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.