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Summer Assignments Due September 7th

Cass Tech is known for their rigourous Academics, that prepared each one of our Scholars for success after High School, it's one of the main reason we are able to stay #1 Second to None. With that being said please review the flyers listed below to learn how you can complete this year summer requirements for both the English and Math Departments. If you have questions feel free to contact your current English or Math Teachers. 

NOTE: DO NOT CREATE A NEW DELTA MATH ACCOUNT!!!!!

Delta Math


 ATTENTION INCOMING FRESHMEN, CLASS OF 2025

ELA Summer Book Launch for Rising 9th Graders

 

 Neverland Book Cover

 

Calling all Cass Tech INCOMING FRESHMEN – Join the class of 2025 in our inaugural book launch with THE PROMISED NEVERLAND Vol.1. This Best-Selling dystopian manga will guide us into discussions about what it means to be free as well as reflections on the way society is structured. Join us on this enthralling journey!

Check your local bookstore to see if they sell it or can get it for you! Buy LOCAL!

Order off Amazon.com for $10 – The Promised Neverland, Vol. 1

Purchase the Kindle version for $6.29 off Kindle – The Promised Neverland, Vol. 1

ELA 9 Summer Reading with Cass Tech C/O 2025 will be using Edmodo to keep everyone updated! It’s free and it takes under a minute to sign up!

Visit https://new.edmodo.com using your smartphone or computer. 1. Click or tap "Get Started as a Student." 2. Follow the instructions on your screen. Use your class code: aca3r2

 


Attention Rising Sophomores! 

The 10th grade teachers of the CT English Department have created a brief summer assignment for you to complete in an effort to best support your critical reading, writing, and thinking skills before we return to school. Please read the assignment below as well as the example we provided. All Technicians who will be in the 10th grade for the 2021-2022 school year are required to complete this assignment which will be submitted, read, and graded by your English teacher upon your return to school.  

 

STEP ONE: Select and Read Your Article 

Visit longform.org (https://longform.org/) a website which showcases thought-provoking and well written non-fiction articles from a variety of accredited news sources. Select ONE article to read and use for your written response. Your article must be published after 2015, and cannot be the same article as our example, entitled “Will the Corona Virus Make Us Rethink Mass Incarceration?” 

 

STEP TWO: Create a SOAPSTONE Chart 

As a non-fiction reader, it is important not only to pay attention to what the author is writing, but also to recognize who they are writing to, and for what reason. Review the SOAPSTONE chart below, and create one of your own based on the text you selected. Ensure that you are completing both the claim and the evidence column on your chart. Use short quotes from the text as evidence. 

 

CLAIM 

What’s your argument? 

EVIDENCE 

Where in the text is your proof? 

S- Speaker. The voice that tells the story. Is it the author? A narrator? A character? 

 

O- Occasion. The time and the place of the piece; the context that prompted the writing.  

 

A- Audience. The group of readers to whom this piece is directed. 

 

P- Purpose. The reason behind the text. 

 

S- Subject. The main idea of the text. 

 

TONE: The attitude of the author towards his/her subject. 

 

 

STEP THREE: Write a Precis Paragraph (see Stillman Precis Example for further details) 

All the information posted below about describing and crafting precis paragraphs was taken from the following document:  https://www.uen.org/lessonplan/download/46399?lessonId=41064&segmentTypeId=6#:~:text=The%20four%2Dsentence%20rhetorical%20pr%C3%A9cis,or%20a%20phrase)%20to%20convey  

 

The four-sentence rhetorical précis is a highly structured paragraph that records the essential elements of a unit of spoken or written discourse. Each of the four sentences requires specific information (see below). The précis might also include brief quotations (typically a few words or a phrase) to convey an author’s sense of style, tone, and/or unique voice.  

 

Sentence #1  

  • Name of the author and, if possible, a phrase describing the credentials of the author 
  • The genre (essay, lecture, research paper, etc.) and title of the work 
  • The date, if available (inserted in parentheses) 
  • A rhetorically accurate present tense verb (asserts, argues, suggests, implies, claims, etc.) that describes what the author is doing in the text 
  • A THAT clause which states the major assertion (thesis statement) of the author’s text

 

 Sentence #2  

  • An explanation of how the author develops and/or supports the thesis (such as by comparing and contrasting, narrating, illustrating, defining, etc.) 
  • Present explanation in the same chronological order that the items of support are presented by the authorin the text 
  • Use present tense verbs 

 

Sentence #3  

  • A statement of the author’s purpose
  • Followed by an IN ORDER TO clause which explains what the author wants the audience to do or feel as a result of reading the work 
  • Use present tense verbs 

 

Sentence #4  

  • A description of the tone the author uses
  • A description of the intended audience 
  • Use present tense verbs

 

STEP FOUR: Write a Thesis Statement 

Thesis statements allow your reader to know your stance and direction in writing. Identify the topic and claim of the piece you read, provide 2-3 pieces of evidence to complete a thesis statement. This year you will be introduced to the term rhetoric, the art of writing and speaking persuasively.  As you read your article, consider the author’s rhetorical choices: 

 

  • What types of words are they using?  
  • Is this diction (word choice) positive, negative, or neutral? 
  • Are they creating an emotion in their audience? 
  • Are they doing this through imagery? Their tone? Including people’s stories? 
  • Are they using data or statistics to support their claim? Are these numbers convincing? 
  • Are they interviewing experts in the field to support their claim? Is this convincing? 

 

In your thesis statement, include the author’s name, subject (from SOAPSTONE), audience (from SOAPSTONE), purpose (from SOAPSTONE) and 2-3 rhetorical choices they utilized to achieve their purpose. Manipulate the following formula to work for you: 

 

In (author’s last name) article about (subject), (he/she/they) (verb) (purpose) through utilizing (insert 2-3  rhetorical choices here). 

 

STEP FIVE: Review our Examples 

The Cass Tech English teacher team has completed this assignment using an article we found particularly interesting. Please review our work below, which follows the instructions of what we are asking you to complete, so that you feel better prepared to approach this task. Each example is highlighted in yellow. 

 

 

ARTICLE: “ Will the Corona Virus Make Us Rethink Mass Incarceration” https://www.newyorker.com/magazine/2020/05/25/will-the-coronavirus-make-us-rethink-mass-incarceration 

 

SOAPSTONE CHART: 

 

CLAIM 

EVIDENCE 

S- Speaker 

  • Sarah Stillman 
  • “On her way to the hospital to deliver her son, the next day, Bowie called me” (Stillman). 
  • “Kisha Edwards, who works for the First 72+, told me that those who are released still face circumstances that are ‘surreal and devastating’” (Stillman). 

O- Occasion  

  • Spring 2020 in the height of the COVID19 Outbreak. 
  • New Orleans, Louisiana 

 

  • “On March 14th, Roslyn Crouch, a mother of twelve, left her house in New Orleans to stock up on toilet paper and canned goods, and didn’t return” (Stillman).  

 

A- Audience 

  • Uninformed civilians who fail to see the havoc the virus has created for vulnerable populations 
  • Lawmakers and policy stakeholders who contribute to the flawed policies that negatively impact the public health 
  • Activists and grassroots organizations that focus on ending mass incarceration and abolishing prisons. 
  • Public Health officials who need to recognize the inequity that led to the terrible rates of infections 
  • “In April, the American Civil Liberties Union worked with epidemiologists and statisticians to show that, without protective measures in jails and prisons, including rapid reductions in incarcerated populations, the virus could kill an additional hundred thousand Americans” (Stillman).  
  • “Patrisse Cullors, the co-founder of Black Lives Matter, told me, from Los Angeles, where she’s been organizing for releases with Reform L.A. Jails. “At the local, state, and national level, this is a moment when we can collectively transform how our country relates to the most vulnerable” (Stillman).  

P- Purpose 

  • To draw attention to the lack of healthcare in prison facilities, poor facilities, and ineffectiveness of our criminal justice system: the infection rate there was already seven times higher than in the city’s general population. 
  • To amplify the voices of those who are incarcerated and most vulnerable to COVID19.  
  • The jail’s chief physician called it “a crisis of a magnitude no generation living today has ever seen” (Stillman). 
  • “By far, the most effective driver of change right now has come directly from those locked up, on the inside,” Jayadev said. “Their voices, their demands for survival” (Stillman). 

S- Subject 

  • Public health inequalities that disproportionately affect Black people 
  • Unjust causes for incarcerating people 
  • Lack of humanity and dignity in the criminal justice system 
  • “In late March, Governor John Bel Edwards announced that Louisiana had the fastest-growing coronavirus infection rate in the world. According to state reports at the end of last year, Louisiana also had the highest incarceration rate in the country” (Stillman). 
  • “Since 2013, the main jail in Orleans Parish has been under a consent decree for what the Department of Justice called “dangerous and unacceptable” conditions, including “inadequate medical care.” Prisons, too, present a contagion risk; they have less rapid turnover than jails, but staff come and go, and large populations and underfunded health services make outbreaks hard to contain” (Stillman). 
  • “For decades, community groups have pointed out the social costs of mass incarceration: its failure to address the root causes of addiction and violence; its steep fiscal price tag; its deepening of racial inequalities” (Stillman). 

TONE 

  • Outraged  
  • Urgent 
  • Doubtful (in the system) 

 

  • “Since 2013, the main jail in Orleans Parish has been under a consent decree for what the Department of Justice called “dangerous and unacceptable” conditions, including “inadequate medical care.” Prisons, too, present a contagion risk; they have less rapid turnover than jails, but staff come and go, and large populations and underfunded health services make outbreaks hard to contain” (Stillman). 
  • “Local organizers are ramping up their fight. The Orleans Parish Prison Reform Coalition is pressing for an agreement from police to reduce arrests” (Stillman). 
  • “Roslyn Crouch has a similar hope for her city, but she wonders how many incarcerated people will die before any such changes take place” (Stillman). 

 

 

PRECIS PARAGRAPH (see Stillman Precis Example for further details) 

In the essay, “Will the Coronavirus Make Us Rethink Mass Incarceration?” (2020), Sarah Stillman argues that the coronavirus pandemic has exposed the dangers of public-health risks in mass incarceration and led to vital decarceration. Stillman conveys these dangers by exposing the insufficient prison health services, the dangers of a “hard to contain” prison Covid-19 outbreak, and the need to decarcerate. She incorporates facts, statistics and credible sources in order to warn of the virus risk factors due to lack of “protective measures in jails and prisons” and the negative health outcomes of Covid-19. Stillman adopts a serious and empathetic tone while employing personal cases to appeal to those readers who will sympathize and support the necessary release of these prisoners. 

 

THESIS STATEMENT: 

 

In Stillman’s article which discusses how the recent pandemic exposed insufficient prison health services, she argues that COVID-19’s risk factors have proven decarceration necessary for public health through utilizing facts, credible sources, and an empathetic tone.  


Cass Tech Class of  2023 Summer Work

When: July 12, 2021 to August 20, 2021

Where:

PLEASE JOIN our CT English 2023 Edmodo code: wsh2aj

PLEASE JOIN our commonlit.org code: Z6VG53

What: This summer we will focus on reading 6 smaller texts that focus on understanding an author’s use of rhetorical devices across 6 weeks.  You will receive weekly reminders and can ask questions on Edmodo; you will complete the work on commonlit.org.

How:

Week 1- July 12 to July 16: Fish Cheeks by Amy Tan https://www.commonlit.org/en/students/student_lesson_activities/8744330

 

Week 2- July 19 to July 23: Frued’s Theory of the ID, Ego, and Superego https://www.commonlit.org/en/students/student_lesson_activities/8744334

 

Week 3- July 26 to July 30: Spunk by Zora Neale Hurston https://www.commonlit.org/en/students/student_lesson_activities/8744337

 

Week 4- August 2 to August 6: Learning How To Code Switch https://www.commonlit.org/en/students/student_lesson_activities/8744340

 

Week 5- August 9 to August 13: The Masque of the Red Death by Edgar Allan Poe https://www.commonlit.org/en/students/student_lesson_activities/8744342

 

Week 6- August 16 to August 20: I Am the People, The Mob by Carl Sandberg https://www.commonlit.org/en/students/student_lesson_activities/8744345

 


 

Cass Tech Class of 2022 Summer Work

Dates: July 12, 2021 to August 20, 2021

PLEASE JOIN our CT English 2022 Edmodo code: 3nm742

***Visit weekly for lively discussion questions and food for thought; in addition to, assignments that will be due when we return to school.

What: The 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives by Dashka Slater

One teenager in a skirt.
One teenager with a lighter.
One moment that changes both of their lives forever.

If it weren’t for the 57 bus, Sasha and Richard never would have met. Both were high school students from Oakland, California, one of the most diverse cities in the country, but they inhabited different worlds. Sasha, a white teen, lived in the middle-class foothills and attended a small private school. Richard, a black teen, lived in the crime-plagued flatlands and attended a large public one. Each day, their paths overlapped for a mere eight minutes. But one afternoon on the bus ride home from school, a single reckless act left Sasha severely burned, and Richard charged with two hate crimes and facing life imprisonment.

The 57 Bus is Dashka Slater's true account of the case that garnered international attention and thrust both teenagers into the spotlight.

***Please note that this non-fiction book contains material/content that may be sensitive to some readers.

Week 1: July 12 to July 16à Read Part 1

Week 2: July 19 to July 23à Read Part 2

Week 3: July 26 to July 30à Read first ½ of Part 3

Week 4: August 2 to August 6à Read the last ½ of Part 3

Week 5: August 9 to August 13à Read first ½ of Part 4

Week 6: August 16 to August 20à Read the last ½ of Part 4

***While reading, the 12th grade teachers will post on Edmodo critical thinking questions to spark discussion.