it difficult and confusing, and some don’t have too defined of an opinion of it. One way to help us find an appreciation for poetry (even if it’s not our favorite subject) is to compare it to the music that we enjoy listening to.
So, for today’s writing warm up, I would like for you to tell me what kind of music you most enjoy listening to - any specific genres, artists, albums, etc. What is it about this music that you enjoy? What do you notice about the lyrics of the songs that you tend to enjoy? Meaning, do the songs you like discuss/ explore specific topics, do the words rhythmically flow? If you look at the lyrics of any specific songs you like, could they read as a poem?
Explore your own musical opinions in a well-developed response of 8-10 sentences!

Complete your final on the document provided to you by following the instructions on that document. If you have any questions while you are working on the final, please message me on Zoom and I will help you. Our final will go from 8:30-9:30.

Create a response to the following prompt on a Google Doc:

How does Esperanza’s character develop and shift by the end of the novel? Choose one vignette from the beginning of the novel and one vignette from the end of the novel to really demonstrate how Esperanza’s character changes. How would you describe her at the beginning of the novel, and how does she appear to be at the end? Do you believe that Esperanza is an example of a well-developed character - someone who goes through many hardships and successes, highs and lows, in order to grow into their own? Why or why not?

Your response should be two paragraphs of at least 4-5 sentences (one for each vignette you choose to focus on) .

Answer the following questions in a one paragraph response of about 8-10 sentences:
Do we think in full, complete, grammatically correct sentences?
How do our emotions impact out thought process? How might one’s internal dialogue be different when calm and relaxed, compared with when stressed and anxious?
If you were writing fiction, how might you show (rather than explicitly tell) that your character is scared through the writing style?

Follow the steps on the attached document to complete the assignment! We will watch the video clip in class together, but I have included the link on the document if you need to revisit it!

Each group will respond to one question (I will assign your group the question) - your group’s response should be a well-developed paragraph of 7-8 sentences!

Questions:
“Edna’s Ruthie” - Esperanza says that “There were many things Ruthie could have been if she wanted to.” What deeper point might Cisneros be making about the position of women?
“The Earl of Tennessee” - How does Cisneros use imagery and figurative language to paint a vivid picture and create a distinct tone in her writing?
“Sire” - How do the events of this vignette illustrate the conflict between Esperanza’s desire to be loved by men and her goal of becoming independent and autonomous?
“Four Skinny Trees” - What does Esperanza’s connection with the four trees illustrate about her character?
“No Speak English” - What point is Cisneros making about how one’s social identity is related to language?

Directions. In each vignette from today, we see Esperanza dealing with uncomfortable, heartbreaking, confusing, and melancholic life events.
For each vignette, choose one big event that happens to either Esperanza or to someone close to her. Then, explain what kind of effect you think it will have on Esperanza’s character development. Your explanation should be at least 2-3 detailed sentences!

Complete your answers on the attached doc!

In today’s reading, we are going to begin to see Esperanza’s journey from childhood to young adulthood. At what age did you feel that you had left your early childhood behind? When did you feel that you were becoming an adult? Have you felt that? How would you describe growing up?

Respond to the above questions in a well developed paragraph of 8-10 sentences!

Each group will be responsible for answering one analysis question and presenting their response to the class. We should have all read each vignette - so we should all be very familiar with each! I will assign each group a vignette and an analysis question to respond to. Work with your groups to come up with a well-developed response to the question of at least 7-8 sentences. Make sure that you are answering each part of the question!
*Note - each group is responsible for one submission - you do not each need to do your own, but rather, you should be collaborating with your group members on one paragraph.

Questions:
“Meme Ortiz” - This vignette focuses extensively on the ideas of home and family, going so far as to suggest that the neighborhood Esperanza lives in has become an extended family in itself. What is the significance of Meme’s family taking over Cathy’s old home? How is a sense of unity in the neighborhood created?

“Louie, His Cousin & His Other Cousin” - Why does Esperanza focus more on the car and the ride that she gets to take in it than the theft that Louie’s cousin commits? What could that yellow cadillac symbolize to Louie? Focus on the description of the car after the crash - what mood is created by focusing on the image of the totaled car at the end of the vignette?

“Marin” - Think back to Esperanza’s great-grandmother in “My Name.” How is Marin similar to her? How is she different? What words are used in this vignette to show that Marin does not necessarily have control of her life. Do we as readers feel sympathetic towards Marin?

“Those Who Don’t” - In this vignette, we are revisiting earlier mentioned themes and ideas regarding racial prejudice and segregation. How do outsiders view Esperanza’s neighborhood? How do Esperanza’s neighbors view their own neighborhood? What kind of social commentary is being made in this vignette?

Make a copy of the attached document and follow the instructions provided there!

The first line of the first vignette you will read today, entitled “Boys and Girls” is this: “The boys and girls live in separate worlds.”

In your own opinion, explain the significance of this quote and what it could mean. Do you feel as though you live in an entirely different world than your peers of the opposite gender? Do you think that there are many differences between you and your peers of the opposite gender? Why or why not?

Explain your thoughts in a well-developed paragraph of 8-10 sentences!

Hint - this will be one of our discussion questions later in class!

With your groups, read the vignette "Hairs" and answer the following questions:
1. What type of things does the narrator compare her mother’s hair to?
2. Find an example of a metaphor she uses
3. Find an example of a simile she uses
4. How does Cisneros’ use of imagery enhance your reading of the vignette?
5. About how old do you think the narrator is at the beginning of the novel? Why?
6. What binds the family together in “The House on Mango Street”?

When you open the attached doc, go to File -----> Make a Copy so you can work directly on the document. For each statement provided, you are going to check whether you agree or disagree. When you have completed this task, you are going to answer the following questions in responses of 3-4 sentences. We will discuss these statements as a class when we are done, so be sure to have something ready to respond with (I will be calling on you at random - you can use the microphone or the chat feature to answer)!

This week, we will begin reading Sandra Cisneros’ The House on Mango Street. This story explores the concept of personal identity in depth, as we follow a young Mexican-American girl named Esperanza, who is trying to navigate adolescence, complicated family situations, and coming into her own. Before begin reading the novel, answer the following questions in a well-developed response of 8-10 sentences:
When people see you, what do people see on the outside/ what kind of person do they think you are based on a first impression? What misconceptions (meaning wrong ideas) might they have about you? What pieces of you do you allow for people to see? What parts of yourself do you keep hidden?

Follow the instructions and answer the questions on the attached document by the end of the class period today!

Answer the questions on the attached document with your groups! Your responses should be at least three well-developed sentences. Collaborate and work together to come up with your answers!

Today’s short story (it’s a very short one) has to do with coming of age, finding one’s own identity, facing consequences for your actions, and growing apart from people you were once close with. We will follow a friendship that dissolves between two high school seniors who have been friends for the entirety of their high school experiences.

Reflect on the position you are in now at the beginning of your high school career. What values define you as an individual? What friendships in your life do you value? Do you believe that the friendships you have now will stand the test of time? Where do you see yourself at the end of your senior year, and what are your goals that you hope to have accomplished by the end of high school?

Answer these questions in a well-thought out reflection of 8-10 sentences.

Now, independently, you are going to explain your own personal stance on the narrator by answering the following questions. Your responses should be 3-4 sentences each!
1. What stance was your group given, and did you agree with that stance?
2. If you agreed with the stance that your group was assigned, why did you agree with it? If you disagreed, why was that?
3. Did hearing the arguments of your classmates change or waiver your initial views of the narrator’s guilt or innocence? Why or why not?
4. Is the narrator of “The Tell-Tale Heart" reliable or unreliable? Support and defend your answer!

As a group, you will be assigned a stance to take on the narrator - is he guilty of premeditated murder, or is he innocent by defense of insanity? You and your group will have to find at least 3 specific examples (meaning direct quotes) from the text to support and defend your claim. Compile your findings in a 7-8 sentence paragraph response that showcases your three examples. You will be presenting your findings to the class!

*Note - Premeditated murder is a killing that has been willful, deliberate, and premeditated, and carries the highest penalty. Arguing innocence by insanity means that the individual could not distinguish fantasy from reality, could not tell right from wrong, and could not control their behavior.

You will have the rest of class today to work on either your defense or prosecution, and you will have some time in class on Wednesday to complete and finalize your answer as well! We will debate at the beginning of class on Wednesday!

With your group, you are going to find an example from “The Story of an Hour” of each type of irony that we have discussed in class. Remember…
*Verbal Irony: When what someone says is different from what they really mean or different from what would be the expected statement in that particular situation.
*Situational Irony: When the outcome of a situation is totally unexpected and not anticipated based on earlier events.
*Dramatic Irony: When the audience or reader knows something that the characters do not, something which adds suspense or humor.
You should have one short paragraph (4-5 sentences) for each type of irony! Be sure to include one quote from the text that serves as an example for your type of irony, and to explain how your example is ironic! These are due by the end of the class period!

Today in class, we will be reading a story that deals with heartbreak. In your own opinion, how strong of an effect can heartbreak have on your life if you experience it? Do you believe that people can become physically sick from having their heart broken? What do you think the worst type of heartbreak is to experience (meaning, a romantic break up, the loss of a loved one, the end of a friendship)? Do you have any personal experiences with heartbreak?

Answer these questions in an 8-10 sentence paragraph!

What do you think happened after Margot was released from the closet? The author leaves this open ended. Write a new ending to the story. Use your knowledge of Margot’s character and the behaviors of the other children to inform your answer.
Your response must be at least 8-10 sentences!

In your groups, you will be assigned a specific literary element to explore (Setting, Theme, Characterization, Plot). You and your group will need to come up with a thoughtful, paragraph response (6-7 sentences) explaining your given literary element in “All Summer in a Day.”
You and your group will present your findings to the class as a whole! I will come to each group and tell you what your literary element is!
Setting - Describe the setting in detail. How does the setting contribute to the story as a whole, the way the characters behave, etc.
Theme - Come up with and explain and defend a theme for “All Summer in a Day.” Remember, a theme must be a complete thought/ sentence!
Characterization - Provide an in-depth analysis of Margot’s character, and explain the possible motives of her classmates for locking her in the closet and causing her to miss this extremely rare moment.
Plot - What does your group think about the overall structure of the story? How do you feel about the ending - do you agree with Bradbury’s choice to leave it more open-ended? Why or why not?

Your assignment is to send me an email!
Email me at [email protected]. Your email must follow all of these guidelines:
*Must have a clear subject line
*Must be addressed to me with an appropriate salutation (Example: Dear Ms. Hanley,)
*Must be formatted correctly
*Must have an appropriate closing (Example - Sincerely, “Your Name”)
*Must be free of spelling and grammar errors.
*Must be 4-5 sentences long.
*Must be sent from your Mary Star Email Address!!!
You can email me about anything regarding our class, something you would like me to know about you, any questions or concerns you have about your grade, or any other information you think I should know about you and your experience so far at Mary Star. This is due by Monday, 9/21!!!

In your groups, you will be reading “All Summer in a Day” by Ray Bradbury. Read the story in its entirety, then, discuss the story with your group. Think about literary elements that we have discussed in class so far (plot structure, characterization, setting, theme) as you discuss with your group.

After you read, with your group, you are going to…
1. Describe the mood of the story (how it makes you and the reader feel and why). This should be 3-4 detailed sentences.
2. Provide one example of quote analysis - you will copy and paste your chosen quote from the PDF and answer the following:
a. Who said it? Identify the speaker
b. When did s/he say it? Summarize the situation
c. Why does it matter? Analyze the quote’s impact on the story. Remember, for your analysis, you want to...
* Make an observation (how does it illustrate/ enhance setting, theme, character, conflict, mood)
* Make a connection (text-to-text, text-to-world, text-to-self).

Follow the steps below to create your own six word memoir (a six word story about yourself):
1. List as many adjectives or other words as you can out about yourself on your paper. Do not worry about spelling, just try to write consistently for three minutes listing out your adjectives.
2. Circle three adjectives that inspire you to say more and remind you of a specific story about yourself or an experience that you have had.
3. From those items that you have circled, narrow it down to one. Free write about this term for the next five minutes. The only rule is - do not stop writing! Whatever comes to mind is fair game.
4. Next, synthesize. Develop a six-word phrase about the experience or aspect of yourself that the word reminds you of.

Make sure you turn in a google doc that shows you completed all of the steps (1-4). Bold your finished product!

The literary myth goes, Ernest Hemingway was asked to write a story in six words...
Here is what he wrote: “For Sale: Baby shoes, never worn.”

On a Google Doc, answer the following...
1. What events could have happened for this story to take place?
2. What is the mood of the story? How does it make you feel?
3. How many characters could be present in this story? What could these characters be going through in this story?
4. Would you consider this a short story? Why or why not?

*Each response should be at least 3-4 detailed sentences!*

In your groups, you will be responsible for providing examples of Direct and Indirect characterization for your assigned character. You will need to include specific quotes and the page numbers you found them on (if you are using the PDF instead of the hard copy, you do not need to use page numbers). Type your character’s name at the top of your doc, and label one section of it “Direct Characterization” and the other section “Indirect Characterization.” For the “Indirect Characterization” side, be sure to include what example of “STEAL” your quote is! You will need 4 quotes (you can choose how many direct and indirect there are based on what is easiest to find!). You will submit this as an assignment to Google Classroom!

S - Speak - What (dialogue) and how (tone) a character speaks to others.
T - Thoughts - What a character thinks, believes, values, and what motivates a character.
E - Effects on others - The relationships the character has with others and how they treat other characters.
A - Actions - How a character behaves, including how they react to people and events.
L - Looks - A character’s physical appearance. This includes physical features, clothing, body language, etc.

In a detailed paragraph of 7-8 sentences, answer the following questions:
*How long do you think a short story has to be in order to be considered a story?
*What other elements of a story need to be present for a short story to even be considered a real story?
*Do you believe that a story has to be a certain length in order to be effective or “good.” Why or why not?

Students, your assignment is to review the course policy statement with your parents. Should any questions arise, please contact me. Please keep this for handy reference throughout the year. Once you and your parents understand and agree to the class policies, please sign and submit to Google Classroom by Wednesday, 9/2. Thank you!

You can either:
A. Have you and your parent sign electronically on an iPad/ tablet and submit that page as the assignment.
B. Print the final page of the course policy statement, have you and your parent sign, and submit a photo as the assignment.
C. Have you and your parent sign a separate sheet of paper and submit a photo as the assignment.

In a detailed paragraph (of 7-8 sentences), respond to the quote below. What are your personal experiences with family stories, or hearing stories about your past regarding experiences you do not remember? Your responses will be graded based on the complexity of your responses and the thought that you put into them.
“Stories have to be told or they die, and when they die, we can’t remember who we are or why we’re here.”
-Sue Monk Kidd, The Secret Life of Bees
Submit your responses on a Google Doc!

1. Read the attached article about the experiment.
2. After you have read the article, answer the attached questions on a Google Doc. Submit the assignment to Google Classroom once you have answered all of the questions.
3. We will come back to discuss these questions as a class once you have submitted your answers!

Watch the short video I have linked here: https://www.youtube.com/watch?v=cD0QTMbsPcM&list=PLzDOGMsmDvev9eeJeNUAJx7N8SOGLRwMJ&index=14
After you have watched the video, create your own list of five important things that I should know about you! Using the video as inspiration, try to choose five things that you find most important and central to you as an individual, using the topics from the video as inspiration.
Note: For each thing you list, write at least 3-4 detailed sentences about it. For example, do not just tell me your favorite food, tell me why it is your favorite food, what memories do you have associated with it, etc.

Submit your completed summer assignment as a Google Doc here by midnight on 8/24.