Students must complete their essay for "Thank You, Ma'am." They should then access the material entitled, "Hook Resource" and apply one of the techniques to their opening paragraph.

Please complete a rough draft of your essay based on the pre-writing activity for last week. Our remaining work will be focusing on style and revision so it is important you bring a written draft

This week's HW: Complete Prewriting Graphic Organizer to help develop your essay. The essay must respond to the following message: After reading Langston Hughes’s short story, “Thank You, M’am”, the reader has become acquainted with a message of kindness in the face of poverty and loneliness. Mrs. Jones’s actions towards Roger, a willow-wild street kid, demonstrate the beauty of being able to walk in someone else’s shoes. Similarly, in the article “Victim Treats His Mugger Right,” a real-life victim, Julio Diaz turns the tables on his attacker to show that generosity and understanding might be the best way to change someone. In a well-developed essay, explain what message these two stories both agree upon.

Students will compare and contrast the characters in "Thank You, Ma'am" and in a nonfiction text produced by the NPR. Comparisons will be important as a pre-writing activity for a comparative essay

Students are to complete comprehension questions on classroom. They are to respond with text-based details and explanations.

Read the story and take notes based on the following ideas. 1. highlight allusion or dialect 2. note your expectations of the characters 3. identify vivid or precise details Make sure to have at least six points noted as an annotation or written note.

Students complete chart for Holmes and Watson. When juxtaposed, the two protagonists reflect a variety of nuance that alone they do not reveal. This exercise is meant to demonstrate their roles as literary foils.

Students are to complete comprehension questions for "The Adventure of the Speckled Band." Questions are posted on Classroom.

Students should finish "The Adventure of the Speckled Band." They are to annotate 2 details per page based on the following ideas: new vocabulary, theme, Victorian social issues, characterization, dialogue, and unique ideas

Students should read up to p.10 in "The Adventure of the Speckled Band." They are to annotate 2 details per page based on the following ideas: new vocabulary, theme, Victorian social issues, characterization, dialogue, and unique ideas.

Student finish informational text about Victorian London. They are close reading to determine the major social issues at the time of the writing of Sherlock Holmes' stories.

"After Twenty Years" analysis. Identify the type of irony and what big topic it emphasizes in the story. Be sure to: Use quotes to support your story Include a variety of sentence types. (You must use a compound sentence.) Transitional phrases to show sequence.

explain how the ending of "After Twenty Years" is ironic. In your paragraph identify the type of irony and what big topic it emphasizes in the story. Be sure to: Use quotes to support your story Include a variety of sentence types. (You must use a compound sentence.) Transitional phrases to show sequence.

complete the Irony Worksheet under the "After 20 Years" section. This work is based on the three videos that are posted on the class stream. Email me with any questions.

Complete comprehension questions for "After 20 Years" by O'Henry.

Read "After 20 Years" and annotate text for meaningful plot developments.

Make corrections to incorrect answers for Midterm.

See Google Classroom

See Google Classroom for document. Students identify figurative language from "All Summer in a Day."

See Google Classroom for homework instructions.