Finals Week! December 14-18th

Monday, December 14th: Wrap up Independent Oral Commentaries
Tuesday, December 15th: Praise Songs and Psalms- Readings
Wednesday/ Thursday, December 16th/17th: Socratic Seminar over first semester of AS10
December 18th: Final Exam

You may sign up for your 3rd Quarter Independent Non Fiction Oral Commentary text. Please pull from the book lists I have provided. Start with the first link.

Happy Finals Week!

Schedule: 12/9-12/18

Wednesday, December 9th- Independent Book Oral Exams- 4th Hour

Thursday, December 10th- Independent Book Oral Exams-5th Hour

Friday, December 11th- Bring your literary comparison chart finished. Make sure that 3 new questions, plus, Genesis, The Qur'an, Sundiata have all been added and examined.

Monday, December 14th- Wrap up Independent Book Oral Exams

Tuesday, December 15th- Have read Psalms 23 and 104 (pages 88-92) AND Praise Songs of Orishas (642-47)

Wednesday/Thursday, December 16th and 17th: Socratic Seminar for Final Exam review PLUS end of semester celebration

Friday, December 18th: Semester 1 Final Exam


Independent Book Oral Exam Schedule-


Wednesday, December 9th (4th Hour)
Gigi
Shay
Brandon B.
Trey
Brittany
Josh S.
Lizzie S.
Ross
Laurene
Derell
Brennon

Thursday, December 10th (5th Hour)
Zach
Amanda
Rakayla
Caleb
Noah
Aylish
Logan
Victoria
Lily
Alexander
Justin
Kyndall
Levi
Leana
Ezri

Monday, December 14th (4th and 5th Hours)
4th
Solei
Miranda C.
Morgan P.
Kalub F.
Chase
Ayaan

5th
Lizzie B.
Sean T.
Abby W.
Brenden S.
Ryanne
Bailey
Brooke

For class: December 1st

DO NOT FORGET YOUR INDEPENDENT LITERATURE PROJECT!

1. Read and take notes over the following information. 

Remarkable in their centrality and enduring appeal, sacred writings offer a uniquely revealing window into global thought, culture, and history. A familiarity with the diverse body of world scriptures/sacred texts offers you: 

• a penetrating look at how people from different traditions have viewed the cosmos, the world, and human beings;
• a grasp of the core values and beliefs of the world’s highly influential faiths;
• a deep sense of the worldview, cultural themes, perceptions, and concerns driving the societies that produced the texts;
• direct knowledge and understanding of a towering body of world literature, reflecting richly varied traditions; and
• the words and insights of some of the wisest human beings in history on the self, the mind, ethics, morality, and meaningful living. 

At their core, sacred writings take you to the essence of the world’s faiths as they give meaning and inspiration to countless millions of people around the globe. In doing so, the texts provide a significant bridge to understanding other peoples and ways of life, and an opportunity to look at our own traditions and assumptions with fresh eyes and a greatly enlarged perspective (Grant Hardy). 

Reading Sacred Texts can fall under three categories: 

1. Religious

2. Historical

3. Literary 

In your notes, place some examples of the types of discussions or analysis that would occur under each of these categories;. 

2. If you are intrigued about the study of religions in public school, click on the following: 

 ACLU- Current laws regarding religion in public schools

3. Read pages: 67-73 AND the box on page 74. Take good notes, especially on the introductory information. 

In your notes, prepare the following information: 

How can you do this? Read the book and ask questions of the text:

• What recognizable human experiences are portrayed in this text?
• What interpretation of human experience is expressed?
• Does the passage fall into one or more standard literary genres?
• What is the artistic style of the passage? What use does the passage make of literary techniques like metaphor, simile, word play, and the like?

Due: Tuesday, November 24th

1. You will need to bring to class with you ONE academic, secondary source that you would be able to implement into your argument/claim that you developed during class today.

Please utilize JSTOR through the LMC. This will be an appropriate database for this caliber of literary argument. Research wisely.

And... for the most fabulous thing I have read in the last few days...

National Emergency? Belgium Responds with Cats

DO NOT FORGET YOUR INDEPENDENT BOOK PROJECT!

Due: Friday, November 20th

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 literary analysis of the text. 

Due: Wednesday/Thursday, November 18th/19th

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.

MONDAY, November 16th

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. We did this earlier to a degree with the Ancient Greek notes/reading. 

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).

HOMEWORK: They will have a QUIZ on TUESDAY over the ANCIENT INDIA reading AND the conventions of the EPIC, ARCHETYPE and MYTH.

FRIDAY, November 13th

You will be getting together in small groups today. I WANT THEM PRODUCTIVE! Remember the 4 expectations of group work. Seriously. 

You will be gathering specific evidence. Notice you are developing on the idea that these components exist to now what is their impact and how they interact. Your notes will look like big headings and bulleted supporting conclusions with specific evidence. 

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.  Their Socratic Seminar from TUESDAY should help them. Do your best.

Homework for MONDAY: Read pages 102-111 and 120-121. Take VERY good notes. 

WEDNESDAY/THURSDAY, November 11th/12th

Ciao, e tutti! 

As I told you during class, I will be posting everything here and collecting most of it via Google Classroom. I had to post everything before I left, so find the appropriate date to help guide you. One thing builds on the next, so do it in order and do not jump ahead. Pay attention to WHEN AND WHERE things are due!
Be good! I'll miss you!

1.      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)

2.      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.

3.      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. You will need to consult the OWL to do the in text citations correctly.

4.      Focus upon BOTH your writing structure AND your thought process.

You will answer two prompts and submit them via Google Classroom.

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? 

HOMEWORK for FRIDAY:

1.       Take notes on the class website over the following content:

  

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.

AS10 HOMEWORK FOR FRIDAY-

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).

Class today: November 9th

1. Finish the archetype posters. Hang on the wall.
2. Small groups- work on EPIC conventions together. Find specific examples in Gilgamesh.
Put into notes.
3. Socratic seminar on Gilgamesh- Epic conventions AND archetypes on TUESDAY.
4. Use your time to write 5 upper level ANALYSIS questions addressing these conventions.

Due: November 9th

1. In your notes, start going through Gilgamesh with the conventions of the epic... start with the 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.

Class today: November 6th

1. Sign up for independent fiction book.. and then make sure you 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

Class today: November 2nd

Trick-or-treating lead to an ear infection in one of my five-year olds.

How did Gilgamesh go? There is a lot to dig into!
You need to partner up with a productive partner. Make sure you have your book and your notes.
You are starting to delve into the text in thorough manner. The questions I have listed below will help you start this process.

The expectations:
1. I am not just wanting you to "answer the question".
2. I am expecting you to take the question and make it into a topic/heading for your notes.
3. From this, you are to make lists of evidence and points/conclusions from the prompt. You need to be putting in textual examples in your notes, not just brief/vague references.

Questions to consider:
1. What have you learned about the history of the time period? How is it reflected in the reading? (historical context)
2.  What are the concerns of the people of the era?
3. What literary aspects do you recognize? (bring in previous literary analysis skills)
4. What about archetypes? Are you seeing any represented? How? What do they reveal about the meaning of the text?
5. What plot elements are important?

For next class period, you need to click on the "Epic Notes" link (on the right).
Get the notes on the Epic in your notes.

Due: Monday, November 2nd

1. Respond to the two questions on Google Classroom. Respond to the question completely and then at some point respond to a classmate's answer. You may add to their response. Contribute with more evidence, etc.
2. Read Gilgamesh in your literature book. Pages 32-46.
- Annotate effectively. Pay attention to the emergence of archetypes. Look to the patterns are obvious in one of the earliest pieces of literature. Think about how important this work of literature is in the works that follow.

October 28th and 29th- Archetypes!

1. In your notes, jot down some basic characteristics of the Mesopotamian/Egyptian/Hebraic eras- Meaning, how would you describe them, generally? (Your examination into historical context can help you with this)

ARCHETYPE: A repeated pattern found in art, literature, history, politics.

2. Read and take notes over the following link: Jung and Archetypes
- This is an author's personal website where he explains his research topics. This is a good introduction to Jung, the brilliant mind credited for the study of archetypes.

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

*If you are needing a more general introduction and clarity on archetypes and/or Jung:
Jung- Wikipedia
Archetype- Wikipedia
(notice.. a turn to Wikipedia for generalized information)

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?

Class today: October 26th

1. Double/triple check your annotated bibliography. Look at it against the sample annotated bibliography (but remember your work will have 3 paragraphs per annotation). Go through the checklist again. Check, again, the scoring guide.

2. Write the definition of HISTORICAL CONTEXT in your notes.

3. Open the following document. Make a copy for your drive and then close out of my copy.
You will be going through the factual aspects of Ancient Mesopotamia in order to understand their larger impact/significance. Mesopotamia Historical Context Significance Doc

Class today: October 20th

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. Continue to work on your A. Bibs. Make sure that you have thoroughly reviewed, proofed, and edited #1 before you construct #2 and #3. They are due Monday, October 26th.

3. Quiz over reading- Wednesday!

Class today: October 19th

WORD FOR THE YEAR: MEMORIZE. LIVE.
Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace. 

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

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

7. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build the subsequent 2nd and 3rd annotations.

THE FULL ANNOTATED BIBLIOGRAPHY IS DUE: OCTOBER 26TH (Google Classroom)

Rules of Writing

Some standards... Some reminders.. Some "For all that is Holy...."

Get these in your notes!

Due: Monday, October 19th

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 MONDAY- 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 "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)

2. Three separate paragraphs: 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.

Due dates for the week of October 12-15

10/12- 3 solid claims developed from the 3 prompts
10/13- 3 sources PER claim found. (Total of 9 sources).
10/15- Source document completed from the source material.
         - Aphorism project DUE (The handout, copy of annotated article, outline for business letter,                  typed business letter and bumper sticker)
10/16- No school- PD day for teachers

Class Today: October 12th

Class on Monday:

1. 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

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

This will be: 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

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

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

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

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

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

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

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

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

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

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

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

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

Class today: October 10th

1. Turn in ALL Steps of Writing. They will be stapled in REVERSE order. The final draft that illustrates effective paragraphing + everything else will be stapled ON the top (since it is the last thing we have done).

2. You will need to have a completed aphorism outline.  We will be applying this information into the block business letter format (see side writing links).  This is the template that you need to use for your aphorism project.

3. The entire aphorism project is due at the beginning of class on Thursday, October 15th.

FOR MONDAY:

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 MONDAY.

Aphorism Project- Moving forward (Due Friday, October 9th)

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 also 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, October 9th.

*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. As you start implement your backing, consult your secondary source.  This is a template.. .it may not fit EXACTLY to your needs for every point and example. Be able to adjust accordingly.

In the following structure, you need to address the COUNTER-CLAIM to your argument. Where would be the best location for its placement?

           I: Aphorism Thesis
                    A. Supporting point #1 (Broad point)
                                   1.  Example #1 (From website)
                                          -warrant
                                         - backing (secondary source)
                                   2. Example #2 (From website)
                                         - warrant
                                         - backing (secondary source)
                    B. Supporting point #2 (Broad point)
                                   1. Example #1 (From website)
                                          -warrant
                                          - backing (secondary source)
                                   2. Example #2 (From website)
                                          -warrant
                                         - backing (secondary source)
                   C. Supporting point #3 (Broad point)
                                 1. Example #1 (From website)
                                         - warrant
                                         - backing (secondary source)
                                2. Example #2 (From website)
                                          - warrant
                                         - backing (secondary source)

For class on TUESDAY, October 6th.

1. In order to be ready for the final 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 Quote Integration"
• "Integrating quotes"
• "Integrating Quotes- Tag line examples" 

Take very thorough NOTES on the above links. 

I will be introducing STEP 8 on Tuesday. After this, things will move very quickly. You will be putting these skills into play. Makes sure that your notes are accessible for you! 

For Monday, October 5th

As of Monday morning (October 5th), the following things should be done:

1. You have taken a quiz over Steps 1-6 of Writing (from 10/1).
2. You have Steps 1-7 in your notes.
3. You have completed with your BOOT CAMP TOPICS: Steps 1-5 with ALL 5 topics.
4. You have completed with 3 of your BOOT CAMP TOPICS: Steps 6 and 7 (with 3 topics).
5. You have thoroughly reviewed the 4 major types of transitions.

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

Remember: MONDAY IS "TRAVEL DAY" for Homecoming! I expect you all to be dressed in full spirit mode!

Due: September 25th

In class:

1. Thesis/Claim practice and review.
2. Google Classroom- Op.Ed. articles. Read and identify the claim/thesis for the argument. Then you will need to find the major supporting topic sentences that support the claim.
3. READ the following links on how to SUMMARIZE:
               A.How to Summarize
               B. How to Summarize a Research Article
Take GOOD notes!
4. After reading the "summarizing" information, you will go back to your google doc. and write a summary of each op.ed. piece you read and essentially outlined.

Class today: September 18th

I have a sick baby today. Therefore, today we will be having class via chrome book.

1. You should have already submitted your breaking down the topic assignments on Classroom. 

2. Remember to have added Step 4 of Writing to your 5 working topics.

3. Take VERY good notes on the following material. I will go over it on Monday.

STEP 4 of Writing: Writing a THESIS OR CLAIM. 

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

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

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

Checklist for evaluating a thesis:

1. Is the thesis/claim debatable? 

2. Does it answer an intellectual question? 

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

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

5. Is the language vivid and clear?

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

4. Review and take notes over the following links:

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

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

** Try the revise exercise at the end.

5. You will have a quiz on Monday over the Steps of Writing, purpose of communication, and anything prior is fair game. 

Step 4 will be on the quiz, but only knowledge level questions. 

Email me with any questions. 

Class today: Monday, September 14th

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

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

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

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

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

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

Due: September 14th

1. Review and take notes on the Writing to an Academic Audience link... found under "writing links".
2. In your notes, pick four of your classes that you are enrolled currently.
    a. Imagine you have been assigned a 5 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 + Bloom's taxonomy
    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.

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

Due: Friday, September 11th

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

Due: class Friday

Due: Wednesday/Thursday September 9th/10th

For Class: 
1. Review and take notes on the "annotating a text" handout.
Annotating a Text Handout
2. Review and familiarize yourself with the "informational text features". This will be to your advantage with reading textbooks/essays/articles, etc.
Informational Text Features
3. Watch the "annotating a text" video. Take notes. This will illustrate the annotating process.
Annotating a Text Video
4. Review and take notes on the "annotating IS... annotating is NOT handout.
Annotating IS... annotating is NOT


Homework:
Aphorism project.. secondary source found... annotated.. stapled to back of packet.

Due: Tuesday, September 8th

1. Complete your Socratic seminar handout. Turn in at the beginning of class on Tuesday.
2. Work on your aphorism projects.

DUE: Wednesday/Thursday
1. Examine your nonprofit website (acting as a primary source). Evaluate the evidence before you and chose SIX specific elements from the website that would act as evidence to support your argument that this aphorism is appropriate for this nonprofit.

2. You will need to research your chosen nonprofit for a secondary source (one that is critiquing or discussing the primary source). Make sure it is adhering to source requirements (4 ).

3. Print off the article and annotate it. You are looking for FIVE points made in the source that can be used to support your argument. Use a colored pen to underline and number the points. If you find counter points (ones that disagree with your argument), use a different colored pen.

4. Fill the project handout up to "now that you have identified"...

For Friday, September 4th

Be ready to go for the Socratic Seminar. Make sure that you have 5-6 higher level questions with you.. plus an annotated text.

Review very carefully the Socratic seminar handout to be familiar with the purpose of a Socratic seminar; be familiar with the guidelines of the seminar; be familiar with the differences between debate and dialogue; be familiar with the SCORING GUIDE for the seminar.

You need to understand the requirements of you as you participate in the seminar.

SOCRATIC SEMINAR HANDOUT

Class today and DUE: Wednesday/Thursday September 2nd/3rd

IN CLASS:
1. Open your Google Docs.
2. Find your summer reading assignment and open it.
3. Open a NEW document.
4. Copy BOTH assignments and place them in the NEW document. Keep your old documents, as well.
5. Label your new document with your name and class hour.
6. Open: Turnitin.com
7. Sign in to your account... OR create a new account with your school email.
8. Enter the following class:

4th Hour: 10559976
Password: bearcats

5th Hour: 10559984
Password: bearcats

9. Upload your combined summer work to the "summer reading" assignment. 

After class: 

1. Review and take notes on the "annotating a text" handout.

Annotating a Text Handout

2. Review the "informational text features" handout. This will help you look at textbooks/articles/essays with a renewed purpose.

Informational Text Features

3. Watch the "annotating a text" video. Take notes. This will take you through the process of annotating.. so you can see it in action. 

Annotating a Text Video

Homework: 
Aphorism project-
Continue with your project with answering question 6... identifying the underlying VALUE of the aphorism.
Next, you will do PART of question 7. Here is the NONPROFIT organizations link:

Top 100 Nonprofit Organizations
STOP after you have found "the one" and jotted it down on the first part of question #7. Wait on the "six specific reasons". 

Due: September 1st

1. Bloom's questions and Aphorisms
2. Aphorism packet- questions 1-6.

Assignment for Bloom's questions is located at Google Classroom.

Due: Friday, August 28th

1. Quiz- Art of Questioning, Cornell notes, previous information, and Bloom's Taxonomy

2. Read: Teaching Students to Question
    - Annotate and put into notes

3. Write 6 BLOOM's Questions addressing The Alchemist. (One for EACH LEVEL)
You do not need to have the answers.

Here are some Bloom's Question Stems to assist you in creating your questions.

Aphorisms and TONE

For class on Tuesday...

TONE: The general character or attitude of a text.

Remember.. determining TONE is a cumulative exercise.. Here are some hints at the elements to add together.

To do so... pay attention to the following elements:
          1. Diction (word choice)... What words are the characters using.. and at what times? What words does the author use to describe certain circumstances? Connotative meaning.. Denotative meaning.. Inference.. Choices.. choices.. choices.. Choices have cumulative impacts...
2.  Imagery (words and phrases that invoke the reader's senses).... How does the author describe certain scenes? Events? Imagery is used to draw in the reader so they experience the text... this, too, has a cumulative effect on tone.
3. Characterization (the manner in which a character is developed by the author).... How does the author USE his/her characters? How are they developed? How do they interact with each other?
4. Plot (the sequence of events).... WHAT happens? WHEN?  WHY? Why does a certain event happen at a certain point? Why does it follow what it does? Why does a certain event follow IT?
5. Reader response (The role of reader experiences and influence of interpretation)... How the reader responds to all of the above DOES play a role in determining TONE... is it influencing TOO much? Is the reader's response overpowering the author's intentions? Must be considered!

(I would have the above in your notes for class at the end of Tuesday, by the way)

NOW.... I want you to consider the above.. this should give you PLENTY of direction to search..

Once you have determined a full-blooded, fleshy adjective to describe TONE of The Alchemist by examining the APHORISMS.. you need to find EVIDENCE to prove your conclusion. TEXT... You will have a list of QUOTES. Remember citation... MLA.

Due: Tuesday, August 24th

1. You have just finished your first quiz. I would suggest looking back in your notes and make sure that your notes are complete... and highlight/mark the information that was covered on the quiz. Remember, we are building a foundation.

2. We have been examining the term APHORISM. (reviewing the definition.. looking at certain aphorism examples and examining their meanings..... relating to these meanings... and then identifying, on your own, an aphorism in current culture).  NOW... we are going to be looking for aphorisms in The Alchemist...

For Tuesday.. in your notes... you need to make a rather large list of aphorisms from The Alchemist. Think of it as if you are looking for treasure.. hunting and gathering. Please put a list of the quotes in your notes. Remember to have citation in your notes (it will help you also find them later).

"Aphorism direct quote from the text" (Coelho 34).

To give you a place to start looking...  Think of how aphorisms are used? They express a truth about life. Who does this in the book? Who functions in this capacity. Who infers meaning to us the reader? They act as instruction... When are we instructed? When is Santiago?

Aphorisms and The Alchemist

Today you will be working collectively to review and discuss today's homework. On Thursday you were introduced to APHORISMS... (plus a lot more enlightening things). Today, I would like you to talk through the homework assignment as a group. This should be a fantastic discussion about education.. aphorisms.. possibly, connections to The Alchemist, etc.

As you go through these questions... you are expected to supplement your already constructed notes. ADD to them!

After your discussion, you will be using the reply section of this post as an electronic discussion board/collection of group notes.  EACH GROUP will need to report on their findings of their group discussion. Thoughts... findings... questions...  Please list the group members at the beginning of the post. The more thorough you are in your reporting... the better grade your group will receive. Yep.. GRADE. The notes are due by the end of class.

REVISED: Alchemist Aphorism discussion- Hour 4
Alchemist Aphorism discussion- Hour 5

Next, EACH STUDENT will have to REPLY to the group notes by commenting on what they have learned from reading the other groups' posts. These can be further questions... additions... different directions. You are expected to read EACH GROUPS' findings... reply to TWO.  The replies are due by Monday morning.

Keep the notes neat! Label your responses and group notes, clearly.

Homework for August 21, 2015

1. Wrap up your First Day Ponderings, if you have not done so already. I will collect them on Friday at the beginning of class.

2. Aphorism homework is also due at the beginning of class on Friday.

Schedule- Final Presentations

Remember: Your digital presentation is due to me by 11:59 PM TONIGHT!
Your prep journal is due day of your presentation. You also need to be dressed in business attire for your presentation.

Thursday:
1st Hour-                       7th hour-
Kira                                Ike        Jessica
Katie                              Mike
Maggie                          Halle
Ethan                             Claire
Natasha                         Parker

Friday: 
1st Hour-                        5th-                         7th-
Rylie                              Garrett                     Maddy         Daniel
Morgan                          Molly                       Isabel           Nia
Tanner                            Rachel                     Sully            Zach
Ashton                            Caroline                 Miriam          Natalie
Will                                Aimee                     Divine
Tye                                 Deion                      Ben
Dawson                          Alex K                    Clarisse
Connor                           Liz B..                      Kylea
Hannah                           Xander                    Davis
Gabby                             Kirsten                    Brice
Sam                                                               Hannah
Dennis
Kiara
Kyle

Wednesday:
5th-
Alex O.
Alexa
Chelsey
Nathan

Brave New World- Title Study

We have just finished reading Shakespeare's The Taming of the Shrew. Shakespeare famously captures the interaction of man with his/her society, but often comments upon how this interaction is in ways that are unexpected or rejected by this same society.

Huxley takes his title from Shakespeare's last play, The Tempest. Click on the following link to read up a bit on the context from which the line was pulled and how it fits into the text you have read.

Huxley and Shakespeare


After you have reviewed the primary text from where Huxley pulls his title, read the essay on Huxley and Shakespeare. This is a sample of an advanced literary argument, similar to what you are constructing for your presentation. You can see how Meckier develops a broad argument and examines multiple works.

Shakespeare and Aldous Huxley

AS10 Final project

AS10 Final Presentation


PRESENTATION INSTRUCTION:

1. Maximum 5 minutes in length. I will cut you off at 5... or before if you are brutalizing the audience. 

2. A digital, visual aide.  PowerPoint/Google Slides is fine. However, you will need to review the essay, "Death by PowerPoint" before you present. 

http://commons.gc.cuny.edu/wiki/images/Death-by-powerpoint.pdf

PowerPoint structure-

http://www.bates.edu/ils/2011/how-do-i/software/powerpoint-presentation-tips/

Presentation tips-

http://www.dartmouth.edu/~library/biomed/guides/powerpoint.html?mswitch-redir=classic

http://www.cob.sjsu.edu/splane_m/presentationtips.htm

How to prepare and deliver a presentation... (Learn it. Live it)

Sample presentations... the good.. the bad... the ugly

What not to do.. what to do..presentation video

Spot the errors... presentation video

Class today- May 12th

1. Write down the questions on the board. These 10 questions are designed to help you go through the first few chapters of Brave New World. Start going through these questions in your notes.

2. Finish the class work from Monday, if you have not done so yet.

3. Read up to 122 in Brave New World by Thursday.

Starting our adventure into Brave New World

We are getting started with Aldous Huxley's Brave New World today.
This book is outstanding!! In order to dive in with the right mindset we need to consider our current mindset.. Therefore, read through the following questions; think about where you stand on the issue presented; then explain why and how you think about the issue.

How do I think? Questions

When you are done, we are going to examine Aldous Huxley's world. With Brave New World, we are going to be considering New Historicism and Marxism schools of theory (as well as the rest we have learned). As you read through the following link, have your literary theory questions out and look through them as you are also reading the background information on Huxley and his world.

Huxley's World and Background Notes

Brave New World Reading Schedule:
May 11th: 1-29
May 12th: 30-78
May 14th: 79-122
May 15th: 123-152
May 18th: 153-197
May 19th: 198-229
May 21st: 229-259 (Finish the book)

For class: Monday, May 11th

Great job on Friday in your Socratic seminar addressing The Taming of the Shrew! I have thoroughly loved watching you develop as thinkers and readers!

For Monday:
1. Pick one school of literary theory (avoid historical and biographical). Pick one question from this school and ask it of Taming. Make sure that it focuses upon the text. (Steps 1-2 of Writing)
2. Break down the issue that the question addresses to a manageable size (and specific). (Step 3 of Writing)
3. Answer the question as an arguable/analytic thesis. (Step 4 of Writing)
4. Construct a thorough outline supporting this thesis as if you were writing a full paper (Steps 5-6 of Writing). Be as clear and specific as possible. Make sure your focus is the text of Taming versus peripheral issues.

Have this all typed up for class on Monday.

Brave New World Reading Schedule PLUS Finals Schedule

Brave New World reading schedule: 
May 11th: 1-29
May 12th: 30-78
May 14th: 79-122
May 15th: 123-152
May 18th: 153-197
May 19th: 198-229
May 21st: 229-259 (Finish the book)

Finals Schedule:
May 22nd: 7th hour FINAL
May 26th:
May 27th: 1st and 5th hours FINAL

For class: Thursday, May 7th

The 8 discussion questions that have been on the board in help your analysis of the play:
1. How is Kate portrayed in her first appearance? What characteristics is she given?
2. How does Bianca contrast to Kate? Why is she created in this manner? why does Shakespeare create this distance in characterization?
3. How are Kate and Petruchio similar/ How are they different?
4. What is Shakespeare saying about marriage? Gender?
5. How does Petruchio "woo" Kate? Why is she susceptible to his methods? What does this tell us?
6. What connections can you make to the induction? How do these two plots align?
7. What influences of Greek comedy can you see in Taming of the Shrew? 
8. What does Taming say about "maleness"? About "femaleness"? How does the play, then, argue against this?

Please go through these thoroughly with the text for Thursday.
Be ready for a reading quiz and Socratic seminar.

Taming of the Shrew Discussion Questions

Induction and Act 1

1.	The Induction portrays role-playing. Who acts the part of whom? Why? How does such role-playing address issues of gender and class? What effects might these representations have on the play?
2.	From the outset, we learn from Bianca's suitors that Katherine is the less desirable of the two sisters. Examine and question this claim. How are Biance and Katherine different? What makes Katherine rather than Bianca the shrew?

Acts 2 and 3

1.	How does Petruchio "tame" Kate? Consider how he seems to define their roles. How does his behavior juxtapose with Kate's?
2.	How does Katherine act in the scenes where she says little or nothing? For example, in Act 2, scene 1, how does Katherine behave when Petruchio reports on his success in wooing Kate and in their plans for marriage? Because the text provides little explanation, you must decide how she would act based on your interpretation of her character from previous scenes.

Act 4

1.	How is Petruchio's masculinity represented? Examine his treatment of servants, Kate, etc. Question #1 from Acts 2 and 3 is still relevant here.
2.	Many critics mark the sun/moon scene in the road to Padua (scene 5) as the turning point in the play which indicates Kate's taming. What is different about this scene? If she is tamed, what is she submitting to? Is it really a "submission," or can it be interpreted in other ways?

Act 5

1.	Analyze Kate's final speech. Is she sincere or ironic? Should we take her at her word? Or should we imagine a gap between what she says and what she means? Does the context of her words change their meanings? What are different possibilities in performing this scene?
2.	What happens to the power dynamics in this scene–between mem and men, women and women, men and women? - Professor Boyer

Class the next few days: April 28-May 1

1. EOC testing will take place on Thursday, April 30th (Multiple Choice) and Friday, May 1st (Writing).

• Before THURSDAY review the literary terms and the list of concepts addressed on the EOC. Refresh on parallelism, tone, mood, juxtaposition, inferences, symbolism, theme. 
• Remember: to help you answer questions about WRITING... think like a READER. To answer questions about READING.... think like a WRITER. 
• Before FRIDAY, review the narrative outline structure. Also review your transitions list

2. Taming of the Shrew for MONDAY- 

• Pick 2 questions from each of the following schools of literary theory: Formalism, Marxism, Archetypal, Feminism, Psychoanalytic. 
• Apply each of these questions to the first 2 acts of Taming. Put your findings in your notes. Leave some space for following acts. 
• Once you are done with this... and only after you have completed the questions... start reading Acts 3-4. You should have a much more comprehensive view of the play as you move forward. Still apply these question as you read.. add to your notes. You will be able to balance the bigger picture of the play once stopping after act 2 and building a strong literary foundation to move forward.

3. Socratic seminar on MONDAY. 

Class today: April 20th

I have a sick little bug at home..
Please open the following PowerPoint. Read through and take very careful notes.
Shakespeare Intro PowerPoint
This needs to be done for tomorrow.

You need to make sure that all of your EOC practice that you have been assigned through USA Test Prep has also been completed.

EOC TEST PREP- 4/17

Today we are going to do a FULL TEST...
Go to http://www.usatestprep.com/Home
Click on EOC, English II
Click on take practice test...
Take FULL test!

After your Greek Tragedy/Aristotle Test- 4/16

After you are done with your test, please click on the USA TEST PREP link: USA TEST PREP

1. Go to "assignments" tab. You will see practice for 4/16. You will need to complete these practice activities. These are areas that we are showing weakness. They report back to me, remember?

You will have until 4/18 to complete.

Scoring guide for Oedipus Rex presentation!

Oedipus Stasimon Scoring Guide 

1. Toga J  (5)                              _____

2. Clarity in presentation (10)      _____

-          Annunciation and pronunciation is clear and accurate!

-          Audible

3. Rehearsed  (10)                       _____

-          Appropriate pauses and emphasis

-          Look at audience

-          Demonstrate comfort with the stasimon 

-     Organized 

4. Comprehension (10)                _____

-          Reflect tone of stasimon in oral reading AND explanation 

-     Understands the structure of the stasimon and its relationship to meaning 

-          Demonstrate understanding of the stasimon with context to entire play 

5. Significant structural/ Tragic elements (10)         ______

-          Identify a minimum three specific tragic elements from stasimon (direct quotes)

-     Show analysis of how the structure of the stasimon interacts with the tragedy structure

-          Explain the significance of the quotes to the overall stasimon and text

6. Poetic value (10)                      ______

-          Identify a minimum of three specific poetic elements (beyond tragedy/tone) from stasimon (direct quotes)

-     Show analysis of how the poetic elements impact the meaning of the stasimon/play

-          Explain how the quotes demonstrate certain specific poetic elements

Stasimon Assignment: April 6th

1. You will be partnered with a classmate for this assignment.
2. On Thursday you will be performing a reading of the stasimon with your partner. After you are done reading the stasimon, you will break the stasimon down for your classmates. You are going to teach it.
3. Today (Monday), you will do a close reading of your assigned stasimon. While you are scrutinizing it, look for/ be able to explain/do the following:

• Be able to summarize the different structural components of the stasimon.
• Be able to identify and explain the historical/cultural allusions that Sophocles mentions within this stasimon (research)
• Be able to identify poetic/literary devices used within the stasimon and explain their significance to the overall chorus/play.. For example- tone, symbolism, theme, mood, allusions, deus ex machina, any Aristotelian conventions of tragedy
• Be able to explain the relevance/context of his stasimon to the entire play
• Be able to explain how this specific stasimon works into the Aristotelian definition of tragedy.

4. Have the above done before Tuesday... on Tuesday, you will be meeting/discussion/planning with your partner in how you will present on Thursday. Tuesday will be more about the presentation than the content.

5. Figure out how to appropriately tie a toga. Yes, I am fully aware of the history of togas.. this is not for historical accuracy.. this is more for my entertainment..
Toga History

Kommos: Kommos Wiki