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Here you can find all the information from English 9 Honors circa 2013-14.
Summer Options:
More information about Governor's School.
Governor's School for Arts and Humanities (not that I'm biased or anything).
Coursera (Free online courses--college level).
Khan Academy (Free online courses--high school level).
MIT Open Courses. Some of these look crazy cool.
MIT INSPIRE (the research opportunity I talked to you about in class).
"Great Books" (really old, but really good).
Governor's School for Arts and Humanities (not that I'm biased or anything).
Coursera (Free online courses--college level).
Khan Academy (Free online courses--high school level).
MIT Open Courses. Some of these look crazy cool.
MIT INSPIRE (the research opportunity I talked to you about in class).
"Great Books" (really old, but really good).
BOOKS TO READ THIS SUMMER | |
File Size: | 19 kb |
File Type: | docx |
TAKE THE COURSE EVALUATION:
Here is the link to the Course Evaluation: https://www.surveymonkey.com/s/TJX8N3M
Here is the Study Guide for the Final Exam: |
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If you struggled with your Binary Opposition Mini-Essay 1 for Romeo and Juliet, I've posted some samples below:
Sample Essay 1 | |
File Size: | 17 kb |
File Type: | docx |
Sample Essay 2 | |
File Size: | 20 kb |
File Type: | docx |
Selections from Various Sample Essays | |
File Size: | 898 kb |
File Type: | docx |
June 10th and 11th:
Unit: Romeo and Juliet Objectives: Analyze Romeo and Juliet Agenda: 1.Bellringer 2. Course Evaluation: https://www.surveymonkey.com/s/TJX8N3M 3. Zeffirelli's Romeo and Juliet Homework: Study for your final. |
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June 6th and 9th:
Unit: Romeo and Juliet
Objectives: Analyze Romeo and Juliet
Agenda:
1.Bellringer
2. Talk Summer Options
3. Baz Luhrmann's Romeo and Juliet
Homework: Work on your second Romeo and Juliet Mini-Essay due next class.
Unit: Romeo and Juliet
Objectives: Analyze Romeo and Juliet
Agenda:
1.Bellringer
2. Talk Summer Options
3. Baz Luhrmann's Romeo and Juliet
Homework: Work on your second Romeo and Juliet Mini-Essay due next class.
June 2nd and 3rd:
Unit: Romeo and Juliet Objectives: Analyze Romeo and Juliet Agenda: 1.Bellringer 2.Act V Homework: Work on your second Romeo and Juliet Mini-Essay; study for the (open annotations) test next class. |
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May 29th and 30th:
Unit: Romeo and Juliet Objectives: Apply and analyze blocking choices Agenda: 1.Bellringer 2.Act IV Homework: Work on your second Romeo and Juliet Mini-Essay |
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May 27 and 28th:
Unit: Romeo and Juliet
Objectives: Apply and analyze blocking choices
Agenda:
1.Bellringer
2.Act III scenes ii-v
Homework: None (work on re-write).
Unit: Romeo and Juliet
Objectives: Apply and analyze blocking choices
Agenda:
1.Bellringer
2.Act III scenes ii-v
Homework: None (work on re-write).
May 22 and 23rd:
Unit: Romeo and Juliet Objectives: Apply and analyze blocking choices Agenda: 1.Bellringer 2.Act III scene i Homework: None (work on re-write). |
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May 20 and 21th:
Unit: Romeo and Juliet Objectives: Understand Elizabethan England Agenda: 1.Bellringer 2.Act II Scenes iv-vi Homework: Finish through Act II if we did not in class. |
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May 16 and 19th:
Unit: Romeo and Juliet
Objectives: Understand iambic pentameter
Agenda:
1.Bellringer
2.Act II Scenes i and ii
Homework: Finish through Act II scene iii for next class, and your first Romeo and Juliet Mini-Essay is due.
Unit: Romeo and Juliet
Objectives: Understand iambic pentameter
Agenda:
1.Bellringer
2.Act II Scenes i and ii
Homework: Finish through Act II scene iii for next class, and your first Romeo and Juliet Mini-Essay is due.
May 14 and 15th:
Unit: Romeo and Juliet Objectives: Analyze blocking Agenda: 1.Bellringer 2.Act I Scenes iv and v Queen Mab Scene: https://www.youtube.com/watch?v=VsRQSazjl4U Homework: Outline your essay (My personal recommendation, I'm not collecting anything). |
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May 12th and 13th:
Unit: Romeo and Juliet Objectives: Understand Shakespeare's Background Agenda: 1.Bellringer 2.Act I Scenes ii and iii Homework: Start collecting evidence |
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May 7th and 8th:
Unit: Romeo and Juliet Objectives: Understand Shakespeare's Background Agenda: 1.Bellringer 2.Hand of Fate 3.Shakespeare 4.Act I Homework: Begin contemplating your Binary. |
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Here is the Short Story Study Guide:
My recommendation is that you view all your notes & annotations and collaborate with your peers (divide and conquer).
Short Story Study Guide | |
File Size: | 17 kb |
File Type: | docx |
SHORT STORY EXAM PRACTICE QUESTIONS
A psychoanalytic analysis would read the line “It is so hard to talk with John about my case, because he is so wise, and because he loves me so” as an example of:
a. Displacement
b. Superego
c. Repression
d. Rationalization
e. Id
From a Marxist critic’s point of view, in the following quote Sheba’ actions most closely reflect:
“‘Now, everybody else in here talking. Why you gone call on April? If you had your act together you’da stopped the yakking before it got to this!’
The class applauded.
‘Sit down, Sheba.’
‘Make me,’ Sheba said.”
a. The materialistic values of the bourgeois.
b. The bourgeois oppressing the proletariat.
c. The false consciousness of the proletariat.
d. The system of oppression being broken.
e. The system of oppression being upheld.
A psychoanalytic analysis would read the line “It is so hard to talk with John about my case, because he is so wise, and because he loves me so” as an example of:
a. Displacement
b. Superego
c. Repression
d. Rationalization
e. Id
From a Marxist critic’s point of view, in the following quote Sheba’ actions most closely reflect:
“‘Now, everybody else in here talking. Why you gone call on April? If you had your act together you’da stopped the yakking before it got to this!’
The class applauded.
‘Sit down, Sheba.’
‘Make me,’ Sheba said.”
a. The materialistic values of the bourgeois.
b. The bourgeois oppressing the proletariat.
c. The false consciousness of the proletariat.
d. The system of oppression being broken.
e. The system of oppression being upheld.
May 2nd and 5th:
Agenda: 1. Bellringer 2. Deconstruct "The Entire Norther Side Was Covered With Fire" 3. Test Practice Homework: Study for the test (Tuesday for 1st and 3rd period and Wednesday 2nd and 6th period). |
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April 30th and May 1st
Agenda: 1. Bellringer 2. Deconstruction Intro 3. "Here" "We" "Aren't" "So" "Quickly" Homework: Read "The Entire Norther Side Was Covered With Fire." I will either be giving a reading quiz or collecting annotations. |
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April 28th and 29th
Agenda: 1. Bellringer 2. "Our Lady of Peace" 3. "Royals" 4. "The Conversion of the Jews" Homework: Read "Here We Aren't So Quickly." I will either be giving a reading quiz or collecting annotations. |
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April 24th and 25th
Agenda: 1.Bellringer 2.Finish Satire 3.“The Yellow Wallpaper” 4.Cultural Studies 5.Substitute Teacher Homework: Read "The Conversion of the Jews." I will either be giving a reading quiz or collecting annotations. |
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April 22nd and 23rd
Unit: Short Story Objectives: Applying Marxist Criticism Agenda: 1.Bellringer 2.Biographical and Psychological Critcism 3.Literary Satire Homework: Read "Our Lady of Peace." I will either be giving a reading quiz or collecting annotations. |
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April 11th and 21st
Unit: Short Story Objectives: Applying Marxist Criticism Agenda: 1. Bellringer 2. The Marxist Onion 3. "Good Country People" Homework: Read "The Yellow Wallpaper." I will either be giving a reading quiz or collecting annotations. Due after Spring Break (4/22 for 1st and 3rd period and 4/23 for 2nd and 6th period). |
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April 9th and 10th
Unit: Short Story Objectives: Understand Marxist Criticism Agenda: 1. Bellringer 2. Introduction to Marxism 3. "A & P" 4. Subverting "the system"--homeless use Bitcoin to conquer the bourgeoisie Homework: Read "The Yellow Wallpaper." I will either be giving a reading quiz or collecting annotations. Due after Spring Break (4/22 for 1st and 3rd period and 4/23 for 2nd and 6th period). |
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April 4th and 8th
Unit: Short Story Objectives: Apply Sociological Criticism Agenda: 1. Bellringer 2. "The Jilting of Granny Weatherall" 3. "Hills Like White Elephants" 4. Modern sociological study Homework: Read "Good Country People" and "A&P." I will either be giving a reading quiz or collecting annotations. Due Wednesday for 1st and 3rd period, and Thursday for 2nd and 6th period. |
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Quizlet for the 3rd Quarter Roots, Prefixes:
http://quizlet.com/29211225/quarter-1-2-and-3-word-parts-flash-cards/
quarter_3_prefixes_roots_and_suffixes_filled_in.docx | |
File Size: | 20 kb |
File Type: | docx |
April 2nd and 3rd
Unit: Short Story Objectives: Understand Sociological Criticism Agenda: 1.Bellringer 2.Gender Discussion 3.Sociological Criticism 4.“The Jilting of Granny Weatherall” Bellringer: Do we revolve around time, or does time revolve around us? Homework: Read “Hills Like White Elephants.” I will either be giving a reading quiz or collecting annotations. |
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March 31st and April 1st
Unit: Short Story Objectives: Understand Gender Theory Agenda: 1. Bellringer 2.“Story of an Hour” Seminar 3.“Girl” 4.“The Mask You Live” Trailer 5.“American men’s hidden crisis” Homework: Read “The Jilting of Granny Weatherall.” I will either be giving a reading quiz or collecting annotations. 1st and 3rd Period: Study for Roots, Prefix, Suffix Test |
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March 27and 28th
Unit: Short Story
Objectives: Understand Gender Theory
Agenda:
1.Bellringer
2.“Pilgrims”
3. Gender Literary Theory
4. "Story of An Hour"
Homework: Study for the Roots, Prefix, Suffix Test next week (Tuesday for 2nd and 6th period; Wednesday for 1st and 3rd period).
Unit: Short Story
Objectives: Understand Gender Theory
Agenda:
1.Bellringer
2.“Pilgrims”
3. Gender Literary Theory
4. "Story of An Hour"
Homework: Study for the Roots, Prefix, Suffix Test next week (Tuesday for 2nd and 6th period; Wednesday for 1st and 3rd period).
March 25th and 26th
Unit: Short Story Objectives: Understand Reader Response and Formalism Agenda: 1.Bellringer 2.Philosophy of Composition Quiz 3.Introduction to Literary Theory and Reader Response 4.Philosophy of Composition 5.“Pilgrims” Homework: Read “Story of an Hour.” I will either be collecting annotations or giving a reading quiz next class. |
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March 21st and 24th
Unit: Short Story Objectives: Understand Short Story background Agenda: 1. Bellringer 2. Syntax Review 3. Introduction to Short Story PPT 4. The Plot Thins Homework: Read Poe's "The Philosophy of Composition." There will be a reading quiz. |
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THE PARAMEDIC METHOD OF EDITING:
1.Circle the prepositions (of, in, about, for, onto, into).
2.Draw a box around the "is" verb forms.
3.Find the most important action in the sentence (what is the sentence really about)? N.B. This may not be a verb (i.e. dependence).
5.Move the subject to the front of the sentence, as close to the action as possible.
6.Eliminate any unnecessary slow wind-ups ("This shows that," "The significance of this is," "It is now clear that," etc.).
7.Eliminate any redundancies (also "that" and "very").
1.Circle the prepositions (of, in, about, for, onto, into).
2.Draw a box around the "is" verb forms.
3.Find the most important action in the sentence (what is the sentence really about)? N.B. This may not be a verb (i.e. dependence).
5.Move the subject to the front of the sentence, as close to the action as possible.
6.Eliminate any unnecessary slow wind-ups ("This shows that," "The significance of this is," "It is now clear that," etc.).
7.Eliminate any redundancies (also "that" and "very").
Other Common Prepositions:
by after before besides during from upon through |
Forms of "is":
were is was has been will be to b e isn't they're |
Research papers must be submitted to SafeAssign on Blackboard by midnight or they will be considered late.
Due Dates are as follows:
-1st period: Friday (3/14)
-3rd period: Wednesday (3/12)
-6th period: Friday (3/14)
I have posted some samples of various sections of your peers' papers below if you are looking for further guidance and examples.
Solid Student Sample Introductions | |
File Size: | 341 kb |
File Type: | docx |
Solid Student Sample Body Paragraphs | |
File Size: | 1139 kb |
File Type: | docx |
Solid Student Sample Conclusions | |
File Size: | 54 kb |
File Type: | docx |
Solid Student Sample Extras (Footnotes and Appendix) | |
File Size: | 453 kb |
File Type: | docx |
Solid Student Sample Research Paper | |
File Size: | 283 kb |
File Type: |
You need 5-7 sources for your Works Cited page. 1-2 of which must be research (instead of your novel or definitions).
Cites to use for citations:
Easy Bib: http://www.easybib.com/
Son of Citation Machine: http://citationmachine.net/index2.php?reqstyleid=1&new&stylebox=1
Zotero: http://www.zotero.org/
Sample Works Cited Page: https://owl.english.purdue.edu/owl/resource/747/12/
Sample MLA Header and Formatting: https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
Cites to use for citations:
Easy Bib: http://www.easybib.com/
Son of Citation Machine: http://citationmachine.net/index2.php?reqstyleid=1&new&stylebox=1
Zotero: http://www.zotero.org/
Sample Works Cited Page: https://owl.english.purdue.edu/owl/resource/747/12/
Sample MLA Header and Formatting: https://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
March 20th
Unit: Choice Novel Research Paper Objectives: Understand the impact of grammar on the "real world" Agenda: 1. Bellringer 2. 3rd Quarter Roots, Prefixes, and Suffixes 3. Syntax 4. Syntax Seminars Homework: Any make-up work. |
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March 11th and 12th
Unit: Choice Novel Research Paper
Objectives: Apply edits
Agenda:
1. Bellringer
2. MLA
3. Revision
Bellringer: Why is blood red?
Homework: Work on your essay; print a copy for editing next class.
Cites to use for citations:
Easy Bib: http://www.easybib.com/
Son of Citation Machine: http://citationmachine.net/index2.php?reqstyleid=1&new&stylebox=1
Zotero: http://www.zotero.org/
Sample Works Cited Page: https://owl.english.purdue.edu/owl/resource/747/12/
Unit: Choice Novel Research Paper
Objectives: Apply edits
Agenda:
1. Bellringer
2. MLA
3. Revision
Bellringer: Why is blood red?
Homework: Work on your essay; print a copy for editing next class.
Cites to use for citations:
Easy Bib: http://www.easybib.com/
Son of Citation Machine: http://citationmachine.net/index2.php?reqstyleid=1&new&stylebox=1
Zotero: http://www.zotero.org/
Sample Works Cited Page: https://owl.english.purdue.edu/owl/resource/747/12/
Feb. 27th and 28th
Unit: Choice Novel Research PaperObjectives: Analyze syntax
Agenda:
1. Bellringer
2. Syntax Test
3. Revision
Bellringer: How do people become annoying?
Homework: Work on your essay; print a copy for editing next class.
Unit: Choice Novel Research PaperObjectives: Analyze syntax
Agenda:
1. Bellringer
2. Syntax Test
3. Revision
Bellringer: How do people become annoying?
Homework: Work on your essay; print a copy for editing next class.
Here are the sample questions for the syntax test that we went over in class.
Question Type 1:
Directions: Punctuate the following passage however you please. You may change capitalization and add/remove words if necessary.
“The bucolic corner of Connecticut where Shepaug is located with its charming Colonial-era villages and winding country lanes was discovered by wealthy couples from New York City real-estate prices rose younger families could no longer afford to live in the area.”
Explain why you punctuated the sentence in that way.
Sample Answer:
“The bucolic corner of Connecticut where Shepaug is located, with its charming Colonial-era villages and winding country lanes, was discovered by wealthy couples from New York City. Real-estate prices rose; younger families could no longer afford to live in the area.”
Explain why you punctuated the sentence in that way.
The semi-colon reflects the cause-and-effect relationship between the rise in prices and younger families being forced out. One would not have happened without the other, and the semi-colon shows that dependency.
Question Type 2:
“The bucolic corner of Connecticut where Shepaug is located—with its charming Colonial-era villages and winding country lanes—was discovered by wealthy couples from New York City. Real-estate prices rose. Younger families could no longer afford to live in the area.”
Sample Answer:
Why did Gladwell use an em-dash here and what effect does it create?
The em-dash removes the description of the Shepaug, just as the idea rural town is removed from New York City.
What effect does his sentence length create?
The two short sentences shows how sudden and surprising the transition was once the wealthy couples moved in. They are short and blunt like NY compared to the long winding sentence of idyllic Shepaug.
Directions: Punctuate the following passage however you please. You may change capitalization and add/remove words if necessary.
“The bucolic corner of Connecticut where Shepaug is located with its charming Colonial-era villages and winding country lanes was discovered by wealthy couples from New York City real-estate prices rose younger families could no longer afford to live in the area.”
Explain why you punctuated the sentence in that way.
Sample Answer:
“The bucolic corner of Connecticut where Shepaug is located, with its charming Colonial-era villages and winding country lanes, was discovered by wealthy couples from New York City. Real-estate prices rose; younger families could no longer afford to live in the area.”
Explain why you punctuated the sentence in that way.
The semi-colon reflects the cause-and-effect relationship between the rise in prices and younger families being forced out. One would not have happened without the other, and the semi-colon shows that dependency.
Question Type 2:
“The bucolic corner of Connecticut where Shepaug is located—with its charming Colonial-era villages and winding country lanes—was discovered by wealthy couples from New York City. Real-estate prices rose. Younger families could no longer afford to live in the area.”
Sample Answer:
Why did Gladwell use an em-dash here and what effect does it create?
The em-dash removes the description of the Shepaug, just as the idea rural town is removed from New York City.
What effect does his sentence length create?
The two short sentences shows how sudden and surprising the transition was once the wealthy couples moved in. They are short and blunt like NY compared to the long winding sentence of idyllic Shepaug.
David and Goliath vocabulary Quizlet: http://quizlet.com/35450225/david-and-goliath-vocabulary-flash-cards
If you want to practice the grammar that will appear on the syntax section of the David and Goliath test, go to https://noredink.com/ and create an account to take practice quizzes on the subjects you will potentially be tested on.
To create an account:
If you want to practice the grammar that will appear on the syntax section of the David and Goliath test, go to https://noredink.com/ and create an account to take practice quizzes on the subjects you will potentially be tested on.
To create an account:
- Go to NoRedInk.com
- click STUDENT
- Create an account.
- Enter the following class code: ef3hhexh (this is the code for our class, and will allow you to access the specific practice assignments I created).
- Commas in Compound Sentences, Fragments, and Run-ons
- Colons and Semicolons
- Quote Integration
- Subject/Verb Agreement
March 5th and 6th:
Unit: Choice Novel Research Paper
Objectives: Revise Essays
Agenda:
1.Bellringer
2.Editing/Revision Practice
3.Peer Revision
4.Self-Editing/Revision
Bellringer: Do colors actually appear as we see them (are the colors of objects actually those colors)?
Homework: Work on your essay; bring in a hard copy for editing/revision.
Unit: Choice Novel Research Paper
Objectives: Revise Essays
Agenda:
1.Bellringer
2.Editing/Revision Practice
3.Peer Revision
4.Self-Editing/Revision
Bellringer: Do colors actually appear as we see them (are the colors of objects actually those colors)?
Homework: Work on your essay; bring in a hard copy for editing/revision.
Feb. 25th and 26th
Unit: Choice Novel Research Paper
Objectives: Understand the way syntax sounds
Agenda:
1. Bellringer
2. Diction Test
3. Ch. 9 Repetition
Bellringer: Who came up with ties? And why?
Homework: Study for the David and Goliath Vocab Test. Next class is the last chance to turn in your choice novels.
Unit: Choice Novel Research Paper
Objectives: Understand the way syntax sounds
Agenda:
1. Bellringer
2. Diction Test
3. Ch. 9 Repetition
Bellringer: Who came up with ties? And why?
Homework: Study for the David and Goliath Vocab Test. Next class is the last chance to turn in your choice novels.
Feb. 21st and 24th
Unit: Choice Novel Research Paper Objectives: Analyze diction. Agenda: 1.Bellringer 2.Reading Quiz 3.David and Goliath Ch. 4 4.Transcription/Punctuation 5.David and Goliath Ch. 9 6. Repetition Bellringer: Why do we listen to people older than us? Homework: Study for the David and Goliath Vocab Test. |
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Feb. 14th and 17th
Unit: Choice Novel Research Paper Objectives: Nuance in denotation Agenda: 1.Bellringer 2.Ch. 4 of David and Goliath 3.Advantage v. Disadvantage 4.Time to work on your essay Homework: Work on your essay, finish David and Goliath Ch. 4 for Friday (1st and 3rd period) and Monday (2nd and 6th).There will be a reading quiz. |
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Feb. 12th and 13th
Unit: Choice Novel Research Paper Objectives: Discuss introductions Agenda: 1.Bellringer 2.David and Goliath Ch. 3 3.Introduction 4.Discussion Bellringer: Write any life questions you might have (e.g. “What is reality?” “Why are we lazy?” “Why do we love/hate, because it kind of seems unhealthy/unproductive?” “Do you really need to go to college?’) down on tiny slips of paper (without your name). Seriously. Anything. Homework: Work on your essay; read Ch. 3 of David and Goliath taking notes on introduction, quote integration, and conclusion. HATMAT (a way to approach your introduction) Hook Author Title Main characters A short summary Thesis The elements of your introduction do NOT have to appear in this order besides your Hook and Thesis. |
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Feb. 10th and 11th
Unit: Choice Novel Research Paper Objectives: Understand and Apply Quote Integration Agenda 1.Bellringer 2.Quote Integration and MLA Citation Intro 3.Paragraph Practice 4.Remember: I don’t care about you, only your source. 5.Writing time Bellringer: Write 1-2 sentences analyzing the following quote from Snape in Harry Potter and the Sorcerer’s Stone: “‘You are here to learn the subtle science and exact art of potion-making. As there is little foolish wand-waving here, many of you will hardly believe this is magic. I don't expect you will really understand the beauty of the softly simmering cauldron with its shimmering fumes, the delicate power of liquids that creep through human veins, bewitching the mind, ensnaring the senses. . . I can teach you how to bottle fame, brew glory, even stopper death — if you aren't as big a bunch of dunderheads as I usually have to teach’” (Rowling 70). USE SPECIFIC WORDS FROM THE QUOTE IN YOUR ANALYSIS. Homework: Print out whatever you have written of your essay for editing next class. YOU DO NOT HAVE TO HAVE YOUR COMPLETE ESSAY WRITTEN. You just need to have whatever you have so far with you in class so you can keep working. Class Created Examples of Quote Integration: 1st Period: Schools are “mak[ing people] less inclined” to think freely (“Teach” 1.5). Because Hermione is better with her books than applying her mind to the real world, she feels that without her books she is nothing, as opposed to Ron and Harry, who focus on their adventures. Without school, Hermione feels there is no point in living, as she tells Harry and Ron: “‘We could all have been killed - or worse, expelled’” (Rowling 88). Schools are discouraging free thought and unconventional thinking, as Hermione struggled with lighting the fire: ‘Yes — of course — but there’s no wood!’ Hermoine cried, wringing her hands” (Rowling 77). 2nd Period: Nowadays when teachers teach students, they don’t actually go about teaching students useful things and “make [them] less inclined to do something” (“Teach” 1.5). Teachers tend to give students straightforward directions, telling them what to do and when to do it, when “Dudley thought for a moment. It looked like hard work” (Rowling 24), showing that children are naturally lazy without direction. Hermione is the only one who has the initiative to learn something on her own, as Hermione exclaims: ‘Oh, honestly, don’t you two read?’” demonstrating her frustration with other students’ lack of motivation (Rowling 115). Some parents are very judgmental of the school system, but instead of taking it to a higher authority they complain to the teachers, when Uncle Vernon’s says “‘I AM NOT PAYING FOR SOME CRACKPOT OLD FOOL TO TEACH HIM MAGIC TRICKS!’” (Rowling 44), he’s kind of implying that Dumbledore has no idea what he’s actually doing with these kids. He refers to them as “TRICKS” (Rowling 44), which is something people do for entertainment, and that they have no value in real life. 3rd Period: Schools teach students by the book, which makes them “less inclined to do something” (“Teach” 1.5). When the students sing “So teach us something worth knowing,” they are questioning the importance of their education (Rowling 64). When Hermione says, ‘Books! And cleverness! There are more important things - friendship and bravery,” the “more important things” are not taught in school (Rowling 163). It’s not just the students who question the education, when Snape says “I can teach [students]” if they weren’t “as big a bunch of dunderheads as I usually have to teach,” he is questioning the importance of his class to his students, because he believes his students can’t understand the content. Snape “can” teach, if his students weren’t “dunderheads,” but he believes they are “dunderheads,” and he “ha[s] to teach” them anyway (Rowling 44). Rowling is making a statement, as potion making is not very fantastical, but magic is based on science and rules. When students don’t understand these rules and expect learning to be magic, teachers “expect” that students won’t “really understand,” which implies that teachers don’t have faith that their students will be able to comprehend the material enough for it be applied to real- life situations like “bott[ling] fame, brew[ing] glory, or even put[ting] a stopper on death” (Rowling 44). 6th Period: It’s important to teach children things, but sometimes teaching will “make [students] less inclined to do something,” and schools are supposed to give you the skills to go on and do something in life (“Teach” 1.5). Schools do not always teach life skills, but more specified things that are not useful in everyday life, as shown when Hermione tells Harry: “There are more important things—friendship and bravery” (Rowling 163). When people are taught subjects or a profession, in Hermione’s case she is asked “‘ARE YOU A WITCH OR NOT?’” (Rowling 157), showing that when she is confronted with an actual problem based on what she’s been taught she can’t adapt to new un-taught situations. “‘We could have been killed—or worse, expelled’” (Rowling 88), as shown by Hermione, differentiating between whether a problem is related to school, as opposed to being related to life. For Hermione, a person with her personality in a boarding school environment, being “expelled” would be “worse” than being killed, because she would have to deal with the consequences of her life as she knows it ending. “Exp[ulsion]” is a common threat used at Hogwarts, so it is perceived as the “wor[st]” outcome for breaking rules, while in around magic, death is a more likely outcome (Rowling 88). |
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Feb. 6th and Feb. 7th
Unit: Choice Novel Research Paper Objectives: Organize thoughts. Agenda 1.Bellringer 2.Outlining 3.Organization --> Significance 4.Topic Sentences/Transitions 5.Writing time Homework: Your full outline, including a thesis with significance, is due next class |
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Feb. 4th and Feb. 5th
Unit: Choice Novel Research Paper
Objectives: Identify and Defend Operative Words
Agenda
1. Review Operative Word/Thesis
2. Independent Word Time
Homework:
Your Thesis Construction Worksheet and your Definition Defense Section is due next class. Bring your choice novel/your research notes to be able to work in class.
Unit: Choice Novel Research Paper
Objectives: Identify and Defend Operative Words
Agenda
1. Review Operative Word/Thesis
2. Independent Word Time
Homework:
Your Thesis Construction Worksheet and your Definition Defense Section is due next class. Bring your choice novel/your research notes to be able to work in class.
Jan. 29th and Feb. 3rd
Unit: Choice Novel Research Paper Objectives: Identify Evidence v. Analysis Agenda 1.Evidence v. Analysis http://lexipedia.com/ 2.Your Evidence v. Analysis 3.Simple v. Complex sentences=meaning 1.Syntax and diction 2.Diagrams If you are interested in including diagrams of some kind in your research paper here are some sights to check out: http://www.hongkiat.com/blog/infographic-tools/?_nospa=true http://www.informationisbeautiful.net/ Bellringer: Underline/highlight any evidence Malcolm Gladwell uses to support his argument in Ch. 2 of David and Goliath “Teresa DeBrito.” Homework: Continue research; work on definition defense section and thesis construction worksheet (both due on Feb. 6th/7th). Bring your copy of Night (I’m finally collecting them). |
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THE SEARCH FOR CHILLIMONSTER IS ON. IF YOU HAVE ANY INFORMATION REGARDING THE WHEREABOUTS OF THIS NOTORIOUS, AND UNDOUBTEDLY NEFARIOUS, EXTRA-CREDIT-DOER, CONTACT YOUR ENGLISH TEACHER IMMEDIATELY.
ChilliMonster is pictured below with two know accomplices. Note the mocking deer's head.
I found a scantron machine that works, so I have the prefixes, roots, and suffixes quiz graded! Yay! If you are in 2nd or 6th period, stop by tomorrow to check your grade.
N.B. You must get your research topic APPROVED (not just submitted) by tomorrow if you want credit (and trust me, you want credit).
Jan. 27th and 28th
Unit: Choice Novel Research Paper Objectives: Understand how to create a thesis. Agenda: 1.Prefix, Root, and Suffix Quiz 2.Thesis Revision 3.Operative Word Theses 4.Thesis practice Homework: Continue researching. BRING YOUR RESEARCH NOTES IN NEXT CLASS. Read the “Teresa DeBrito” chapter of David and Goliath and write a thesis for the chapter, identify the operative word in your thesis. The Thesis Construction Worksheet is due the 6th or 7th. |
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Don't forget--you have a quiz on word parts next week (Monday for 1st and 3rd period and Tuesday for 2nd and 6th period). The words are on this website, and I created online quizzes using Quizlet for you to practice: http://quizlet.com/29211225/quarter-1-and-2-word-parts-flash-cards/. I am willing to offer 2 percentage points extra credit (*gasp*) on the quiz to the person in each class with the fastest times on the Quizlet games (please note that you will need to create an account with your name if you want to receive credit).
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<--- I included them here again, because some people struggle with the search function (CTRL+F for those of you who'd like to practice).
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N.B. If you want to re-write up the in-class essay, I would still prefer that you write it during WT or after school, but I am willing to accept a handwritten essay written outside class in 60 minutes. I will require you to sign your essay verifying that you only took 60 minutes to write it, and know that your honor and integrity are on the line.
If you are looking for something to do, begin researching for your choice novel paper. DO NOT begin writing yet. Use Zotero (www.zotero.org) to record your sources.
3rd period--email me if you want to know your grade on the in-class writing.
Don't worry about the choice novel quizzes; we'll sort all that out when school resumes.
IF IT EVER RESUMES. In other news--I posted more links to the "Geekin' Out" section of the website and will continue to do so for those of you who would like to continue learning even if school refuses to cooperate. Consider this a great opportunity to become an accomplished autodidact.
Jan. 24th
Unit: Choice Novel
Objectives: Synthesize Research.
Agenda:
1.Schedule
3.Record your sources
4.Research --> Outline
5.Research Time (Topic check)
Homework: RESEARCH. Begin figuring out how it all fits together. DO NOT BEGIN WRITING.
N.B. If you did not get approval on your first topic, you must still come up with a research topic
Unit: Choice Novel
Objectives: Synthesize Research.
Agenda:
1.Schedule
- 1.Prefix, Root, Suffix Test
- 2.In-class writing re-write
- 3.Choice Novel Quizzes
3.Record your sources
4.Research --> Outline
5.Research Time (Topic check)
Homework: RESEARCH. Begin figuring out how it all fits together. DO NOT BEGIN WRITING.
N.B. If you did not get approval on your first topic, you must still come up with a research topic
Jan. 16th and 17th
Unit: Choice Novel Objectives: Begin Research. Agenda: 1. Bellringer 2. Research Intro Places to go for research: The West Potomac Library Databases website: http://www.fcps.edu/WestPotomacHS/students/libdatabases.html Bloom's Literature: http://www.fofweb.com/Lit/default.asp eLibrary: http://elibrary.bigchalk.com/elibweb/elib/do/search JSTOR: http://www.jstor.org/ Pop Culture Universe: http://popculture.abc-clio.com/?webSiteCode=SLN_PCU&returnToPage=%2f&token=A28630D89FEB41F561CD45D295F02128&casError=False Google Books: http://books.google.com/ Google Scholar: http://scholar.google.com/schhp?hl=en&as_sdt=0,47 Make sure you save all of the sources you find to zotero: http://www.zotero.org/ 3.Topic Brainstorm Bellringer: What is the most boring thing you’ve ever had to research and how did you force yourself to do it? Homework: Select a research topic and write a paragraph about why it interests you. If you cannot convince me that you are adequately interested in your topic I will not let you research it. Topic Selection Advice: -Pick something you're actually interested in. -Narrow your topic (i.e. don't just pick "friendship" you'll never be able to actually analyze a topic so large; instead look at the "health benefits of friendship," "the psychological motivation behind friendship," or "the effect of friendship on your own identity"). -If you really liked your book, find a quote/character/symbol that you found particularly poignant and figure out how you could research something related to it/that would explain it. -Your research topic will be the question and your thesis will be the answer, so make sure you have something specific you're trying to find the answer to (i.e. how do the changes between the British and American versions of Harry Potter and the Sorcerer's/Philosopher's Stone change its meaning?). |
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Jan. 10th and 13th
Unit: Night and Choice Novel Objectives: Create theses. Agenda: 1.Choice Novel 2.Thesis Practice 3.Music Analysis: Beethoven's Violin Concerto in D Major, Op. 61, 2nd Mov.http://www.youtube.com/watch?v=k9xSLORKr6o Bellringer: Silently read your choice novel for the first 15 minutes of class. Put your Night annotations on my desk. Homework: Read p. 117-120 and vii-xv (no annotations); finish your choice novel; prepare for your in class writing. |
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Jan. 6th and 9th
Unit: Night and Choice Novel Objectives: Night close reading. Agenda: 1.Choice Novel 2.Discuss Vocab Quiz 3. Quarter 2 Root, Prefix, Suffixes 4.Passage Analysis Bellringer: Silently read your choice novel for the first 15 minutes of class. Put any late Night annotations on my desk. Homework: Read and annotate pages 66-84 and 85-115. |
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Dec. 17th and 18th
Unit: Night and Choice Novel Objectives: Analyze Paired Passages Agenda: 1.Choice Novel Reading 2.Psych: http://prezi.com/dwczh4b7yhcy/copy-of-psychoanalysispsychology-and-literary-theory/ 3.Discuss Night Day 2 reading 4.“Do Not Go Gentle Into That Good Night” and “Pompeii” Homework: Read and annotate pages 47-65. |
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Dec. 13th and 16th
Unit: Night and Choice Novel Objectives:Evaluate the use and purpose of reading. Agenda: 1.Choice Novel Reading 2.Literature: To analyze or not to analyze 3. To read or not to read: 3.Discuss Day 1 Reading of Night Homework: Read and annotate pages 23-46 in Night. |
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Dec. 11th and 12th
Unit: Night and Choice Novel Objectives: Understand background information 1.Silent Reading 2.Motif Selection 3.Finish Presentations 4.Crash Course in WWII: https://www.youtube.com/watch?v=Q78COTwT7nE 5.Semiotics/Deconstruction Bellringer: Turn in your homework and silently read your choice novel for the first 15 minutes of class. If you did not bring your choice novel, grab a copy of Night from the box at the front of the room. Homework: Read and annotate pages 2-22 in Night. |
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December 3rd-6th:
Odyssey Archetype Presentations. Homework: Self and Peer Evaluation and Choice Novel paperwork due Monday/Tuesday. |
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November 20th and 21st:
Unit: The Odyssey Objectives: Analyze archetype in the Odyssey. Agenda: 1. Word Study 2. Epic Hero Model 3. Independent Work time Bellringer: Pull out the handout “Odyssey Word Study” and finish any other sentences you haven't already. Homework: Read and Annotate Books XXIII and Graphic Novel Book 24. 2nd and 6th Period should study for the vocab quiz on Tuesday. |
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November 19th and 20th:
Unit: The Odyssey Objectives: Analyze archetype in the Odyssey. Agenda: 1. Word Study 2. Books XIX-XXI Discussion 3. Independent Work time Bellringer: Pull out the handout “Odyssey Word Study” and come up with as many example sentences as you can. You may get up and move around the classroom to work with those around you. Homework: Read and Annotate Book XXII in text form, read Book XII in graphic novel form (annotate for extra credit) |
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November 15th and 18th:
Unit: The Odyssey Objectives: Continue analyzing archetype relationships in the Odyssey. 1. Bellringer 2. Father Son Wrap-up 3. Siren Model: http://www.glogster.com/kelseystanton/myglogster 4. Group work Bellringer: What is the significance of significance (aka is there actually any meaning behind this madness, or do I just hate you)? Homework: Read and Annotate Books XX and XXI for next class (for Tuesday for 3rd period). |
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November 13th and 14th:
Unit: The Odyssey Objectives: Analyze archetypal relationships in the Odyssey. Agenda: 1. Word Parts Quiz 2. Bellringer/Discussion 3. Father Figure Archetype Bellringer: Read the article “Children Who Have An Active Father Figure Have Fewer Psychological And Behavioral Problems." How would you describe the relationship between Telemachos and Odysseus? How does it compare to your own relationship with your father/other father-son relationships? Homework: Read and Annotate Book XIX for next class. |
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November 11th and 12th:
Unit: The Odyssey Objectives: Find and comprehend language from the Odyssey Agenda: 1. Bellringer 2. Word Odyssey Bellringer: What do you do when you encounter a word you’ve never seen before? How do you actually learn new words? Homework: Book XVII and Book XVIII Annotations and study for the word part quiz. |
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November 6th-8th:
Unit: The Odyssey Objectives: Comprehend Roots, Prefixes, and Suffixes. Agenda: 1. Bellringer 2. Prefixes, Roots, Suffixes 3. Clothes make the man Bellringer: How are words created? When do words go from being slang to “real words”? Homework: Read and annotate Book XVI for next class. |
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Testing schedule for this week:
Wednesday:
1st period
3rd period (Part I)
Thursday:
2nd period
3rd period (Part II)
6th period (shortened test)
Wednesday:
1st period
3rd period (Part I)
Thursday:
2nd period
3rd period (Part II)
6th period (shortened test)
Odyssey Study Guide | |
File Size: | 14 kb |
File Type: | docx |
If you are struggling with annotation and analysis, check out some of your peers' thoughts on the meaning of repeating phrases in the Odyssey.
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October 25th and 26th:
Unit: The Odyssey Objectives: Analyze art and compare to the Odyssey Agenda: 1. Bellringer 2.Rubric Collection 3.Self-Grade 4.Art Analysis Bellringer: Why is art important? If it’s not, why so? Is literature or artwork a more “legitimate” form of art? Why? Homework: Read the Books XIII-XV for next class |
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For the quiz, things to study include:
-Odyssey Background (author, Illiad and Trojan War)
-Greek society at that time (how they were familiar with the Odyssey, Greek school, Greek values, gender in Greek society, roll of the Gods, geography of greece, i.e. islands and mountains)
-How those things are reflected in the Odyssey.
-Terms (epithet, in medias res, xenia, Homeric simile, Epic Hero, Epic, etc.)
-Odyssey Background (author, Illiad and Trojan War)
-Greek society at that time (how they were familiar with the Odyssey, Greek school, Greek values, gender in Greek society, roll of the Gods, geography of greece, i.e. islands and mountains)
-How those things are reflected in the Odyssey.
-Terms (epithet, in medias res, xenia, Homeric simile, Epic Hero, Epic, etc.)
October 22nd-24th:
Unit: The Odyssey Objectives: Understand Monomyth and apply to the Odyssey Agenda: 1. Bellringer 2.Greek Life Quiz 3. Monomyth Bellringer: Study for the quiz. Things to study include: -Odyssey Background (author, Illiad and Trojan War) -Greek society at that time (how they were familiar with the Odyssey, Greek school, Greek values, gender in Greek society, roll of the Gods, geography of greece, i.e. islands and mountains) -How those things are reflected in the Odyssey. -Terms (epithet, in medias res, xenia, Homeric simile, Epic Hero, Epic, etc.) Homework: Read the “Principles of Art” for Friday |
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October 17th-21st:
Unit: The Odyssey Objectives: Analyze recurring passages Agenda: 1. Bellringer 2. Reminders 3. Close reading Bellringer: What separates man from beast? When Circe transforms Odysseus’ men into pigs, are they men, or beasts? You may want to look over the passage again (p. 157-158). Homework: Read and annotate Book XII for next class, study for quiz. |
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The assignments for the Archetype project are below:
October 11th and 15th:
Unit: The Odyssey Objectives: Analyze representations of archetypal characters in the Odyssey. Agenda: 1. Bellringer 2. Archetype Intro 3. Archetype Partner Project 4. Character Study/Catch-up Bellringer: Books IX-XI refresher. Homework: Catch-up/Revision. Email me with who you want to partner with by next class with your top three archetype choices.You are expected to have read Books IX-XI with COMPLETE annotations by next class. If you need to finish your annotations but have already turned them in to me, stop by our room and I will give them back to you. NOTA BENE: Anyone looking to revise their Memoir MUST visit the West Potomac Writing Center. You must sign-up in advance of your consultation, and as of today, the sign-up sheet for Oct. 21 is now officially posted outside 407. |
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October 9th and 10th:
Unit: The Odyssey Agenda: 1. Bellringer 2. Rubric Breakdown 3. Memoir Edits and Revision 4. Books IX and X close reading Bellringer: Read the article "When Everyone Gets a Trophy, No One Wins." What is the meaning and purpose of grades? Homework: Book XI annotations due next class. If you so choose, visit the Writing Center and revise your Memoir, due no later than the 25th. |
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October 7th and 8th:
Unit: The Odyssey Objectives: Understand the historical background of the Odyssey. Agenda: 1. Bellringer 2. Odyssey Intro 3. Graphic Novel 5-8 4. Read books 9-10 -Annotations Bellringer: What is an epic hero? Based on the articles we read last class, do you think it is possible for epic heroes to exist today? Homework: Book IX –X annotations due next class. |
Odyssey Intro Prezi:http://prezi.com/idd4wepvfsge/copy-of-the-odyssey-background/
We are reading the Richard Lattimore translation: http://www.amazon.com/The-Odyssey-Homer/dp/006124418X/ref=sr_1_1?ie=UTF8&qid=1381234304&sr=8-1&keywords=the+odyssey+richard+lattimore |
October 3rd and 4th:
Unit: The Odyssey Objectives: Analyze the evolution and devolution of words. Agenda: 1. Bellringer 2. Pre-assessment 3. Epic v. Hero Bellringer: Why is it important to know what words mean? Is it more important to know their denotations or connotations? Homework: Your Self-Reflection is due next class. |
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October 1st and 2nd:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Reflect on memoir. Agenda: 1. Bellringer 2. Turn in Memoirs 3. Self-Reflection 4. Truth v. Lies Bellringer: Why do we bother to think about to think or learn about the past? Make sure your Memoir is in the box and: -Your name is on it -Your Peer and Self-Editing sheet is stapled to it -The assignment sheet and rubric is stapled to it Homework: Your Self-Reflection is due next week. |
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September 27th and 30th:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Edit and revise memoir. Agenda: 1. Bellringer 2. Self and Peer Editing 3. Conferencing with Ms. McGlynn Bellringer: cna yuo raed tihs. Homework: Your Memoir is due next class. Make sure you format your memoir properly (size 12, Times New Roman, double spaced), and staple the rubric and peer and self-editing sheet to your final copy. |
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September 25th and 26th:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Apply revision skills to memoir. Agenda: 1. Bellringer 2.“My Name is Sandra Cisneros” Revision 3. Memoir revision 4. Conferences Bellringer: Pick up “My Name is Sandra Cisneros.” Revise and edit it (correct both content and grammar). Homework: Bring a paper copy of your memoir for editing next class. MEMOIRS ARE DUE NEXT WEEK. |
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September 23rd and 24th:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Comprehend and apply punctuation to memoir Agenda: 1. Bellringer 2. Punctuation 3. Conference Sign up 3. Writing Time: Bellringer: Punctuate the sentence: Woman without her man is nothing Why did you punctuate the sentence that way? What message were you trying to convey? Homework: Memoir Editing and Revisions. You must have sent me a draft by the end of class! |
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September 19th and 20th:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Comprehend and analyze figurative language in memoir Agenda: 1. Bellringer 2. End of Memoir Vocab 3. “Important” people memoirs 4. Paired analysis 5. Discussion of purpose Bellringer: Which gender is better at expressing themselves in their writing: boys or girls? Why? Homework: Continue working on your memoir. |
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September 17th and 18th:
Unit: Creative Nonfiction: Reading and Writing Memoirs Objectives: Comprehend and apply parts of speech to writing Agenda: 1. Seating Chart Quiz 2. Grammar Crash Course 3. Computer Lab—begin drafting memoirs Bellringer: Please complete the Seating Chart Quiz in the “Handouts” basket. Place it in the “Turn in” basket when you are finished. Remember that you have all quarter to complete this quiz! Homework: Continue working on your memoir. |
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As promised, I posted the seating chart for each class period. |
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September 13th and 16th:
Agenda: 1. Bellringer 2. Literary Terms Part II 3. Memoir in Song 4. Purpose? 5. Scene Selection Bellringer: Dedicate—to offer formally (a book, song, etc.) to a person or cause in testimony of affection or respect Why do people dedicate things (like books, movies, songs or t.v. shows)? Do you think the person it was dedicated to actually cares? Who would you dedicate your memoir to, and do you think they deserve the credit for the person you are? Homework: We will be going to the computer lab next class. Bring any and all materials you will need to write your memoir. |
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September 11th and 12th:
Agenda: 1. Bellringer 2. Collect Topic Selection 3. Elements of Literature Terminology 4. “High School Memoirs” 5. Jigsaw 6. Begin Planning/Drafting Bellringer: Miley Cyrus wrote her first autobiography, Miles to Go, at age 16. Can someone so young (or someone as young as you) have lived enough to write about his or her own life? What constitutes living? Homework: Memoir Research Exploration |
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September 9th and 10th:
Agenda: 1. Bellringer 2. Memoir Assignment Introduction 3. Unit vocabulary 4. Writing Process 5. “Writing Territories” 6. “Six Word Memoir” Bellringer: Read the article “Fiction or non-fiction.” Is something inherently (naturally) better because it is “art”? Why or why not? Define “fiction” and “nonfiction” as you read. Determine the denotation (dictionary definition) and connotation (associations) of both words. Homework: Topic Selection due next class. |
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September 5th and 6th:
Agenda: 1. Bellringer 2. Discovery Channel Article 3. Honest Children’s Books 4. Introduction to Creative Nonfiction 5. Two truths and a lie Bellringer: Would a book by any other name smell so sweet? What difference do labels make (both in literature and life)? Homework: Get your syllabus signed and email me your “Dear Ms. McGlynn letter” Below you will find the files used in class: |
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