Day One Assignments for Mr. Combs’ English Classes (2014-15): (Have each of these items of the first day of the school year) (1) Submit completed Summer Work. (20 points). Be prepared for a 200 point test that will cover the lessons from the summer work folder. (2) Return your chosen summer novel (or bring $6 for replacement copies). Have the organizer completed and be prepared to write a brief literary essay about the novel. (completed organizer will be worth 20 points and the essay will be worth 50 points) (3) Bring in at least 20 pens or pencils to leave in the classroom. (20 points) (4) Bring with you a 1” to 2” three-ring binder containing a pack of loose leaf paper to be used exclusively for this class. (20 points) (5) Bring (at least) 1 highlighter (color doesn’t matter) to leave in the classroom. (10 points) (6) Returned your “Syllabus” , “Golden Rules” , and “Agreement for Student Success” SIGNED by you and your parent/guardian. (15 points) Note to parents/guardians: These assignments are all part of an attempt, by me, to get the 2014-15 school year started in a productive and organized way for your student. If he/she has a working knowledge of the lessons given as summer work, then the school year will begin very well. Those lessons are simply things he/she should already know upon entry to my class. I will teach from the first day assuming he/she does know the material. As for the required materials, they are required for several reasons: (1) an organized notebook is essential for success (2) pencils to be left in the classroom will keep us from ever having a problem about bringing something to write with to class…students always have a pencil! …and (3) a highlighter to be left in the classroom will be available to students when they’re needed for in-depth reading assignments (this way they don’t have to keep up with them). If your student has the necessary materials on-hand every day, is present (frequent absences almost guarantee failure), and is motivated to work hard to improve him/herself, then English II will be a great learning experience. If you have any concerns at all about your student’s progress in my class, feel free to contact me. Working together, we can help your student grow as a reader, as a writer, and as a person. Thank you very much. Dan Combs Wolfe Co. High School (606) 668-8202 Email: [email protected] Summer Work 2014 Checklist for Completion The Novel: - Graphic Organizer for the novel study The Lessons: (1) Frequently confused words 1 & 2 (2) Roots and affixes (3) Denotation and connotation (4) Synonyms and antonyms (5) Subject – Verb agreement 1 & 2 (6) Pronouns (7) Main idea & Supporting details (8) Context clues (9) Conclusions/inferences Literary Terms / Vocabulary Defined: - Fiction related terms - Nonfiction related terms - Poetry related terms Novel Summary and Analysis Worksheet Novel Title: ______________________ Author: ___________________ Copyright date: _________ Names and Descriptions of Main Characters: (1) ___________________________________________________________________________________ ___________________________________________________________________________________ (2) ___________________________________________________________________________________ ___________________________________________________________________________________ (3) ___________________________________________________________________________________ ___________________________________________________________________________________ (4) ___________________________________________________________________________________ ___________________________________________________________________________________ (5) ___________________________________________________________________________________ ___________________________________________________________________________________ Description of the primary setting: (give a clear, detailed description) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Plot summary: (what happened in the story) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Description of Conflicts and Resolution: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Theme and/or the author’s purpose: (lessons learned from the book) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Personal reflection on this novel: (Your opinion of the book: 5 sentence paragraph) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Frequently Confused Words Writers often confuse words that sound alike but have different meanings or words that have similar meanings. Below are some of these frequently confused words. You need to be able to select the appropriate word based on the context. Below is a list of frequently confused words and example sentences. a lot: a considerable quantity or extent (noun) allude: to make an indirect reference to an idea, place, allot: to assign (verb) person, or text (verb) elude: to escape capture or to be incomprehensible (verb)  I have a lot of socks.  The teacher has allotted 20 minutes for the test.  Jacob hasn't even so much as alluded to liking me.  The bank robber could elude the police for only so accept: to receive (verb) long before getting caught. except: excluding (preposition) allusion: a reference to something (noun)  I accept your apology. illusion: a false perception of reality (noun)  Everyone is going to the store except me.  The story has an allusion to Arachne, a character adapt: to change or to make suitable for a purpose (verb) from Greek mythology. adopt: to accept with approval or to take into one's family  The illusion kept the audience entranced for (verb) hours.  The ideal candidate should be able to adapt to aloud: with the speaking voice (adverb) change quickly and easily. allowed: permitted (verb)  The legislature has yet to adopt the committee's recommendations.  The teacher read aloud to her students.  The teacher allowed her students to read outside. advice: an opinion or a recommendation about what could or should be done (noun) apart: separate one from another; in pieces or parts advise: to recommend, suggest, or counsel (verb) (adverb) a part: one piece of a whole (noun)  I never asked for your advice.  His lawyer advised him not to talk.  Their family was torn apart by the war.  Henri wants to be a part of our volunteer team. affect: to influence (verb) effect: a result (noun) ascent: an act of rising (noun) assent: an act of agreeing to something (noun)  The snowstorm has affected the city.  The effect of the snowstorm is school closings.  Her ascent into the mountains was tiring.  Her assent gave us permission to close the deal. aisle: a pathway between rows of seats (noun) ail: to be sick (verb) assure: to remove doubt or anxiety (verb) isle: an island (noun) ensure: to guarantee an event or condition (verb) I'll: "I will" (contraction) insure: to protect from financial liability with insurance (verb)  The bride walked up the aisle with her father.  Melissa needs to take care of her ailing father.  Lecrae tried to assure Thomas that he knew what he  We are taking a trip to the British Isles. was doing.  I'll wash my car tomorrow.  Thomas just wanted to ensure that their undertaking would be successful.  Whatever happens, be sure to insure your car coarse: rough (adjective) before you let them borrow it. course: a path (noun) award: to bestow based on merit (verb)  The coarse sand hurts my feet. reward: to give wages or recompense (verb)  Kimi ran along the course.  Ryan was awarded a medal for his bravery. conscience: the sense of moral goodness of one's conduct,  Adele rewarded the puppy for his obedience. intentions, or character (noun) conscious: capable of or marked by thought, will, design, between: in the middle of (preposition used when talking or perception (adjective) about distinct, individual items) among: in the middle of (preposition used when talking  Rumi had a guilty conscience, so she turned about items that are not distinct) herself in.  It was a conscious decision to do the right thing.  I am stuck between a rock and a hard place.  I am among people who understand me. complement: to make complete or whole (verb) compliment: to give praise (verb) breath: inhaled or exhaled air (noun) breathe: to exhale and inhale (verb)  The lemon juice complements the flavor of the fish.  The ring was so beautiful that it took my breath  Danielle complimented John on his courage. away.  Ronnie was so excited to see her favorite singer counsel: to advise (verb) that she forgot to breathe and passed out. council: an assembly or a group working to legislate or advise (noun) capital: a city serving as a seat of government (noun) capitol: a building in which a legislative body meets  My lawyer counseled me to get the company to (noun) sign a contract.  The council will meet tonight to elect officers.  Austin is the capital of Texas.  The U.S. Congress meets at the Capitol. discreet: judicious in one's conduct or speech (adjective) discrete: separate or distinct (adjective) censor: to forbid the public distribution of a piece of information (verb)  Try to be discreet when you slip him the note. censure: to give a formal rebuke (verb)  Cut the brownies into nine discrete pieces. sensor: an object that detects stimuli such as heat, light, or movement (noun) elicit: to call forth or evoke or to deduce (verb) illicit: morally wrong or illegal (adjective)  The university censored its campus newspaper before it was published.  Jackie is trying to elicit sympathy because she is  The lawyer was censured due to her improper in trouble. conduct during the case.  He said he was arrested for illicit activity.  The sensor in my smoke detector is very sensitive. eminent: of high status or prominent (adjective) cite: to quote (verb) imminent: about to happen, occur, or take place site: a position or place (noun) (adjective) sight: vision (noun)  Whoever becomes president will hold an eminent  The essay cites several different authors. position.  Meet me at the construction site.  The destruction of the building seems imminent.  Please get that bug out of my sight. farther: to greater distance or extent (adverb used to lease: to rent for money (verb) express physical distance) least: the smallest amount or degree (adjective) further: to greater distance or extent (adverb used to express advancement to a greater degree, as in time and  She leased the car. other concepts)  That option will cost the least amount of money.  Pamela ran farther than I did. lose: to fail to keep or maintain (verb)  I will further my education by attending college. loose: not tight or secure (adjective) fewer: smaller amount (adjective used when referring to  Do not lose this expensive bracelet. something that can be counted)  This bracelet is loose on me. less: smaller amount or degree (adjective used when referring to something that cannot be counted) passed: the past tense form of "pass," which means to undergo a test or a course of study successfully (verb)  I have fewer apples than Daniel. past: having taken place in a period before the present  There was less pollution last year. (adjective) here: in this place (adverb)  Raj barely passed his algebra class. hear: to perceive sounds (verb)  Don't judge me by my past mistakes.  When will you get here? patience: the quality of being patient (noun)  I hear the train coming. patients: the plural form of "patient" (noun) incidence: rate, extent, or frequency of occurrence (noun)  Daryl is testing my patience. incident: a definite and separate occurrence or action  The patients had to reschedule their appointments. (noun) poor: lacking resources (adjective)  There is a high incidence of robbery in that pore: to gaze intently or to read or study attentively (verb) neighborhood.  I'd rather not talk about that incident.  Carly has always desired to care for those who are poor. its: belonging to something (adjective)  Roman pored over the contract trying to find a it's: "it is" or "it has" (contraction) loophole.  Its weakness is in its legs. precede: to go before or to introduce (verb)  It's going to be a rainy day. proceed: to move forward or to continue an action or process (verb) knew: past tense form of "know," which means to hold information in mind (verb)  His reputation preceded him. new: appearing, thought of, or made for the first time  We must proceed with the ceremony. (adjective) principal: a head of a school or organization (noun)  At two years old, Cathleen already knew her principle: a basic law or truth (noun) alphabet.  Shondra went to the dealership to pick up her new  The principal will make an important car. announcement this morning.  A principle of healthy eating is to eat fresh and lead: a kind of metal or the graphite in pencils (noun) natural foods. led: past tense form of "lead," which means to guide (verb) quiet: an absence of noise or activity (noun) quite: to a degree or to an extent (adverb)  My mechanical pencil needs more lead.  The dog led me to the injured child.  I enjoyed the peace and quiet.  The strawberries were quite delicious. stationary: fixed or unchanging (adjective) which: (pronoun used to refer to things in nonrestrictive stationery: paper used for writing (noun) or nonessential clauses)  A stationary bike allows people to watch that: (pronoun used to refer to things in restrictive or television while exercising. essential clauses)  Cindy likes to use unique stationery for her letters. who: (pronoun used to refer to a person or people) their: belonging to them (adjective) there: in or to that place (adverb) whom: (pronoun used to refer to a person or people when they're: "they are" (contraction) it functions as an object of a verb or preposition in the sentence)  Their house is impressive.  I will walk there.  We have the meeting this Wednesday, which is  They're working hard to meet this deadline. my birthday.  The television that Stacey broke will cost $2,000 to replace. then: after that (adverb)  Tamara, who won the award last year, will be a than: (preposition used in comparisons) presenter.  With whom will you be going to the dance?  Andy passed the football to Edward and then ran to the end zone. whole: total, all, or complete (adjective)  Andy runs faster than Edward. hole: an opening or a hollowed-out place (noun) through: into or out of (preposition)  Billy ate the whole cake. threw: past tense form of "throw" (verb)  There is a hole in my jeans.  The ball went through the hoop on her first try. whose: belonging to who or which (pronoun)  She threw the ball as hard as she could. who's: "who is" or "who has" (contraction) to: (preposition)  Whose phone is ringing? too: very or also (adverb)  Who's at the door? two: 2 (noun) write: to put words on paper (verb)  They both rushed to the door. rite: a ceremonial act (noun)  Amelia was too tired.  There are two apples left.  I need to write an essay for my history class.  The initiation rites are simple to perform. wear: to have something on; to damage something by using or rubbing (verb) where: in or to what place (adverb) your: belonging to you (adjective) ware: a manufactured article or product; goods (noun) you're: "you are" (contraction)  The weather is wearing away at the bridge.  Your essay was entertaining to read.  Where is my favorite mug?  You're hilarious.  The artist peddled his wares door to door. Frequently Confused Words Practice #1 1. Which sentence uses whose or who's correctly? A. Potter voted for Angelica, whose speech mentioned the smaller school sports. B. I liked that actress whose in the action movie about the bank robbers in Rome. C. My sister, who's best friend plays tennis, wants to play double's tennis tomorrow. D. Ginny decided to ask Tony, who's math scores are high, to help her with algebra. 2. Choose the sentence that uses your or you're correctly. A. Please pick up your sweater before you sit down. B. I can't believe your coming to the concert with me! C. I'll take you're coat to be cleaned since I wore it last. D. Are you making you're famous spicy dip for the party? 3. Which word best replaces the underlined part of the sentence? Dean said, "I wish you had told me that your not coming to my baseball game." A. you're B. make no change C. your'e D. you'r 4. What change, if any, should be made to who's in the sentence below? Ms. Franco threatened to throw the sweater away if no one would say who's it was. A. whos' B. no change C. who'se D. whose 5. What change, if any, should be made to they're in the sentence below? Paul and Rita looked everywhere, but they could not find they're soccer ball. A. there B. theyr'e C. their D. no change