Final Review Help

Final Review- 3rd Hour (Thursday)
                        2nd  (Monday)

Final- 3rd Hour (Friday)
           2nd Hour (Tuesday)

6 Cs of Success
Connotation
Inference
Cornell notes
Annotating a text!!
Art of Questioning
Writing questions using levels of critical thinking
Summarizing
Steps of Writing- Writing Boot Camp (all involved within)
Thesis writing- Formula, checklist
Research (effective practices)
Source material BIG 4 checklist
Introducing, contextualizing, citing sources
Accurate works cited process (Just review general look of book, journal, electronic)
Annotated Bibliography Steps
Argument structure: Claim, data/evidence, warrants
Introduction and conclusion structures
Basic sentence diagramming (Subject, predicate, objects (direct, indirect), modifiers, compounds, prepositional phrases
Purpose of nonfiction texts
Non fiction/informational texts components
How to Read Like a Professor chapters
Historical context
Gilgamesh
Epics- and conventions
Archetypes- types and examples
Myth- characteristics
Oral Tradition- characteristics
Mahabharata
Ramayana 

Class today: Monday, December 12th

1. Login to USATESTPREP. You will take a medium EOC practice test. When you are done, use the time to work on your Children's Epic Anthology.

December 9th

1. Epic Anthology work day. I will be checking your outlines on Monday, December 9th. Make sure you have them in class with you.

BEST VIDEO EVER!

Class: December 7th/8th

1. In small groups, you will first write four discussion questions on the Mahabharata and four discussion questions on the Ramayana, and then two comparison questions addressing both texts. These questions need to be higher level questions that examine literary devices and their usage in the text. You will have 10 minutes to write these questions.

2. When your group is done writing the questions, you will switch questions with another group. You will then have a small group discussion addressing these questions. You will each need to take notes on the questions as you discuss. You will need to draw your answers back to the specific text.

3. Children's Epic Anthology Assignment  Assignment Sheet

Anthology Due Dates and final 2 weeks' schedule:
Friday, December 9th: Work day
Monday, December 12th: Outline due
Tuesday, December 13th: Work day
Wednesday/Thursday 14th/15th: Work day (3rd Hour Final Review)
Friday, December 16th: 3rd hour FINAL
Monday, December 19th: 2nd hour Final Review
Tuesday, December 20th: 2nd hour FINAL

Children's Anthology is due: 2:35 on Tuesday, DECEMBER 20TH. 

For: December 7th and 8th

1. Read the Bhagavad Gita and Ramayana on pages 128-140. Take thorough notes on elements of the myth, epic, oral tradition.

• The Bhagavad Gita is a 700 verse Hindu scripture, which is a part of the Mahabharata. 
• The Gita takes a dialogue format between Pandava brother, Arjuna, and Krishna 
• Krishna, the Charioteer, counsels Arjuna in the manner of achieving Dharma. 
• Presents the ethical struggles of everyday human life

Ramayana Quick Guide: Ramayana Guide- British Library

Class today: Monday, December 5th

1. Watch documentary on the Indian epic, Mahabharata.... take very good notes.
2. For Tuesday... Read pages 122-125 in textbook. Annotate your text for conventions of the epic... how it functions as a myth...  oral tradition techniques.

Also look for examples of...
Epithet: brief descriptive phrases "king of men" ... "swift runner"

November 30th and December 1st

1. By reviewing the Ancient India notes and reading, you will need to come up with ten general statements that you feel address the meaning and purpose of the information that you read...  Think of the most important things that come from this time period that reveals the bigger picture. Think of us sitting down at the dinner table and I am asking you what you learned about Ancient Indian Civilization from your reading. These will be YOUR statements... not the book's. You will put these 10 statements in your notes. Leave room.

2. Then you will need to gather direct evidence after you have made this statement.

This will look like this:

The literature from this time period was utilized by the people as a way to teach social, political, and historical guidelines.

- "India's great national epics, the Mahabharata and the Ramayana, describe political struggles and also explain important social and religious concepts" (104).

- ". . . Kautila, wrote a 'how-to' handbook for emperors, called the Arthasastra" (105).

- "Around the first century B.C., the Laws of Manu set down a detailed code of conduct for Hindus" (107).

3. When you are done with this, you can start studying for your quiz on Friday.

Class: November 29th

1. Read pages 102-111 and 120-121. Take VERY good notes.  Remember ANNOTATION and CORNELL NOTES.
2. You will have a quiz on Wednesday/Thursday.

Class: Monday, November 28th

1. Adding to your notes on the EPIC and MYTH, please write down the next literary term:

Oral tradition, or oral lore, is a form of human communication wherein knowledge, art, ideas and cultural material is received, preserved and transmitted orally from one generation to another. The transmission is through speech or song and may include folktales, ballads, chants, prose or verses.

Please read through the following handout... take notes accordingly.

Characteristics of ORAL COMPOSITION

2. You will be gathering specific evidence from the text of Gilgamesh. Notice you are developing on the idea that these components exist  and moving on to now what is their impact and how they interact. Your notes will look like big headings and bulleted supporting conclusions with specific evidence for the following two prompts....

How do myths, archetypes, epics, and the oral tradition associate with one another? How do they diverge? Closely examine the characteristics of each major concept and look for common ground in their make-up. How do they differ?

AND

How does HISTORICAL CONTEXT tie into these literary/cultural concepts?

This is a thinking exercise. You have been presented with a lot of new information and technical components that help you understand these concepts. This exercise is designed for you to start looking at the big picture and how these concepts interact with one another.

For class: Monday, November 21st

We will be adding two new literary genre/structures for Monday. As you review both, hopefully you will see how they link to archeytpes.

1.Open the link to EPIC notes... not that the notes are epic..  well, they kind of are... but they are notes on the literary EPIC. EPIC NOTES

The Epic
* A long narrative poem, derived from the ancient oral tradition, telling the deeds and adventures of a heroic or legendary figure, or the history of a nation.

Please have EPIC notes in YOUR epic notebooks for class on Monday, November 18th.

2. Please have the following notes on MYTH in your notes for Monday, also.

The Myth 

* Myth is a constant among all human being in all times. The pattern stories, even details contained in myth are found everywhere and among every one. This is because myth is a shared heritage of ancestral memories, related consciously from generation to generation.

1. Myth may even be part of the structure of our unconscious mind, possibly encoded in our genes. eg. "the Oedipus complex" and "the Electra complex"

2. Myth is a telling of events that happened before written history, and of a sense of what is to come.
3. Myth is the thread that holds past, present, and future together.

4. Myth is a unique use of language that describes the realities beyond our five senses.  It fills the gaps between the images of the unconscious and the language of conscious logic.

5. Myth is the glue that holds societies together; it is the basis of identity for communities, tribes, and nations.  (Hero worship and gender, social, national identity)

6. Myth is an essential ingredient in all codes of moral conduct.   The rules for living have always derived their legitimacy from their origins in myth and religion.

7. Myth is a pattern of beliefs that give meaning to life. Myth enables individuals and societies to adapt to their respective environments with identity and value. (Joseph Campbell--the power of myth)

PURPOSE:
Myths tell us about:
1. Our relationship with each other.
2. Our relationship with a god(s) and the cosmos.
3. Our relationship with the natural world and the species that inhabit it.

Class: Wednesday/Thursday, November 16th and 17th

1. Coming to class today, you should have your archetype notes on Lord of the Ring and Gilgamesh. You will be constructing a presentation in Google Slides addressing the following question:

How do archetypes provide a reader more insight/meaning to a text?

2. To do this you will need to utilize your notes and the examples you have discovered in the two texts. Your slides will need to address the following:

• Title slide with academic/MLA formatted title
• Introduction explaining the definition of archetypes.
• What is your answer to the above question- Write as a thesis statement

The bulk of your presentation will be the explanation of your 12 archetypes (What, how, why)

• Explain the "what": Explain each archetype type (the general purpose) 
• Explain the "how": Show how your answer is true with specific examples from the two texts. 
• Explain the "why": . Provide an explanation of how this archetype provides a reader with more insight into the text (supporting your literary argument). 
• Reflection upon this experience. What did you learn? How did archetypes frame your understanding of the texts.. people... situations.. life differently? 
• Images that promote your archetypes... characters... situations.... symbols
• Textual evidence that is cited correctly.  (Parenthetical citation)
• Works cited slide (last slide) 

How you break down your slides will be somewhat up to you. You may group by "types" of archetypes and dedicate a slide per example... include both texts.  Obviously, title, intro, thesis... will be in the beginning... Works cited at the end.

3. Presentations will be uploaded to Google Classroom by the end of class on 
Monday, November 21st

How to cite a film from the OWL: 

List films by their title. Include the name of the director, the film studio or distributor, and the release year. If relevant, list performer names after the director's name.

The Usual Suspects. Directed by Bryan Singer, performances by Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro, Polygram, 1995.

A Work in an Anthology, Reference, or Collection

Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:

Last name, First name. "Title of Essay." Title of Collection, edited by Editor's Name(s), Publisher, Year, Page range of entry.

Due: November 16th/17th

1. Make sure that your notes are complete with the archetypes (character, symbolic, and situational) and the examples from Lord of the Rings. Remember, to try to have 4 per type of archetype.

2. As I instructed on Monday, you should be looking for these identified archetypes in Gilgamesh. It doesn't mean that each archetype that you find in LOTR is definitively in Gilgamesh, but many will be found in both texts. When you find the archetype in Gilgamesh, write down the examples from how it is seen in the text in your notes. We will be using your notes for the assignment you receive on Wednesday/Thursday.

As always, if you need any help, come see me during Bronco Time!

Class today: November 9th

1. Mosul article questions due at the beginning of class.

2. Fellowship of the Ring presentation assignment.

Here is, yet again, a great list of major archetypes: Archetypes: Situational, Symbolic, Character

We will be watching J.R.R. Tolkien's, Fellowship of the Ring. As we watch, you will need to find examples of 4 Character Archetypes, 4 Situational Archetypes, and 4 Symbolic Archetypes.  As you find these comparable archetype examples in the film, you will need to also jot down specific examples of HOW these are specifically seen in the film.

When we conclude watching the film, we will be looking for the archetypes in Gilgamesh.  You will then be constructing a presentation explaining how archetypes are seen and utilized in Fellowship and Gilgamesh. 

Class today: November 7th

1.  Open Google Earth for Chromebook-   Find Mosul, Iraq.  Look around for a while. Think about what you have read about Ancient Mesopotamia. You will see the Tigris River running through the area.

2. Mosul- Wikipedia

3. Read the current article: Iraqi Forces Hit with Intense Fight- Mosul

    Write down the following questions and your answers on paper to turn in to me:

• What is the main idea/purpose of this article?
• Can you find/jot down the sentence or sentences that propose this main idea?
• What three points do you feel are the most important for understanding this article?
• What three examples do you feel are the strongest or most significant to this article?
• Does the author try to persuade you in any way? How?
• How do statistics and data support the author's perspective?
• Do you find the author's evidence convincing? Explain.
• What new information did you learn? How can you apply this information to an issue or problem in today's world?
• How did this new information change your way of thinking about this subject?
• What words, phrases, statements does the author use that caught your attention? Why? How did they make you feel? What did they make you think?
• Were there any photographs, illustrations, charts, graphs, or diagrams that were important? Select two or three and show what you learned from them and explain why you believe each one was important.
• Did the reading leave you with unanswered questions? What are these?
• How did you connect to the piece? Was it personal? Was it an issue that affects your community and the world? Explain.
• How do you feel that this article connects to what we are studying currently?

Class today: November 4th

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

The questions we will be addressing:
1. What is the archetype type?
2. Is it a character, situational, thematic, symbolic archetype? 
3. How is this archetype seen in Gilgamesh? 
4. What textual evidence reveal this archetype's usage? 
5. What is the significance or the implications of this archetype to the text's meaning? 
6. How can this archetype's usage be seen in another text similar to how it is used in Gilgamesh? 

As you see, the questions are color coded to our big 3 questions: WHAT? HOW? WHY? 

For Monday, November 7th: In Google Classroom, you will need to present 4 archetypes in this format. Upload a Google Document by class on Monday. 

Class today: November 2nd/3rd

We will be working with the devices: Historical Context and Archetypes today

1. Review the definition of Historical Context. Open the following assignment. You will use your notes from the introductory reading of Mesopotamia. (Again, this is why we start with notes on the reading).  We are looking at the historical aspects of Mesopotamia and starting to make the connections to the evolution of the Gilgamesh text. 

Historical Context- Mesopotamia Assignment

2. Now, in your notes, prepare the following questions:
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text?
Examples. Lots!

3.  FINALLY, In your notes, you will be collecting examples of Archetypes in Gilgamesh.  Collect of list of the different types of archetypes that you see.

In your notes, reflect upon the final question:
 How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?

Class today: November 1st

Welcome to NOVEMBER!

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
Archetype list #2

*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)

WE WILL DO THE FOLLOWING AT THE BEGINNING OF CLASS ON WEDNESDAY/THURSDAY:

4. Now, in your notes, prepare the following questions:
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text?
Examples. Lots!

5.  FINALLY, In your notes, you will be collecting examples of Archetypes in Gilgamesh.  Collect of list of the different types of archetypes that you see.

- How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?

Class: October 31st

For Tuesday: Please review the two archetype handouts found below.
Please start putting the examples of the different types of archetypes in your notes.
You do not need EVERY example in your notes.

Archetype Handout #1
12 Common Character Archetypes

Class today: October 28th

1. Read Gilgamesh utilizing the annotating fiction techniques. Take Cornell Notes. Your quiz on Monday, will be me checking your Cornell Notes. The more thorough you are, the better your quiz score will be.

Gilgamesh is located on pages 32-47.

Class today: October 26th

1. Ancient Literature Introduction quiz.
2. Read pages 30-31. Take notes.
Utilize the Non-fiction strategies to help pull out important concepts.

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

3. Read pages 32-46.
Annotate and take Cornell notes.
Use Post-it notes for your text book

Class today: October 25th

1. Your quiz has been postponed until your block class (Wednesday/Thursday). You better have a fabulous grasp on the reading by now!
2. Log into USA TEST PREP- Broncos 33 and Chromebook log in and password. You have EOC practice to complete based of the EOC baseline test. Each assignment requires an 80% passing. Focus on the questions!

Class Today: October 24th

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

Utilize your notes on "informational texts/nonfiction texts"... After you are done reading, check your comprehension with the following questions: 

• 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

2. Remember you have a reading quiz over Ancient Literature introductory reading tomorrow. Be ready to go! Utilize Cornell notes for this!

Class today- October 18th

1. Grammar Terms test

2. After the test, get the following notes in YOUR notes in preparation for next Monday.

Reading an INFORMATIONAL/ NONFICTION TEXT

A nonfiction text 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

Week in Advance: October 17th-25th

Monday, October 17th: 
1.  Sentence diagramming review for grammar terms test.

Tuesday, October 18th: 
1. Grammar terms test.

Wednesday, October 19th: 
1. All-School Testing: ACT or PSAT

Thursday-Friday, October 20th-21st:  No School

Sunday, October 23rd: 

Monday, October 24th: 
1. Marty Schulenberg's birthday (My big brother)
2. Read Thomas Foster's How to Read Like a Professor- Chapters 1 and 2. (IN CLASS)
How to Read Like a Professor text

Tuesday, October 25th: 
1. For today, have read in Lit text book: Pages 16-27. Take very good notes. Remember informational text notes practices AND CORNELL NOTES! Seriously! We will have a reading quiz today. 

Class today: October 17th

Remember:
1. Annotated Bibliography is due today!
2. Grammar terms quiz tomorrow!

Class today:
1. Sentence Diagramming Review:
Make sure that you have the following parts of the sentence and how to diagram each in your notes
Knowing how to visualize these concepts will help you study for your terms test!

- Predicate nouns and adjectives
- Compounds (nouns, predicates, direct objects)
- How to diagram "not"
- Modifiers
- Indirect Objects
- Direct Objects
- Prepositional Phrases
- Object of the Preposition
- Linking Verbs
- Transitive and Intransitive Verbs
- Gerunds
- Infinitives
- Conjunctions
- Compound/Complex Sentences

For help... Go through with your notes, the following PowerPoint
Sentence Diagramming PowerPoint

To spot check individual diagramming aspects... such as.. "how to diagram a gerund"...
Sentence Diagrams- Parts of Sentence, Specifics

When you are done... Try out your skills...  Put the following sentences in your notes;
Complex Sentences Diagramming

Class today: October 12th/13th

Today you will be proofing the first annotation for your annotated bibliography. To do so, you will be learning how to proof efficiently and effectively. Proofreading is a critical exercise in becoming a skilled writer. As you are examining and assessing a partners work, you are forced to apply skills you have learned in this class in a high level of critical thinking. Not only does this practice reinforce these skills, it develops a sense of mastery. Writing essentially has three periods: Development, execution, proofing/editing. They are all three equal in significance. Take this practice very seriously.

1. With a partner, you will need to switch annotations. You will do this TWICE.
2. Open up the following document. COPY it to your own drive. Close my copy.
Annotated Bibliography Checklist
3. Read through the annotation, utilizing the checklist for techniques, etc. to examine/spot. Identify ON THEIR PAPER the error. DO NOT CORRECT IT. For example, if they have an error in the date format. Write "MLA error" and circle date. Do not, I repeat, fix it. If there are grammatical errors, identify the error such as "comma error", "sentence fragment". Take your time with this process.
4. When it comes to checking MLA, you are not expected to have it memorized. You have access to the OWL. You ARE expected to check it against the OWL. Do not ASSUME that it is correct. CHECK it!!!
5. Are they explaining fully? What aspects of writing are they missing?
6. When you have read through the first time, go through the check list. Highlight with each question, "yes" or "no". If you are not sure, you should be referencing the paper, again, as you go through the checklist. Because there are two proof readers, use two different colors.
7. When you feel that you have exhausted the entire work, share the document with your partner so they have the copy of their own checklist.

8. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build 2nd annotation.** Remember to alphabetize your 2 annotations!

The annotated bibliography scoring guide is found HERE: ANNOTATED BIBLIOGRAPHY Scoring  (You will only have 2 sources in your bibliography)

Your TWO annotations that create your annotated bibliography are DUE on Monday, October 17th. You will submit your bibliography to GOOGLE CLASSROOM. You will only need to submit the digital copy.    *** Please copy and paste your checklist document to the end of your Annotated bibliography.  Put it on its own page. Make sure the names of the proof readers are located on the document. 

By the way... 
Bob Dylan has been awarded the Nobel Prize for Literature. 

Here is an article from the New York Times:
New York Times- Bob Dylan Awarded the Nobel Prize in Literature

And... a video of Dylan's beautiful anthem "The Times They are a Changin'" (1964)

Class today: October 10th

1. Pick your strongest thesis with what you feel has the strongest support sources. For that thesis/claim, you will be creating an annotated bibliography.  This bibliography will contain the 2 sources you have already found, cited, and examined (in the previous class periods).

For WEDNESDAY/THURSDAY- You need to have your FIRST ANNOTATION completed. This is only for ONE source. You need to have it both saved in a Google Doc. and bring in a hard copy.

You will see a sample annotated bibliography AND instructions on construction of how to do an annotated bibliography under "Writing Links"

The things you need to focus on while doing this first annotation:
1. MLA FORMAT- Make sure that your formatting matches EXACTLY the sample you were given and/or the electronic samples found under "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)

2. Three separate paragraphs for the source: 1st- Summary of the article/source. 2nd- Assessment of the article/source. 3rd- Reflection and utilization plan for the article/source. The writing does not have to be as extensive as our "new normal" extended paragraph structure, but you do need to be implementing the general concepts of writing we have been covering (Making a point/topic sentences, transitions, 3rd person POV, explanations of 'How' and 'Why', etc.). Remember you need to have 2 direct quotes from the source in the annotation... integrated, contextualized, and cited properly (you should already have the in-text citation information). Do not put an extra space between paragraphs.

3. No need to be formal, but sketch out a quick outline for the annotation before writing. This will help you focus your purpose of the section, stay concise, and entertain the necessary information. When you start writing, you can then focus on writing conventions and formatting... you won't have to balance ideas in there as well (this is where things go wrong).

4. Remember tips that you have been learning along the way: *Introduction to authors and how to reference them after their introductions. WATCH YOUR PRONOUNING- Rule of thumb with pronouns.. Use a pronoun.. its ANTECEDENT (the word the pronoun replaces) must be IN the sentence with the pronoun or directly in the sentence before. *Reference Cole's Rules of Writing.  *When in doubt-explain. *Proof read for simple errors.

Class today: October 7th... Due: Monday, October 10th

1. You are now going to need to find TWO SOURCES of support for TWO of your thesis/claims. (This is a total of FOUR sources)
Here are two LMC databases that will be ideal in evidence retrieval.

Opposing Viewpoints Database

Global Issues in Context Database

2. Next, in the Google DOC I have created, do the following:

•   Write down your THESIS for the first prompt.
• Write down the proper WORKS CITED INFORMATION for EACH SOURCE that you found for this specific THESIS.
• You will also write down the proper way to do an IN-TEXT/Parenthetical Citation for this source.  Utilize the OWL Link, found under Schu-Cole links. (The great thing is once you figure it out once.. it should be close to the same for the remaining sources)
• Follow the line of questioning that will guide you through source evaluation and application.
• Do this for EACH source...  For EACH THESIS.
• It will be a good idea to SAVE your article to a Google folder so you will have access to these articles in the future.

This will be: 2 thesis statements, 4 works cited citations, and 4 in-text citations

Google doc for sources
- Copy this document to your own drive- DO NOT WRITE ON IT!

Please reference the PURDUE OWL LINK- for the proper way to cite the source choice.

Purdue OWL- MLA Citation Style Guide

Welcome, My Little Pop Tarts to the beautiful, yet maddening world of research!

Here are some reminders to help guide you as you make your way into this labyrinth..

1. Research is where the learning is now designed to occur. This is WHY it will be the staple in your classes/courses from this point forward. It demands you synthesize information. Remember, what you have been taught in this class, "The product is for the teacher/professor... the process is for the student" .  Embrace this. If you think that research is 'hide and seek', you will be missing the purpose of research and often will be missing the research itself.

2. Do not look for your thesis/ when you research. Your thesis/claim is the conclusion, or the top of the ladder. You are looking for the rungs that lead you to the top.

3. Research will have a dual purpose for you for a while: A) Gather knowledge B) Secondary support for your argument. Know the difference in purpose in the sources you are gathering.  Both will have to be cited.

4. When researching  you will have to implement the ability to think abstractly at your argument before it is made concrete.  What can help you is the "filing system". When you are writing an argument about Homeland Security, what other "file cabinets" may that topic be found? Immigration? Patriotism? Religion? Travel? Education? What about healthcare? Having the ability to have a 'shot gun' approach to research will help you broaden your perspectives.

5. This level of research (and beyond) is not a REPORT. Say that with me: "Researching no longer leads to a report". The shift in product demands a shift in approach to research. You are not reporting on the major exports of China. This is easy research. You are now researching the impact of technological exports of China on its agricultural importing. (Much different approach, huh? Think Bloom's)

6. Look to the BIBLIOGRAPHIES of the EXPERTS on the TOPIC! Once you find a fabulous source... look to their sources!

7. Remember your research QUESTION... your thesis/claim may become compromised as you research..  Researching can be a never ending process.. keep focused.

8. Set an end date on researching... meaning.. "I will be done with researching on this date".

9. To break down research, look at your thesis/claim in sections. You should have a broken down topic (do you need to address anything larger? anything smaller?). You have a distinct argument (What is the opposite side? What are the reasons for your argument? Data? Statistics? Reasons?) You have a blueprint? (This direction in itself can often give you a new framework to look at your topic, so look at it in isolation, too).

10. Remember: 2 things. Audience awareness. Cite everything that is not your original idea.

Class Today: October 5th/6th

1. We are taking a practice EOC test at the beginning of the hour. This will set our baseline score. Our goal is to raise the baseline by the end of April when we take the state test.

2. Sentence conventions practice: USA Test Prep... Grammar and Usage Practice. Must pass with 80%.

Homework for Friday: 
3. You will need to think about the following prompts (which you notice are questions).
What is the answer of an intellectual question? Hint hint.

Three prompts for consideration:
              1. Should college be free? 
              2. Should high schools have the right to drug test? 
              3. Should a crime be considered more heinous if it is against a certain population? 

2. You need to go through steps 2-3 of writing to begin.

3. Next, please answer each prompt and format it as a thesis/claim. Go through and double check that it is arguable, topic has been minimized (if needed), and it has a direction of argument.

The prompt is considered a research question and you have now developed a workable thesis..

Class today: October 4th

1. As announced in class, you will have a grammar terms test on October 18th over the following terms:  Grammar Terms List
- Look at the bottom of "Grammar Links" to find two different links to definitions. You must define... not provide examples of.
2. Practice Grammar Diagramming in pairs:
Go through with a partner.
Turn in at the end of the hour.

Modifiers Practice   (2.0, 2.1, 2.2)

Prepositional Practice- Sentence Diagramming   (3.1,3.2,3.3)

Types of Verbs- Direct Objects/Indirect Objects  (6.0, 6.1)

Class today: October 3rd

1. For Tuesday, you need to take notes on the following links on Introductions and Conclusions. I will be going over how to write these specialized paragraphs.  Make sure that you pay attention to the strategies for effective ______, and what to avoid. Get these in your notes!

Writing Introductions
Writing Conclusions

2.  When you are done, please review 1-12 on the different sentence diagrams. Make sure that you pay attention to the slight differences. You will also notice that #12 is adding in the indirect object. Please also do 29-31- The prepositional phrases. Have these techniques in your sentence diagramming notes.
Sentence Diagramming Basics

Practice the following sentences in your notes. Mark the part of the sentence for each: 

     1. She slammed the door. 

     2. The author wrote a long book. 

     3. My mom told me a long story about my family. 

     4. We gave the lady a ride home. 

     5. A happy dog ran down the street. 

     6.  The children climbed up the stairs. 

Due: Friday, September 28th

MOTIVATION... GRIT.
NWMSU General Education Requirements
Missouri State General Education Requirements
MU General Education Requirements
UMKC General Education Requirements

1. In class, we will be adding the final Step of Writing: Step 8 of Writing- Writing the Rough Draft while Integrating Transitions.
Step 8 is done at the same time of Step 7. While you are writing your rough draft from your outline, you will be BOTH embedding source material AND transitioning smoothly between ideas.

For practice, you will need to do the following THESIS STATEMENT PRACTICE.
Make a copy to your Drive account and then write on YOUR copy.

Thesis Statement Practice

Once you have written the thesis statements and come up with the 3 major reasons of why your argument is true (Steps 4 and 5), you will need to pick ONE of the thesis statements and, on your own paper, do Steps 6, 7, and 8. Again, you will do this for only ONE thesis.

You will need to embed at least three direct quotes for Step 7. You may for this exercise, create the quote and citation.

When you get to Steps 7 and 8, you will need to practice the skill of effective paragraphing that we have covered in class on Wednesday/Thursday.

Your writing sample from this one thesis needs to be typed, MLA format, effective paragraphing, and printed off for class on FRIDAY, September 28th. 

Reminder: I will be reviewing all 8 Steps of Writing during Bronco Time on Friday. If you need review or specific assistance, I suggest you attend. 

FOR MONDAY:
BOOT CAMP TOPICS: All Steps of Writing 1-8 will be turned in on Monday, October 3rd. 
For Step 8, you will need to pick ONE of the TWO writing samples that you did for Step 7. Again, just ONE. You will need to integrate TRANSITIONS and PARAGRAPHING into one of your writing samples. You will need to have this final step typed with MLA formatting. Your final copy will be on the top of the 1-7 steps. This all needs to be stapled together in reverse order (Step 1 on the bottom.... 8 on the top).  Do not wait to print at class time... you will not be allowed. Do it before!

Class today: September 27th

1. With your two Boot Camp topics, you have completed Step 7 of Writing (Writing rough draft integrating source material).  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)

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. Please take notes over the following links for Wednesday/Thursday:
 Introduction to Transitions
Transitions

4. You will be having a quiz over Steps 1-7 of Writing September 28th/29th in class.

Due: Tuesday, September 27th

1. Pick TWO of your four Boot Camp topics. You should have an extended paragraph structure for each of these.
2. You will start writing from your thesis and follow your outline. As you write you will be integrating 'source' material. You will need the four ways of embedding a quote demonstrated in EACH extended paragraph structure.  You are actually writing now... not just planning.

- You may make up your source material for this exercise (and only this exercise). This assignment is about learning HOW to embed.
- We will pretend that your source is a book. Please reference the Purdue OWL and intext citation to do this correctly.
- When you are done, you will have two large chunks of writing with a minimum of 4 quotes each within. Make sure that you pay attention to the 4 things to remember when embedding a quote!

Type or handwritten... just make sure it is in hard copy form when you walk into class on Tuesday. You will not be allowed to go print it after class begins.

Class today: September 23rd.

1. In order to be ready for the next step of writing, I need you to go through and take notes on the following links found under "Writing Links". Go through in the following order:

• "Cornell Guide to Sources"
• "What must be cited"
• "UNC Source Integration"
• "Integrating quotes"
• "Integrating Quotes- Tag line examples" 

Take very thorough NOTES on the above links. 

I will be introducing STEP 7 on Monday. After this, things will move very quickly. You will be putting these skills into play. Makes sure that your notes are accessible for you!

Classwork Inventory:
For Today, what should be done:
1. Steps 1-6 for 4 Boot Camp Topics
2. All 6 Steps easily accessible in your notes.
3. Sentence Diagram Prezi reviewed more than once.
4. Binder with loose leaf paper PLUS Planner/Calendar

For Monday: 
1. Make source/quotation notes are in your own notes.
2. Sentence diagrams 1-4 in your notes.

Class today: September 21st

1. We will first work on our thesis practice in pairs. Focus upon the argument factor of the statement. Look to active verbs to amplify the argument.
2. We will move on to independent practice of thesis statements. Pick 5 topics of your own choice (audience awareness) and craft an academic thesis statement for each of the topics. Please upload on a Google Doc with MLA heading to Google Classroom.
 Review. Review. Review the checklist of writing a thesis.
3. We will review the sentence diagramming practice. I will provide you the necessary diagram structures for S|P,  S|P|DO, (X)|P, and Questions.

For Friday:
1. HAVE a BINDER and loose leaf paper!
2. Have a planner OR planner sheets ready to go for the upcoming week!
3.  5 Thesis Statements upload to Google Classroom
4. Step 6 of Writing for ALL 4 Boot Camp Topics.

Class today: September 20th

1. As of today you should have Steps 1-5 of writing completed for the 4 boot camp topics. I will be checking them in class. 
2. You will be adding Step 6 of Writing to the 4 topics today. 

3. We will be continuing work on identifying parts of a sentence with sentence diagramming.
Sentence Diagramming Review- Simple Sent. Questions 

- Read through the instructions and then on your own paper do the practice sentences with each.
- The answers are at the bottom of the page to check your work *when you are done!
- Put a + beside the ones you did correctly on first run. Put a X beside the errors.  

Class today: September 19th

1. We will practice writing a claim/thesis over the following four topics:

• Spirit Week
• Pro-athlete salaries
• Kardashians
• National Anthem 

Check:
       1. Your formula
       2. Use of an active verb
       3. Your argument is debatable in an academic setting.
       4. Topic has been adjusted in size where necessary (up or down)
       5. You are answering "how" or "why"?

2. We will then go over Step Five of Writing: Basic "paragraph" Structure

3. We will be continuing work on identifying parts of a sentence with sentence diagramming.
Sentence Diagramming Review- Simple Sent. Questions (POSTPONED UNTIL TUESDAY)

- Read through the instructions and then on your own paper do the practice sentences with each.
- The answers are at the bottom of the page to check your work *when you are done!
- Put a + beside the ones you did correctly on first run. Put a X beside the errors.  (POSTPONED

Homework: Go through the four Boot Camp Topics with Step 5 of Writing.

Class today: September 16th

Thesis Writing.... Got to Care!

1. Remember, the ultimate aspect of success in thesis/claim writing comes from the care in which you approach the content. You must start caring and forming opinions about the world around you! Therefore, read the following articles. Please note the opinions of the authors do not necessarily reflect my own.. the purpose of these specific articles are to engage your opinions on timely subjects.

No One Cares About Climate Change

Average Cost of Raising a Child

Emma Watson- WP

Why India's Narendra Modi

For each article, draw a t-chart in your notes and on one side take notes on WHAT YOU LEARNED and on the other side write WHAT YOU THINK.

This is, of course, is a style of higher level annotation where you are not only keeping track of new information... but also starting to form opinions about what you are reading!!  As you are gathering the "what"... you are starting to think of the "why" and "how".

Be thinking about the formula of the thesis/claim and the checklist as you are doing this activity.

2. When you have finished this, you will need to submit a document to Google Classroom with a THESIS STATEMENT for each t-chart/article.

HOMEWORK: Write a thesis/claim for EACH of the Writing Boot Camp subjects.. Go through and check them against the formula and checklist.

Remember: MONDAY IS "RED, WHITE, AND BLUE DAY" for Homecoming! I expect you all to be dressed in full spirit mode!

Class Today: September 14th/15th

1. Review/take notes on the Sentence Diagramming Prezi (found under Grammar Links).
2. Do the Sentence Diagramming Practice (Due at the end of class)
3. Read the Thesis Statement Handout- Add to your notes. Read through carefully the specific examples of the thesis statements. THESIS HANDOUT
4. Thesis statement practice exercises are due on Friday. Use the ACTIVE VERBS for THESIS Statements plus your notes to assist you with this.

Class: September 13th

1. Take VERY good notes on the following material. I will go over it on Wednesday/Thursday.

STEP 4 of Writing: Writing a THESIS OR CLAIM. 

Definition of THESIS: arguable main idea of a paper or paragraph

Purpose of Step 4: to provide analysis and argument of a topic, as well as providing a clear road map for the writer and the reader. 

Formula of a thesis: Subject + Attitude or Belief about this subject + Blueprint = Thesis

Checklist for evaluating a thesis:

1. Is the thesis/claim debatable? 

2. Does it answer an intellectual question? 

3. It is not a statement of fact (consider the audience). 

4.  Does it clearly point the direction of the argument (limiting it scope).

5. Is the language vivid and clear?

6. Is the point I’m making one that would generate discussion and argument, or is it one that would leave people asking, “So what?” (does it pass the "how" and "why" test?)

4. Review and take notes over the following links:

http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml 

http://www.csus.edu/englishta/ta/inclassactivities/Writing%20a%20strong%20thesis%20statement.doc 

** Try the revise exercise at the end.

2. Please sign in to No Red Ink. Do the assigned work on sentence structure. Due Thursday, September 14th/15th (your class time)

Class today: Monday, September 12th

You will need to look at the following online sites/sources on aphorisms. In your discussions/notes, you will need to examine and then discuss the following:

1. What level of information does this site/source address?
2. In what way will/would this information speak to your academic audience?
3. How does each source fare in the BIG 4 CHECKLIST of SOURCE EVALUATION?
4. What are the differences that you see between the sources/sites?

1. What Matters Most Student Intervention

2. How Methodological Features Effect Sizes

3. RTI Model

4. Response to Intervention- Wikipedia

Make sure that you are updated in your Steps of Writing- 1-3 for Tuesday.

PICTURE DAY IS WEDNESDAY/THURSDAY! 

2nd Hour: Due, Friday, September 9th

SCHOOL PICTURES ARE SEPTEMBER 14TH AND 15TH DURING YOUR ENGLISH CLASS.

1. You have already done Step 1 and 2 of Writing, now you will add Step 3 of Writing to the 4 reoccurring subjects-
                  Bronco Time
                  Sophomore Year
                  Fall
                  Music
Make sure that these are written on separate paper (not in your notes). You will be turning these in at the completion of all 8 steps. Label them clearly.

2. No Red Ink Diagnostic Test- Due by class on Friday.

2nd Hour: We will meet in the LMC Chrome Corral.

Class today: September 6th

1. Review the importance of audience awareness. Be able to identify the most important questions to understand your audience. Furthermore, you need to be able to explain why this is the first step of writing.

2. An important factor of audience awareness is TONE of your writing. Review the following link and take notes. Tone and Audience Awareness

3. Practice: I am your audience. You will be trying out your newly found awareness of audience assessment with this exercise. You will imagine you have been assigned/ you are deeply interested/ you are passionate about/ scared to think about... the following topics. Again, I am your audience. What do you have to do to write about such a topic? How do you get your audience to listen?  Review through the questions concerning audience, your notes, and the above link on tone...

You WILL be turning this in to me in Google Classroom. Put it on a separate piece of paper-not in your notes. You will need to put a bullet point list of things you need to consider/not do/tone, etc...  Then, I want a short reflective paragraph for each topic addressing what you would perceive concerns/benefits of writing on this topic.

Your topics:
 a. Affirmative action in college
 b. Prayer in schools
 c. Purpose of homework
 d. Marriage equality

Now remember... it doesn't matter how I personally feel about these issues (one way or the other) when it comes to what side/stance you may take when you write. Audience awareness is NOT about changing your viewpoints to how your audience feels. It is about you being able to write in a manner that allows your audience to HEAR your ideas. Now.. keep in mind.. this exercise in other times... with other instructors MAY dictate your topic/stance, etc... You will hopefully be able to assess and adjust!

Due: Tuesday, September 6th

1. Now that we are able to engage in a text thoughtfully (annotating), we can organize our notes to work for us (Cornell), and we can recognize how to communicate to an academic audience, are going to utilize all of these skills as we encounter our next fabulous new skill: Reading Informational Texts!

 Please read and take effective notes on the following link: Informational Text Handout

Please watch the following video on chapter outlining: How to Outline a Chapter

2.  Step 2 of Writing: Brainstorming! Clearing out the "stuff" AND giving us choice!
Take notes on the following handout: Brainstorming Handout

3. Practice: Create a brainstorm for each of the following topics (be thoughtful and thorough)

Bronco Time
Shoes
Clothing
Music

For Class: August 31st/ September 1st.

In class- Block Day
1. Review and take notes on the Writing to an Academic Audience link... found under "writing links".
2. Open a Google Doc., then pick four of your classes that you are enrolled currently.
    a. Imagine you have been assigned a 3 page paper on a subject that you are currently studying in each class.
    b. You are going to do a thorough analysis of what you think EACH teacher/audience will or will not want in the written communication from you..  This can be a list/bullet points.
    c. To consider when doing this analysis: The information found above (academic audience link) + questions to consider that I gave you  + your experience so far in that class + explicit references from the teacher + implied directions from the teacher
    d. Make sure that you consider the "stuff" you want back from the written communication, so you can make sure that you have a realistic expectation of what your communication needs to achieve.

EXAMPLE:
Characteristics you may mention:
Precise attention to grammar and mechanics.
Following citation guide to the letter.
Sources need to be strong and reputable.
Needs knowledge info... does not want knowledge level info..

QUIZ ON FRIDAY- It will cover 6 Cs, Cornell notes, annotating a text, Art of Communication, types of communication, skills associated with each type of communication, class mantras, Step 1 of writing. 

Due: Wednesday/Thursday, August 31st/Sept.1

In your notes you will need to examine the following audience scenarios and identify:
1. What they want.
2. What they need.
3. No mentions.
4. "Other"- Other pertinent aspects that may need to be mentioned.

Your audience and scenarios:
1. Police- Caught speeding
2. Younger sibling/cousin/person- Scared of the dark
3. Teacher- Received a lower grade/ need help for grade/ "unfair' grading
4. Parent- Increase curfew on weekend.

Again, bullet point in your notes.

Class today: August 29th

You have been introduced to our 3rd type of communication- Writing
The first of 8 Steps of Writing is: Writing to an Audience. We have discussed initial questions to propose when examining a specific audience. To be more proficient at this absolutely critical step, please review and take notes over the following link. You will get to know different types of audiences by what they are wanting to learn from your method of communication.

Considering Your Audience!

Your homework will be the following:

 Imagine you had a slight car accident. You need to tell the short story of this accident to three different audiences- your parents, your best friend, and your insurance company. Consider the following questions when assessing your audience:
 - what does the audience need to know?
 - what does the audience want to know?
 -  what order will the information need to be organized?
-  what tone will best serve your message to this audience?
- what do you need to show your audience that you know?
- what do you want your audience to know and think about you?

Class today: August 26th

So far we have spoken about SUCCESS... BRILLIANCE... PURPOSE OF COMMUNICATION ... SKILLS OF VERBAL AND NON VERBAL COMMUNICATION... LISTENING... CONVERSATION .

Today in class you will be thinking about all of these components when responding to the prompt, "How does my communication work FOR or AGAINST me? Both? How? In this reflection, I would like you to reference our conversations/learning of EACH of the components above. Make reference to the skills of communication.. the video... the readings.. your notes/class conversations... your assignments.

Requirements:
1. MLA Heading
2. Specific reference for each of the bold terms/topics above.
3. Tie the references to how you have seen your communication work for or against you.
4. End with a discussion for your goal for communication in this class this year.
5. Pay attention to your spelling/mechanics. Look at your word document. Is it presenting any warnings of errors?
6.  Thoughtful response. Demonstrate critical thinking.
7. Submit to Google Classroom by beginning of class on Monday.

Class today: August 24th

1. Take notes on the following Non Verbal Communication Skills

2. When you have the following skills in your notes, put 2 charts in your notes. 1 for school. 1 for home. Go through the verbal and non-verbal skills you have in your notes and jot down some examples of what these type of good communication skills would look like. 

3. We will end with watching the following two videos- take notes on the key points, instructions, findings, conclusions.

5 Ways to Listen Better

10 Ways to Have Better Conversations

Class today: August 23rd

1. Read the following article: Pulling the Plug on Comments

2. As you are reading, think about the following question, What does this article teach me about communication? 

3. Take notes on your findings. Jot down specific examples as you read WITH your conclusions or thoughts.

August 17th- The first day of school!

Welcome to a spectacular year in English 10!

Reminders:

1. Building off of our conversation in class on the first day over the Becoming Brilliant transcript, your homework for Thursday is the 3 question handout that you received in class. We will be discussing your questions in class on Thursday.

2. Remember to read through the online syllabus (found under important links on the right). Write down some questions, if you have any. We will discuss the syllabus on Friday.

3. Sign the syllabus agreement sheet and have your parents read through the syllabus and sign, as well. Please have this done by Friday.

Welcome to Cole's English 10!

I am thrilled to have you be a part of my English 10 class this year! This will be a challenging and fun year! I am all in. I expect the same from my students! No matter what your experiences have been with reading... writing... school... know we all begin at different points! It is my job and pleasure to have all my students end near the same place in May!

This blog needs to be one of your best friends. I will post assignments... due dates... helpful websites... handouts... ALL HERE. Often you will hear me say, have you checked the blog. Most likely you can problem solve... stay organized... be successful if you check this site DAILY.

Therefore, your very first assignment for this school year is to REPLY to this post. Sign in with your school Google account.
This response must be posted by the end of the day (11:59 PM) on August 17th. Realize that I do not accept late work and posts are time-stamped.
In your post I would like you to reply to the following prompts:

1. First name and last initial
2. What superhero do you most identify with and why?
3. What is your favorite part of an English class?
4. What is your favorite aspect of your personality?
5. Change is _______  (fill in the blank).

With your responses, you need to keep in mind your audience (me). I would like for you to stay positive and thoughtful. This is your first building block for this course. Make it sturdy.