Friday, January 15, 2010
English 11 Crucible Research was due on Tuesday
Crucible research assignment done in class over the last week was due on Tuesday, January 12 . They will not be accepted any later than Monday, January 18.
English 9
Stereotype Essay due on Thursday, January 14 (3rd/7th). If not completed in class, these will not be accepted any later than Monday, January 18.
Stereotype Essay Assignment
Topic: Think about a stereotype that you think people might try to apply to you. Maybe they categorize you as a dumb blonde, jock, nerd, redneck, cheerleader, geek, gamer, farmboy, teacher’s pet, class clown, slacker, goth, etc. . You may choose one of these or come up with any other that you can think of that you believe people may try to apply to you.
Using the following organization, write a first draft of an essay which shows how this stereotype does not apply to you.
Paragraph One/Lead: Write a snapshot of the stereotype.
Paragraph Two: Explain what stereotype people apply to you and give details about why you believe people apply it to you.
Paragraph Three: Explain what the positive aspects of being associated with this particular group are. What misconceptions or wrong assumptions do people make about the group?
Paragraph Four: How are you more than this stereotype? What are the positive things about you that people miss if they categorize you in only this one group?
Paragraph Five/Conclusion: Answer “so what?” Does it matter that people use this stereotype about you? You can answer this personally explaining how it hurts you, doesn’t bother you, etc. You can answer whether you believe that this stereotype even exists or how you feel about stereotypes in general.
Example Snapshot of “Teacher stereotype” for Paragraph One/Lead. In thinking about your own lead, try to exaggerate the characteristics of the stereotype that you’re describing as in the example below.
Chalkdust flies from her denim jumper as she swishes by a desk. Turning her head towards a raised hand, her black glasses slide down her nose and rest just before the pointed tip, eyes peering over the frames like a startled bird. Without batting an eyelash, she stalks to the questioning student and towers over him with the air of a hawk ready to pounce on its prey. The cowering boy squeaks out his need and bows his head hurriedly over the rumpled paper at his desk. No longer intimidating teenagers, she ambles to the front of the classroom, straightening desk rows and collecting gum as she goes. In spite of the room’s warmth, she wears a sweater bedazzled with school busses and ripe red apples, and with obvious delight the classroom warden announces, “Pop quiz!”
FCA's
1. snapshot lead
2. magic 3
3. hyphenated modifier
4. Use of correct capitalization
Stereotype Essay Assignment
Topic: Think about a stereotype that you think people might try to apply to you. Maybe they categorize you as a dumb blonde, jock, nerd, redneck, cheerleader, geek, gamer, farmboy, teacher’s pet, class clown, slacker, goth, etc. . You may choose one of these or come up with any other that you can think of that you believe people may try to apply to you.
Using the following organization, write a first draft of an essay which shows how this stereotype does not apply to you.
Paragraph One/Lead: Write a snapshot of the stereotype.
Paragraph Two: Explain what stereotype people apply to you and give details about why you believe people apply it to you.
Paragraph Three: Explain what the positive aspects of being associated with this particular group are. What misconceptions or wrong assumptions do people make about the group?
Paragraph Four: How are you more than this stereotype? What are the positive things about you that people miss if they categorize you in only this one group?
Paragraph Five/Conclusion: Answer “so what?” Does it matter that people use this stereotype about you? You can answer this personally explaining how it hurts you, doesn’t bother you, etc. You can answer whether you believe that this stereotype even exists or how you feel about stereotypes in general.
Example Snapshot of “Teacher stereotype” for Paragraph One/Lead. In thinking about your own lead, try to exaggerate the characteristics of the stereotype that you’re describing as in the example below.
Chalkdust flies from her denim jumper as she swishes by a desk. Turning her head towards a raised hand, her black glasses slide down her nose and rest just before the pointed tip, eyes peering over the frames like a startled bird. Without batting an eyelash, she stalks to the questioning student and towers over him with the air of a hawk ready to pounce on its prey. The cowering boy squeaks out his need and bows his head hurriedly over the rumpled paper at his desk. No longer intimidating teenagers, she ambles to the front of the classroom, straightening desk rows and collecting gum as she goes. In spite of the room’s warmth, she wears a sweater bedazzled with school busses and ripe red apples, and with obvious delight the classroom warden announces, “Pop quiz!”
FCA's
1. snapshot lead
2. magic 3
3. hyphenated modifier
4. Use of correct capitalization
Monday, January 4, 2010
English 11
1. Portfolios are due on January 15.
2. Crucible research assignment is due at the end of class on Friday. This assignment is being worked on each day in class this week.
2. Crucible research assignment is due at the end of class on Friday. This assignment is being worked on each day in class this week.
English 9/Literature Circle Journals
Lit Circles are on Friday, January 8. Five journals are due on Friday after the lit circle discussion.
Monday, December 7, 2009
English 9-Lit Circle Assignment-Due on Wednesday, December 9
Literature Circle Assignment-Each group has selected page numbers to be completed for Wednesday.
Date Given: December 1 Dates Due: Dec. 9 _________
Dec. 17 _________
Jan. 6 __________
Directions:
1. Each student has selected a book for participation in the literature circle.
2. Each group reading the same book will meet and determine the number pages to read for the due dates listed above. Students should write to what page they need to read beside each date.
3. Students are to read the pages determined by his/her group and complete their journals choosing questions from the attached page to answer. Each journal entry should average one page.
4. Students need to complete five journal entries for each time their literature circle meets. This will be a total of 15 entries by January 6. These entries are the only ones that will be collected this six weeks. Students do not need to write additional journals for independent reading for the third six weeks.
Options
Students have selected individual books from multiple choices provided in class.
Grading Criteria
1. Journals are worth 50 points total and will be collected following each literature circle discussion. They will be graded on whether they answer one of the attached questions specifically and thoughtfully. Spelling and grammar will not be scored on the journals. Their intention is to show reflection about what has been read.
2. Students will also score each other on their participation in the literature circle. This will include whether their classmates came prepared, talked seriously during the discussion, and were attentive to classmates.
Supplies/Resources
Students should have novels and journals in class each day and in the literature circle.
Literature Circle Journal Response Choices
Write an entry about any of the following topics in your journal. Remember, you have five journal entries due for each literature circle meeting. You may repeat questions if you have different answers based on wher you are in the book.
1. Describe your feelings about the characters. Use specific examples from the book to explain yourself.
2. Copy down an excerpt from the book and explain why you think it’s meaningful.
3. Describe your favorite part. Explain your response.
4. Tell how you would react if you were one of the characters in the story.
5. Describe a part of the book that surprised you and explain why.
6. Does the author use any strong imagery in the story (similes, metaphors, etc)? Give examples.
7. Do any of the characters change in the story? what causes them to change?
8. Would you like to read something else by this author? Why or why not?
9. How are you different from one of the characters? Explain.
10. How might the story be different if it had happened somewhere else or in a different time period?
11. Was there a character you didn’t like? Why?
12. What was the theme or the author’s message? What events helped you figure this out?
13. What’s the best part of the story (so far)?
14. Develop your own questions based on one of the following starts, and then answer it…
What if….?
How did…?
What caused…
How would you feel if you…?
Why do you think…?
Why did…?
What would happen if…?
What might…?
What character traits describe _________________?
Why is…?
Date Given: December 1 Dates Due: Dec. 9 _________
Dec. 17 _________
Jan. 6 __________
Directions:
1. Each student has selected a book for participation in the literature circle.
2. Each group reading the same book will meet and determine the number pages to read for the due dates listed above. Students should write to what page they need to read beside each date.
3. Students are to read the pages determined by his/her group and complete their journals choosing questions from the attached page to answer. Each journal entry should average one page.
4. Students need to complete five journal entries for each time their literature circle meets. This will be a total of 15 entries by January 6. These entries are the only ones that will be collected this six weeks. Students do not need to write additional journals for independent reading for the third six weeks.
Options
Students have selected individual books from multiple choices provided in class.
Grading Criteria
1. Journals are worth 50 points total and will be collected following each literature circle discussion. They will be graded on whether they answer one of the attached questions specifically and thoughtfully. Spelling and grammar will not be scored on the journals. Their intention is to show reflection about what has been read.
2. Students will also score each other on their participation in the literature circle. This will include whether their classmates came prepared, talked seriously during the discussion, and were attentive to classmates.
Supplies/Resources
Students should have novels and journals in class each day and in the literature circle.
Literature Circle Journal Response Choices
Write an entry about any of the following topics in your journal. Remember, you have five journal entries due for each literature circle meeting. You may repeat questions if you have different answers based on wher you are in the book.
1. Describe your feelings about the characters. Use specific examples from the book to explain yourself.
2. Copy down an excerpt from the book and explain why you think it’s meaningful.
3. Describe your favorite part. Explain your response.
4. Tell how you would react if you were one of the characters in the story.
5. Describe a part of the book that surprised you and explain why.
6. Does the author use any strong imagery in the story (similes, metaphors, etc)? Give examples.
7. Do any of the characters change in the story? what causes them to change?
8. Would you like to read something else by this author? Why or why not?
9. How are you different from one of the characters? Explain.
10. How might the story be different if it had happened somewhere else or in a different time period?
11. Was there a character you didn’t like? Why?
12. What was the theme or the author’s message? What events helped you figure this out?
13. What’s the best part of the story (so far)?
14. Develop your own questions based on one of the following starts, and then answer it…
What if….?
How did…?
What caused…
How would you feel if you…?
Why do you think…?
Why did…?
What would happen if…?
What might…?
What character traits describe _________________?
Why is…?
Friday, November 6, 2009
English 9 Life Journey Map Reminder/Response Journals
Life Journey Maps are due on Monday, November 9.
Response Journals are due on Monday, November 23
Response Journals are due on Monday, November 23
AP Definition of tragedy
“A tragedy, then, is the imitation of an action that is serious and also, as having magnitude, complete in itself; in language with pleasurable accessories, each kind brought in separately in the parts of the work; in a dramatic, not in a narrative form; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions.” (Imgram Bywater: 35).
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