November 29th

1. Put the 11 Basic Rules for Using a Comma in your notes. 11 Rules for Commas

2. Log in to NoRedInk.com.
    Complete the comma review

3. Gilgamesh Socratic seminar: Focus on demonstrate knowledge and evaluation of the devices of ARCHETYPES and HISTORICAL CONTEXT. Think of this like a quiz/test. How will you use this format to demonstrate your understanding?

4. Please complete the Socratic seminar reflection sheet for Friday, December 1st. 

REMEMBER: First literature circle meeting is a week from today. Make sure that you are ready with your reading completed, journal entry, and role sheet. 

November 28th

We will be working with the literary device, ARCHETYPES, today.

I have given you a handout with Character, Symbolic, and Situational archetypes that can be applied to Gilgamesh. 

Homework for Wednesday:
1. You will have a Socratic seminar over Gilgamesh on Wednesday/Thursday. You will need 5 higher level critical questions.

Your questions can address archetypal usage in Gilgamesh, plus historical context questions, or plot based questions. You can use your notes, text, and archetype sheets to help out your discussion.

The scoring rubric for the Socratic seminar is HERE: Socratic Seminar Scoring

November 27th

1. Review the Literature Circle assignments and expectations.
2. Meet as a group and break down reading assignments into three sections for meeting times.
4. Assign literature circle roles for first meeting. (Blend the Summarizer and Vocab Roles together)
5. Start reading!! Yay!

Group #1: Vander, Karsyn, Kiera, Brennan
Group #2: Parker, Natali, Jalen
Group #3: Seth, Taylor, Hannah, Logan

FIRST discussion group is on December 6th!
Things due:

• Journal #1
• Individual role sheet
• Finished reading for first round

Bring literature BOOK... yes, the huge book, to class on Tuesday.

November 20th

You have read Gilgamesh  for today....

1. In your notes, jot down some basic characteristics of the Mesopotamian/Egyptian/Hebraic eras- Meaning, how would you describe them, generally?

HISTORICAL CONTEXT: The influence of a time period on the author and his/her work.

ARCHETYPE: A repeated pattern found in art, literature, history, politics.

2. Read and take notes over the following link: Jung and Archetypes
- This is an author's personal website where he explains his research topics. This is a good introduction to Jung, the brilliant mind credited for the study of archetypes.

3. Now that your interest is peaked, review the following lists of archetypes:
Archetype list #1

*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia
(notice.. a turn to Wikipedia for generalized information)

Literature Circles Book Reading Schedule:  I am Malala

December 6th: 101
December 11th: 153
January 10th: Finish the book

November 15th

1. Reading quiz- Ancient Literature Introduction.

• Review the quiz. 
• Discuss reading strategies. 

2. Literary Device:
Historical Context: The influence that a time period has on the creation of a text.

3. Read pages 30-31. Take notes. Note the significant  literary devices. This is going to be a significant building block!

Utilize the Non-fiction strategies to help pull out important concepts.

4. Review the Annotating a Fiction Text Handouts:
Annotating a Text Handout
Annotating Fiction and Non


Gilgamesh tablet

Tuesday, November 14th

It is Literature Anthology Day! Literature Anthology Day!! YAY!! Lift with your legs.

1. For Wednesday/Thursday: read in Lit text book: Pages 16-27. Take very good notes. Remember informational text notes practices. Take GOOD NOTES!  Seriously! We will have a reading quiz on Wednesday/Thursday!

You will need to bring your TEXTBOOK to class starting today. 

November 13th

My husband is having rotator cuff surgery today. I'll be back tomorrow.

1. Remember that your reading posters are due today in Google Classroom.

2. Log into NoRedInk.com.
If for some reason you are not enrolled in this class, the code to join the class is: caring airport 67

3. Under your assignments, you will find: "Writing Process Review".   Please complete these review questions over Steps 4-8 of Writing by the start of class on Tuesday, November 14th.

November 10th

1. Working in small groups, you will work through the instructions for reading that you were given last class period:

• What is the overall point of the sections? Chapters? What is its thesis/claim? What is its goal? (This may come to you as you read) Track these ideas. 
• HOW are sentences functioning for the writer? Topic sentences? Data/evidence? Warrants? Narrative? Use the function to guide your comprehension. This will also help you distinguish what to write down and what to summarize. 
• How would you section off the ideas? Remember how paragraphing works. Use your new found skills to build meaning. 
• Look for transitions and the relationships they present in the surrounding text. I often square off transitions when I read. 
• Write some brief summaries of your findings when you finish a section.. a page... a chapter. 
• Obviously write down terms and definitions. 
• Finally, add your analysis and questions you have in your reading experience

Discuss: How do your notes look? Have you covered the above concepts? How have they impacted your reading? How "well" would you say you know the reading?

2. When you are done with your discussion, please look through a practice quiz over the reading. You do not need to write down answers.. but check that they are IN your notes! 

Found here: How to Read Questions
This will give you good feedback as to your comprehension of the two chapters.  

3. Discuss with your group: How quickly were you able to access the information? Did you have to look it up in your notes? Did you have it in your notes? 

Think about the difference in RENTING information and OWNING information. If you rent... you can't do anything with it.. and it is temporary. If you OWN the information, it is yours to alter, utilize, etc.

FOR MONDAY:

3. When your group work is done, you will be creating, on your own, a POSTER with an awesome piece of advice that you learned about reading! Make sure that you credit it to the author. Post the poster in Google Classroom.

November 8th

1. Turn in Boot Camp Project TODAY.

On your final draft, please code the following elements:

Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark * for explanation of the quote
6. Mark E for proper and effective WARRANTS.
7. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
8. Mark I, II, III, IV for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Source in the middle of the quote (with proper punctuation)
            IV: Grammatically integrated into own sentence (sentence has subject/verb... no run on)
9.  Circle each transition or transition phrase.
10. Write CC beside your counterclaim
11. Mark P beside your demonstration of effective paragraphing!

2. Go to Google Classroom for a final reflection question.

CLASS TODAY:
1. Read Chapters 1 and 2 of the book, How to Read Like a Professor. Don't worry, the chapters are small. The link is found here: Thomas Foster's How to Read Like a Professor Text

You will need to take notes on your findings. This is a nonfiction text; therefore, its goals are:

•  to inform,
•  instruct, teach, 
• challenge current ideas

When reading nonfiction, you need to approach it thinking like a writer. You have currently been working on writing structure and the components that need to go into writing to prove a point.

Sooooo, you need to enter into the text looking for its point!! 

As you are reading this text, you are to take notes on/annotate your reading. To help you with this process, as you are reading, things I encourage you to look for:

• What is the overall point of the sections? Chapters? What is its thesis/claim? What is its goal? (This may come to you as you read) Track these ideas. 
• HOW are sentences functioning for the writer? Topic sentences? Data/evidence? Warrants? Narrative? Use the function to guide your comprehension. This will also help you distinguish what to write down and what to summarize. 
• How would you section off the ideas? Remember how paragraphing works. Use your new found skills to build meaning. 
• Look for transitions and the relationships they present in the surrounding text. I often square off transitions when I read. 
• Write some brief summaries of your findings when you finish a section.. a page... a chapter. 
• Obviously write down terms and definitions. 
• Finally, add your analysis and questions you have in your reading experience. 

Summit Tech Info: Summit Tech RSVP

November 6th

You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

For Wednesday: You will need to pick ONE of your final 2 rough drafts to add a counterclaim and demonstrate effective paragraphing. This will be your final draft.

All of your Boot Camp Steps are due on Friday in reverse order of completion (Step 2 on bottom) with final typed copy stapled on TOP of your steps. Make sure that each step is CLEARLY labeled.

November 3rd

With your two Boot Camp topics, you have completed Step 7 of Writing (Writing rough draft integrating source material) and Step 8 of Writing (Writing rough draft integrating transitions).  You will switch the two bodies of writing with a partner. They will be proofing each body thoroughly.
Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark E for proper and effective WARRANTS.
5. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
6. Mark I, II, III, IV for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Source in the middle of the quote (with proper punctuation)
            IV: Grammatically integrated into own sentence (sentence has subject/verb... no run on)
7.  Circle each transition or transition phrase.

2. When you are done, return the writing. You will visually see what you have.. and don't have. Please read through your writing, when you are done, at the bottom of each section, please write a concluding sentence. This sentence needs to SYNTHESIZE your argument. This means that you emphasize the significance of the argument, or you reiterate what the reader should understand about you argument that you present.

3. We will now go over Step 9 of Writing- Effective Paragraphing and Counterclaims

Step 9 of Writing- Paragraphing and Counterclaims

Where to Put a Counterargument
Counterargument can appear anywhere in the essay, but it most commonly appears:

• as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;
• as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;
• as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;
• as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

For MONDAY: You will need to pick ONE of your final 2 rough drafts to add a counterclaim... you will be working towards the FINAL DRAFT.

November 1st

1. Make a copy of your 2 Step 7- Writing Rough Draft with integration of source material. Title this document Step 7 of Writing

2. On the original, you will be adding transitions for Step 8 of Writing. It may not be as easy as subbing in a word where you see transition. You may have to add more for it to ready clearly. You will also need to implement transition phrases between large ideas. This will still be one chunk of writing. We will be going over paragraphing tomorrow.

Transition words link found here: Transitions

3. For Friday, please bring both pieces of writing PRINTED OFF TO CLASS!

FYI- Friday we are going to be coding our writing samples. These are the components
you will need to have in each section of writing:

Coding System:
1. Underline the thesis/claim
2. Count the three major supporting points 1, 2, 3
3. Mark I for the introduction (contextualizing, attributing to author) on quotes
4. Mark C for proper citation of the quote (parentheses... author last name if not mentioned before... page number... period AFTER the parentheses)
5. Mark E for proper and effective WARRANTS.
5. Mark A, B for each example given under their main supporting points. Do this for each supporting point.
6. Mark I, II, III, IV for the TYPES of quote embedding.
             I: Colon  (Intro complete sentence : Quote)
            II: Tag line (active verb.. not said... proper punctuation)
            III: Source in the middle of the quote (with proper punctuation)
            IV: Grammatically integrated into own sentence (sentence has subject/verb... no run on)