Please use the below link to connect your Google Classroom account to your Realize Account.

Choose one of the nine options noted on the handout and complete by May 11th. Exceptional effort and attention to detail is essential and expected. This assessment is worth more than a typical grade in Skyward. Please ensure that you complete it by the deadline. Please see me if you have questions regarding this task.

Using your literature reading standards to guide you, as well as the sample questions and prompts noted during our lesson on 2/8 and 2/9, you will use the Google doc below belonging to your specific group to record thoughts, questions, and epiphanies. Your collaboration for our group discussions over Part One of the novel is an important component of your marking period grade.

Using your literature reading standards to guide you, as well as the sample questions and prompts noted during our lesson on 2/8 and 2/9, you will use the Google doc below belonging to your specific group to record thoughts, questions, and epiphanies. Your collaboration for our group discussions over Part One of the novel is an important component of your marking period grade.

Instructions are noted on the handout.

Prejudice is a prominent motif in Harper Lee’s novel. In literary works, a motif is a recurring or repeating element, idea, or concept that often has symbolic value in a text. It can help to develop and reinforce the text’s major themes.​ Please complete the handout below in the order suggested:

Locate and record the dictionary definition of prejudice. Note 3 synonyms and 1 antonym.
Consider the 7 statements on the front of your handout. Determine whether you agree or disagree and then explain or provide an example.
Finish the various prompts regarding prejudice on the back side of your handout.

Complete the four text-dependent multiple choice questions over RFK’s speech. You must, however, give explanations why you believe an answer is correct or incorrect. Next to each possible choice, you must “SHOW YOUR THINKING” to receive full credit. This is why extra space is available. A large portion of your grade involves your effort in “showing your thinking.” Keep this in mind and take your time with each question.

Using your new knowledge of ethos, logos, and pathos, review Dr. King’s “I Have a Dream” speech. Look for examples of each rhetorical appeal within King’s speech. In partner groups, you will need to locate one example of each appeal, but I encourage you to note more as you analyze the text. You and your partner can share the same quotes and explanations, but you must both record them on your individual sheet. In each labeled triangle, you must include the following:
Quote from Dr. King’s speech (including in-text citation)
Explanation of how King’s words are an example of the specific rhetorical appeal

With a partner, you will be expected to complete 4 of the 8 questions listed on the handout. Each group must complete question #1. Then, choose three more questions to complete. As you respond to your questions, be sure your answers are written in complete sentences. Be prepared to share your responses with the entire class in a whole class discussion.

On your own, complete 6 multiple choice text-dependent questions regarding MLK’s speech. Then, write a constructed response to the following question: “The central point of an argument is the claim. What is King’s claim in this speech? How does King use rhetoric to advance that claim?” ​
You will need to Restate, Answer, Cite, and Explain in a lengthy paragraph. Use at least two quotes and reference at least two rhetorical devices. Be sure to introduce and explain your quotes.​

Example sentence starters using present tense for question #7:
Dr. Martin Luther King, Jr’s claim in his 1963 “I Have a Dream” speech is . . . 
King states, “It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned” (paragraph 4). (EXAMPLE OF IN-TEXT CITATION)
King continues, “And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice” (paragraph 5). (EXAMPLE OF IN-TEXT CITATION)
King emphasizes . . .
His words are significant because . . .
By using an extended metaphor, King shows . . . and enforces the idea that . . .
By using rhetorical devices such as _____________ and ___________, King is emphasizing . . .
King reinforces his claim by . . .

After revising your rough draft, submit your final draft for an evaluative grade. Be sure to proofread before submitting. Formatting should include the following:
Times New Roman ~ Font

12 point ~ Font Size

Double-spaced ~ Line Spacing

Complete the first two pages as well as the six multiple choice questions on pages 3 and 4 with a partner (or alone if you are quarantined or absent). Your SOAPSTone analysis must be written in complete sentences. Then, on your own, complete question 7 on your handout. What is Kennedy’s purpose in the speech? Use specific evidence from the speech to support your answer. You must cite two quotes. Explain HOW each quote ties in directly with Kennedy’s purpose and WHY it is significant. You will not likely have enough room on the provided lines and may attach a separate sheet if you prefer. Obviously, this constructed response must be written in complete sentences as well.
Sentence starters using present tense:

John F. Kennedy’s main purpose in his 1961 inaugural address is to . . . 
Kennedy states, “Let both sides join in creating a new endeavor, not a new balance of power, but a new world of law, where the strong are just and the weak secure and the peace preserved” (paragraph 20).
Kennedy emphasizes . . .
His words are significant because . . .
By using antithesis, Kennedy shows the contrast between . . . and enforces the idea that . . .

Applying SOAPSTone to a few of the greatest recorded speeches in American History:
Review three of the numerous speeches from our brief video. You can access the video through the slide presentation posted in the Google Classroom. Using the first four steps of SOAPSTone, determine (with your limited time and resources) the speaker, occasion, audience, and purpose of your selected speeches. Use your handout on SOAPSTone to guide you.

In 1967, African-American minister, Nobel Peace Prize laureate, and social justice campaigner Martin Luther King Jr. wrote a book titled, Where Do We Go From Here: Chaos or Community? The book was King’s fourth and final book before his 1968 assassination. As we move into our rhetorical unit, we will look specifically at Dr. King and how he used his words to inspire change. In the next several weeks, we will also be analyzing various speeches and writings of the 1960s from familiar faces of that decade: John F. Kennedy, Dr. Martin Luther King Jr., and Robert F. Kennedy.


Using King’s book title as a launching point for our unit, you must write a persuasive speech titled: “America: Where Do We Go From Here?” Your purpose is to identify the challenges in our country and outline a solution that will bring both a sense of community and unity back to our nation.

Please see the attached document for your project instructions. :-)

ABSENT OR QUARANTINED STUDENTS: Using evidence from the text to support your response, complete the attached graphic organizer with a partner. Be sure to EXPLAIN HOW your quotes support your response. In essence you are ANSWERING, CITING, and EXPLAINING. 

In this first marking period, you have written two essays. One was an informational/explanatory essay on the global water crisis. The second essay was a narrative in which you finished “The Open Window.” Using the knowledge you have accumulated in the past several weeks, revise one of these pieces to submit for an evaluative grade. This assignment must be typed and submitted to the Google Classroom. Handwritten essays will not be accepted. Your essay MUST be typed in the following format: 12 point font (Times New Roman) and double-spaced.
DUE DATE: 10/22 (A DAY CLASSES) and 11/4 (B DAY CLASSES)

With a partner, locate two examples of direct and indirect characterization for each of these main characters: Ralph, Jack, Piggy and Simon. Record your quotes on the provided handout. Be sure to include proper in-text citations. Note what you can infer about each character based on the indirect characterization that Golding provides.


In-text citation example: 
“Ralph, looking with more understanding at Piggy, saw that he was hurt and crushed. He hovered between the two courses of apology or further insult” (Golding 25).

Complete Exercise 3 on parallel structure. You MUST write out each sentence on notebook paper and underline your chosen response. Absent or quarantined students may submit their work in person upon their return. 


For example:
When Delores realized that her father had made lima beans and rice for dinner, she clutched her stomach, claimed to feel nauseous, and excused herself from the table. The bag of stale popcorn in her room would tide her over until breakfast.

You will be assigned a group. Each group, in turn, will be assigned one of the last 6 chapters of Lord of the Flies. Using your plot tracker to guide you, as well as your knowledge of a critical summary, you will collaborate on one Google doc to write a thorough critical summary of your assigned chapter. Your summary should be thorough but should not exceed two paragraphs. Be sure to write your summary in PRESENT TENSE!


Quarantined students: You may select one chapter of your choosing (from Chapters 7-12) to write your critical summary. You will need to create your own Google Doc in your Google Drive. Please title your document with your name and the chapter you chose before submitting. Please email me with questions or concerns.

Students: Read this short story by Saki. I have intentionally left out the ending. Do not access the story online. Your assignment is to write the conclusion to this narrative. Be as creative and original as possible while staying true to the characters, setting, and plot. You have the entire class period to work, so I am expecting your best effort. Your first line of your narrative should be: “Out through that window, three years ago to a day . . .” 

You have the choice to either handwrite or type this narrative. I am attaching a blank Google doc that you can use if you choose to submit your work through the Google Classroom.

You will be assigned a group. Each group, in turn, will be assigned one of the first 6 chapters of Lord of the Flies. Using your plot tracker to guide you, as well as your knowledge of an objective summary, you will collaborate on one Google doc to write a thorough objective summary of your assigned chapter. Your summary should be thorough but should not exceed two paragraphs. Be sure to write your summary in PRESENT TENSE!


Quarantined students: You may select one chapter of your choosing (from Chapters 1-6) to write your objective summary. You will need to create your own Google Doc in your Google Drive. Please title your document with your name and the chapter you chose before submitting. Please email me with questions or concerns.

Using the guidelines and instructions discussed in class as well as the template and example on your handout, write your own bio-poem. Please use the blank Google Doc labeled Bio-Poem to type and submit your poem. We will be working on these poems in class on Wednesday and Thursday (8/18 and 8/19). All poems must be submitted to the Google Classroom by Friday, August 27th.

Please submit your summer reading assignment either online or in-class by Monday, August 23rd! 

Please complete and submit this student/parent contact information form. This is ONE of the four items that must be completed to earn full credit for the Classroom Communication Checklist! :-)  

Classroom Communication Checklist

Earn one of your first grades of the quarter by completing each of the following items:

Join the correct Google Classroom for Mrs. Bruce.
Join Mrs. Bruce’s Remind for English I or English I Honors depending on your course. (Please be sure your Remind account uses your first and last name and not a nickname or random word.)
Complete the Student/Parent Contact Information Form assigned under the Classwork Tab in the Google Classroom.
Send Mrs. Bruce an email informing her that you have completed all of the above tasks using your Tipton County School Outlook email account at mail.tipton-county.com. The easiest way to access this is through Clever or through the Outlook app. (Include the following in the subject line: Your first and last name ~ Classroom Communication Checklist. Follow the proper email etiquette that you learned during in-class instruction when composing your email.)


This assignment must be completed by Friday, August 20, 2021!

If you were not in class on Friday, August 13th to complete this task, please do so by Thursday, August 19th. You can turn it in during class that day or submit your essay to the Google Classroom.

“Beyond Thirst: The Global Water Crisis”

Writing Task:
The writer of “Beyond Thirst: The Global Water Crisis” introduces a key idea that people all over the world lack access to safe drinking water.

Write an essay that summarizes and analyzes how this key idea is introduced, illustrated, and elaborated in the text. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.