December 19th

1. Work Cited Page. Does your WC page look EXACTLY like this? MLA Works Cited Page
- All major words in titles are capitalized
- Works are alphabetized by last name of author.

2. Does your citation for Malala look exactly like this: OWL Book Citation- WC Page

3. Do your in text citations look like this: OWL In Text Citations

4. Does your heading and header look exactly like this: MLA Sample Format

5. Do you have an academic title? Writing an Academic Title

6. Review every direct quotation to ensure that they are introduced, contextualized, and then EXPLAINED. Quotation Integration

7. Do your electronic sources look exactly like this: OWL MLA Electronic Sources
- Article from an online database.
- Website

December 14th

1. Your two practice literary analysis writings are due today.  These are in preparation to the final exam for first semester.

You will need to switch with a partner. They will code the components of your writing according to the following system:

Coding System:
1. Underline the thesis/claim/
2. Count the major supporting points of the response: 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 specific example given under their main supporting points. Do this for each supporting point.
8.  Circle each transition or transition phrase.
9. Mark P beside your demonstration of effective paragraphing!

When the you are done coding your partner's paper, you will mark the things they are MISSING from the responses. You will do this with each response.

When you get your two responses back, look over the following requirements: 

1. Work Cited Page. Does your WC page look EXACTLY like this? MLA Works Cited Page
- All major words in titles are capitalized
- Only one entry

2. Does your citation for Malala look exactly like this: OWL Book Citation- WC Page

3. Do your in text citations look like this: OWL In Text Citations

4. Does your heading and header look exactly like this: MLA Sample Format

5. Do you have an academic title? Writing an Academic Title

6. Review every direct quotation to ensure that they are introduced, contextualized, and then EXPLAINED. Quotation Integration

FOR MONDAY:
Embedding Quotes- MLA

December 11th

1. 2nd literature circle discussion will take place today. You will need to collaborate your role reports into the group report. You will also need to turn in your individual journal.

2. Respond to the Reflection #2 prompt on Google Classroom.

3. To get ready for the final, we are going to practice critically responses to literary discussion questions addressing Malala. You will need to choose two of the following discussion questions to answer. You will need to focus on the following skills. These are the skills that you will graded on for the final:

• Answering with a clear thesis/topic statement. 
• Utilize transitions to demonstrate relationship of ideas.
• Support your argument/answer with specific textual support. 
• Accurately introduce direct quotes and implement into writing with ease.
• Cite direct quotes accurately. 
• Explain the relevance of direct quotes to the overall argument. 
• Demonstrate ability to effectively paragraph. 
• Knowledge of MLA formatting. 
• Think critically about a text and formulate an answer that clearly supports these ideas. 

QUESTIONS:

- In Chapter 5, after Malala does not win the class trophy at the end of the school year, her father tells her “It’s a good thing to come in second because you learn that if you can win, you can lose. And you should learn to be a good loser not just a good winner.”  How do you think it builds Malala’s character? Provide textual evidence to support your response. 

- The focus of Malala’s message is that an education is worth dying for, but what is Malala’s perspective of education? How is that perspective the same or different than how we, in America, view education? What might Malala think about our understanding of education? Is her only goal to get a job? Provide textual evidence to support your response. 

- How does Malala describe the affect of the growing Taliban presence in her region? Talk about the rules they imposed on the citizens in the Swat valley. What was life like? Provide textual evidence to support your response. 

- Malala’s relationship with her parents, particularly her father, is arguably one of the most important factors in Malala’s story. Malala writes, “It was my grandmother’s faith in my father that gave him the courage to find his own proud path he could travel along. This is the path that he would later show me” (36). What are some of her father’s courageous acts that appear to inspire Malala most, and lead her on her own “path”? How does Malala’s courage mirror that of her father’s? Provide textual evidence to support your response.

- How does Malala’s relationship with her mother compare with her relationship with her father? What does she see as her mother’s virtues? Provide textual evidence to support your response.

- Malala’s passion and activism for women’s rights and education may lead the reader to forget that she is only 16 years old when writing her story. Are there moments in or recollections of her school and home life when you feel that the “teenager” in Malala becomes apparent? Provide textual support to support your response. 

Requirements:
1. Respond to two questions. 
2. A minimum of THREE direct quotes correctly introduced, integrated, explained in each response. 
3. Typed- MLA formatting.  Example: MLA Formatting Sample
4. A works cited page. 
5. Formal writing conventions (see above) and Cole's Rules of Writing. 

A REMINDER OF HOW TO INTEGRATE TEXTUAL EVIDENCE IN WRITING: 
Integrating Quotes Handout

A REMINDER OF HOW TO DO INTEXT CITATIONS FOR A BOOK: 
OWL In-text Citations MLA

A REMINDER OF HOW TO DO A WORKS CITED PAGE:
MLA WORKS CITED PAGE

DUE at the end of class on Wednesday, December 13th. 

Last literature circle will meet on January 10th!

December 8th

1. 2nd Literature Circle meets on Monday, December 11th. You will need your role sheet and journal ready for class when you walk in the door. Have your second round of reading done for this, as well.

2. Today, we will be watching "Class Dismissed: The Death of Female Education".
You will use the WSQ format for taking notes.

NYT: Class Dismissed: The Death of Female Education

December 6th

1. Comma Quiz.
2. The first literature circle is today!

• All group members need to have the book and their role sheet out on their desks at the beginning of the discussion. Desks are in a circle. Discussion Director selects a timekeeper to help manage the group’s time. 
• The Discussion Director begins the discussion by asking the Summarizer to go first. 
• The Discussion Director then asks one of the below-the-surface questions he/she has prepared. Group discusses the question, taking notes. 
• After the Director has asked all questions, the Passage Analyst shares his/her passage prepared for the day.  The Passage Analyst reads the passage and group members discuss, taking notes. 
• After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the essential questions. Group members discuss and take notes. 
• The Vocabulary Enricher will interject as needed to define terms or look them up (if a new one has been added to the list).
• Members of the group should take care to make connections during each discussion time.  It is one thing to discuss the book, but members should also expect these connections:

Text to Text: Are there similarities or differences between the book you are reading now and one that was assigned for another class or that you have read for pleasure at another time?

Text to Self:  In what ways can you identify with the characters or circumstances in this book?  What kinds of personal/emotional reactions do you have to specific parts of this book?

Text to World:  In what ways is this book reminiscent of current events or “real world” issues? 

WHEN YOU ARE DONE.... 
1. You will need to do a "Group Report" with your discussion summary page. Please staple this on top of all group role sheets. 
2. Assign Group Roles for next meeting (December 11th/12th)
3. Go to Google Classroom for a post-circle reflection. 

December 5th

1. Getting ready for your quiz tomorrow, take the practice comma quiz: Practice Comma Quiz

2. Remember your REAL comma quiz is on WEDNESDAY. I will be asking you to list the 11 Rules for using commas. I may have you demonstrate your knowledge with a few questions.

3. Literature circles are on Wednesday! The three things you need to have ready for your group: A. The reading completed. B. Role sheet completed. C. Journal entry completed.

December 4th

1. Comma Rules Quiz is December 6th. Study! Study!

2. Comma practice with punctuating phrases- NoRedInk.com (Due Tuesday)

Comma Practice- Noredink.com

3. Malala Yosafzai Interview: The Daily Show- Malala Interview

- Take notes using the WSQ format gone over in class today. (Due at the end of class Monday)

Upcoming Week Schedule:

Monday, December 4th: Malala interview and WSQ sheet.  Comma practice.
Tuesday, December 5th: Comma review. Practice due.  Literature circle #1 preparation. 
Wednesday, December 6th: Comma quiz (11 rules). Literature circle #1 discussion. Journal entry and role sheet due. 
Friday, December 7th:  Dependent/Independent clause review. Literature circle #2 preparation.

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)

October 31st- Happy Halloween!

1. Pick the 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. (Covered in class)

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!
- Pay attention to your sentence structure.

Please type up on a Google document.

October 30th

1. We will be going over Step 7 of Writing today.
2. Please add to your notes... the links from Friday (October 27th).

October 27th

1. Turn in your prison application of Steps 1-6 to the substitute. Please staple your extended paragraph structure on the top.

2. 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 1-5 for 4 Boot Camp Topics
2. Step 6 for 2 of the 4 Boot Camp Topics
3.  All 6 Steps easily accessible in your notes.
4. The notes getting ready for Step 7 in your notes. 

October 25th

Application day!!

We are going to put Steps 1-6 of Writing in to practice. You will be building a "paper" from the ground up. You will not be writing the full paper. We are just practicing the paper process up through the Extended Paragraph Structure from the following question: 

1. Should punishment be the main purpose of prison? Or should rehabilitation be the main purpose of prison instead of punishment? Why?

1. First, we will be watching a 60 Minutes interview to get you thinking about your approach to your argument. You will want to take notes to help you have evidence for Step 6 of Writing.
Pelican Bay- 60 Minutes Video

2. Second, you will read an article about Arizona's tent jail. Washington Post- Year spent in Tent Jail. Again, you will want to take notes to help you with evidence for Step 6. 

3. You will then, knowing you are writing to a formal audience (Step 1), Brainstorm... Breakdown the topic.... Thesis.... Basic Paragraph Structure. . . Extended Paragraph Structure. 

For this exercise- REASON #1 and coinciding examples for your Basic Paragraph Structure/Extended Paragraph Structure will be your COUNTERCLAIM. (The opposite stance)

You will turn in all 5 Steps of Writing (2-6). Steps 2-5 can be handwritten. Please type up your extended paragraph structures. Staple everything together. 

October 23rd

What should be done by today (Monday)

• Steps 1-3 for your 4 Boot Camp Topics. These should NOT be located in your notes. They need to be clearly labeled as the step they demonstrate.
• You should have all 4 Steps of Writing NOTES complete IN your notes! 

Today in class:
1. Review thesis statements/claims.
2. The "Although" Thesis practice (Introductory clause/counterclaim Thesis)
3. Go over Step 5 of Writing- Basic Paragraph Structure
                 I- Thesis
                     A. Reason #1
                     B. Reason #2
                     C. Reason #3
                     D. Reason #4

Homework:
1. Do Step 4 of Writing for 4 Boot Camp Topics
2. Do Step 5 of Writing for 4 Boot Camp Topics
3. Quiz over Steps 1-5 of Writing

October 18th

1. 4 Practice thesis statements due this morning- Upload these to Google Classroom.

2.  Thesis statements are the center of the writing world... What is the thesis to YOUR WORLD?

You will draw a picture identifying YOUR thesis and explanation of why this is your thesis of your world.

And on to late work... Reminders...
1. There is no late work accepted unless for specific circumstances, which insist upon communication with Mrs. Cole.
2. Assignments are due at the beginning of the class period, unless Mrs. Cole states another specific time.
3. If you are absent on the date something is due.. the assignment is still due, unless you communicate with Mrs. Cole prior to the due time.
4. When in doubt... communicate with your teacher!! :)

October 17th

1. Your 9 thesis statement homework is due at the beginning of class.

2. We will get together in groups of 3 where you will go over the Bad and Better thesis handout... discuss the different types of thesis,and how they go from Bad to Better...  Then as a group, rewrite the thesis statements at the end of the handout. You can submit these to Google Classroom.

Bad and Better Thesis Statements

For WEDNESDAY:

3. We will practice writing a claim/thesis over the following four topics. These will go in your notes.. they are giving you more practice with crafting a thesis statement.

• Homework
• Pro-athlete salaries
• Kardashians
• National Anthem 

Reminder... Check:
       1. Your formula
       2. Use of an active verb
       3. Your argument is debatable in an academic setting. (look at formality)
       4. Topic has been adjusted in size where necessary (up or down)
       5. You are answering "how" or "why"?
       6. Are you answering an intellectual question?
       7.  What type of claim are you using? (Redefinition.. cause and effect.... problem/solution..etc.?)

October 16th

1. Review:

Thesis: Arguable statement which is the main idea of your paper/paragraph

Formula: Subject + Attitude/Belief +(because) Blueprint = Thesis

Thesis Checklist:

• Answer to an intellectual question (research question)
• Must be arguable/debatable (not a statement of fact)
• Points the direction of argument (how and why?)
• Passes the "so what" test
• Language is vivid and clear

2. Types of Claims- These will help you address a subject in an effective manner.
Purdue OWL Thesis/Claims

3. Practice thesis writing. In your notes, using the types of claims notes, formula, and then the checklist, write a thesis for each of the following topics.

Remember to write the research question first... the types of claims and/or Bloom's question stems can help you approach these topics.

Kansas City Sports
Iphones
Friendship
High School Activities
Happiness

4. When you are done, go through the checklist to make sure that you have addressed all components of a strong thesis. Look over the formula... do you have all three components? Write down what type of claim you are using for each thesis... is it cause and effect? Definition? Value? etc.?

5. For Tuesday, on your own paper, review the 9 thesis statements on the following handout. Identify if they are strong or weak.. .and why? Rewrite the weak thesis statements.

Thesis Practice Handout

October 12th

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.

Tuesday, October 10th

1. Step 3 of Writing- Breaking Down the Topic is due today. You should have broken down each topic to a manageable size. Label these clearly.

2. Take VERY good notes on the following material. I will go over it on 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?)
7. Does it use an active verb? (Avoids "Be Verbs... is, are, am, were)

3. 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.

October 9th

1. Your 4 brainstorms are due today for STEP 2 of Writing.

Write down the following in your notes!

2. Step 3 of Writing is "Breaking Down the Topic".
The purpose of this step is to make the topic size match the paper size.

The process for this step is to take a topic that develops from your Brainstorm (Step 2), and carry it into Step 3. Your goal for this step is to make the topic size manageable for the amount you are expected to write. You are also looking at the hierarchy of ideas when it comes to the topic.

Think about writing a 5 page paper... World War II is too large for 5 pages. Needs to be broken down into something more manageable. ** Rule of thumb. How big would the book in the library be if you found it on that topic? If it is "book sized" it is too big for a small paper.


The TEMPLATE for STEP 3:
(1) What comes before the topic (larger issues/categories)
              |
         TOPIC
              |
(2)  What falls below the topic (smaller issues/categories)

An EXAMPLE for STEP 3

Teen experiences      Steps of education
                \                  |
               High School
                  |               \
              Activities      College/career prep
               |      |                            \               \
  Athletics    Academic           IB Courses    Technical Education
 
(Keep going until you have met a topic size that is appropriate for the size of your paper)

3. For Tuesday- Do Step 3 of Writing for EACH of your 4 chosen topics. This will be 4 total.
Make sure to clearly label these and DO NOT imbed these in your notes.

October 6th

1. Your Twitter Audience Awareness assignment is due to Google Classroom at the beginning of class today.

2. We will finish up Step 1 of Writing- Audience Awareness with the Totem Pole of Academia.

3. Introduction to Step 2 of Writing- Brainstorming.
Pick 4 topics... do a brainstorm for each.
THESE TOPICS WILL FOLLOW YOU THROUGH THE REST OF THE STEPS OF WRITING. Pick wisely.

Rules of Formal Academic Writing.... Put these in your notes!

October 4th

#AudienceAwarenessTwitter

Step One: Choose your hashtag
You may search Twitter (and possibly use Google) to see if there are any hashtags currently in use that grab your attention. Once you decide on a hashtag, you will tweet using the class hashtag to alert Mrs. Cole of which hashtag they chose to explore.

Please use the following format for this tweet: “I chose Hashtag _______  #AudienceColeTwitter”

You will not use the pound key for the hashtag you have chosen in this tweet because this tweet is not related to that hashtag.

Step Two: Research your hashtag and Audience
You will search the hashtag on Twitter. There you will find an archive of all the tweets that used the hashtag. You will then research how the hashtag has been used/is being used.

Consider the following: Who is using the hashtag? What is the context in which people are using the hashtag? What is their purpose for using the hashtag? Are there any major divides in how the hashtag is used (do some use it sarcastically while other use it seriously)? Who are reading these tweets?

You will tweet answers to these questions with the class specific hashtag #AudienceColeTwitter

Step Three:  Possible Audience
Consider who else might follow this hashtag without actively using it in their tweets. Consider the following: Are there people you imagine looking up this hashtag without using it in their tweets? Who could these people be? Will this impact your tweet?

Tweet answers to these questions with the class #AudienceColeTwitter

Step Four: Other Audience
Consider who else might read their tweets.

Examples of  possible audience: teachers, employers, colleagues, etc. Answer the following questions: Will this impact your tweet? How?

Tweet answers to these questions using the class #AudienceColeTwitter

Step Five: Audience Awareness gone well
In your research of this hashtag, where have you seen audience awareness handled thoughtfully? Screenshot a tweet example and explain what you see as a successful handling of audience.

Tweet answer using class #AudienceColeTwitter

Step Six: Audience Awareness gone poorly
In your research of this hashtag, where have you seen audience awareness handled poorly? Screenshot a tweet example and explain what you see as a poor handling of audience.

Tweet answer using class #AudienceColeTwitter

Step Seven: Tweet 
You will produce and publish your tweet using their chosen hashtag. Yes, tweet something using the hashtag you are exploring.

 You will take a screenshot of your tweet and then tweet that picture using the class #AudienceColeTwitter

Step Eight: Reflect
Once you have tweeted on your chosen hashtag, you will tweet out your reflection of this activity. You will thread your tweets with multiple repsonses... by chance if you don't know how to do this: How to Thread Tweets

Things to consider... What have you learned about audience awareness from this activity? What have you learned about audience awareness and social media?

Step Nine: Collect
Now that you are done with the activity, you will collect screen shots of each tweet, and arrange on a Google Document... under each step label. You will have a total of 8 Steps...  Upload this document to Google Classroom by October 6th.

October 3rd

IN CLASS:
We are going to practice crafting a message, using audience awareness.

1. With a partner, you will construct a group explanation of the car accident. You will each submit this document to Google Classroom.

You were in a slight, no-injury, car accident...
As a group, you will construct an explanation of the accident for three different audiences..
1. Your parents.
2. Your insurance company.
3. Your Best Friend.

Consider the purpose of communication AND audience awareness. What needs to be included? What needs to be omitted? What about the tone? What is the ultimate purpose for each audience?

Use your notes to craft your explanation.

FOR Wednesday: 

1. Review and take notes on the Writing to an Academic Audience link...
FOUND HERE:
Audience Awareness Advice- Formal Audience

2. Open a Google Doc., then pick THREE 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..

September 27th

1. Introduction to the Art of Communication. Induction into "Writing Boot Camp".

2. Step #1 of Writing: Audience Awareness:

President Obama's White House Correspondence Dinner Speech

President Obama's Newtown Speech

Audience Awareness Speech Evaluation Handout

3. Read and take notes on the following information on Audience awareness. Put this in a place that you will easily be able to access this information.

Writing for an academic audience HANDOUT

4. Quiz on Friday over this information.

September 26th

You have submitted your annotated bibliography... YAY! It's done!

We are getting started today with the World of Writing!

To do this, we are going to start with a grammar/mechanics conventions diagnostic test to
see what components we need to attend to as we work to improve our effective written communication...

This quiz is located on Noredink.com.
You were given your class code during class.

Please complete the quiz by 3:00 PM on Wednesday, September 27th.

After you have finished your quiz, it will take you through your missed questions.
I would suggest you do this!

September 25th

1. Your complete Annotated Bibliography is DUE today at the end of the class period today.

Please Review:

• The checklist you used for the first annotation and check it against annotation 2 and 3. 
• Make sure that your 3 annotations are alphabetized... not in the order that you completed them.
• Look at the sample annotated bibliography with multiple sources and make sure that your annotated bibliography looks EXACTLY like this sample.. spacing, formatting. 
• Double check your MLA citation for each annotation.
• Go thoroughly through the scoring guide for this assignment. (Found in Friday's post).

2. Upload to Google Classroom BY THE END OF CLASS.

Friday, September 22nd

1. You are coming to class today with your 2 sources that you have already read and noted.
2. Using your cleaned up/perfected Annotation #1 as your guide, you will be creating annotations for sources 2 and 3.

VERY IMPORTANT:

• You will be adding these two annotations to your document with your already written/edited ANNOTATION #1. 
• You will need to ALPHABETIZE your annotation entries... SO, the first one you have written MAY become the second or third in order... it will depend upon the authors of the two sources you have found.  
• DO NOT repeat the MLA Heading with each new annotation.  You will just be adding the two sources to your already established document. Look again at the sample annotated bibliography with instruction. This source has multiple annotations. Your document will look like this. 

3.  Create your citation for your next source. Look at the database citation suggestion, but double check it against the OWL guide.


4. Write your three paragraphs for this source. 1st: Summary. 2nd: Assessment. 3rd: Reflection

5. Repeat for your 3rd source.

6. Review the entire document. Use the checklist that you were given for the first annotation to help review your following 2 annotations.  Compare it AGAIN to the sample annotated bibliography with the multiple sources.

7. Review the scoring guide for this assignment: Found HERE: Annotated Bibliography Scoring Guide

Your complete ANNOTATED BIBLIOGRAPHY with three annotations is DUE at the end of class on MONDAY, September 25th to GOOGLE CLASSROOM.

September 20th

1. You have come into class today with your FIRST annotation printed off and ready for review.

2. You will have TWO classmates review your annotation. You will utilize the following checklist to review and proof the first annotation. Annotated Bib Peer Proof Checklist.  Have each proofreader use the same checklist sheet.

Proofreaders: In addition to using the checklist to review the annotation, also open up the sample annotation example to make sure that they look IDENTICAL!

3. When you get your proofed/reviewed annotation back after being examined by TWO classmates, thoughtfully make adjustments/corrections.  You will want to look through the sample annotation example, yourself, as you are cleaning up/perfecting this first annotation.

NOW....

4.  You will be finding... on your own... TWO MORE SOURCES for your argument to add to your annotated bibliography.

Please visit the LMC Databases to find your ideal sources: LSNHS LMC Research Databases

You have already been guided through the process of:

• Evaluating an effective source
• Note taking when reading a source
• Finding the correct citation information on a source, and writing it, using MLA formatting

For FRIDAY, September 22nd:

Bring to class your two articles that have been read and have your thorough notes with you. Replicate the process we used for the first article.

September 19th

Today you will be creating the first annotation from the "Book World" article that you prepared for today.

1. Take out the sample annotation that you marked yesterday. Also, open up the sample Annotated Bibliography with Instruction link that we examined yesterday. It is the perfect "how to" for the Annotated Bibliography.

2. Open up a Google Document and start formatting your page- Header, MLA heading, Colon title, etc.

3. Provide the bibliography information citation first. Yes, look at the bottom of the source for this information, BUT, double check that it is updated to MLA 8 edition. To do this, check HERE: Online Database Citation- MLA  Scroll down to online database citation example, and make sure that you have all the needed information.. take out what you don't need.

4.  Start writing your 3 paragraphs... FIRST- The Summary of the article. SECOND- The Assessment of the source (use the LMC guidelines). THIRD- The Reflection of how the source can be used in your argument. You will need to add TWO direct quotes from the article within the three paragraphs. Make sure that you introduce your quote.. and cite it correctly. 

Davidson explains that "she has used technology to help her students work more effectively in groups" (Roth).

** Note that Davidson is the author of the BOOK that ROTH is reviewing in the article.
** Also note that I used the word "that" in my introduction of a quote.. this means NO COMMA.

REMINDERS:

• Write in 3rd person POV... no "I" and, really no "YOU". 
• Double spaced
• Block indent of all of the paragraphs
• Citation uses hanging indent on second and sequential lines of the citation
• Look at the example and then look at your formatting... identical? 
• Do you have 2 direct quotes from the article within your writing? Cited correctly?

FOR WEDNESDAY/THURSDAY:

5. When finished, you will need to PRINT OFF your annotation for class on Wednesday/Thursday to bring TO class. You will not use the digital copy for class... nor will you be allowed to print during class.

September 18th

REMINDER: SCHOOL PICTURES are on WEDNESDAY!

1. Introduction to the Annotated Bibliography.

An annotated bibliography is a critical review of specific secondary source material that will be used in a research project/paper. This assignment requires that you read a source carefully, be able to summarize the argument, assess its value as source material, reflect upon its usefulness in aiding your research.

Think to a works cited page at the end of a paper/project. This is a list of books/articles/etc. that have been used in constructing an effective argument within a paper. An annotated bibliography is this list, but notes (annotations) are added with each source explaining the following 3 things:

• Summary of the source
• Assessment of the source
• Reflection of the value of the source to a specific project

2. We will first look at a sample annotation. We will be calling one source (i.e. book/article) with its explanation of the three actions above as an "annotation".

As you look over the sample annotation, please label/mark the following components:

1. Header with last name and page number
2. MLA standard heading (with name, instructor, etc.)
3. Colon method title
4. Double spacing :)
5. Correct citation for the source (book)
6. Block indention for all three paragraphs
7. Source Summary Paragraph
8. Example of a summary statement. 
9. Source Assessment Paragraph
10. Example of a sentence where the source is being assessed. 
11. Source Reflection Paragraph
12. Example of a sentence where the author is reflecting in how this source can be used. 
13. 3rd Person POV writing

3.  After you have marked the important "to notice/replicate" items on the sample annotation, please look over the full sample of an annotated bibliography found here: Annotated Bibliography with INSTRUCTION

4. To get us started on our Annotated Bibliography, I am going to make this round a little easier on you all, by giving you the foundation of a thesis/claim/argument, which you will be finding two articles to support.

Pick your argument

• Technology enhances learning in a secondary classroom by giving students access to more information. 
• Technology detracts from learning in a secondary classroom by minimizing the need for critical thinking skills. 

I will also be supplying your first source for this argument. You will be writing your first ANNOTATION FOR THIS SOURCE.  FOUND HERE: Book World: Technology in the Classroom 

FOR TUESDAY:
1. Read and take notes on the "Book World" article.  Remember, you are going to be asked to summarize it, assess it, and reflect upon its use for your argument. Go through the process of assessing a source (learned from the LMC presentation).  Mark specific quotes that are supportive of the stance you are taking. Thoroughly take notes. This will help the next step of creating our first annotation (on Tuesday). Source evaluation is IMPORTANT... use this process to thoughtfully train in evaluating sources.

September 11th

1. PLEASE TAKE the following DISTRICT READING SURVEY: Reading Survey

The Alchemist and Harry Potter Aphorism Google Slide Project: 

You have gathered examples of aphorisms from The Alchemist. You have also double checked their classification of an aphorism and discussed their meanings. From this, you have been looking for the meaning of these aphorisms in another text, Harry Potter. 

You will now be constructing a Google Slide presentation of your findings. This project will be due FRIDAY, SEPTEMBER 15th at the end of the class hour.

The requirements for this project:

1. Present 5 aphorisms from The Alchemist cited correctly using MLA.
2. Explain how each aphorism is actually an aphorism (the checklist).
3. Meaning of each aphorism.
4. Explanation of why and how each aphorism is significant in The Alchemist. 
5. An example from Harry Potter showing where the meaning of each aphorism from The Alchemist can be applied.
6. Reflection upon how The Alchemist and Harry Potter have similarities beyond the surface story/plot.
7. Reflection of the importance of aphorisms in understanding a text beyond the surface level.
8. Works Cited Slide- MLA Citation
9.  Title slide with an academic title and your name.
                           How to write a title LINK HERE: Writing an academic title
10. 5 images minimum throughout presentation.. must be cited on page of image and in works cited page.

Citation Questions:
MLA In-text Citation
Cite a book
Cite a Film
Cite a Digital Image
Sample Works Cited Page

This date is significant in American History and representative of the best of the American/Human Spirit.... Please take some time to look through the stories that came out of the devastation and darkness. On this day, I think of a famous anecdote told by Fred Rogers (Mr. Rogers)...

"When I was a boy and I would see scary things in the news, my mother would say to me, 'Look for the helpers. You will always find people who are helping.'"

911 Memorial Site

Pentagon Memorial Site

Flight 93 Memorial Site

CSPAN Video Clips- 9/11

   

September 6th

1. Review the definition of APHORISM. Add to the aphorisms you have already gathered from The Alchemist. 

Small Groups:
Jalen
Logan
Hannah
Taylor

Brennan
Kierra
Parker

Karsyn
Vander
Seth
Natali

2. Continue the timeline of events in The Alchemist from your last point in your notes. This is an evaluation assignment... what are the most significant events that have occurred? What do they lead to? How do they develop characterization?

3. Finish reading The Alchemist for Friday, September 8th.

Tuesday, September 5th

1. Keep up with the reading schedule. The Alchemist is finished for Friday of this week.
2. Make sure that you have a list of APHORISMS in your notes from The Alchemist. This was assigned over a week ago... I will be checking your list on Wednesday, September 6th. Have these clearly marked in your notes.

Tuesday, August 29th

The Alchemist and Vocabulary and Connotation... a study in diction
For this reflection, you should choose the FIVE words from the first part of the book that you feel represent its key ideas that the book is discussing/presenting, so far.

For each word:
A.) The quoted sentence where the word can be found and MLA citation showing the page number
where it can be found
B.) A dictionary definition for the word (denotation)
C.) The connotative meaning of the word (look to figurative meaning)
D.) An explanation of why the word is important in this portion of the novel.

After you have completed this language study, please write a short reflective paragraph that explains what you learned about the book, language, writing from doing this exercise.

Upload to Google Classroom by class on Wednesday, August 30th.

Be up to page 87 for Wednesday. 

Monday, August 28th

Remember the definition of one of our first literary terms- APHORISM and its 5 defining characteristics. Make sure that these are in your notes.

1. We are going to gather in groups of three and work to populate a large list of these aphorisms from the first half of the book.
2. all the while clarifying the fact that they are indeed aphorisms by the checklist you were given.
3. As you are discussing the defining principals of each quote, I would like for your small group to discuss the larger figurative meaning (non-literal) of the identified aphorism and ponder what it contributes to the larger meaning of the text.
4. The major points of your discussion will needed to be added to your notes. They will be helpful down the road.
5. Remember the small group expectations that Mrs. Cole has outlined at the beginning of class.

Homework for Tuesday:
 After having quite the discussion with your peers, and hopefully multiple additions to your list of aphorisms, in your notes I would like you to write down 5 revelations about The Alchemist from your discussion of aphorisms. What have you learned more about the book? The characters? The text's goals? The text's accomplishments? Your understanding?

Once these are IN your notes... please open up GOOGLE CLASSROOM and submit your list of revelations to me.

Friday, August 25th

We will be working in small groups today. We will first review the small group expectations for this class. The goal is to populate multiple perspectives with a larger understanding of the text.

1. First, you will build a timeline of the events of the first 25 pages of The Alchemist. This is to ensure that most major plot actions are being noted.

2. You will go through the following discussion questions with your group. Take notes on your findings.

The Alchemist study questions (first 25ish pages)

1. Who is Santiago?  How is he introduced at the beginning of the story?

2. What is strange or unusual about Santiago’s dream? Do you think dreams have a deeper “meanings”?

3. What is the geographical setting at the beginning of the novel?

4. What do Santiago’s parents plan for him, and how does he change that plan?

5. What does Santiago plan to do in Tarifa?

6. Santiago stops in Tarifa to consult with an old woman about his recurring dream.  What price does she charge him?

7. Santiago meets an old man in the village.  What is his name and why do you think that the author would have included this name in the novel?

8. What does the old man in payment for helping Santiago?

9. How does the old man convince Santiago of his power?

10. How does the old man explain the concept of Personal Legends to Santiago?  Why does the old man believe that few people ever really attain their Personal Legends?

11. Why does the old man tell Santiago to follow “omens?”  Do you believe that omens exist?  Why or why not?

12. What does the old man take from the breastplate as a gift to Santiago?

13. The old man tells Santiago a story that concludes with the secret of happiness.  According to the old man, what is the secret of happiness?

Homework for Monday...  3. After having quite the discussion with your peers, and hopefully multiple additions to your notes I would like you to write down 5 revelations about The Alchemist from your discussion. What have you learned more about the book? The characters? The text's goals? The text's accomplishments? Your understanding?

Once these are IN your notes... please submit your list on a GOOGLE DOC in Google Classroom.  Please remember your MLA Heading!

4. Read to page 50 (Finish Part 1 of The Alchemist)

Class today: Wednesday, August 23rd (Block Day) (Alchemist Reading Schedule)

1. First 4 days QUIZ.

2. Review over Aphorism Homework.

3. Read to page 25 of The Alchemist. As you are reading, keep an eye out for aphorisms as you read. Record this.

4.  As you are reading, in addition to examples of aphorisms, keep track of the major occurrences of plot in your notes.

5. Once your notes are complete for class on Friday, look through your last 4-5 days of notes and make sure that you have everything we have covered so far... think of what you were asked on the quiz... any holes in your notes?

The Alchemist reading schedule:
For Friday, August 25th: to page 25 (* in mid page)
For Monday, August 28th: to page 50 (end of Part 1)
For Tuesday, August 29th: to page 68 (* at top of page)
For Wednesday, August 30th: to to page 87 (* at bottom of page)
For Friday, September 1st: to page 104
For Tuesday, September 5th: to bottom of page 127
For Wednesday, September 6th: to top of page 142
For Friday, September 8th: FINISH THE BOOK (includes Epilogue)

Class today: Tuesday, August 22nd

1. Coming in to class today, you have explored and reflected upon the characteristics of GRIT, while writing about your own experiences with GRIT!

2. What is the definition of GRIT? Do you recall?

"Your dreams are on the other side of your grit"

-What is the literal meaning of this quote?
-What is the figurative meaning of this quote?

TERMS:
Figurative Language: Words or expressions with meaning that is different from the literal.
Aphorism: A one lined statement that expresses a universal truth about life.

How does the above quote function as an aphorism?

3. Homework for Wednesday/Thursday:
- Aphorism practice... Link found here: APHORISM PRACTICE
- QUIZ: First 4 days quiz.

Friday, August 18th

Congratulations! You made it through the first week of school! And for this success... you are rewarded with a well-deserved ECLIPSE DAY on Monday.. you are welcome ;)

1. First thing for today, you will need to review the syllabus. It is found under "Important Links" to the right. When you are done, please open the following Google Form (FOUND IN GOOGLE CLASSROOM) to confirm that you have read and understood the procedures of this class. If you have any questions about the syllabus, let me know.

2. Make sure that you have completed the yearbook survey!!! (Found on August 16th post)

 3. For today, you were to read and annotate the "5 Characteristics of Grit"... you have also watched Angela Duckworth's "Passion and Perseverance" Ted Talk..  Today you are going to reflect upon the concept of grit in your own lives...

Please provide a written reflection addressing the following prompt:
How have you already exhibited GRIT in your life? How do you hope to enhance your GRITTINESS this year in school? How do you think that GRIT is tied to LEARNING. 

Open up a Google Doc from Classroom... Please put the MLA heading at the top right of your paper. If you need a refresher, there is a MLA Heading Sample found under "Important Links". (Look right).
In your response, you will need to incorporate a minimum of 3 direct quotes from the Perlis "Five Characteristics of Grit" article.

Do you remember how to basically introduce a quote? Here is an example:

Perlis explains, "While courage is hard to measure, it is directly proportional to your level of grit" ("5 Characteristics").

** I put the opening words of the title in the parentheses because I used the authors name in the "tag line" of the quote. There are not page numbers for this source.

For: Friday, August 18th

1. For today, you were asked to annotate the article "What do Students Lose..."  With this, you were asked to come to class with two discussion points/questions/revelations, etc.

Building off our discussion today put into GOOGLE CLASSROOM, as we think about taking risks in leaning, we are going to move to the next idea of GRIT!

2. Definition of GRIT: Perseverance and passion for long-term goals; courage and resolve.

We will be watching Angela Duckworth's TED Talk- "Grit: The Power of Passion and Perseverance"

https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance

Take notes on the major points made by Duckworth- Think about your notes like she is giving advice to you... what are your takeaways from this advice?

3. For Friday, please read and take notes over the following article found in Forbes: 5 Characteristics of Grit

REMEMBER: Please complete the Yearbook Survey (posted below). Please finish by Friday!

First Day! First Day! August 16th!

Awesome Students~ This website will be your best friend this year! I post assignments, notes, assignment sheets, extra help, announcements, funny memes, etc. ALL HERE!!! Please check this daily!

1. Please respond to the "Welcome" Post (See post below) if you haven't already. This was sent in the August 7th email. Please do so by the end of the day today (August 16th-11:59 PM).

2. Yearbook is asking for all English students to take the following interest survey. Please do so by Friday! Yearbook Survey

3. For Thursday, August 17th, please read the article, "What Do Student's Lose By Being Perfect? Valuable Failure". I gave you this in hard-copy form for a specific purpose. I want you to interact with the document by annotating as you read.  Here is a digital copy for you, just in case. Nevertheless, make sure you have a hard copy when you come to class.
"What do Students Lose by Being Perfect" article

Some suggestions in annotating this article..

• What ideas do you find intriguing? What haven't you thought about before? What do you agree with?Disagree with? 
• What words spark more dimensions than just the basic denotation (dictionary definition). More emotions? More meaning? Specific perspective/bias? 
• What can you relate with in this article? What other sides/perspectives do you recognize? 
• Identify two points that come from your annotations that you can share in discussion on Thursday. Make sure that these are clearly written down.. and findable for class on Thursday. 

For Friday, August 18th

1. For today, you were asked to annotate the article "What do Students Lose..."  With this, you were asked to come to class with two discussion points/questions/revelations, etc.

Building off our discussion today, as we think about taking risks in leaning, we are going to move to the next idea of GRIT!

2. Definition of GRIT: Perseverance and passion for long-term goals; courage and resolve.

We will be watching Angela Duckworth's TED Talk- "Grit: The Power of Passion and Perseverance"

https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance

Take notes on the major points made by Duckworth- Think about your notes like she is giving advice to you... what are your takeaways from this advice?

3. For Friday, please read and take notes over the following article found in Forbes: 5 Characteristics of Grit

REMEMBER: Please complete the Yearbook Survey (posted below). Please finish by Friday!

Welcome to English 10~ 2017-2018

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 16th.
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.

May 16th

1. You will be doing a Google Slide Presentation addressing the following:

• Title Page~ English 10 Year in Review with your name and picture :) 
• Literature review. In your own words, summarize the stories of the following works: Gilgamesh, Mahabharata, Ramayana, Animal Farm, Taming of the Shrew
• With each summary, include what you feel that each specific text teaches us about being human, or what it teaches us about humanity. 
• Literary Device Review- Define the following terms: Epic, Archetype, Irony, Allusion, Diction, Historical Context, Characterization, Metaphor, Symbolism, Propaganda, Dystopian literature, 
• Provide evidence of each of these techniques in literary works we studied this year. Make sure the evidence is cited correctly. 
• Shakespeare History- 10 facts about William Shakespeare (Cite your sources) 
• Shakespeare Plays- A list of all of Shakespeare's plays separated into Tragedy, Comedy, and Histories (Cite your source) 
• Definition of literary comedy, and the characteristics of literary comedy. 
• 5 quotes from Taming of the Shrew that you feel represent the characteristics of comedy. Explicate the quote (explain what it means), what is its context in the play, point out important diction choices, how does it represent the characteristic(s) of comedy, why is it important to the overall play. (Use proper MLA citation for a play)
• 3 quotes that you think reveal Kate's true characterization. Explain how these quotes represent what you understand of Kate. Cite correctly. 
• 3 quotes that you think reveal Pertruchio's true characterization. Explain how these quotes represent what you understand of Petruchico. Cite correctly. 
• What are the 5 most important things you learned about English content this year. 
• What are the 5 most important things you learned about YOURSELF this year! 
• An accurate Works Cited Page for your work. (Showing you know how to put together a WC page) 

Your presentation will need to be uploaded to Google Classroom by the end of 2nd hour on May 19th.