Thursday, August 23rd, 2012

Lesson for Thursday, August 23rd

Dear Juniors,

We completed the following on Thursday, August 23rd:

1. Students submitted their Disclosure Documents (50 points).
2. Students completed the writing assessments in order to determine if their placement in junior English is accurate.
4. We reviewed some "Writing No-No's." Please cut and paste the following aspects into WORD and then place them in the "Vocab./Mechanics" section of your notebook.

NO-NO #1: The following words are called "Dead Words" and they should not be used in your formal writing work: got, get, very, a lot, cool, stuff, sort of, kind of, like, really, good, thing,and pretty.


NO-NO #2: Please avoid the use of SECOND PERSON when writing. Second person includes the following words: you, your, yourself, and  yours.

NO=NO #3: Avoid passive voice in formal writing. Active voice adds clarity, where as passive voice makes writing flat and dull. Passive voice uses the "be verbs" (is, are, was, were, be, been, being). For example, the following sentence uses passive voice: The check was cashed at the bank. It is not difficult to use the active voice in re-writing the sentence. Molly cashed her check at the bank.

NO-NO#4: Avoid redundant phrases such as In my opinion...., I believe that....., I think that....., I am going to write about.....

NO-NO #5: Avoid absolute terms such as never, always, everyone, all, always, none.

NO-NO #6: Make sure that your structure in writing is parallel. For example the following sentence is NOT parallel. Sarah loves playing volleyball, reading poetry, and to study history.  This sentence is easy to correct  by doing the following: Sarah loves playing volleyball, reading poetry, and studying history.

HOMEWORK:
WHAT DOES ANNOTATE MEAN, Crampton? "ANNOTATE" means to underline text in order to strengthen understanding. "NOTATE" means to record information next to text in order to strengthen understanding.

So.........Your first annotated article is due on Wednesday, August 29th!

• If you  find a section of text confusing then you would underline it using BROWN.
• If you are able to make a connection ot your own life then you would underline that section of text using your PURPLE.
• Another way to annotate is by asking QUESTIONS about the text. RED is the color you will use for this annotation.
• If you come across a VOCABULARY word that you don't know use YELLOW!
• If a piece of text touches you emotionally, then BLUE is the color for that annotation.
• If a piece of writing is poetic to you, then use BLACK!
• If text gives you a different perspective then GREEN is your annotation color.
• ORANGE is the color you will use if you come across text that you find interesting.

HOMEWORK CONTINUED........

1. Your "Where I Stand" introduction is due on Monday.
2. Your Article of the Week #1 is due on Wednesday. You need to use ALL your colors and include 7-10 notations/page. I have included the color coding key for you above.


Enjoy your weekend!
Cheers,
Crampton

Welcome to Junior English! August 21st, 2012

Dear Junior English Students,

Welcome to "American Literature," otherwise known as "Junior English." I am so excited to work with you this year. Our study will pertain to American authors and their impact on society. You will have the opportunity to read exceptional pieces of literature that will effect change within your lives.

HOMEWORK for Thursday, August 23rd:
1. Remember to return your signed copy of the Disclosure Document
2. Remember to have your notebook organized and labeled with the following dividers (homework, handouts, notes, vocab./mechanics, and journal)
3. Remember that your "Where I stand" Introduction is also due on Monday, August, 27th!

 

Introductory Writing Prompt for Tuesday, August 23th

In relationship to your own abilities to write, to comprehend text, and to communicate overall, I ask that you respond to the following quote by Plato, "The direction in which education starts a man will determine his future life." Do you agree or disagree with "Mr." Plato? Consider your desires regarding your educational goals and your goals for the future in junior English. Finally, consider your attitude towards learning.

I am significantly interested in your thoughts on the subject of education. Please write your name in the upper left hand corner, along with your period and seat #. Please do your best to structure your writing in an organized and thorough manner. You will have approximately 10 minutes to write your paragraph.

I look forward to seeing you on Thursday!

Cheers,

Crampton

"The Art of Questioning"

Dear Juniors,
If you missed class on Monday, we completed the following:

1. We discussed the 6 different types of questions. Notice that I have indicated them for you below. We reviewed what took place within chps. 1-4. We continued by viewing those same chapters via the film. Then we read chapter 5 together, and we reviewed chp. 6-8 via the synopsis sheet .

HOMEWORK:

1. Please read Chps. 7-8 and complete your vocabulary for both chapters.
2. Develop 3 different questions for chapter 7, selecting from the different types of questions. Develop 3 different questions or chapter 8, selecting from the remaining type of questions that you did not create for chapter 7. Make sense? So, you are writing 6 different questions, 3 for 7 and 3 for 8, but you aren't repeating any of the question types.
3. I returned all the Memoir Assignments. You were asked to revise them and then have your first draft ready for Friday, the 11th!

TYPES OF QUESTIONS:
1)  Knowledge: Tests ability to memorize without fully understanding a concept
Useful Verbs: Tell, list, describe, relate, locate, write, find, state, name
Sample Question Stems: 
What happened after...
Can you name the...
What is...
Which is true or false...
What is the definition of...

2)  Comprehension: Tests ability to summarize and describe paraphrasing
Useful Verbs: Interpret, distinguish, compare, discuss, explain, predict, restate, translate
Sample Question Stems:
What was the main idea...
What differences exist between...
What was the main idea?
What are examples of...

3)  Analysis: Require students to break material into parts describing patterns and relationships.
Useful Verbs: Analyses, distinguish, examine, compare, contrast, investigate, separate, predict
Sample Question Stems:
What was the underlying theme...
What do you see as other possible outcomes...
How is ____ similar to ____?

4)  Synthesis: Require students to form new ideas, by combining ideas from different sources.
Useful Verbs: Compose, create, plan, predict, devise, formulate, propose
Sample Question Stems:
Develop your own plan for  handling...
What would happen if...
Propose a possible new  solution to...

5)  Evaluation: Develop opinions and make value decisions based upon specific criteria.
Useful Verbs: Access, critique, determine, evaluate, justify, judge
Sample Question Stems:
Is there a better solution...
Can you defend your position about...
How would you have handled...

6)  Application: Apply or transfer learning to a different content.
Useful Verbs: Solve, show, complete, examine, use, design
Sample Question Stems:
Design a market strategy for your product using a known strategy as a model.
Take a collection of photographs to demonstrate particular point.
Can you apply the method used to some experience of your own...
Do you know another instance where...
What factors would you change if...

May 1, 2012

Dear Juniors,

        If you missed class on Friday , April 27th, we completed the following:
1. Introducing info. regarding Gothic Literature was reviewed. Obtain this info form someone in class.

2. We discussed the significance of a "frame story." Obtain the definition from someone in class.

3. We discussed the 6 Primary characters of  "Turn of the Screw"

•      The Governess
•       Mrs. Grose
•       Quint
•       Mrs. Jessel
•       Flora
•       Miles     

4. Journal #2 "Gothic Traits found in  The Changeling"
Students viewed a clip for the Gothic horror movie called The Changeling, and then identified the Gothic elements found in the film

May 1st, 2012

If you missed class Tuesday May 1st, 2012, you missed the following:

1. We completed the Introducing info. (yellow sheet)

2. We discussed the significance of Color Symbolism in literature. The following aspects can easily be associated with the indicated colors

RED: Love, Passion, War, Violence and Anger
BLACK: Sophistication, Death, Evil, Fear, Mystery and Mourning
WHITE: Purity, Innocence, Peace, Dream-like and Trust
BLUE: Honor, Loyalty, Honesty, Peace, Cold and Harsh
PURPLE: Royalty, Wisdom, Age and Depression
PINK: Hope, Youth and Femininity
ORANGE: Warning, Life, Vitality, Energy, Attention and Warmth
GOLD: Class, Money, Power, Nostalgia, Untrustworthy and Shallow
SILVER: Wealth, Betrayal, Depression and Uncertainty
GRAY: Wisdom, Mystery, Hiding and Neutrality
BROWN: Poverty, Common Man, Earth, Honest, Simplicity and Reliable
GREEN: Envy, Jealousy, Money, Life and Hope

Homework
1. Quiz covering the intro info for Gothic Literature is Thursday.
2. Please read the first 4 paragraphs on your Synopsis handout.
3. Develop 5 Questions pertaining to the info. you read for #2              

03/29/12 and 03/27/2012

Dear Juniors,
If you missed class on either Tuesday or Thursday, we completed the following:

1. On Tuesday we discussed your upcoming CRT exam. The exam is scheduled for April 17th, 19th and the 23rd! We will review a little each day to help you prepare for the exam. Today you were introduced to the LATIN ROOTS. YOU WILL HAVE A QUIZ covering the roots on MONDAY, April 2nd. I have included the roots for you below.

1. cracy=government
2. demo=people
3. dia=across
4. dom=rule
5. dyna=power
6. fid=faith
7.form=shape
8. ject=to throw
9. lent=full of
10. liber=freedom
11. phile=love
12. photo=light
13. spir=breathe
14. sym=together
15. tract=to pull
16. trib=to pay
17. bene=good
18. vita=life
19. vore=eat greedily
20. ad=toward

We then worked in our groups and completed the final memoir section. We then went to the lab and worked on our power point presentations regarding our memoir assignment.

HOMEWORK:
1. PREPARE for your Latin Roots quiz, cute kids!

PRACTICE QUIZ:
Each of the following words contains a Greek or Latin root that is one of those on the State Core list for 11th grade roots. WITHOUT USING YOUR NOTES (John Proctor is watching), identify the root and the meaning for the following roots.



HOMEwork

Dear Juniors-
It is time to consider preparing for your exam concerning poetry. We have analyzed several pieces together and now it is time to use the TPCASTT method without the assistance of myself or your peers. Actually, that isn't entirely true, you may select 2 of the five to obtain assistance from either myself and/or your peers.

You will "blindly" select two of the 5 poems indicated below. You won't know which pieces you will select until the day of your test, which is Friday.

How do I prepare, Mrs. Crampton?
Relax, as I will give you class time to work on this, but the best way ti prepare is to TPCASTT each poem.

Can I use my TPCASTT notes during the test?
Of course! In fact, I will require your to submit a TPCASTT format sheet for each of the poems. However, your exam involves writing an analysis for only two of the pieces. You will submit all the TPCASTT format and the two 8 sentence (minimum) analysis on Friday.

YOU CAN DO THIS, CUTE KIDS, because you are smart, and you are going to prepare! I am aware that you will need to THINK, and THINK hard, but I believe in you!

The following pieces of poetry will be the focus for your exam. Each student who attended class received a hard copy of the poems and 5 TPCASTT format sheets.

If you missed class, please locate the poems via the internet! You can obtain the TDCASTT format sheets from me.

#1. "On Reading Poems to a Senior Class at South High."
by D.C. Berry

#2. "A Work of Artifice"
by Marge Piercy

#3. "The Man He Killed"
by Thomas Hardy

#4. "To Make Use"
by Marge Piercy

#5. "The Letter"
by Jane Kenyon