Class today: 12/15

I have a sick little girl.. so I am having to leave school early.

For class today, you are going to need your class notes and book.
I am going to help you get ready for the final on Thursday and/Friday..

1. Take about ten minutes and write down all the things you can remember that you learned this semester. (This should be a good test of where the freshness of the material is right now)
2. Now, check this list against your notes. Add to your already established list.
3. Once you feel you have a good list constructed, you are going to start linking ideas together..

Now...

See what ideas you can link together as patterns. What are the connection scene between the things that we covered this year?

Now with this information look to see what you see as important? what did we focus on this year?

What information service building blocks to something larger? 

Now considering Bloom's Taxonomy...

Of this list, what will you be asked to "tell" (think lower bloom's) and what will you be asked to show" (higher bloom's)

Now.. Start your studying.. You are going to have a mock test tomorrow with 3-4 questions. 

This will give you insight into your studying success and readiness.

Don't forget papers are due tonight by 11:59 PM.

All supplement materials are due Tuesday. 

Email if you have questions. 

Final paper DUE and FINALS information

PAPER INFORMATION

December 12-15- Final draft is due. Latest submission point to turnitin.com is 11:59 P.M. on 12/15.
You can submit your paper only ONCE. Make sure your paper and wc page are in the same document.

Turnitin.com Information-
1. Click on turnitin.com link on right hand side of page. This will guide you through setting up an account (if you haven't already).
2. Below you will find your class number and password.

1st Hour: 9123591
5th Hour:9123599
7th Hour: 9123603
Password: bearcats 

Upload your final draft of your paper BY 11:59 PM on 12/15. You will need to submit your paper and works cited page. Bring all of your paper materials (already collated) to class with you on TUESDAY 12/16. 

FINAL INFORMATION

- The final will be comprehensive. Look over the skills we have learned this semester. Specifically be looking over how to do an annotated bibliography; how to evaluate a source, how to annotate a text; citation process; the writing process; Bloom's Taxonomy; The Alchemist; Ancient literary pieces; archetypes, epics, myths, aphorisms...  

FINAL DATES:
1st Hour: FRIDAY
5th: FRIDAY
7th Hour: THURSDAY

As you are finalizing your papers... remember

To relieve stress during the last two weeks:

You're welcome....

Panda Hug

Colbert

Cats jumping

Independent Novel Presentation Schedule (work in progress)

1st Hour:
Thursday (12/11)                      Friday (12/12)
Ashton                                       Tye
Kyle                                           Jessica
Connor                                      Katie
Hannah                                      Tanner
Maggie                                       Rylie
Morgan                                      Will
Ethan                                          Dawson
Katie                                          Abby
Gabby                                        Sam
Natasha                                      Dennis
Kira
Brealynne

5th Hour:
Thursday (12/11)                       Friday (12/12)
Alex K.                                      Rachel
Alex O.                                      Morgan
 Kirsten                                       Liz
Garrett                                        Molly
Xander                                       Connor
Nathan                                        Alexa
Deion                                         Kyle
Caroline                                     Amy
Chelsey
Lizzie
Kalia
Bryanna


7th Hour:
Thursday (12/11)                    Friday (12/12)
Halle                                       Davis
Steven                                     Divine
Maddy                                    Kylea
Clarisse                                   Parker
Isabel                                      Jordan S.
Ike                                           Daniel V
Nia                                          Sully
Zach                                        Miriam
Brice                                       Josh
Daniel S.
Natalie
Gabby
Ben
Claire

Due: December 9th

1. Review the UNC proofreading link. This would be a great site to take good notes.
2. Typed draft of your paper is due when you come to class on Tuesday.... you will not be allowed to go print it during class.
3. Review the scoring guides for both paper and presentation.

Class Monday:

1. Make sure you have gone through the active v. passive voice notes and exercises. As you are writing, be aware of your verb choice and location of the 'agent' doing the action. Where is it located, syntactically?

2. Typed draft is due when you come to class on TUESDAY! 

to offer you a bit of comfort, I have spent my weekend as many of you have!

Class today: Friday, December 5th

1. We should have some semblance of a rough draft today.
2. We are now going to review or introduce you to the concept of active (or) passive voice/construction.
This is all about your grammatical construction.
Review the following links and take notes: Active and Passive voice UNC

Identifying Active and/or Passive


https://docs.google.com/document/d/1hY4RpaM0ZGKFNlGrT2Imh2CWZwLTmmhkzGJI76QvjxU/edit?usp=sharing

Class Thursday, 12/4/14

As I told most classes on Tuesday, I am at a funeral today. Because you have so much to do in the next week, I am giving you today as a work day. Utilize it. This is a rare privilege, so you will need to work on either your paper OR read your independent novel. I don't care if you listen to music, but stay off your phones. And listen to good music, for goodness sake... Try some Rolling Stones or Rachmoninov.... It is seriously NOT "All about da bass".... (A little nauseous just from typing it).

Speaking of independent novels, I have posted the rubric... Look over it... I'll answer questions on Friday. Also make sure your book is current and accurate on the sign up list; I am writing questions starting tomorrow. 

A handwritten draft is due on Friday... Try to have as much done as possible. This draft is just getting it out.. No worries about technicalities. 

Email me if you have questions. Lara.cole@lsr7.net 

Slick is watching you!

Paper timeline-

December 1- Research
December 2- Bring research and 30+ note cards to class. Learn how to effectively go through it.
December 5- Have handwritten rough draft done.
December 9- Have typed draft in class for editing.
December 12-15- Final draft is due. Latest submission point to turnitin.com is 11:59 P.M. on 12/15.

Turnitin.com Information-
1. Click on turnitin.com link on right hand side of page. This will guide you through setting up an account (if you haven't already).
2. Below you will find your class number and password.

1st Hour: 9123591
5th Hour:9123599
7th Hour: 9123603
Password: bearcats 

3. Upload your final draft of your paper by 11:59 PM on 12/15. You will only need to submit your paper and works cited page. Bring all of your paper materials (already collated) to class with you on TUESDAY 12/16. 

Due: Thursday, November 20th

1. Read: Mahabharata (122-) and the Ramayana (132-) for class on Thursday. Annotate thoroughly.. apply elements of epic literature, depth of meaning, literary techniques, historical context... bring your techniques of analysis together.

Due: Tuesday, November 18th

1. Pick 5 lines from both the Creation Hymn and the Burial Hymn and do three levels of interpretation for each line- plot, figurative, thematic.

2. Considering the literary terms, historical context, ten general statements, annotations, specific line interpretations, write 4 separate thesis statements that are arguable and show analysis of the text. 

Due: Monday, November 17th

Read the two hymns of the Rig Veda. Annotate for the ten statements from India reading, literary conventions, parallels, comparisons/differences with Mesopotamia reading.. Etc.. Plot, figurative, thematic levels.

Due: Friday, November 14th

1. Reviewing the Ancient India notes and reading, you will need to come up with ten general statements that you feel address the meaning and purpose of the information..  Then you will need to gather direct evidence after you have made this statement. This will look like this:

The literature from this time period was utilized by the people as a way to teach social, political, and historical guidelines.
- "India's great national epics, the Mahabharata and the Ramayana, describe political struggles and also explain important social and religious concepts" (104).
- ". . . Kautila, wrote a 'how-to' handbook for emperors, called the Arthasastra" (105).
- "Around the first century B.C., the Laws of Manu set down a detailed code of conduct for Hindus" (107).

Flip the switch... it is time..

What students really need to hear...

Due: Thursday, November 13th

1. Read pages 102-111 and 120-121. Take VERY good notes.

Class today: November 11th

For your Ancient Literature book project, your group will need to collaboratively accomplish the following things:

1. Collaboratively write an introduction for your entire book (all group member chapters).
2. Construct a table of contents with titles of chapters, authors, and page numbers.
3. A cover for your book with an MLA style title... with contributors names.
4. A works cited page in accurate MLA format.

This is NOT a divide and conquer project. You need to work together on each component.

Class: Thursday and Friday

1. Quiz over Mesopotamian history, ancient literature devices and techniques, and Gilgamesh on Friday.

2. Individual/group book project..
Your group is collaborating to write a book on Ancient Literature and its Literary Techniques.
The techniques are: Archetype, Epic, Epic Hero, Historical Context, Oral Tradition, and Myth. Each group member will choose a technique that they will be the "expert" on in this book.

The individual contributor will need to write a section for each of the following components:
1. Explain the concept (this will go beyond just the definition. How would you teach it to a friend?)
2. General examples of the concept (what are some general, more modern, relative ways that a reader can understand this concept?)
3. Introduction to The Epic of Gilgamesh. This can be a plot introduction, historical introduction, review, character review, cultural importance, all of the above..  what does the reader need to know to move forward?
4. Examples of how your literary/cultural concept is seen in Gilgamesh. Depending on your concept.. this can be listed.. this may need descriptive explanation... however you format this, it needs to be specific (meaning textual evidence and citation).
5. A small literary analysis essay (just the body... start off with your thesis for this writing sample). You need to ask yourself a question that forces you to assess or evaluate the usage of that technique in Gilgamesh..  The answer to your question is your thesis.. Make sure you are not describing the technique and its usage (that is #4 above).. .This is your opinion of its value or its impact.. This will be about a page to a page and 1/2.
6. List of 6 higher level Blooms questions that after a reader has finished your "chapter" they would be inspired to think more comprehensively about what they have read and learned. No need for answers.

1-4 will have different varying lengths and formats.. Think of a book.. How can you format so it is easily attainable for your reader. Think of headings.. Think of how you explain. Think of amount of explanation.

Have 1-6 typed up and bring it to class with you on Tuesday (November 11th).

Class: Monday, November 2nd

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

1. Myth may even be part of the structure of our unconscious mind, possibly encoded in our genes. eg. "the Oedipus complex" and "the Electra complex"
2. Myth is a telling of events that happened before written history, and of a sense of what is to come. 3. Myth is the thread that holds past, present, and future together.
4. Myth is a unique use of language that describes the realities beyond our five senses.  It fills the gaps between the images of the unconscious and the language of conscious logic.
5. Myth is the glue that holds societies together; it is the basis of identity for communities, tribes, and nations.  (Hero worship and gender, social, national identity)
6. Myth is an essential ingredient in all codes of moral conduct.   The rules for living have always derived their legitimacy from their origins in myth and religion.
7. Myth is a pattern of beliefs that give meaning to life. Myth enables individuals and societies to adapt to their respective environments with identity and value. ( Joseph Campbell--the power of myth)

Myths tell us about (1) our relationships with each other, (2) our relations with the gods or god (the cosmos), and (3) our relationship to the natural world and all species that inhabit it.

Class today:
1. Read over and add the above information about myths in your notes.
2. In your notes, provide examples of how The Epic of Gilgamesh functions as a myth (meaning.. where do you see evidence of these characteristics in the section of Gilgamesh we read).
3. Answer the following questions and be ready to turn this response into me tomorrow...
How do myths, archetypes, epics, and the oral tradition associate with one another?How do they diverge? Closely examine the characteristics of each major concept and look for common ground in their make up. How do they differ? 
AND
How does HISTORICAL CONTEXT tie into these literary/cultural concepts? 

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

Homework for Monday: November 3rd.

1. Sign up for independent fiction book.. and check for approval of your book. Remember that some books are in the LSN curriculum, so therefore, not eligible.

Lord of the Flies 
Macbeth
Hamlet
Brave New World
The Canterbury Tales
The Great Gatsby
A Farewell to Arms 
The Crucible
Frankenstein
Fahrenheit 451
Into the Wild
Beowulf
Antigone
Oedipus Rex
The Taming of the Shrew
Night
The Odyssey
Animal Farm
Huckleberry Finn 
Of Mice and Men 
Pride and Prejudice 
A Midsummer Night's Dream 
The Death of a Salesman
A Raisin in the Sun
Metamorphosis

Today's Class: October 28th

Sick kids developed into a sick me..

Today you are going to build a preliminary literary argument about Gilgamesh.

Simply, you are going to be answering the following prompts, but notice, they are evaluative.
By answering the prompt you are developing an argumentative CLAIM (remember, a claim/thesis is an answer to an intellectual question)

Once you answer the prompt, you are going to develop this argument with support (think of the extended paragraph structure). Your argument will need specific textual support, warrants, and transitions. Write until your argument is complete.

Make sure that you are citing your text correctly. The scenario for this text is that it is a work from an anthology with no author.

Focus upon BOTH your writing structure and your thought process.

You will answer two prompts and submit them via Google Docs to me. Lara.cole@lsr7.net

Prompt #1:

What characteristic of the EPIC HERO do you believe best embodies the character of Gilgamesh and why do you feel he is developed in this manner? 

Prompt #2:

Do you feel that the character Gilgamesh is more a general archetype or a specific literary character? Why? 

Class today: October 27th

I have sick kids at home today. Follow this process today as you tear into Gilgamesh. 
1. Open up your notebook, Gilgamesh, and the EPIC notes link (they should also be in your notes).
With a partner (just one productive partner), start going through Gilgamesh with the conventions of the epic... On to general conventions and on.. You will be putting in specific examples of how these conventions are seen... Specific evidence. Textual evidence. This can be bullet pointed.. But thorough.
Finish by Tuesday.

For Monday, October 27th

1. Read Gilgamesh. Remember- 'reading' actually means annotating the text. As you annotate, you will need to bring in your new information and skills... what have you learned about the history of the time period? how is it reflected in the reading? What are the concerns of the people of the era? What literary aspects do you recognize? (bring in previous literary analysis skills)What about archetypes? Are you seeing any represented? How? What plot elements are important? What structural elements are important? Anything look familiar? Now on to the EPIC.. Epic structure? Epic Hero?
Do you see patterns? Look beyond the concrete..  Tear it apart..

Have fun with it. Be brave!

Class for Tuesday, October 21st

1. Continue work from Monday if you have not finished.
2. In your notes, prepare the following question: What structures have you seen repeated in movies, literature, tv? Why do you think these structures are used? 
3. Under links, please read and take notes over the "Epic Notes".

For class on Wednesday:
Makes sure that you come ready to speak about the past few days. Bring questions you have about the content or your processing of the content.

BRONCO TIME: Sophomore Study Help BT will be on TUESDAY, October 28th in my classroom. Please contact me or Dr. Graff if you need to be scheduled.

Class today: October 20th

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

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.

3. Now that your interest is peaked, review the following lists of archetypes: Archetype list #1
Archetype list #2

*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia

4. Now, in your notes, prepare the following questions:
- How do archetypes influence my understanding of a text? (what is a text, again?)
- Where have I seen examples of these archetypes in my world beyond a literary text? Examples. Lots!
- How does the study of archetypes tie into my previous question about history, religion, art, culture, etc?

5. Now read: Pages 30 and 33 in your book. Take great notes!

Due: Monday, October 20th

1. Annotated bibliographies. I have shared a folder with you. Please make sure your annotated bibliographies are uploaded to this folder by 11:59 PM on MONDAY, OCTOBER 20th.
Please name the bibliographies: last.first.anbib
Please also share your checklist: last.first.check
2. Prepare the following questions in your notes:
* How is the Mesopotamian/Egyptian/Hebrew culture like/unlike ours?
* What are some common threads that run in between the Mesopotamian/Egyptian/Hebrew cultures?
* How is the study of literature linked with the study of: religion, history, art, culture, etc? How?
* What did you find the most interesting in the reading?
* What was the most confusing?

Due: Friday, October 17th

1. Read pages 15-27 in your new, shiny, light World Literature textbook. Make sure you ANNOTATE and put information into CORNELL NOTES.
And... if you even consider complaining about the fact that you have such fabulous books and you are responsible to bring them to class...  please check out this link: Journeys to School
2. Share your current annotated bib checklist with another classmate with your 1st annotation. They need to review it and go through the checklist.

3. Quiz over reading- Friday

ALL 3 annotations are due on MONDAY

Homework for Thursday, October 16th

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 3 sources you have already found, cited, and examined (in the previous class periods).

For THURSDAY- You need to have your FIRST ANNOTATION completed. You need to have it both saved in a Google Doc. and bring in a hard copy.

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 "current assignment 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: 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. *Remember  Cole's Rules of Writing.  *When in doubt-explain. *Proof read for simple errors.

Research Tips and Reminders!

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.

Due: Friday, October 10th

1. You will need to think about the following prompts (which you notice are questions).

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. 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..

Have these three theses/claims done FOR class on FRIDAY.

Remember: Business letter for aphorism project.

Class on Friday:

3. You are now going to need to find THREE SOURCES of support for EACH thesis/claim. Here are two LMC databases that will be ideal in evidence retrieval.

Opposing Viewpoints Database

Global Issues in Context Database

4. 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. (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: 3 thesis statements, 9 works cited citations, and 9 in-text citations

Google doc for sources
- Copy this document to your own drive- DO NOT WRITE ON IT!
- I have only done the list of questions for thesis #1... you will need to copy the questions for thesis 2 and 3.

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

Purdue OWL- MLA Citation Style Guide

This entire process- completed form is due on TUESDAY, October 14th. 

Due: Thursday, October 9th

1. Pick 3 topics of your choosing.
2. Pretend you are assigned a 5-page paper (you are not.. only for breaking down the topic)
3. Go through steps 1-6 of writing- on paper. Clearly labeling each step- For EACH TOPIC.
Once you have a fantastic extended paragraph structure completed for each topic...

Do Steps 7/8 of Writing-

Type up the section you are writing and integrate everything you have been learning about writing... quote implementation.. source inclusion..  warrants.. contextualization... transitions... citations.. etc.

Please utilize MLA format- heading, page #, etc. If you need reminder of the format, click link to the left.

Bring typed copies (already printed off by class time) and the pre-writing steps to class on Thursday.

Aphorism Project Due Dates:

You have done the following things in your aphorism project:

1. Identified an aphorism from The Alchemist
2. Explained the meaning of the aphorism
3. Reinforced the fact that it is indeed an aphorism
4. Brainstormed values represented in the aphorism
5. Researched non-profit organizations and aligned the value in the aphorism to the values represented in the non-profit
6. Picked a non-profit and developed a thesis/claim arguing that this specific aphorism represents this non-profit organization and why.
7. Found evidence in the organization website that supports your argument..

Now...

You will be looking for a secondary source that discusses your chosen non-profit organization and how it exemplifies what you have identified as an applicable aphorism. Remember.. a secondary source is a source that discusses a primary source. Your primary sources in this project are: The Alchemist and the Non-profit organization... your secondary source will be the source talking about the work done by the non-profit...  YOU will be the one connecting HOW the secondary source information supports YOUR claim/thesis- through your warrants!

Once you have found your source.. print off the article and annotate it for evidence to support your argument. Please staple this to the back of your packet.

Your due dates for the remaining elements of this project:
October 6th: Secondary article selected, printed off, and annotated.
October 10th: Business letter due- Template is located under 'current assignments' (use your extended paragraph for the body of your letter-integrating your secondary source)
October 13th: Bumper sticker and the rest of the project due at the beginning of class.

Class today: October, 3rd

1. Evaluate the two editorial articles in the context of Steps 4-6 of writing (Thesis/claim, Basic paragraph structure, extended paragraph structure).   Use the handout and the questions to guide your discussion. Talk about each article and its strengths and weaknesses. You are looking at editorials not as sources but as writing samples. What are they doing well? How can you emulate these techniques?
2. When you are done filling out the questions, staple this on top of your two articles and turn it in.

Due: Friday, October 3rd

For your Aphorism project, you have done the following things:
          - Identified an aphorism from The Alchemist 
          - Explained the meaning and the overall value addressed in The Alchemist 
          - Examined a non-profit organization and picked one that you feel that aligns with the value
            you identified in your aphorism
          - Identified 5+ specific pieces of evidence from the site that supports your argument that this specific aphorism would be an ideal message/slogan/aphorism for this non-profit..

Essentially... you have gone through steps 2-5 (and almost 6) of writing.

What is your research question?   What aphorism best represents the non-profit organization and why? 

Your Thesis:   The aphorism " ___________" best represents the ideals of ___________ non-profit because ___________________

Now... You have come up with 5+ examples from the website that support your thesis. Can you "break up the topic"? Can they be linked under a larger topics (Think step 5 of writing).. Are these examples better served as actual examples (Think step 6)?

1. THEREFORE... FOR FRIDAY...

*Please do an extended paragraph outline for your aphorism thesis (seen above)...
Outline... Fill it out.. do not write the paragraph.  You may need to revisit the website for another example(s) if possible.  Please include a brief warrant.
           I: Aphorism Thesis
                    A. Supporting point #1 (Broad point)
                                   1.  Example #1 (From website)
                                          -warrant
                                   2. Example #2 (From website)
                                         - warrant
                    B. Supporting point #2 (Broad point)
                                   1. Example #1 (From website)
                                          -warrant
                                   2. Example #2 (From website)
                                          -warrant
                   C. Supporting point #3 (Broad point)
                                 1. Example #1 (From website)
                                         - warrant
                                2. Example #2 (From website)
                                          - warrant
 T/C
 2. You will also need to bring your homework due Thursday.

Due: October 2nd (Thursday)

1. Over the day between classes refresh over the Rules of Writing (I've posted a picture on the blog for 5th hour). Also review Step 6 of Writing.
2. For class on Thursday:
                 From the 4 topics that you have already gone through steps 1-5 of writing with (travel, sophomore year, KC sports, dress code), please add STEP 6. How you would like to do this and organize this is up to you. If you want to add another page with just the examples and warrants... this is fine.. if you want to redo the extended paragraph structure.. also fine.. just clearly label each step.

                Also... from your two articles that you have printed off.. gone through and identified and examined the thesis for both.. identified and counted up the supporting points for both...  please go through again and * the examples and W the warrants that you see for each of the supporting points you have already marked.

               Bring your APHORISM project with you to class.

Cole's Rules of Writing

Due: Tuesday, September 30th

1. Go through the 2 articles from the previous class period and number the larger supporting points that are used to support the authors' thesis/claims you have already identified.  Bring these to class with you on Tuesday.
2. You will need to go through Steps 1-5 of Writing with the following topics: KC sports, sophomore year, travel, dress code. Please label each step CLEARLY. This should help you for...
3. Quiz: Steps 1-5 of Writing... Cole's Steps of Writing (except 5th hour).... and some other major skills from the past ;)

Today's class: September 26th

1. You will need to go through the following handout where you will see a writing prompt and a not-so-successful thesis attempt.
     On your own paper, I want you to do the following things.
      A. On the BAD thesis.. tell me why it is bad. Specifically point out its negative feature(s)
      B. Respond to the prompt creating an effective thesis.
      C. Tell me why your thesis is, indeed, effective. (Go through the checklist).

Here is the link to the handout: Thesis Practice

Turn this in to me when you are done.

2. If you have time, and you need to work on your aphorism project, feel free to do so.

Homework for Monday, September 29th...
1. You need to print off two articles from an online news source (CNN, NBC, WSJ, NYT).. I would go to the opinion section (for the obvious reasons) and underline/highlight what you feel to be 3their THESIS/CLAIM..  

Once you have done this...  Please do the following:
1. Identify what you think would be the opposing argument (do your best)
2. Point out the parts of the thesis/claim formula
3. Identify the parts of the thesis/claim checklist and see how it aligns.
Be ready to talk about this on Monday.  HAVE THE COPIES WITH YOU!
If you don't have a printer.. do the work.. then print once you get to school.

Today's class: Thursday, September 25th

1. Take out your Aphorism packet. Review and confirm the value you have picked for representing your aphorism choice.
2. As we move into the next stage, you need to consider the transition from step 3 of writing to step 4 of writing. You have broken down your topic to one core value, yes? Now, a thesis? What is this assignments MAJOR QUESTION? Can you come up with it?? Write the assignment's major implied question before question #7 on the assignment packet.


Knowing the major question that is being asked of you or that you are asking is a primary step before you move forward in researching..

Before you dive into your non-profit research, you need to examine VERY CLOSELY the following instructions. Take your notes out and take very careful notes on the following information. Remember, these are informational texts... remember the purpose for gathering this information

Evaluating Web Sources

Evaluating Web Pages

Now, as you can see.. you are going to be asked to do the following:
To move forward,  you will be assigned to go to Cole’s AS10 website and click on the link that leads you to the “Top 100 non-profit organizations”. Keeping in mind your aphorism, its meaning, and its core value, start examining some of the choices of organizations that you feel would align with your aphorism. Look for evidence such as: mission statements, programs offered, slogans, campaigns, descriptions, etc.

Take your time going through these sites.. use your evaluative tools for examining sites. I want you to examine, at least 5. This is primary practice for later, believe me. Use this time to familiarize yourself with this process. (Think of this as a tutorial).

When you feel comfortable with the perfect non-profit, please complete question #7 in the aphorism packet.

Due: Tuesday, September 23rd

1. Remember SCHOOL PICTURES ARE THURSDAY!!

2. 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.

Due: Monday, September 22nd

1. Writing scenario handout and practice of Steps 1-3 of Writing done.

Due: Tuesday, September 16th

1. Review notes on STEP #1 of WRITING

2. Write three separate paragraphs to three separate audiences telling of a small car accident... 

  - your parents

  - your best friend

  - your insurance company

Focus on crafting your message to the specific audience member. Remember to address them not the theatrics of the event, unless you feel it is necessary for the audience.

Questions to consider for audience awareness:
1. what do my readers know?
2. what do they NEED to know?
3. what do I need to show to my audience that I know/understand (school environment)
4. how many audiences do I have?
5. what is the best way of organizing information to present to my audience? 

Class Tuesday

I am not here today.. obviously.. Sick babies..

1. Please take out your Cornell notes on the annotation article.. make sure your name is on it and turn it into the sub. Please also write your hour on the homework, please.
2. Quiz postponed until next class period.

3. Collaborative Annotating  of a Text

Definition

Annotating text goes beyond underlining, highlighting, or making symbolic notations or codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions, and connections tied to specific sections of text.

Purpose:

Annotating text promotes student interest in reading and gives learners a focused purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant questions, and capture analytical thinking about text. Annotation also gives students a clear purpose for actively engaging with text and is driven by goals or learning target(s) of the lesson.

Through the use of collaborative annotation (annotations made by multiple individuals on the same text), learners are given the opportunity to “eavesdrop on the insights of other readers” (Wolfe & Neuwirth, 2001). Both peers and instructors can provide feedback in order to call attention to additional key ideas and details. Annotating text causes readers to process information at a deeper level and increases their ability to recall information from the text. It helps learners comprehend difficult material and engage in what Probst (1988) describes as, “dialogue with the text.”

Procedure

1.      Define the purpose for annotation based on learning target(s) and goals.  Some examples include:

a.       Locating evidence in support of a claim

b.      Identifying main idea and supporting details,

c.       Analyzing the validity of an argument or counter-argument

d.      Determining author’s purpose

e.       Giving an opinion, reacting, or reflecting

f.        Identifying character traits/motivations

g.       Summarizing and synthesizing

h.      Defining key vocabulary

i.        Identifying patterns and repetitions

j.        Making connections

k.      Making predictions

2. Partner with a classmate in close proximity to your desk. Push your desks together. Both students need to click open the following article. 

College Article

3. Using the criteria above as your guide, you will collaboratively annotate this article each on your own notebook paper. (This means that you each will be taking notes on your own paper.. two students.. two recorded notes)

4. Once you are done, organize annotations together in Cornell notes. 

5. Hmwk: Be ready for quiz..  

On your own... read the following article NY Times College and annotate and organize notes to turn in on your block day. 

Class on Monday!! Due: Tuesday, September 9th

I have gone home with a sick baby this morning. 

In class today you will be taking your annotations from the article on Friday and putting them into Cornell notes. 

Remember that it is an informational text, so ask yourself what is the most pertinent    information. 

When putting into Cornell notes, remember organization is key. What makes this information accessible to perform and produce? Create headings and sub points that are easy to read. 

1, Full/Complete Cornell notes DONE from your annotations on the annotation article assigned to you during Friday (9/5) class.
2. Review annotation information and other pertinent information that you have been taught in the last 3 weeks...  Performance time!!

If you have questions during class, go ahead and email me.. I'll do my best to get back to you quickly! 

For Monday, September 8th

Fully annotate the handout on annotations! Use the strategies covered in class. They can be found in the following links.

Annotation article

Annotating a text

Informational text

Due: Friday, September 5th

Happy Homecoming! I better see all of you walk through my doors wearing your finest BRONCO gear!!

1. Have your Socratic seminar reflection sheet done and ready to turn in!

Due: Block day (9/3, 9/4)

1. Make sure that you have read and taken Cornell notes on the Socratic handout. Remember, we are looking for OWNING knowledge versus RENTING. Go through the whole note process and you should be feeling confident about the workings of a Socratic seminar.

2. Make sure you have your 5 higher level Bloom's Alchemist questions. You will need to show these for entry into the seminar.

3. Be very familiar with the Socratic seminar scoring guide. This will be for a grade.

4. Bring your text.

Today's class: Tuesday, September 2! Happy Homecoming Week!!

1. After we have thoroughly reviewed the learning objectives of the first couple weeks, and we have been introduced to Cornell notes... 

Here comes the Socratic Seminar!!! 

Please open the "Socratic Seminar" link on the right hand side of the page. Using your new and improved note taking system, please take notes on the Socratic handout. 

With implementation of a new ACTIVE STUDY NOTE FORMAT...  here are some tips for WHAT to write down.. 

Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.

1. Never use a sentence where you can use a phrase.  Never use a phrase where you can use a word.

2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words.  However, the following should be noted exactly:

1. Formulas

2. Definitions

3. Specific facts

C. Use outline form and/or a numbering system.  Indention helps you distinguish major from minor points.

D. If you miss a statement, write key words, skip a few spaces, and get the information later.

E. Don't try to use every space on the page.  Leave room for coordinating your notes with the text after the lecture.   (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes.  Number the pages. Make a table of contents!! 

(Taken from http://www.dartmouth.edu/~acskills/handouts.html)

Due: Friday, August 29th

Whew! We have almost made it through one full, 5-day week! Your reward? Take off Monday!!

For class on Friday:
1. Have your aphorism notes
2. Bring your Alchemist text... (we will discuss format, etc.)

Due: your specific block day

1. Bring syllabus (should already be in binder)
2. Have your aphorism homework- identification through explaining relevance.
3. Share the Bloom's questions with me.
4. Quiz on The Alchemist.

All of this has been done in steps... You should have already in your binder.

Tuesday's CLASS

1. Open a Google DOC.
2. Open the doc from the following link:  DO NOT WRITE ON THIS DOC!!
http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf


3. Copy the contents of the document and paste onto your new document.
4. Using the Bloom's Action VERB link below... write 3 questions for each of the levels of Bloom's... about The Alchemist... about life.
5. When done... share this with me lara.cole@lsr7.net
Please title it Full name class hour Blooms.

Bloom's Action Verbs

Due: Monday, August 25th

1. In your notes, list 6 examples of APHORISMS that are found in The Alchemist. 

Due: August 22nd

1. Turn in your "first day ponderings" and "day 1 homework".
2. Make sure your syllabus is signed and in your binder.
3. Be ready for a quiz over the first few days information.

Due: August 21st

1. Check to double check that I have record of your summer reading assignments.
2. Look through the syllabus.. take some notes for discussion the next few days.
3. Go through the aphorism assignment. Do your best.. we will be talking about this for the next few days.