Pages

Thursday, February 28, 2013

Thurs. Feb. 28

BR:

What is the hook of your paper? Write down your hook, and then in a sentence or two explain why this hook is significant.

Agenda:
  • Grammar: Semi-colon review page 239. Also, complete pages 240-241 on colons (we will check these handouts tomorrow).
  • Teacher will go over answers to semi-colon pg. 239.  
  • Introductory paragraph - Students will write introduction paragraph in class, asking for assistance when needed and referring to the notes given yesterday. 
  • Research and writing- Students will continue researching and taking notes. Note cards are due tomorrow.

Wednesday, February 27, 2013

Wed. Feb.27

BR:
Grammar- Semi-colon A& B handouts pages 237-238

Agenda:
  • Teacher will go over answers to semi-colon pgs.237-238
  • Thesis and outline- Students will share with class their thesis and outlines for a class critique.
  • Introduction- Teacher will explain the components of an effective introductory paragraph of research paper. Students will read example introductions and take notes. 
  • Research and writing- Students should finish thesis and outline. Students will work on notes and introductory paragraphs.

Tuesday, February 26, 2013

Tues. Feb. 26

BR:

Thesis Brainstorm: Complete the front of the handout that reads "Thesis Brainstorm: What do YOU want to say?"

Agenda:
  • Grammar: Students will complete the grammar handout "Review B: Commas." We will grade this as a class for a daily grade.
  • Thesis Brainstorm: Teacher will explain what good thesis statements look like. Students will revise their own thesis statement. 
  • Students will take a few minutes to work on outline, asking any questions for assistance.Outlines will be shared with class on overhead.
  • Research: Students will continue researching, taking notes on key points while working on thesis and outline (Due on Thurs. Feb. 28)

Monday, February 25, 2013

Mon. Feb. 25

BR:

Choose a source, and on a notecard, write a direct quote that you may use in your paper. Included with the quote should be an introduction.

Example - Sherry Turkle, author of the book Alone Together, states, "Social media effects every area of our lives."

Agenda:

  • Students will complete the grammar worksheets on commas pages 230-231.
  • Teacher will go over answers. 
  • Teacher will explain the "quotation" sandwhich and outline for the paper. 
  • Students will begin outline in class.
  • Research- Students will continue research and taking notes for the paper.

Friday, February 22, 2013

Fri. Feb. 22

BR:

On your iPad or phone, go to one of your sources. Choose a few important lines, lines that will be in your paper, and write them down. On the back of the card, write those lines in your own words.

We will have a class share. Be prepared.

Agenda:
  • Group Share: Students will gather in groups of four and share paraphrases. Students will pass cards around and make notes on each card, indicating suggestions.
  • Direct Quotes- intro. to direct quotes
  • Research: Students will finish working bibliography and turn in and continue taking notes.

Thursday, February 21, 2013

Thurs. Feb. 21

BR:

On your iPad or phone, go to one of your sources. Choose a few important lines, lines that will be in your paper, and write them down. On the back of the card, write those lines in your own words.

Direct Quote: Choose an important quote. Write it on another index card.

Agenda:
  • Grammar: Essential and Nonessential phrases: Students will practice correcting sentences by using commas where necessary. Complete the exercise below.We will grade this as a class.
 
Are the essential and nonessential elements in the following sentences punctuated correctly? If they are correct, write a C on the line to the left. If they are incorrect, put an X on the line. Do you know why the punctuation is correct or incorrect?

  • _____ 1. The woman who did not attend the meeting said that she had to study for her chemistry exam.
    _____ 2. He did not however intend to return the money he borrowed.
    _____ 3. West Point cadets, who break the honor code, are expelled.
    _____ 4. She was as a matter of fact chiefly interested in becoming a Hollywood celebrity.
    _____ 5. Raul's wife, Conchita, is president of the local Red Cross.
    _____ 6. The German writer, Hermann Hesse, is a favorite with American college students.
    _____ 7. The courthouse which was renovated recently was built in 1878.
    _____ 8. Saul having forgotten to save his work lost all of his revisions when his computer crashed.
    _____ 9. St. Ignatius of Loyola, founder of the Society of Jesus, wrote his handbook of spiritual exercises in the sixteenth century.
    _____ 10. The book, that your sister gave you for your birthday, won a National Book Award.

  • Teacher will go over answers. Students are expected to use correct comma usage in paper.
  • The Research Process: Teacher will go over page 5 of Research Paper packet. Taking notes will be explained with an emphasis of summary and paraphrase as well as plagiarism. 
  • Students will exchange note cards with one another and critique the paraphrase. Select note cards will be shared with class.
  • Library: Students will continue working in library on working bibliography (due tomorrow).

Wednesday, February 20, 2013

Wed. Feb. 20

BR:

Turn in topic. Write on a piece of paper and turn in on my desk.

Grammar: Students will practice correcting sentences by using commas where necessary. Grammar pages 228-229

Agenda:
  • Teacher will go over answers. Students are expected to use correct comma usage in paper.
  • Teacher will go over expectations for paper: deadline and requirements
  • Working bibliography: Teacher will go over various types of sources and how to format them in MLA style, the updated version. 
Use this website to guide you: Purdue OWL

Also, see the tab pages MLA Format on this blog for examples.
  • Library: Students will continue researching sources, determining the validity of them. Students will begin working on the bibliography.




Tuesday, February 19, 2013

Research Paper Due Dates


Due Dates

·      FEB. 20- TOPIC
·      FEB. 21- INDEX CARDS
·      FEB.22 – WORKING BIBLIOGRAPHY- SOURCE CARDS
·      FEB. 27- THESIS
·      FEB. 28- NOTE CARDS
·      MARCH 4- ROUGH DRAFT
·      MARCH 7- FINAL PAPER

*** All dates are subject to change.

Requirements:

·      MLA Format
·      3-4 pages, not including works cited page
·      12 point font, Times New Roman
·      Double space

Tues. Feb. 19

BR:
Commas: Students will practice correcting sentences by using commas where necessary.

Agenda:
  • Teacher will go over answers. Students are expected to use correct comma usage in paper.
  • Research and Sources: After determining your topic, you are to begin finding appropriate sources.  However, all sources are not created equal.
  • Working Bibliography: Students will need to bring 4x6 index cards to class on Thursday for a grade. The working bibliography is the possible sources you will use for your paper. You are required to have 6 sources in your working bibliography. Refer to your packet for common bibliography entries. 
  • Library: Students will continue researching topics and determine a topic today. Bring final topic tomorrow at beginning of class.

Monday, February 18, 2013

Mon. Feb. 18

BR: (10 min)

What is the most challenging aspect of the research paper?


Agenda:
  • Satire Project- Students will work on satire project. This is the last day of writing. (30min)
  • Introduction to Research Paper and topic (20 min)
  • Library - Students will use this time to research possible topics and type any materials needed for Satire Project. (30 min)

Friday, February 15, 2013

Fri. Feb. 15

Bell Ringer:

What new ideas have you learned from the satire unit?

Agenda:
  • Students will present political cartoons to class. 
  • Students will continue working on the satire project. Teacher will go over expectations before they begin. 
Satire Project


How do I get a grade?


All groups will be graded, foremost, on the quality of the satire.  Presentation, quality of the final product and group work will also be assessed. 

Your group will be expected to give a 3-5 minute presentation of the satire to the class. 
Important note:
·        If you choose to do a video, you will need to check and test your materials ahead of time to make sure they work/you can present. 

Failure to be able to present due to your lack of planning as a group will result in a loss of points for the entire project.

This is a group project worth one formal assessment grade (100 points).  Eighty percent of the grade will be the same (based on your group’s presentation and written work).  The final 20% will be based on the effort you bring to the project, as determined by:

1.      Teacher observations
2.      Group member ratings
3.      A typed paragraph detailing specifically what you “did” for the project

Group work to turn in (should be neatly presented in a bound folder):
1.   Brainstorming/planning notes, research
2.  Drafts and the final copy of satire.  The final copy needs to be typed.

  • Satirical clips found in the real world.



Thursday, February 14, 2013

Thurs. Feb. 14

Bell Ringer:

Happy Valentines Day from Grumpy Cat!


What's your favorite Valentine's Day memory?

Agenda:

  • Political Cartoon: Students will work on political cartoons, finishing them for presentations tomorrow. Be sure to look at yesterday's blog for requirements.
  • Satire Powerpoint- How to Write a Satire
  • Individually: Review the organization of Swift's "A Modest Proposal." Take notes on how he organizes his essay. When brainstorming topics ask yourself the following questions: Who or what are you mocking? What topic are you covering? Who is your audience?
  • Essay Requirements: 2-3 pages
    • State the need or problem
    • Describe the proposed solution
    • Describe how the solution will be enacted/implemented
    • Describe the advantages of your solution
    • List costs of the solution

Wednesday, February 13, 2013

Wed. Feb.13

BR: (10 min)

What social issue are you passionate about and why?


Agenda:
  • Beowulf essay (20 min)- student evaluation - Students will use essay rubric to grade a partner's essay. Those who did an extra credit project at the beginning of Beowulf will receive it on the essay.
  • Political cartoon (20 min)- Students will begin drawing their own political cartoon.
Requirements:
    • Symbol
    • Exaggeration 
    • Irony
    • Caption/labeling
On the back of your cartoon:
    • Identify three symbols in your cartoon and their meaning.
    • Identify and explain areas where you used exaggeration to make a point.
    • Is your cartoon ironic? How so?
    • Explain your labels and/or caption.
  • Writing your own satire power point (15 min)
  • Brainstorm: Students will begin brainstorming possible topics by researching political cartoons and social issues. (15 min)

Tuesday, February 12, 2013

Tues. Feb. 12

BR:




Rewrite the first paragraph of "Advice to Youth." When finished, work with the partner behind you and rewrite the second together. Both partners should write on their own paper. Turn in.

Agenda:

  • As a class, we will read part of "A Modest Proposal." You will finish reading it silently.
  • With a partner, students will complete the Satire worksheet.

Monday, February 11, 2013

Mon. Feb.11

Bell Ringer: 

Observe the cartoons below. Choose one cartoon to answer the following questions (write questions):
  • What event is being satirized?
  • What is the cartoonist's opinion about the event?
  • What are the serious points being made?
  • If you were the editor of a newspaper, would you buy this cartoon? If not, why not?

Cartoon 1
Cartoon 2
  • Return to the groups you were in when reading Mark Twain's essays. Share with your group the cartoons you found and saved on your iPad (Friday). Your group must choose one to answer the same questions above. Be prepared to share with class.
  • Choose the essay you did not read on Thursday. Your choices were "The Lowest Animal" and "Advice to Youth." You will read the chosen essay and fulfill the following roles:
    • Summarizer - Describe the key points of the sections read. Create complete sentences that highlight these key points.
    • Questioner- Pose questions about the reading. Were there any unclear parts? Difficult vocabulary? What images reoccur?
    • Clarifier- Answer the questions created by your group member, and clarify any confusing parts.
***Be prepared to share your findings with the class. 
  • Individual work: Students will rewrite the first two paragraphs of "Advice to Youth." Change the paragraphs' tone. Tone is "the expression of the author's attitude toward his/her audience and subject matter. It can also be the expression of the speaker's attitude toward his/her listener or subject matter. And sometimes it's a little bit of both."

Friday, February 8, 2013

Fri. Feb. 8

BR:

Read quietly the reading strategies handouts on your desk. Choose two strategies to use that you might think could be helpful to your reading.

Essential Question: What strategies can I use to navigate difficult texts?

Agenda:
  • Group work: In different groups from yesterday, answering the following questions regarding the article you read:
    • What is the article spoofing?
    • What types of information does this article assume its audience already has?
    • What is this article's tone?
    • Which techniques of satire are used in this article?
  •  Brainstorm: Have your parents ever given you advice? 
  • Group Work: Choose what article you'd like to read. 
    • Underline phrases or sentences that characterize it as satirical.
    • In one sentence, summarize what serious commentary Twain is making. 
  • On your own: Research five political events that have happened recently. Locate caricatures for them and save the pictures.

Thursday, February 7, 2013

Thurs. Feb. 7


BR:
Students will complete grammar page on various phrases.

Agenda:

  • Teacher will conduct a discussion of satire. Class will create a definition of satire
  • Students brainstorming satire in real world – movies, television, shows, etc. 
  • Caricatures - understanding various types of satire
  • The class will predict what the episode “Treehouse of Horrors” is about. 
  • Class will view an episode of the Simpsons – Episode 3, Season 2. “Treehouse of Horrors” 
  • Students will fill out worksheet on satire regarding the episode. Worksheet comes from ACT. 
  • Students will read an article from the website the Onion and fill out worksheet.

Friday, February 1, 2013

Fri. Feb. 1

Bell Ringer:

Free write. What inspires you? Music? Nature? Art?

Explain what inspires you and why. Write as much as you can about this subject.


Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals:
3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]
13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:
  • Students will complete grammar pages on Infinitives and Infinitive phrases pages 57-58
  • Pop Quiz: Students should prepare for quiz on Part 1
  • In pairs, students will answer questions to Part 2 in literature book on page 50 (1-10)
  • The movie Beowulf - Students will continue viewing the film Beowulf, making note of differences.