Finish reading All My Sons over winter break. We'll discuss the play on Monday, January 4 and take the multiple choice final exam on Tuesday, January 5.
Then on Wednesday, January 6 we'll start reading Shakespeare's MacBeth.
Friday, December 18, 2009
Sunday, December 6, 2009
My son's accident
If you haven’t heard yet, my son Joe was in a car accident on Thursday night and broke his neck. We are hoping that he will have surgery tomorrow (Monday), and if that goes well, the recovery should take a relatively short period of time. In fact, I hope to make it to school for Tuesday’s classes.
Our class is in good shape to finish everything the other Enriched 10 classes are planning to finish this semester. In fact, when I met with the other two Enriched 10 teachers last week, I realized that we have a few days to spare. I was only planning on showing you part of the film I am Legend to compare and contrast to The Road. Regular 10 students really enjoyed that lesson because the parallels are very interesting. Anyway, since we have a few days to spare, I've been able to work in the entire film for Monday and Tuesday this week.
My friend Mrs. Gens, who was an EHS teacher for 30 years, will be coming in for me tomorrow.
On Wednesday we are having our PLAN test debrief, and then I will start some mini-lessons to get you prepared to do well on the "English Language" portion of the ACT test since 80% of you will use the ACT as your college entrance exam.
Then on Thursday we will continue with our discussion of The Road, so have the book finished by then. That gives you a little extra time as compared to the previous reading schedule.
Our class is in good shape to finish everything the other Enriched 10 classes are planning to finish this semester. In fact, when I met with the other two Enriched 10 teachers last week, I realized that we have a few days to spare. I was only planning on showing you part of the film I am Legend to compare and contrast to The Road. Regular 10 students really enjoyed that lesson because the parallels are very interesting. Anyway, since we have a few days to spare, I've been able to work in the entire film for Monday and Tuesday this week.
My friend Mrs. Gens, who was an EHS teacher for 30 years, will be coming in for me tomorrow.
On Wednesday we are having our PLAN test debrief, and then I will start some mini-lessons to get you prepared to do well on the "English Language" portion of the ACT test since 80% of you will use the ACT as your college entrance exam.
Then on Thursday we will continue with our discussion of The Road, so have the book finished by then. That gives you a little extra time as compared to the previous reading schedule.
Sunday, November 29, 2009
The Road Reading and Test Schedule
The date indicates the due date for the reading selection. Be prepared for pop quizzes.
Monday, Nov. 30: pages 1 to 77
Tuesday, Dec. 1: pages 77-102
Wednesday, Dec. 2: pages 102-129
Thursday, Dec. 3: pages 129-161
Friday, Dec. 4: pages 161-191
Monday, Dec. 7: pages 191-231
Tuesday, Dec. 8: pages 231-256
Wednesday, Dec. 9: pages 256-287
Thursday, Dec. 10: final book exam
Tuesday, Dec. 15: vocabulary test
Monday, Nov. 30: pages 1 to 77
Tuesday, Dec. 1: pages 77-102
Wednesday, Dec. 2: pages 102-129
Thursday, Dec. 3: pages 129-161
Friday, Dec. 4: pages 161-191
Monday, Dec. 7: pages 191-231
Tuesday, Dec. 8: pages 231-256
Wednesday, Dec. 9: pages 256-287
Thursday, Dec. 10: final book exam
Tuesday, Dec. 15: vocabulary test
Friday, November 20, 2009
Monomyth Peer Review
Read your story aloud to your group while all group members write feedback for you on a loose leaf piece of paper.
The feedback sheet should include a sketch of the monomyth cycle with examples that listeners hear during the reading. For example, if you hear an elixir in the story, write the specific elixir on your monomyth sketch. The author will be able to tell from the monomyth sketches received if he or she has adequately covered the monomyth. A chart with few details suggests that additions need to be made to the story over break.
On feedback sheets, listeners also need to write two questions that they have about the story. Often those questions suggest an area where the story needs additional information.
Listeners should also write two positive comments about the story to keep the author motivated to finish the story over break.
Writing Tips
Tips for Better Academic Essays
Many of these tips do NOT apply to your monomyth.
The following tips were influenced by common errors on the first three, typed papers that you completed for Enriched English 10. Some students have committed the errors on two or three of the essays even though I commented on those errors in the past. Read my comments carefully so that those errors do not continue to influence your grade.
• Your essay needs a creative title. Using the title of the novel, play, or short story is not okay.
• Make sure you get the title of the book being discussed correct. Look at the cover of the book. Underline book titles and capitalize important words of the title.
• Include the author when discussing the title the first time you mention the book.
• Don’t use numerals for numbers under 10. You have to write them out.
• Your body paragraphs need topic sentences that are tied to your provable thesis statement.
• Your paragraphs need summary sentences and transitions.
• In the conclusion make a connection to the world and the significance of the text.
• You should focus on ANALYSIS instead of on retelling the plot.
• Speaking of analysis, your quotes need to advance your analysis, not prove plot. The explanation of your quotes has to include DISCUSSION—what is the author SAYING? What’s the message? What’s the point? Why is this significant? SO WHAT? You need to take the theme that you are proving to a deeper level.
• Never, EVER, EVER use “I” in a paper (I believe, I think, In my opinion). Just make your claims directly. You can’t write in the second person either. Every time you write, “you,” replace it with “Jackie Roehl” and see if it makes sense. It won’t. Write in the third person ONLY.
• Don’t start or end a body paragraph with a quote. Quotes need to be discussed and used as proof of your argument and to further your analysis.
• Make sure you write the correct genre distinction—novel, play, epic poem (The Odyssey), etc.
• It’s/its. Of/have. Your/you’re. Witch/Which. They’re/There/Their. Whether/Weather. To/Too. Then/Than. Make sure you know the differences. Don’t rely on spell check.
• Don’t forget your friend the apostrophe, but ignore him when he’s not needed.
• Don’t include long quotes in your paper—use only what’s necessary.
• Refer to authors by their last names after you first mention them.
• Double space your paper and also follow the MLA format for internal documentation and works cited.
• Avoid vague pronouns.
• Don’t say things like, “This shows,” or “That is important.” Say what “this” and “that” are.
• Don’t misspell character names. It makes me think you haven’t read the book. And while you’re at it, don’t misspell the AUTHOR’S name. That one’s on the cover of the book.
• Don’t pose questions—the purpose of the paper is to ANSWER questions, not pose them.
• Work on improving your use of active voice. At the very least, don’t use it is, there are, it was, etc.
• Punctuate carefully. Don’t follow Cormac McCarthy’s rules. We’ve spent class time on commas with coordinating conjunctions, subordinating conjunctions, and adjective clauses, so you should have notes in your notebook on avoiding those comma errors. If you do not understand your punctuation errors, especially if you are writing a lot of run-on sentences, see me or visit The Writer’s Block—EHS’s Writing Center just across the hall from our classroom.
• Start examining your pronoun use. Make sure that your pronoun reference is clear and that your pronouns agree in number with each other. Indefinite pronouns like everyone and somebody may seem plural, but they are singular, so you cannot use they with those pronouns.
Many of these tips do NOT apply to your monomyth.
The following tips were influenced by common errors on the first three, typed papers that you completed for Enriched English 10. Some students have committed the errors on two or three of the essays even though I commented on those errors in the past. Read my comments carefully so that those errors do not continue to influence your grade.
• Your essay needs a creative title. Using the title of the novel, play, or short story is not okay.
• Make sure you get the title of the book being discussed correct. Look at the cover of the book. Underline book titles and capitalize important words of the title.
• Include the author when discussing the title the first time you mention the book.
• Don’t use numerals for numbers under 10. You have to write them out.
• Your body paragraphs need topic sentences that are tied to your provable thesis statement.
• Your paragraphs need summary sentences and transitions.
• In the conclusion make a connection to the world and the significance of the text.
• You should focus on ANALYSIS instead of on retelling the plot.
• Speaking of analysis, your quotes need to advance your analysis, not prove plot. The explanation of your quotes has to include DISCUSSION—what is the author SAYING? What’s the message? What’s the point? Why is this significant? SO WHAT? You need to take the theme that you are proving to a deeper level.
• Never, EVER, EVER use “I” in a paper (I believe, I think, In my opinion). Just make your claims directly. You can’t write in the second person either. Every time you write, “you,” replace it with “Jackie Roehl” and see if it makes sense. It won’t. Write in the third person ONLY.
• Don’t start or end a body paragraph with a quote. Quotes need to be discussed and used as proof of your argument and to further your analysis.
• Make sure you write the correct genre distinction—novel, play, epic poem (The Odyssey), etc.
• It’s/its. Of/have. Your/you’re. Witch/Which. They’re/There/Their. Whether/Weather. To/Too. Then/Than. Make sure you know the differences. Don’t rely on spell check.
• Don’t forget your friend the apostrophe, but ignore him when he’s not needed.
• Don’t include long quotes in your paper—use only what’s necessary.
• Refer to authors by their last names after you first mention them.
• Double space your paper and also follow the MLA format for internal documentation and works cited.
• Avoid vague pronouns.
• Don’t say things like, “This shows,” or “That is important.” Say what “this” and “that” are.
• Don’t misspell character names. It makes me think you haven’t read the book. And while you’re at it, don’t misspell the AUTHOR’S name. That one’s on the cover of the book.
• Don’t pose questions—the purpose of the paper is to ANSWER questions, not pose them.
• Work on improving your use of active voice. At the very least, don’t use it is, there are, it was, etc.
• Punctuate carefully. Don’t follow Cormac McCarthy’s rules. We’ve spent class time on commas with coordinating conjunctions, subordinating conjunctions, and adjective clauses, so you should have notes in your notebook on avoiding those comma errors. If you do not understand your punctuation errors, especially if you are writing a lot of run-on sentences, see me or visit The Writer’s Block—EHS’s Writing Center just across the hall from our classroom.
• Start examining your pronoun use. Make sure that your pronoun reference is clear and that your pronouns agree in number with each other. Indefinite pronouns like everyone and somebody may seem plural, but they are singular, so you cannot use they with those pronouns.
Monday, November 16, 2009
McCarthy Passage
“He rode back alone with the smell of her perfume on his shirt. The horses were still tied and standing at the edge of the barn but he could not find Rawlins or Roberto. When he untied his horse the other two tossed their heads and whinnied softly to go. Cars were starting up in the yard and groups of people were moving along the road and he untracted the greenbroke horse out from the lights and into the road before mounting up. A mile from the town a car passed full of young men and they were going fast and he reined the horse to the side of the road and the horse skittered and danced in the glare of the headlights and as they passed they called out at him and someone threw an empty beer can. The horse reared and pitched and kicked out and he held it under him and talked to it as if nothing at all had happened and after a while they went on again. The boil of dust the car had left lay before them down the narrow straight as far as he could see roiling slowly in the starlight like something enormous uncoiling out of the earth. He thought the horse had handled itself well and as he rode he told it so” (McCarthy 124-125).
Upcoming Events
Tuesday, November 17
All the Pretty Horses Final exam--25 scantron questions and one close reading passage
Thursday, November 19
Vocabulary Test
Friday, November 20
Sharing original monomyth stories--at the very least have a typed draft of 10 pages, double spaced to read to your group.
If you are completely finished with your original monomyth, you may turn it in on Friday. These stories will be the first ones that I read. If you want to polish up the story over Thanksgiving week, I have added a window to this assignment too.
Tuesday, December 1 at 3:10 p.m.
Last day to turn in original monomyth for full credit.
All the Pretty Horses Final exam--25 scantron questions and one close reading passage
Thursday, November 19
Vocabulary Test
Friday, November 20
Sharing original monomyth stories--at the very least have a typed draft of 10 pages, double spaced to read to your group.
If you are completely finished with your original monomyth, you may turn it in on Friday. These stories will be the first ones that I read. If you want to polish up the story over Thanksgiving week, I have added a window to this assignment too.
Tuesday, December 1 at 3:10 p.m.
Last day to turn in original monomyth for full credit.
Monday, November 9, 2009
Literary Devices
When speaking and writing about literature, you should employ the vocabulary of the discipline to discuss the effects of an author's style on the reader.
To view a list of literary devices to use when analyzing literature, click here.
To view a list of literary devices to use when analyzing literature, click here.
Tuesday, November 3, 2009
TWIST Passages for Tuesday, Nov. 4
Today in class, students completed a close reading of three passages in All the Pretty Horses, completing a TWIST for each on a page in their notebooks.
Here are the directions:
Read through all of these passages in pages 1-30, and then choose the three that you think are the most ripe for analysis. Make notes on each step of the TWIST process in your notebook for each of the three passages.
Most of the passages are a single paragraph, but there are a couple of exceptions.
“The candleflame and the image of the candleflame...” through “That was not sleeping” (3).
“As he turned to go he heard the train” through “Then he turned and went back to the house” (3-4).
“In the evening he saddled his horse and rode out west...” through “...like a grail the sum of their secular and transitory and violent lives” (5).
“There was an old horseskull in the brush...” through “and they would always be so and never be otherwise” (6).
“The room smelled of cigarsmoke” through “The clock struck eleven in the front room across the hall” (11).
“He walked down to South Concho Street” through “Yessir, he said” (14).
“She put a napkin on the table and pushed back her chair” through “those are picturebook horses and went on eating” (15-16).
“Snow was falling in the San Saba” through “The waitress set a glass of water in front of him” (19-20).
“They rode together a last time” through “that was what he sought and it would have been” (22-23).
Here are the directions:
Read through all of these passages in pages 1-30, and then choose the three that you think are the most ripe for analysis. Make notes on each step of the TWIST process in your notebook for each of the three passages.
Most of the passages are a single paragraph, but there are a couple of exceptions.
“The candleflame and the image of the candleflame...” through “That was not sleeping” (3).
“As he turned to go he heard the train” through “Then he turned and went back to the house” (3-4).
“In the evening he saddled his horse and rode out west...” through “...like a grail the sum of their secular and transitory and violent lives” (5).
“There was an old horseskull in the brush...” through “and they would always be so and never be otherwise” (6).
“The room smelled of cigarsmoke” through “The clock struck eleven in the front room across the hall” (11).
“He walked down to South Concho Street” through “Yessir, he said” (14).
“She put a napkin on the table and pushed back her chair” through “those are picturebook horses and went on eating” (15-16).
“Snow was falling in the San Saba” through “The waitress set a glass of water in front of him” (19-20).
“They rode together a last time” through “that was what he sought and it would have been” (22-23).
Friday, October 30, 2009
All the Pretty Horses Reading Schedule
The date indicates the due date for the reading selection.
Nov. 2: pp. 1-30
Nov. 3: pp. 31-59
Nov. 4: pp. 60-96
Nov. 5: pp. 97-124
Nov. 6: pp. 125-151
Nov. 9: pp. 152-180
Nov. 10: pp. 181-217
Nov. 11: pp. 218-251
Nov. 12: pp. 251-276
Nov. 13: pp. 277-302
We will also be reading Cormac McCarthy's The Road so that you can compare and contrast his style and themes for an in-depth author study. However, if you become a McCarthy fan, consider reading the entire border trilogy someday--All the Pretty Horses, The Crossing and Cities of the Plain.
Nov. 2: pp. 1-30
Nov. 3: pp. 31-59
Nov. 4: pp. 60-96
Nov. 5: pp. 97-124
Nov. 6: pp. 125-151
Nov. 9: pp. 152-180
Nov. 10: pp. 181-217
Nov. 11: pp. 218-251
Nov. 12: pp. 251-276
Nov. 13: pp. 277-302
We will also be reading Cormac McCarthy's The Road so that you can compare and contrast his style and themes for an in-depth author study. However, if you become a McCarthy fan, consider reading the entire border trilogy someday--All the Pretty Horses, The Crossing and Cities of the Plain.
Tuesday, October 27, 2009
Peer Review
Writer: Tell your responder what you need from them. (For example, “I am most concerned that my thesis isn’t strong.”
Responder:
1. Read introductory paragraph, circle Homer and The Odyssey, and bracket the thesis statement.
2. Circle the words in the thesis that indicate compare and contrast.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Circle the words that clearly show the connection between the thesis statement and paragraph topic sentences.
4. Read the body paragraphs and identify the Points (P from PIE) and put a P by each point.
5. Identify the Illustrations and quotations and mark with an I.
6. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Does the writer say some extension of the Point? Write + or - in the margin next to each E marked. A + is for E's that fit both criteria just mentioned.
7. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
8. Check that the paper is in proper MLA format with correct internal documentation and a works cited entry.
9. Review the paper for active voice and proper punctuation.
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.
Responder:
1. Read introductory paragraph, circle Homer and The Odyssey, and bracket the thesis statement.
2. Circle the words in the thesis that indicate compare and contrast.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to an idea mentioned in the thesis? Circle the words that clearly show the connection between the thesis statement and paragraph topic sentences.
4. Read the body paragraphs and identify the Points (P from PIE) and put a P by each point.
5. Identify the Illustrations and quotations and mark with an I.
6. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Does the writer say some extension of the Point? Write + or - in the margin next to each E marked. A + is for E's that fit both criteria just mentioned.
7. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
8. Check that the paper is in proper MLA format with correct internal documentation and a works cited entry.
9. Review the paper for active voice and proper punctuation.
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.
Active Voice
Avoid weak structures like there is and it is at all costs!
There is another videotape that tells the story of Charles Darwin.
Rewrite: Another videotape tells the story of Charles Darwin.
It is important that hikers remain inside the park boundaries.
Rewrite: Hikers must remain inside the park boundaries.
Avoid weak to be verbs!
Escaping into the world of drugs, Gogol was rebellious about many rules set down by his parents. Rewrite: Escaping into the world of drugs, Gogol rebelled against many rules set down by his parents.
The subject of the sentence should do the action!
The fly ball was caught by Hernando.
Rewrite: Hernando caught the fly ball.
Revise the following sentences into active voice:
1. The tree was hit by a car.
2. These planes are flown by experienced pilots.
3. There are five students studying Japanese.
4. The car was washed by us.
There is another videotape that tells the story of Charles Darwin.
Rewrite: Another videotape tells the story of Charles Darwin.
It is important that hikers remain inside the park boundaries.
Rewrite: Hikers must remain inside the park boundaries.
Avoid weak to be verbs!
Escaping into the world of drugs, Gogol was rebellious about many rules set down by his parents. Rewrite: Escaping into the world of drugs, Gogol rebelled against many rules set down by his parents.
The subject of the sentence should do the action!
The fly ball was caught by Hernando.
Rewrite: Hernando caught the fly ball.
Revise the following sentences into active voice:
1. The tree was hit by a car.
2. These planes are flown by experienced pilots.
3. There are five students studying Japanese.
4. The car was washed by us.
Tuesday, October 20, 2009
Book 22 Characters
We'll do an in-class dramatic reading of Book 22 with some students taking character parts for the dialogue while others storyboard the slaughter of the suitors scene.
I will read the narrator section, and students should sign up for these characters. Everyone would benefit from adding these characters to their character list.
Here are the characters needed in this epic battle (listed by sides):
Odysseus
Telemachus
Eumaeus--Swineherd
Philoetius--Cowherd
Athena/Mentor
Eurycleia
The Suitors
Eurymachus
Agelaus
Melanthius--Goatherd
Leodes
Phemius, the bard
Herald Medon
I will read the narrator section, and students should sign up for these characters. Everyone would benefit from adding these characters to their character list.
Here are the characters needed in this epic battle (listed by sides):
Odysseus
Telemachus
Eumaeus--Swineherd
Philoetius--Cowherd
Athena/Mentor
Eurycleia
The Suitors
Eurymachus
Agelaus
Melanthius--Goatherd
Leodes
Phemius, the bard
Herald Medon
Monday, October 19, 2009
Upcoming Activities
Wednesday, Oct. 21
1 1/2 to 2-page essay assigned that compares and contrasts Siddhartha and The Odyssey in terms of one aspect of the monomyth.
Monday, Oct. 26
Final multiple choice test on characters and plot of The Odyssey.
Wednesday, Oct. 28
Rough draft of monomyth essay due for peer review
Thursday, Oct. 29
The Odyssey Vocab Test
Monday, Nov. 2
Window closes for final monomyth essay.
1 1/2 to 2-page essay assigned that compares and contrasts Siddhartha and The Odyssey in terms of one aspect of the monomyth.
Monday, Oct. 26
Final multiple choice test on characters and plot of The Odyssey.
Wednesday, Oct. 28
Rough draft of monomyth essay due for peer review
Thursday, Oct. 29
The Odyssey Vocab Test
Monday, Nov. 2
Window closes for final monomyth essay.
Sunday, October 11, 2009
Sorry I've been sick
My fever is still over 100 degrees, and school policy for H1N1 precautions does not allow me to return to school until my fever drops below 100 degrees for 24 hours.
I am sorry that I have been missing discussions on The Odyssey; however, we can catch up on what's been happening in the epic when I return. And Ms. West, our neighboring Enriched 10 teacher, has been helping my subs with the lesson plans.
Keep reading the books as assigned on the bookmark, and if you want a quick summary of each book, remember to check out the bulletin board in class. You can also keep adding major characters to your character list. A character list will ultimately provide a basic plot summary if you list actions for the characters. In addition, following Odysseus's journey on Google Earth (see post below) will be a nice way to enhance your understanding of the setting and plot.
Here are the major characters in books 1-10:
Odysseus
Telemachus
Penelope
Poseidon
Zeus
Athena
Hermes
The Suitors
Eurycleia
King Nestor
King Menelaus
Helen
Calypso
Nausicaa
King Alcinous
Polyphemus
Aeolus
Circe
I am sorry that I have been missing discussions on The Odyssey; however, we can catch up on what's been happening in the epic when I return. And Ms. West, our neighboring Enriched 10 teacher, has been helping my subs with the lesson plans.
Keep reading the books as assigned on the bookmark, and if you want a quick summary of each book, remember to check out the bulletin board in class. You can also keep adding major characters to your character list. A character list will ultimately provide a basic plot summary if you list actions for the characters. In addition, following Odysseus's journey on Google Earth (see post below) will be a nice way to enhance your understanding of the setting and plot.
Here are the major characters in books 1-10:
Odysseus
Telemachus
Penelope
Poseidon
Zeus
Athena
Hermes
The Suitors
Eurycleia
King Nestor
King Menelaus
Helen
Calypso
Nausicaa
King Alcinous
Polyphemus
Aeolus
Circe
The Odyssey on Google Earth
Now that you are getting into the epic with Odysseus trying to get home from Troy to Ithaca, you may enjoy charting our hero's course. Click here to see Odysseus's journey on google earth.
Odyssey Reading Schedule
Reading Due Dates
Oct. 7: Books 1 & 2, pp. 77-106
Oct. 8: Books 3 & 4, pp. 107-151
Oct. 9: Books 5 to 7, pp. 152-190
Oct. 12: Books 8 to 10, pp. 191-248
Oct. 13: Books 11 & 12, pp. 249-285
Oct. 14: Book 13 & 14, pp. 286-318
Oct. 19: Books 15 to 18, pp. 319-389
Oct. 20: Books 19 to 21, pp. 390-438
Oct. 21: Books 22-24, pp. 439-485
Oct. 7: Books 1 & 2, pp. 77-106
Oct. 8: Books 3 & 4, pp. 107-151
Oct. 9: Books 5 to 7, pp. 152-190
Oct. 12: Books 8 to 10, pp. 191-248
Oct. 13: Books 11 & 12, pp. 249-285
Oct. 14: Book 13 & 14, pp. 286-318
Oct. 19: Books 15 to 18, pp. 319-389
Oct. 20: Books 19 to 21, pp. 390-438
Oct. 21: Books 22-24, pp. 439-485
Wednesday, September 30, 2009
Dependent Clauses
There are three types of dependent clauses, also known as subordinate clauses. Dependent clauses do not stand alone as a complete sentence, so if you write a dependent clause with a period after it, you have written a sentence fragment. That's why a dependent clause must be combined with an independent clause in some way.
The three types of dependent clauses are noun clause, adverb clause and adjective clause.
We discussed adverb clauses that begin with subordinating conjunctions last week, so review that blog post if you need more information. We'll tackle noun clauses later. Today, let's focus on adjective clauses.
An adjective clause modifies a noun or a pronoun and begins with one of the five relative pronouns--who, whom, whose, which or that. Relative pronouns refers to the preceding noun or pronoun while connecting the adjective clause to the rest of the sentence.
Adjective Clause Punctuation
To punctuate an adjective clause the writer must decide if the adjective clause is essential to the meaning of the sentence or nonessential. In other words, if the adjective clause could be crossed out and the noun or pronoun that it refers to is still specifically identified, then the adjective clause is nonessential.
When an adjective clause is essential, do not include commas around it.
When an adjective clause is nonessential, set it off with commas on both sides of the clause so that you clearly tell your reader that this information is parenthetical, or just extra stuff.
The three types of dependent clauses are noun clause, adverb clause and adjective clause.
We discussed adverb clauses that begin with subordinating conjunctions last week, so review that blog post if you need more information. We'll tackle noun clauses later. Today, let's focus on adjective clauses.
An adjective clause modifies a noun or a pronoun and begins with one of the five relative pronouns--who, whom, whose, which or that. Relative pronouns refers to the preceding noun or pronoun while connecting the adjective clause to the rest of the sentence.
Adjective Clause Punctuation
To punctuate an adjective clause the writer must decide if the adjective clause is essential to the meaning of the sentence or nonessential. In other words, if the adjective clause could be crossed out and the noun or pronoun that it refers to is still specifically identified, then the adjective clause is nonessential.
When an adjective clause is essential, do not include commas around it.
When an adjective clause is nonessential, set it off with commas on both sides of the clause so that you clearly tell your reader that this information is parenthetical, or just extra stuff.
Monday, September 28, 2009
Hinduism and Buddhism in Siddhartha
Hindu Terms
Define the following Hindu terms and write at least one sentence about how they relate to the book Siddhartha. Finding direct quotations to support your ideas is suggested since these sheets may be used on Friday's paragraph essay exam.
Meditation
Dharma
Brahmin
Samsara
Om
Atman/Brahman
Buddhist Terms
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha. Again, direct quotations are preferred.
Four Noble Truths
Eightfold Noble Path
Nirvana / Enlightenment
Historical Buddha (Sakyamuni)
Dharma
Karma
Define the following Hindu terms and write at least one sentence about how they relate to the book Siddhartha. Finding direct quotations to support your ideas is suggested since these sheets may be used on Friday's paragraph essay exam.
Meditation
Dharma
Brahmin
Samsara
Om
Atman/Brahman
Buddhist Terms
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha. Again, direct quotations are preferred.
Four Noble Truths
Eightfold Noble Path
Nirvana / Enlightenment
Historical Buddha (Sakyamuni)
Dharma
Karma
Siddhartha: Characters and Themes
Character Influences
Who is this character and how does she or he influence Siddhartha?
Create a bubble map to describe the characters below and include direct quotations with page numbers in the frame to support your items.
Create a flow map of this character’s influence on Siddhartha throughout the novel.
Govinda
Kamala
Gotama
Kamasawami
Siddhartha’s Father
Siddhartha Themes
Add an active verb to the topics below so that you have the start of a theme found in Siddhartha. Then create a multi-flow map that analyzes the causes and effects of that topic + active verb on Siddhartha’s life.
In the frame of the map write a complete thesis statement and support ideas with direct quotes.
Discontent
Searching
Love
Parents
Virtue
Awakening
waiting
thinking
fasting
listening
Who is this character and how does she or he influence Siddhartha?
Create a bubble map to describe the characters below and include direct quotations with page numbers in the frame to support your items.
Create a flow map of this character’s influence on Siddhartha throughout the novel.
Govinda
Kamala
Gotama
Kamasawami
Siddhartha’s Father
Siddhartha Themes
Add an active verb to the topics below so that you have the start of a theme found in Siddhartha. Then create a multi-flow map that analyzes the causes and effects of that topic + active verb on Siddhartha’s life.
In the frame of the map write a complete thesis statement and support ideas with direct quotes.
Discontent
Searching
Love
Parents
Virtue
Awakening
waiting
thinking
fasting
listening
Friday, September 25, 2009
Siddhartha Reading Schedule
Come to class on Monday, Sept. 28 having completed Part I of Siddhartha. That means you have read through page 42. We will read the entire book by next Friday, and your final exam on Siddhartha will be on Friday, Oct. 2.
Wednesday, September 23, 2009
Avoid Personal Pronouns in Academic Essays
When writing a formal, analytical essay, a student's academic voice needs to shine through. A main voice problem in student academic writing is that students use personal pronouns.
Academic writing requires essays to be written in third person, so the second person voice of you cannot be used. When reading you, readers replace their name for that word, which often confuses the sentence.
Academic writing also avoids first person pronouns like I, or we. Writers should simply make statements directly instead of writing "I believe."
Academic writing requires essays to be written in third person, so the second person voice of you cannot be used. When reading you, readers replace their name for that word, which often confuses the sentence.
Academic writing also avoids first person pronouns like I, or we. Writers should simply make statements directly instead of writing "I believe."
Conjunction Punctuation
Conjunction Punctuation
Types of Conjunctions
· Coordinating Conjunctions—connect grammatically equal elements—for, and, nor, but, or yet, so
· Correlative conjunctions—pairs of conjunctions that connect grammatically equal elements. Example: The work is not only profitable but also pleasant.
· Subordinating conjunctions—introduce subordinate clauses, usually adverb clauses.
· Conjunctive Adverbs—indicate relation between independent clauses. Example: I ate breakfast; however, I am still hungry.
Coordinating Conjunctions Punctuation
· Thumb test--do you have two complete sentences on each side of the conjunction?
· When the coordinating conjunctions join two independent clauses, a comma is placed before the conjunction.
· When the coordinating conjunction joins parts of a compound subject, predicate or object, no comma is used before the conjunction.
Examples:
It was after midnight, and I missed my bus. (compound sentence)
I missed my bus and forgot cab money. (compound predicate)
Subordinating Conjunction/Adverb Clause Punctuation
· Adverb clauses begin with subordinating conjunctions (common ones—if, as, because, since, after, before, although, though, unless, while, so that, in order that, that, than, until, when)
· Adverb clauses mainly emphasize verbs, answering how, when, where, why, to what extent
· When an adverb clause appears at the beginning of the sentence, a comma is placed at the end of the introductory clause.
· No commas are used when an adverb clause appears at the end of the sentence.
· Punctuation--The two above sentences were actually your examples. In other words, introductory adverb clauses have commas after them; ending adverb clauses do not take a comma.
Types of Conjunctions
· Coordinating Conjunctions—connect grammatically equal elements—for, and, nor, but, or yet, so
· Correlative conjunctions—pairs of conjunctions that connect grammatically equal elements. Example: The work is not only profitable but also pleasant.
· Subordinating conjunctions—introduce subordinate clauses, usually adverb clauses.
· Conjunctive Adverbs—indicate relation between independent clauses. Example: I ate breakfast; however, I am still hungry.
Coordinating Conjunctions Punctuation
· Thumb test--do you have two complete sentences on each side of the conjunction?
· When the coordinating conjunctions join two independent clauses, a comma is placed before the conjunction.
· When the coordinating conjunction joins parts of a compound subject, predicate or object, no comma is used before the conjunction.
Examples:
It was after midnight, and I missed my bus. (compound sentence)
I missed my bus and forgot cab money. (compound predicate)
Subordinating Conjunction/Adverb Clause Punctuation
· Adverb clauses begin with subordinating conjunctions (common ones—if, as, because, since, after, before, although, though, unless, while, so that, in order that, that, than, until, when)
· Adverb clauses mainly emphasize verbs, answering how, when, where, why, to what extent
· When an adverb clause appears at the beginning of the sentence, a comma is placed at the end of the introductory clause.
· No commas are used when an adverb clause appears at the end of the sentence.
· Punctuation--The two above sentences were actually your examples. In other words, introductory adverb clauses have commas after them; ending adverb clauses do not take a comma.
Peer Editing
Writer: Tell your responder what you need from them. (For example, “I am most concerned that my thesis isn’t strong.” “I don’t know if the explanations of my quotes are clear enough.” “I can’t think of an attention-getter.”)
Responder:
1. Read introductory paragraph and bracket the thesis statement.
2. Circle the causes mentioned in the thesis and underline the effects mentioned in the thesis.
3. Before continuing your reading, check the topic sentences of each body paragraph – does each correspond to a cause or effect mentioned in the thesis?
4. Read the first body paragraph.
5. Identify the Points (P from PIE). Put a star by each P.
6. Identify the Illustrations. Underline each one.
7. Evaluate each Explanation – does the writer clearly explain how each illustration proves the topic sentence of the paragraph? Write + or - in the margin next to each E.
8. Repeat for each additional body paragraph.
9. Read the conclusion. Circle the section wherein the author explains the “So what?” of her/his argument. Does the author show how this topic connects to life?
10. Go back to the essay to help the writer with her/his particular question or concern. Talk together about it, and come up with a plan for the writer.
Writer: Review responder’s notes and ask any questions you have. Make notes about what you need to improve.
Tuesday, September 22, 2009
Guernica Discussion
Great discussion on Picasso's Guernica today in class. Check out this great article about Guernica that appeared on Slate.com. The article gives a brief analysis of the painting and discusses its tour of the world, including being at MoMA in NYC, where Illana Davita sees it ala historical fiction.
Good luck writing your essay tonight!
Good luck writing your essay tonight!
Sunday, September 20, 2009
Freud's Why War
Remember to read and annotate Freud's letter to Albert Einstein on why war exists. In addition to analyzing the causes and effects of war according to Freud, we will try to tackle big questions such as:
How can we promote peace?
What ideas in Freud's letter are most useful for us today?
If you have misplaced your letter, click here and scroll about halfway down the webpage to get to the Sept. 1932 Freud response, which was the assigned weekend reading.
How can we promote peace?
What ideas in Freud's letter are most useful for us today?
If you have misplaced your letter, click here and scroll about halfway down the webpage to get to the Sept. 1932 Freud response, which was the assigned weekend reading.
Friday, September 18, 2009
Eisenhower's Farewell Address
Class Discussion Questions
Causes and Effects of War
In your notebook, create a multi-flow map that analyzes the causes and effects of war according to President Eisenhower's 1961 speech. Some of your causes and effects will require inference while reading. In other words, what is Eisenhower saying between the lines? In the frame of the multi-flow map, include the direct quotations from the text that support your cause and effect boxes.
- What "Aha" moments did you have while reading Eisenhower's speech; in other words, what statements made you think and why?
- What was Eisenhower's motivation for giving this speech?
- What is the historical context of the speech?
- What, if anything, is Eisenhower leaving out?
- Do you notice any bias in the speech? Where?
Causes and Effects of War
In your notebook, create a multi-flow map that analyzes the causes and effects of war according to President Eisenhower's 1961 speech. Some of your causes and effects will require inference while reading. In other words, what is Eisenhower saying between the lines? In the frame of the multi-flow map, include the direct quotations from the text that support your cause and effect boxes.
Your Opinions
- Do you agree with any parts of the speech? What and why?
- Do you disagree with any parts of the speech? What and why?
Potok's Opinions
What would Chaim Potok say about this speech? What textual support from Davita's Harp do you have for your ideas on Potok's opinions?
Continue the Discussion
If you would like to comment further on this topic, feel free to post a blog comment this weekend here.
The speech video clip and the full text can be found in a previous blog post.
Wednesday, September 16, 2009
Multi-flow Map as Prewriting
Tomorrow in class we will talk briefly about how to convert the multi-flow map to a thesis statement that will guide your cause and effect paragraphs. I took the ideas from our class-generated multi-flow map and thought about the ideas again, grouping your effects into even larger ideas that could serve as paragraph topic sentences. You will be able to compare the map below to the paper poster tomorrow to see the new thinking. This is a good lesson in why you need to do prewriting and thinking. The more you do, the deeper your essay can become and the more organized.
Our thinking on war with our root causes and uber effects was even beyond the capabilities of the software, so in the map below you have to imagine that there are arrows to war from political and religious differences, and there are arrows from war to personal and economic losses.
Also, notice the repetition of "differences" and "loss" in my Multi-flow round 2. This grouping will help me write a cohesive and parallel essay.
From this map, now it's time to think about a thesis and organization. Both are easy to do from the multi-flow map. The thesis should incorporate the general causes and effects and be a blueprint for the body paragraphs. Read the first draft of my thesis statement and notice the multi-flow come alive in it:
In Davita's Harp, Chaim Potok proves that religious and political differences can cause wars which ultimately result in personal and economic losses.
Did you notice my cause and effect verb bank too?
My body paragraphs are also right on the multi-flow map, and since the map is fairly balanced between causes and effects, it looks like I will have four body paragraphs organized roughly as follows:
1. Political differences cause war with PIEs on inequities and power.
2. Religious differences cause war with PIEs on fear and thinking your religion is right.
3. War resulting in personal loss with PIEs on dealing with death and other mental health issues and injuries.
4. War resulting in economic loss with PIEs on destroyed infrastructure and famine & poverty.
Now, you try to create a multi-flow map for your topic.
Our thinking on war with our root causes and uber effects was even beyond the capabilities of the software, so in the map below you have to imagine that there are arrows to war from political and religious differences, and there are arrows from war to personal and economic losses.
Also, notice the repetition of "differences" and "loss" in my Multi-flow round 2. This grouping will help me write a cohesive and parallel essay.
From this map, now it's time to think about a thesis and organization. Both are easy to do from the multi-flow map. The thesis should incorporate the general causes and effects and be a blueprint for the body paragraphs. Read the first draft of my thesis statement and notice the multi-flow come alive in it:
In Davita's Harp, Chaim Potok proves that religious and political differences can cause wars which ultimately result in personal and economic losses.
Did you notice my cause and effect verb bank too?
My body paragraphs are also right on the multi-flow map, and since the map is fairly balanced between causes and effects, it looks like I will have four body paragraphs organized roughly as follows:
1. Political differences cause war with PIEs on inequities and power.
2. Religious differences cause war with PIEs on fear and thinking your religion is right.
3. War resulting in personal loss with PIEs on dealing with death and other mental health issues and injuries.
4. War resulting in economic loss with PIEs on destroyed infrastructure and famine & poverty.
Now, you try to create a multi-flow map for your topic.
Cause and Effect Verb Bank
Strong writers avoid passive verbs like is, are, were and other to be verbs. In your quest to improve your writing, work on using active verbs, especially in your thesis statement and paragraph topic sentences.
Below is a list of possible verbs to use in a cause and effect essay. If you can think of others, please add them through the comments option on this blog post. Your community of learners will thank you.
causes
results in
affects (effect is a noun; affect is a verb)
impacts
brings about
influences
changes
leads to
alters
transforms
shifts
evolves
Below is a list of possible verbs to use in a cause and effect essay. If you can think of others, please add them through the comments option on this blog post. Your community of learners will thank you.
causes
results in
affects (effect is a noun; affect is a verb)
impacts
brings about
influences
changes
leads to
alters
transforms
shifts
evolves
PIE Paragraph Structure
In class, we talked about the following PIE structure for paragraph development.
TOPIC SENTENCE: This sentence must serve as the blueprint for the paragraph and is similar to a thesis statement. The topic sentence focuses on one aspect of the thesis statement that will be proven in the paragraph.
POINT: This general analytical statement goes beyond plot summary to make a claim about a sub-point of the paragraph topic sentence. On a multi-flow map, these general statements come from the general ideas in the cause and effect boxes.
ILLUSTRATION: Direct quotations from a text are the most credible proof for your points. Be sure to use MLA in-text citations so that the reader knows the page where the quotation appears. If you know a specific example from the book that proves your point and you are unable to locate the quotation in the book, you may re-tell the detail for the illustration--as a last resort. Also, be sure that you select the most relevant portion of the passage to include so that your essay does not contain a number of lengthy quotations. On a multi-flow map these illustrations are found in the frame of reference as supporting details for the cause and effect boxes.
EXPLANATION: This sentence is often the most difficult to write because it requires that the essay writer think about how the point being made intersects with the illustration to give a deep understanding of the central meaning of the text as a whole.
Additionally, REPEAT PIE one or two more times in the paragraph to provide enough detail to prove your topic sentence.
CONCLUDING SENTENCE: This sentence goes beyond simply recapping the paragraph. It also provides an extension of ideas. This is the So what? of the paragraph that relates to the thesis statement that you are proving. When writing this sentence consider what is relevant and meaningful to readers about the ideas expressed in the paragraph.
TOPIC SENTENCE: This sentence must serve as the blueprint for the paragraph and is similar to a thesis statement. The topic sentence focuses on one aspect of the thesis statement that will be proven in the paragraph.
POINT: This general analytical statement goes beyond plot summary to make a claim about a sub-point of the paragraph topic sentence. On a multi-flow map, these general statements come from the general ideas in the cause and effect boxes.
ILLUSTRATION: Direct quotations from a text are the most credible proof for your points. Be sure to use MLA in-text citations so that the reader knows the page where the quotation appears. If you know a specific example from the book that proves your point and you are unable to locate the quotation in the book, you may re-tell the detail for the illustration--as a last resort. Also, be sure that you select the most relevant portion of the passage to include so that your essay does not contain a number of lengthy quotations. On a multi-flow map these illustrations are found in the frame of reference as supporting details for the cause and effect boxes.
EXPLANATION: This sentence is often the most difficult to write because it requires that the essay writer think about how the point being made intersects with the illustration to give a deep understanding of the central meaning of the text as a whole.
Additionally, REPEAT PIE one or two more times in the paragraph to provide enough detail to prove your topic sentence.
CONCLUDING SENTENCE: This sentence goes beyond simply recapping the paragraph. It also provides an extension of ideas. This is the So what? of the paragraph that relates to the thesis statement that you are proving. When writing this sentence consider what is relevant and meaningful to readers about the ideas expressed in the paragraph.
Tuesday, September 15, 2009
Davita's Harp Discussions
Great parenting discussion today!
On Thursday I will open the floor to talk about any topics that you want to discuss regarding Davita's Harp, and then we'll finish our Davita discussions with two or three days centered on the topic of war since that topic is central to Davita and life in general. And that's one reason to read, isn't it? To learn about life.
During a variety of classroom and homework activities, we will analyze the causes and effects of war by examining a variety of genres. Specifically, we will study what can be learned about war from . . .
a novel, Davita's Harp
a speech, Eisenhower's farewell address to the citizens of the United States in 1961, both through video and a transcript, where Eisenhower warns the people about the military industrial complex
a painting, Picasso's Guernica where Pablo captures the horrors of that bombing incident featured in Davita's Harp
a poem, Wilfred Owen's "Dulce et Decorum Est" where Owen, a WWI British Veteran, graphically portrays the horrors of being gassed, an experience that Jakob in Davita's Harp experienced
and a letter, Sigmund Freud's letter to Albert Einstein on the reasons why humanity has war
On Thursday I will open the floor to talk about any topics that you want to discuss regarding Davita's Harp, and then we'll finish our Davita discussions with two or three days centered on the topic of war since that topic is central to Davita and life in general. And that's one reason to read, isn't it? To learn about life.
During a variety of classroom and homework activities, we will analyze the causes and effects of war by examining a variety of genres. Specifically, we will study what can be learned about war from . . .
a novel, Davita's Harp
a speech, Eisenhower's farewell address to the citizens of the United States in 1961, both through video and a transcript, where Eisenhower warns the people about the military industrial complex
a painting, Picasso's Guernica where Pablo captures the horrors of that bombing incident featured in Davita's Harp
a poem, Wilfred Owen's "Dulce et Decorum Est" where Owen, a WWI British Veteran, graphically portrays the horrors of being gassed, an experience that Jakob in Davita's Harp experienced
and a letter, Sigmund Freud's letter to Albert Einstein on the reasons why humanity has war
Four Square Vocabulary
Remember to create at least six four-squares for words that you don't know for Thursday's vocabulary party, featuring Hip Hop flocab songs and a mixer to get to know words.
If you are making your four-squares on note cards, bring those to the party at 2:10 in Room 271. If your four-squares are in your notebook, just bring that.
If you have some holes on your Davita's Harp vocabulary list because you couldn't think how to paraphrase the definition or simplify it, you will be able to seek out the class expert on that word during the party to jazz up your vocab sheet.
Here's the four-square format:
Davita's Harp Essay
For our first Writing Wednesday, you will make a metaphor for a quality essay, and we will discuss the elements necessary for a strong essay before you begin writing your Davita's Harp final essay--which will be worth 50 points.
On Wednesday, Sept. 16 you will receive a printed copy of the following essay assignment:
Writing Prompt
Write a 2-3 page paper that discusses the causes and effects of one of the following topics in terms of a theme Chaim Potok develops in Davita’s Harp. This essay is not a research paper, so you should not consult outside sources for ideas. The teacher wants to assess your thinking and analysis of the novel.
· Imagination
· Storytelling
· Religion
· Faith
· Loneliness
· Gender roles
· Parenting
· Cultural change
Grading Rubric
Organization:
___ The introduction engages the reader, introduces the topic, and includes a thesis statement that will serve as a blueprint for the main ideas developed in the body paragraphs.
___ Body paragraphs follow solid paragraph structure by beginning with a topic sentence, including two or three PIEs, and ending with a concluding sentence which refers clearly to thesis statement. PIE = Point, Illustration, Explanation
___ Transitions from part to part and paragraph to paragraph are smooth and logical.
___ Conclusion summarizes the ideas presented in the paper and leads the reader to an interesting idea—the So what? or the So why does this matter to life?
Ideas:
___ Thesis is clearly stated, fully expanded, specifically states the main ideas of your paper
___ Thesis says something specific about the topic being explored. Theme = topic + author’s lesson about topic
___ Ideas are presented logically and clearly in body paragraphs that are relevant to the thesis.
___ Each paragraph includes at least two illustrations quoted from the text to support ideas.
___ All ideas are explained and analyzed fully.
Conventions:
___ Words are clear, precise and spelled correctly
___ Sentence formation is clear and varied
___ Proper punctuation is used
___ Rules of grammar are followed
___ Proper MLA format is used for in-text citations for direct quotations, and a works cited entry for the novel is included.
Due Dates
___ The rough draft is due on Wednesday, September 23 for peer review points.
___ The final draft is due on Thursday, September 24 with the last day to turn in the paper for full credit is Friday, September 25 at 3:10 p.m.
___ Papers turned in on Monday, September 28, will be graded, and then 25% will be deducted from the score earned. However, the lowest score earned will be 50% off.
___ Papers turned in on Tuesday, September 29 or later will only receive half credit.
SAT Vocab List From Flocabulary
The 500 SAT vocabulary words that comprise the guiding list for Enriched English 10 were taken from the Flocabulary series. The Enriched English 10 teachers have cross referenced those words with the books that you are reading this year to devise vocabulary lists.
Occasionally, we will listen to the Hip Hop songs that contain the vocabulary words as another strategy for getting the words embedded into your brain. And through that you will learn the words that do not appear in our books.
If you would like to own your own copy of the CD of Flocabulary songs to reinforce your studying, you can order it from a number of bookstores or at http://www.flocabulary.com/.
The CD comes with a book of lyrics and sample tests to make vocabulary learning fun!!
Occasionally, we will listen to the Hip Hop songs that contain the vocabulary words as another strategy for getting the words embedded into your brain. And through that you will learn the words that do not appear in our books.
If you would like to own your own copy of the CD of Flocabulary songs to reinforce your studying, you can order it from a number of bookstores or at http://www.flocabulary.com/.
The CD comes with a book of lyrics and sample tests to make vocabulary learning fun!!
Friday, September 11, 2009
Homework for Parenting Discussion
For a class discussion on Tuesday, Sept. 15, please complete the following questions in your notebook. Since you will be working on your research paper this weekend, I have you scheduled to complete this homework Monday night. However, some of you may want to work ahead, especially if you have a sporting event, family gathering, etc. on Monday night.
Monday's Homework
One of the major topics Potok explores in Davita’s Harp is parenting.
Answer these first two questions about parenting on two levels: First, explore your personal opinion regarding the question; and second, answer in terms of the text.
What is a good mother?
What is a good daughter or son?
Now, further explore Ilana Davita’s parents by completing the following tasks:
What are the pros and cons of Anne’s mothering? What does she do well? What does she do poorly? Make a t-chart to show your thinking. Support each pro and con with a quote from the text.
Make a double bubble map comparing Michael and Ezra as fathers. Support your map with examples or quotations from the text in the frame of reference.
For you personally, and in Davita's Harp, what makes a good father?
Finally, write a theme statement on Potok’s beliefs on parenting. For example, In Davita’s Harp, Potok claims that a good mother _____________________.
Monday's Homework
One of the major topics Potok explores in Davita’s Harp is parenting.
Answer these first two questions about parenting on two levels: First, explore your personal opinion regarding the question; and second, answer in terms of the text.
What is a good mother?
What is a good daughter or son?
Now, further explore Ilana Davita’s parents by completing the following tasks:
What are the pros and cons of Anne’s mothering? What does she do well? What does she do poorly? Make a t-chart to show your thinking. Support each pro and con with a quote from the text.
Make a double bubble map comparing Michael and Ezra as fathers. Support your map with examples or quotations from the text in the frame of reference.
For you personally, and in Davita's Harp, what makes a good father?
Finally, write a theme statement on Potok’s beliefs on parenting. For example, In Davita’s Harp, Potok claims that a good mother _____________________.
One-Page Research Paper
Further research your assigned allusion in Chaim Potok’s Davita’s Harp. If you are having trouble finding information on your assigned topic, you may select one of the topics not chosen by the class. See the previous blog post for the sign-up.
In a one-page paper, answer this question:
How does your allusion enhance or illustrate a theme in the novel? In other words, how does your allusion help Potok convey an essential truth about life?
Organization by Paragraph
Paragraph 1: Begin your paper with an attention-getting quotation from Davita’s Harp. Then, link that quotation to the allusion you researched. End your introduction with a thesis statement, which is your answer to the question posed above.
Paragraph 2: The body paragraph of your paper should provide basic historical information about your allusion, as well as your specific ideas about why Potok chose to include this particular reference.
Paragraph 3: In your conclusion, link your allusion to a contemporary issue that also relates to the theme you’re discussing. How do Potok’s ideas endure today? This paragraph may only be one or two sentences. Short, snappy conclusions can really make a statement to your reader.
Research
You must use a minimum of three sources. Please use the EHS Online Databases to find at least two of these. You will hand in your sources along with your paper on Monday, September 14.
Grading
This assignment is meant to assess your existing research writing skills. You probably won’t know all the particulars about how to incorporate outside sources into your writing, but you should try your very best. Your grade will be based on the quality of your thesis statement, the quality of your sources, and the effort you make in completing the assignment.
In a one-page paper, answer this question:
How does your allusion enhance or illustrate a theme in the novel? In other words, how does your allusion help Potok convey an essential truth about life?
Organization by Paragraph
Paragraph 1: Begin your paper with an attention-getting quotation from Davita’s Harp. Then, link that quotation to the allusion you researched. End your introduction with a thesis statement, which is your answer to the question posed above.
Paragraph 2: The body paragraph of your paper should provide basic historical information about your allusion, as well as your specific ideas about why Potok chose to include this particular reference.
Paragraph 3: In your conclusion, link your allusion to a contemporary issue that also relates to the theme you’re discussing. How do Potok’s ideas endure today? This paragraph may only be one or two sentences. Short, snappy conclusions can really make a statement to your reader.
Research
You must use a minimum of three sources. Please use the EHS Online Databases to find at least two of these. You will hand in your sources along with your paper on Monday, September 14.
Grading
This assignment is meant to assess your existing research writing skills. You probably won’t know all the particulars about how to incorporate outside sources into your writing, but you should try your very best. Your grade will be based on the quality of your thesis statement, the quality of your sources, and the effort you make in completing the assignment.
Wednesday, September 9, 2009
Research an Allusion
In class on Thursday, Sept. 10 you will create a list, group, label on over 30 allusions that appear in Davita's Harp. An allusion is a reference of a literary or historic event or person. After your group works with the list of allusions to determine your prior knowledge on the terms, each student will select one term to research Thursday night for homework.
You need to find one credible Internet source for your term and bring that to class on Friday to be the expert on that term. We will sign up for terms in class on Thursday. Since the credibility of Wikipedia is debated throughout academia, you need to go beyond Wikipedia for this assignment. In fact, I want you to use one of the school's databases to find a credible source.
The EHS Media Center home page should be the first place you go for any research project in high school. Did you notice the hotlink to the media center's webpage in the last sentence? I will often embed links in blog posts that I want you to investigate.
Some of the databases require passwords, so check out the list below that has user name as U and password as P. Please print off these user names and passwords and tape them to your computer at home. I will only leave them live on the blog for a few days.
ABC-CLIO
U: ehornets
P: ehornets
Culture Grams
U: edina
P: hornets
EBSCO
U: edina
P: hornets
GALE
U: mnkedina
P: elm4you
Proquest
U: Of4crftbvf
P: welcome
SIRS at home
U: MN0307h
P: 55439
World Book
U: edina
P: worldbook
After you have found a credible Internet source that provides you with enough information to understand the allusion that you selected in class, please write a two or three sentence paraphrase of the information, basically explaining and defining the term for your classmates.
Type that paraphrase and post it in the comment section of this blog post. Be sure to sign your comment with your first name and last initial--no last names please since EHS's Web 2.0 code of ethics requires first names and last initial only. Your comment should also indicate the source of your information.
Remember that a paraphrase is your own words. If you copy and paste directly from an Internet site, you are not paraphrasing. You could easily be committing plagiarism if you don't document properly with quotation marks. So for this assignment, I want paraphrases only. Beware the CTRL C, CTRL V!
Here are the allusions and terms in Davita's Harp:
Book of Psalms
Pilgrim Smith
Pocahontas--Emily D.
George Sand
Joe Hill --Alex K.
Hitler
Stalin
Roosevelt--Nikki L.
Mussolini--Chris B.
Trotsky--Joe C.
Brownshirt
Blackshirt
Baba Yaga--Alice H.
Paul Bunyan
Johnny Appleseed
Baron Munchausen
Franco
materialism
rebellion
Coup d’etat --Isabel B.
anarchist
fascist--Eric H.
Karl Marx
Lenin--Tara G.
Jerusalem
Danzig--Katy H.
Debs
Social Workers Conference
Abraham Lincoln Brigade--Julia W.
Angelo Herndon--Olivia A.
Guernica--McKenna S.
Gehennom--James L.
Dante--Kelsey C.
Centralia--Sydney B.
Rabbi Akiva--Lily A.
Kaddish--Catherine L.
sabbath--
bar mitzvah--Ellen E.
pogrom--Natalie D.
Passover--Charley D.
Bolshevik--Justin N.
Basque
Yiddish
Mezuzah--Maria A.
Challah
Hasidim--Emily J.
Kosher--Danae Z.
Torah
Chanukkah--Emily H.
Talmud
Prayer shawl
Golem--Mary P.
Rabbinical Judaism--Bevlin J.
Purim--Paige T.
You need to find one credible Internet source for your term and bring that to class on Friday to be the expert on that term. We will sign up for terms in class on Thursday. Since the credibility of Wikipedia is debated throughout academia, you need to go beyond Wikipedia for this assignment. In fact, I want you to use one of the school's databases to find a credible source.
The EHS Media Center home page should be the first place you go for any research project in high school. Did you notice the hotlink to the media center's webpage in the last sentence? I will often embed links in blog posts that I want you to investigate.
Some of the databases require passwords, so check out the list below that has user name as U and password as P. Please print off these user names and passwords and tape them to your computer at home. I will only leave them live on the blog for a few days.
ABC-CLIO
U: ehornets
P: ehornets
Culture Grams
U: edina
P: hornets
EBSCO
U: edina
P: hornets
GALE
U: mnkedina
P: elm4you
Proquest
U: Of4crftbvf
P: welcome
SIRS at home
U: MN0307h
P: 55439
World Book
U: edina
P: worldbook
After you have found a credible Internet source that provides you with enough information to understand the allusion that you selected in class, please write a two or three sentence paraphrase of the information, basically explaining and defining the term for your classmates.
Type that paraphrase and post it in the comment section of this blog post. Be sure to sign your comment with your first name and last initial--no last names please since EHS's Web 2.0 code of ethics requires first names and last initial only. Your comment should also indicate the source of your information.
Remember that a paraphrase is your own words. If you copy and paste directly from an Internet site, you are not paraphrasing. You could easily be committing plagiarism if you don't document properly with quotation marks. So for this assignment, I want paraphrases only. Beware the CTRL C, CTRL V!
Here are the allusions and terms in Davita's Harp:
Book of Psalms
Pilgrim Smith
Pocahontas--Emily D.
George Sand
Joe Hill --Alex K.
Hitler
Stalin
Roosevelt--Nikki L.
Mussolini--Chris B.
Trotsky--Joe C.
Brownshirt
Blackshirt
Baba Yaga--Alice H.
Paul Bunyan
Johnny Appleseed
Baron Munchausen
Franco
materialism
rebellion
Coup d’etat --Isabel B.
anarchist
fascist--Eric H.
Karl Marx
Lenin--Tara G.
Jerusalem
Danzig--Katy H.
Debs
Social Workers Conference
Abraham Lincoln Brigade--Julia W.
Angelo Herndon--Olivia A.
Guernica--McKenna S.
Gehennom--James L.
Dante--Kelsey C.
Centralia--Sydney B.
Rabbi Akiva--Lily A.
Kaddish--Catherine L.
sabbath--
bar mitzvah--Ellen E.
pogrom--Natalie D.
Passover--Charley D.
Bolshevik--Justin N.
Basque
Yiddish
Mezuzah--Maria A.
Challah
Hasidim--Emily J.
Kosher--Danae Z.
Torah
Chanukkah--Emily H.
Talmud
Prayer shawl
Golem--Mary P.
Rabbinical Judaism--Bevlin J.
Purim--Paige T.
Davita's Harp Vocabulary
Chaim Potok loves words! Readers of Davita's Harp will especially notice this fact because Potok is often teaching words by defining them in context. Plus, Davita herself is on a never ending quest to improve her vocabulary, and her mother makes sure that she even understands the etymology of words. Remember the time when Davita thought, "I was not sure I understood, and asked her with a child's exasperation why she always needed to give me the old meanings of words, why couldn't she simply tell me what a word meant today?" (Potok 10). In fact, you could argue that Potok advances a theme that humans need to understand the world's history to avoid present and future conflicts, and education and a deep understanding of words is a key avenue of that global understanding.
Therefore, like Davita and her mother, you should also be on a lifelong quest to improve your vocabulary, and the best way to do that is to read, read, read!!
In the spirit of Potok we will embark on a quest to intimately know 500 common SAT vocabulary words by the end of this school year. You will even know the morphology of the words in case a word appears on the SAT test in a different form than our vocabulary list.
The words below appear in Davita's Harp, and they are on the list of 500 SAT vocabulary words to know that you will receive in class on Thursday, September 10. We will work with understanding these words in class, and you will have a vocabulary test on the words on Tuesday, September 22. The number in parenthesis indicates the page number the word first appears.
ruddy (10)
amiable (10)
luminescence (59)
radiant (60)
forlorn (65)
desolate (66)
buffet (73)
bourgeoisie (76)
gregarious (76)
poised (91)
formidable (93)
aloof (106)
spectral (119)
boisterous (124)
apocalypse (126)
accentuate (127)
portly (159)
envied (178)
incessant (185)
apparition (201)
illusion (202)
strife (202)
austere (205)
labyrinth (228)
lull (232)
abject (234)
tranquil (239)
taciturn (246)
rancid (257)
travesty (262)
dictate (263)
gluttonous (266)
pervasive (282)
slander 293
augment 296
frenetic (298)
brusque (300)
bereft (301)
inundate (307)
pliable (338)
gay (367)
Therefore, like Davita and her mother, you should also be on a lifelong quest to improve your vocabulary, and the best way to do that is to read, read, read!!
In the spirit of Potok we will embark on a quest to intimately know 500 common SAT vocabulary words by the end of this school year. You will even know the morphology of the words in case a word appears on the SAT test in a different form than our vocabulary list.
The words below appear in Davita's Harp, and they are on the list of 500 SAT vocabulary words to know that you will receive in class on Thursday, September 10. We will work with understanding these words in class, and you will have a vocabulary test on the words on Tuesday, September 22. The number in parenthesis indicates the page number the word first appears.
ruddy (10)
amiable (10)
luminescence (59)
radiant (60)
forlorn (65)
desolate (66)
buffet (73)
bourgeoisie (76)
gregarious (76)
poised (91)
formidable (93)
aloof (106)
spectral (119)
boisterous (124)
apocalypse (126)
accentuate (127)
portly (159)
envied (178)
incessant (185)
apparition (201)
illusion (202)
strife (202)
austere (205)
labyrinth (228)
lull (232)
abject (234)
tranquil (239)
taciturn (246)
rancid (257)
travesty (262)
dictate (263)
gluttonous (266)
pervasive (282)
slander 293
augment 296
frenetic (298)
brusque (300)
bereft (301)
inundate (307)
pliable (338)
gay (367)
Obama's Back-to-School Speech
What's all the fuss?
If you've been following the news in the last few days, Obama's Back-to-School speech has people talking. Some believe that Obama's message is inspirational and motivational; others see it as a blatantly political ploy and are keeping their kids home from school.
I'd like to hear your opinions. Please post your comments on this blog. It is my hope this blog will become a safe place to extend discussion beyond the walls of our classroom. Please remember to be respectful of others, even if their opinions are different from your own.
Consider the following questions:
What do you remember most from the speech?
Was it worth watching in school? Why or why not?
Was it too political? How so?
What if anything will you take away from the speech? In other words, does anything Obama says relate to you and your educational journey?
A few reader letters from the Star Tribune on September 7, 2009:
"For goodness sake, parents, and school administrators, don't let President Obama try to inspire your students to work hard and be responsible in school. And above all, don't let the children freely discuss those virtues exemplified by Obama...Better you tell them to wait until they are grown up, when the... pundits (experts) and bloggers can do their thinking for them."
"Here's a thought: If Obama's speech to schoolchildren today is to be about setting goals and accomplishing things in life, then maybe that speech should be deferred to Wednesday night's address to Congress."
"As a parent of school-aged children, I am begging school administrators... to please disrupt our children's day so they may hear - together with their classmates and teachers - President Obama speak to them about the importance of working hard in school. As a parent, I tell them this, their teachers tell them this, but for the president to take time out of his busy day to tell them this, I can guarantee you, my kids will remember this. Or is that what everyone is afraid of?"
"In the 1930s, the German government indoctrinated the school-children with their white supremacy and socialist culture. Our U.S. government has now sent the first "education" package to our schools. When do our children receive the Obama arm bands?"
If you've been following the news in the last few days, Obama's Back-to-School speech has people talking. Some believe that Obama's message is inspirational and motivational; others see it as a blatantly political ploy and are keeping their kids home from school.
I'd like to hear your opinions. Please post your comments on this blog. It is my hope this blog will become a safe place to extend discussion beyond the walls of our classroom. Please remember to be respectful of others, even if their opinions are different from your own.
Consider the following questions:
What do you remember most from the speech?
Was it worth watching in school? Why or why not?
Was it too political? How so?
What if anything will you take away from the speech? In other words, does anything Obama says relate to you and your educational journey?
A few reader letters from the Star Tribune on September 7, 2009:
"For goodness sake, parents, and school administrators, don't let President Obama try to inspire your students to work hard and be responsible in school. And above all, don't let the children freely discuss those virtues exemplified by Obama...Better you tell them to wait until they are grown up, when the... pundits (experts) and bloggers can do their thinking for them."
"Here's a thought: If Obama's speech to schoolchildren today is to be about setting goals and accomplishing things in life, then maybe that speech should be deferred to Wednesday night's address to Congress."
"As a parent of school-aged children, I am begging school administrators... to please disrupt our children's day so they may hear - together with their classmates and teachers - President Obama speak to them about the importance of working hard in school. As a parent, I tell them this, their teachers tell them this, but for the president to take time out of his busy day to tell them this, I can guarantee you, my kids will remember this. Or is that what everyone is afraid of?"
"In the 1930s, the German government indoctrinated the school-children with their white supremacy and socialist culture. Our U.S. government has now sent the first "education" package to our schools. When do our children receive the Obama arm bands?"
Cyberbullying
Remember that this blog is an extension of our classroom, so every comment that you write needs to follow our established class rules around the words Work--Respect--Belong.
All of your comments and posted images need to be appropriate.
To watch the famous cyberbulling talent show clip, click here.
Remember--If you wouldn't say it to the person's face, don't say it online.The school district has established web 2.0 guidelines. Please read them by clicking here.
All of your comments and posted images need to be appropriate.
To watch the famous cyberbulling talent show clip, click here.
Remember--If you wouldn't say it to the person's face, don't say it online.The school district has established web 2.0 guidelines. Please read them by clicking here.
Tuesday, September 8, 2009
Obama's Address to Students
If you want to watch President Obama's address to students about your responsibilities as a student, click here.
After viewing the film, think about what goals you can set for yourself this year so that you achieve at your highest level.
After viewing the film, think about what goals you can set for yourself this year so that you achieve at your highest level.
Monday, September 7, 2009
Download Thinking Maps Software at Home at No Cost to You
EHS and Valley View own a campus community license for Thinking Maps software. This easy-to-use program will allow you to install the software on your home computer at no cost to you.
You can then create thinking maps that can be exported as PNG or JPEG file formats that can be uploaded to blogs, inserted in PowerPoints, and pasted into Word documents. In PowerPoints and Word the exported picture files appear in the same high quality that the files appear when viewed in the original Thinking Maps software. However, when the files are uploaded to blogger, much of the clear focus is lost when enlarged.
The easiest work-around for the clarity issue is to upload the picture files in "small" picture size in blogger. The "small" size allows blog readers to click on a picture to take it full screen. Then the Thinking Map is clear and easy-to-read.
To get your copy of Thinking Map software on your home computer, follow the directions below:
Log in to Edline.
Go to the Contents section of the main page.
Click on the folder marked Thinking Maps Software.
Go in to the XP install and install on your school and home computers.
To watch a quick video on how to download Thinking Maps software from Edline, click here.
You can then create thinking maps that can be exported as PNG or JPEG file formats that can be uploaded to blogs, inserted in PowerPoints, and pasted into Word documents. In PowerPoints and Word the exported picture files appear in the same high quality that the files appear when viewed in the original Thinking Maps software. However, when the files are uploaded to blogger, much of the clear focus is lost when enlarged.
The easiest work-around for the clarity issue is to upload the picture files in "small" picture size in blogger. The "small" size allows blog readers to click on a picture to take it full screen. Then the Thinking Map is clear and easy-to-read.
To get your copy of Thinking Map software on your home computer, follow the directions below:
Log in to Edline.
Go to the Contents section of the main page.
Click on the folder marked Thinking Maps Software.
Go in to the XP install and install on your school and home computers.
To watch a quick video on how to download Thinking Maps software from Edline, click here.
Bubble Map Paragraph
After completing your bubble map, write one paragraph that details one of your adjectives. Remember to concentrate on one adjective to give focus to the paragraph.
The typed paragraph is due on Wednesday, Sept. 9, 2009 along with your completed bubble map. Your bubble map should include at least six adjectives that describe you, and each adjective needs one or two specific details that support them in the frame of reference. The paragraph should be typed, 12-point font, double spaced and be at least six sentences long. Also, please consider including a recent photo of yourself on your bubble map or your paragraph so that I can begin to learn your name.
If you would like to create your bubble map electronically, Thinking Maps software is available free of charge to all EHS students. Simply go to Edline and find the Thinking Maps software file folder on your main page. You can easily download the software from there to your home computer. If you have trouble downloading the software, simply create a bubble map on paper.
Here is the paragraph inspired by the green adjective on my bubble map.
Roehl Seeing Green
Having grown up on a farm in Medina, I have an affinity for rich, black soil laced with a little cow manure. Such a garden that yields the juiciest tomato or the tenderest ear of corn is a thing of beauty. In my small yard in St. Louis Park I have a fairly large vegetable and fruit garden to keep my farming ancestry alive and showcase my green philosophy. I also belong to a Community Supported Agriculture (CSA) program. My CSA farmer Richard delivers one box of fresh, organic vegetables each week for my family to enjoy. I make an awesome chocolate zucchini cake and a beans and greens dish sure to please the most sophisticated Italian palette. Richard also provides my family with organic fruit that he gets from his farming friends on the West Coast and in Mexico. For nine months out of the year my produce needs are met by this buying-locally, earth-friendly CSA method which allows my family to know we are being as green as possible where groceries are concerned. I have taken this green philosophy to other areas of my life. Two years ago I began mowing my lawn with a reel mower; that's the type of push mower that's powered only by humans. Although the reel mower might not leave the most manicured lawn, I enjoy the quiet, peaceful mowing experience that saves gas and carbon emissions. Speaking of emissions, I have also reduced my clothes dryer emissions by hanging most of my family's laundry on the line. While my family was in Spain for three weeks in 2007, I noticed that most, if not all, Spanish families hang their clothes on the line from their apartment windows. I figured that if they can do it without a backyard, then I was being wasteful of the planet's resources my using a machine to dry my clothes. Although being green takes a lot of work, I am glad that I have taken a few simple steps to reduce my carbon footprint.
My backyard vegetable garden supplies my family with lots of fresh tomatoes, cucumbers, herbs, etc.
This is one of my favorite family farm photos. It features my father and his sister, Sr. Aelred, in the 1950's working in our family garden.
The typed paragraph is due on Wednesday, Sept. 9, 2009 along with your completed bubble map. Your bubble map should include at least six adjectives that describe you, and each adjective needs one or two specific details that support them in the frame of reference. The paragraph should be typed, 12-point font, double spaced and be at least six sentences long. Also, please consider including a recent photo of yourself on your bubble map or your paragraph so that I can begin to learn your name.
If you would like to create your bubble map electronically, Thinking Maps software is available free of charge to all EHS students. Simply go to Edline and find the Thinking Maps software file folder on your main page. You can easily download the software from there to your home computer. If you have trouble downloading the software, simply create a bubble map on paper.
Here is the paragraph inspired by the green adjective on my bubble map.
Roehl Seeing Green
Having grown up on a farm in Medina, I have an affinity for rich, black soil laced with a little cow manure. Such a garden that yields the juiciest tomato or the tenderest ear of corn is a thing of beauty. In my small yard in St. Louis Park I have a fairly large vegetable and fruit garden to keep my farming ancestry alive and showcase my green philosophy. I also belong to a Community Supported Agriculture (CSA) program. My CSA farmer Richard delivers one box of fresh, organic vegetables each week for my family to enjoy. I make an awesome chocolate zucchini cake and a beans and greens dish sure to please the most sophisticated Italian palette. Richard also provides my family with organic fruit that he gets from his farming friends on the West Coast and in Mexico. For nine months out of the year my produce needs are met by this buying-locally, earth-friendly CSA method which allows my family to know we are being as green as possible where groceries are concerned. I have taken this green philosophy to other areas of my life. Two years ago I began mowing my lawn with a reel mower; that's the type of push mower that's powered only by humans. Although the reel mower might not leave the most manicured lawn, I enjoy the quiet, peaceful mowing experience that saves gas and carbon emissions. Speaking of emissions, I have also reduced my clothes dryer emissions by hanging most of my family's laundry on the line. While my family was in Spain for three weeks in 2007, I noticed that most, if not all, Spanish families hang their clothes on the line from their apartment windows. I figured that if they can do it without a backyard, then I was being wasteful of the planet's resources my using a machine to dry my clothes. Although being green takes a lot of work, I am glad that I have taken a few simple steps to reduce my carbon footprint.
My backyard vegetable garden supplies my family with lots of fresh tomatoes, cucumbers, herbs, etc.
This is one of my favorite family farm photos. It features my father and his sister, Sr. Aelred, in the 1950's working in our family garden.
Course Syllabus
Course Description
This course encompasses the language arts skills of literary analysis, writing, research, speaking, listening and media literacy. Students read contemporary and classic works that reflect diversity in race, gender, age, economics and geography. We will also write in a variety of styles for a variety of purposes. Intensive writing instruction will help students develop thinking skills and a personal voice. Regular instruction in vocabulary will use both explicit lessons and vocabulary specific to the literature being studied in class. Vocabulary words have been chosen that appear on an SAT Vocabulary study list.
Texts
• Quarter One: Davita’s Harp, Siddhartha, The Odyssey, selected short works
• Quarter Two: All the Pretty Horses, The Road, All My Sons, On the Waterfront, selected short works
• Quarter Three: Macbeth, Much Ado About Nothing, Night, In the Time of the Butterflies, selected short works
• Quarter Four: Nectar in a Sieve, Things Fall Apart, Persepolis, choice text, selected short works
My Beliefs
• I believe in a safe working environment for all of my students.
• I believe in the power of texts to help people understand the world and the human condition.
• I believe that I have a responsibility to prepare you for the real world to work and think on a critical, analytical level in a media-infused 21st century.
• I believe that through Enriched English 10 you will learn to write more fluently, read more deeply, question more critically, and empathize more compassionately.
• I believe that student engagement is the critical element in learning and achievement.
• I believe in nurturing a respectful, working relationship with each student that also recognizes the passions and interests of my students.
• I believe in social justice and educational reform.
• I believe in all of you!!!
My Expectations of Students
• Work: Show up for class—physically and mentally. Your fellow students and I need you here. Your primary purpose is to participate in your learning and to produce work that contributes to the good of our class community. As Michael Hartoonian, scholar of education and public policy, says, “Work that we do to improve our personal circumstances always affects others. If we do good work, that good radiates to others. Of course, poor or bad work also radiates to others, causing a general decline in the wealth of the community.” Knowledge, which you gain through work, is key to successful citizenship in a multicultural world. To this end, expect homework each night and prepare to speak in class each day.
• Respect: At all times, be respectful of scholarship, of yourself, of each other, and of me. We are in this together.
• Belong: Foster community by taking care of each other, being ready for anything, and appreciating the differences that each person brings to class.
Grading
Your grade is based on the total number of points you earn in a semester. The semester exam grades are figured into second and fourth-quarter grades. If you have questions or concerns about your grade, you should talk to me early and often.
100-93% A
92-90% A-
89-87% B+
86-83% B
82-80% B-
79-77% C+
76-73% C
72-70% C-
69-67% D+
66-63% D
62-60% D-
59-0% F
Please pay attention to penalties for scholastic and academic dishonesty outlined on page 18 of the student handbook.
My Enriched English 10 Policies
Major papers: Major papers will be accepted within a 3-5 day amnesty window of the due date. While the size of the opening of the amnesty window will remain at my discretion, I will alert you to the dates when major papers are assigned. This should give you ample time to complete the paper on time and resolve any technical or personal issues that may arise. As long as your paper is handed in within the window, it is considered "on time" and will be graded without penalty. Papers are graded in the order that they were handed in. If you hand in your paper one day after the time frame window has closed, 25% will be taken off of your final score, resulting in a C being the highest possible grade that you could earn on that paper. If you hand in the paper any time after that, 50% will be taken off of your final score. All major papers will be worth 100 points. If you are absent on the closing due date, the paper needs to be emailed to me that day by 8:30 a.m. as an attachment if it is to be graded without penalty. Additionally, you must plan to hand in a hard copy of your paper upon your return to school.
Daily work: Research indicates that assigning homework, providing timely feedback, and obtaining assessment of student learning are important in enhancing the teaching-learning process. The purpose of homework is to either prepare you for the following day’s lesson, or to enhance and practice the skills learned in the previous lesson. This purpose is lost if the homework is not completed on time. For this reason, late homework will not be accepted.
box of facial tissue
bottle of hand sanitizer
container of disinfecting wipes
package of loose leaf paper
pack of printer paper
pack of construction paper
package of four glue sticks
adult size scissors
a pack of markers
package of 24 pencils
Remember all supplies are due on Thursday, September 10 when I will check them off for daily work points.
Keeping in Touch
If you have any questions or feel as though you need additional help throughout the semester, please ask! I am available most days before and after school in my classroom. Please call or email with any questions or concerns. I’m looking forward to sharing a productive and enjoyable year together! I believe in you!!!
Ms. Jackie Roehl
Room 271
952-848-3043
jacroehl@edina.k12.mn.us
This course encompasses the language arts skills of literary analysis, writing, research, speaking, listening and media literacy. Students read contemporary and classic works that reflect diversity in race, gender, age, economics and geography. We will also write in a variety of styles for a variety of purposes. Intensive writing instruction will help students develop thinking skills and a personal voice. Regular instruction in vocabulary will use both explicit lessons and vocabulary specific to the literature being studied in class. Vocabulary words have been chosen that appear on an SAT Vocabulary study list.
Texts
• Quarter One: Davita’s Harp, Siddhartha, The Odyssey, selected short works
• Quarter Two: All the Pretty Horses, The Road, All My Sons, On the Waterfront, selected short works
• Quarter Three: Macbeth, Much Ado About Nothing, Night, In the Time of the Butterflies, selected short works
• Quarter Four: Nectar in a Sieve, Things Fall Apart, Persepolis, choice text, selected short works
My Beliefs
• I believe in a safe working environment for all of my students.
• I believe in the power of texts to help people understand the world and the human condition.
• I believe that I have a responsibility to prepare you for the real world to work and think on a critical, analytical level in a media-infused 21st century.
• I believe that through Enriched English 10 you will learn to write more fluently, read more deeply, question more critically, and empathize more compassionately.
• I believe that student engagement is the critical element in learning and achievement.
• I believe in nurturing a respectful, working relationship with each student that also recognizes the passions and interests of my students.
• I believe in social justice and educational reform.
• I believe in all of you!!!
My Expectations of Students
• Work: Show up for class—physically and mentally. Your fellow students and I need you here. Your primary purpose is to participate in your learning and to produce work that contributes to the good of our class community. As Michael Hartoonian, scholar of education and public policy, says, “Work that we do to improve our personal circumstances always affects others. If we do good work, that good radiates to others. Of course, poor or bad work also radiates to others, causing a general decline in the wealth of the community.” Knowledge, which you gain through work, is key to successful citizenship in a multicultural world. To this end, expect homework each night and prepare to speak in class each day.
• Respect: At all times, be respectful of scholarship, of yourself, of each other, and of me. We are in this together.
• Belong: Foster community by taking care of each other, being ready for anything, and appreciating the differences that each person brings to class.
Grading
Your grade is based on the total number of points you earn in a semester. The semester exam grades are figured into second and fourth-quarter grades. If you have questions or concerns about your grade, you should talk to me early and often.
100-93% A
92-90% A-
89-87% B+
86-83% B
82-80% B-
79-77% C+
76-73% C
72-70% C-
69-67% D+
66-63% D
62-60% D-
59-0% F
Please pay attention to penalties for scholastic and academic dishonesty outlined on page 18 of the student handbook.
My Enriched English 10 Policies
Major papers: Major papers will be accepted within a 3-5 day amnesty window of the due date. While the size of the opening of the amnesty window will remain at my discretion, I will alert you to the dates when major papers are assigned. This should give you ample time to complete the paper on time and resolve any technical or personal issues that may arise. As long as your paper is handed in within the window, it is considered "on time" and will be graded without penalty. Papers are graded in the order that they were handed in. If you hand in your paper one day after the time frame window has closed, 25% will be taken off of your final score, resulting in a C being the highest possible grade that you could earn on that paper. If you hand in the paper any time after that, 50% will be taken off of your final score. All major papers will be worth 100 points. If you are absent on the closing due date, the paper needs to be emailed to me that day by 8:30 a.m. as an attachment if it is to be graded without penalty. Additionally, you must plan to hand in a hard copy of your paper upon your return to school.
Daily work: Research indicates that assigning homework, providing timely feedback, and obtaining assessment of student learning are important in enhancing the teaching-learning process. The purpose of homework is to either prepare you for the following day’s lesson, or to enhance and practice the skills learned in the previous lesson. This purpose is lost if the homework is not completed on time. For this reason, late homework will not be accepted.
Tests: If you are absent the day of a major test, you will need to attend the make-up test session that I schedule. Make-up tests are comprised of short answer questions, while the regular test will have a variety of question types, including multiple choice. Retesting is not allowed. Be prepared for tests the first time.
Reading Check Quizzes: Occasionally, you may need to complete a quiz on the previous night’s reading assignment. Quizzes may be unannounced. If you are absent and miss a reading check quiz, you will need to complete questions on the reading instead of taking a make-up quiz. Completing the questions will excuse you from the missing test, but will not be worth points.
The Notebook: All students will be expected to maintain a classroom composition notebook that includes comprehensive classroom notes, journal entries, daily assignments, vocab lists, etc. The notebook will also have a detailed table of contents. The individual pages of the notebook will be checked at random during class every two weeks. After an absence, it is your responsibility to check with a trusted classmate and to copy down the notes that you missed within two days of returning to school.
Academic Integrity
Consider that your character and good name cannot be easily reclaimed once you make the decision to cheat. If you do decide to cheat or plagiarize in any portion of the academic work for the course, you will earn a zero for the assignment and may be referred to administration for disciplinary action. Do not compromise your integrity by cheating. Please pay attention to penalties for scholastic and academic dishonesty outlined on page 18 of the student handbook, and be aware that cheating is both the giving and the receiving of answers on a test or assignment.
Mice and New Carpet
There are mice in the building, and they move into any classroom where food or sugary drinks reside. In addition, we have brand new carpet, which is awesome, but hasn't happened since 1990. We don’t want mice, and we don’t want to ruin our new carpet. To that end, water ONLY (no additives) is allowed in this room. Please use reusable water bottles as there is only paper recycling in this room. Go GREEN!!!
Supplies
Please have the following supplies in class by Thursday, September 10:
In Your Backpack each day . . .
a single subject notebook that is used exclusively for English 10
a pen, pencil, and highlighter
a planner or some way to keep track of assignments and tests
index cards if you like making vocabulary flashcards
box of facial tissue
bottle of hand sanitizer
container of disinfecting wipes
package of loose leaf paper
pack of printer paper
pack of construction paper
package of four glue sticks
adult size scissors
a pack of markers
package of 24 pencils
Remember all supplies are due on Thursday, September 10 when I will check them off for daily work points.
Keeping in Touch
If you have any questions or feel as though you need additional help throughout the semester, please ask! I am available most days before and after school in my classroom. Please call or email with any questions or concerns. I’m looking forward to sharing a productive and enjoyable year together! I believe in you!!!
Ms. Jackie Roehl
Room 271
952-848-3043
jacroehl@edina.k12.mn.us
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