* Collect CWP
- Check Your Head
- If you typed...submit to turnitin.com
* Dickens
* Dickens
* Video
HW: Read
The Handwriting is on the Blog
Some wonder if handwriting is necessary now that we are in a digital age and have iPads, etc. I've collected some articles that support the idea that handwriting might just help you:
Become less stressed and healthier (click: LA Times)
Get smarter (click: WSJ)
Become less distracted (click: Atlantic)
Remember more of their notes and so will finish homework/studying earlier (click:Science News, Education News)
Learn more in less time (click: Lifehacker)Get smarter (click: WSJ)
Become less distracted (click: Atlantic)
Remember more of their notes and so will finish homework/studying earlier (click:Science News, Education News)
So the muscular and digital is a good combination for us.
A Good Family
We wonder what a husband and wife really are biblically...is submission really part of the equation?
Another student asked me what I thought about last week's speaker's parents leaving him at a school to pursue their mission. Is that good?
Both treat the nature of the family, and my pastor is doing an excellent series on it. So, I'll provide some good links for you.
Foxy Fox
My parents found a grey fox on their deck (we're remodeling) yesterday. Their property overlooks the Bay Area.
Joining you in your CWP time: Here is a poem I wrote for my wife today to send with the picture.
Wednesday 2/29/12: Finish CWP
* Pray
* Check Grammar ex. 32-4
* CWP
Remember (Schwager's students): If you are handwriting your CWP, single space. If you are typing your CWP, double space. If you don't do a CWP, your grade is lost in space.
* Submit your CWP to Turnitin.com through Focus
HW: Finish your CWP; Turnitin.com
* Check Grammar ex. 32-4
* CWP
Remember (Schwager's students): If you are handwriting your CWP, single space. If you are typing your CWP, double space. If you don't do a CWP, your grade is lost in space.
* Submit your CWP to Turnitin.com through Focus
HW: Finish your CWP; Turnitin.com
Tuesday, 2/28: Grammar: Comma Coma
* Pray
* Grammar. It's time to plow through the helter skelter that is 32f-j.
1. Read and take notes on 32f, 32g, 32h, 32i, 32j.
2. Clear your head.
3. Do ex. 32-4 letters and numbers. You must handwrite this exercise.
* CWP
HW: Grammar 32-4
* Grammar. It's time to plow through the helter skelter that is 32f-j.
1. Read and take notes on 32f, 32g, 32h, 32i, 32j.
2. Clear your head.
3. Do ex. 32-4 letters and numbers. You must handwrite this exercise.
* CWP
HW: Grammar 32-4
Monday, 2/27: CWP and Reading
* Pray
* Work on your CWP (this is due at the end of the week). Remember that it must be at least three pages long. Don't forget to consider contests like Poetry Santa Cruz as you write.
* If you are finished with your CWP, read Dickens (through XL, chapter 40, this week). You will have no Dickens journal assignment this week as you are finishing your CWP.
HW: CWP and Dickens Reading
* Work on your CWP (this is due at the end of the week). Remember that it must be at least three pages long. Don't forget to consider contests like Poetry Santa Cruz as you write.
* If you are finished with your CWP, read Dickens (through XL, chapter 40, this week). You will have no Dickens journal assignment this week as you are finishing your CWP.
HW: CWP and Dickens Reading
The Handwriting is on the Blog
1. Students will learn more in less time (click: Lifehacker).
2. Students will be less stressed and healthier (click: LA Times).
3. Students will be smarter (click: WSJ).
4. Students will be less distracted (click: Atlantic)
5. Students will remember more of their notes and so will finish homework/studying earlier (click:Science News, Education News)
Now, those cited above are general news sources. Actual studies aren't as nice for an email, but here is an example from the University of Washington:
Both Normally Developing Writers and Children with Handwriting and Spelling Disability Show Advantage in Writing Essays By Pen over Keyboard Berninger, V., Abbott, R., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities affecting transcription. Learning Disability Quarterly, 32, 123-141.
2. Students will be less stressed and healthier (click: LA Times).
3. Students will be smarter (click: WSJ).
4. Students will be less distracted (click: Atlantic)
5. Students will remember more of their notes and so will finish homework/studying earlier (click:Science News, Education News)
Now, those cited above are general news sources. Actual studies aren't as nice for an email, but here is an example from the University of Washington:
Both Normally Developing Writers and Children with Handwriting and Spelling Disability Show Advantage in Writing Essays By Pen over Keyboard Berninger, V., Abbott, R., Augsburger, A., & Garcia, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities affecting transcription. Learning Disability Quarterly, 32, 123-141.
Block Day, Week 28
* Opening Assignment: In your notes, write down as many of the comma rules as you can (without bedford or other aid).
* Pray
* Grammar: 32e reviewed. Do ex. 32-3 all; if you did this last week, please compose 4 sentences (2 showing a restrictive (no comma) sentence and 2 showing a nonrestrictive (comma(s)) sentence).
* CWP (due your next block day)
* Read Dickens
* If time permits, try our hand at another poem's imagery from ch. 4.
HW: CWP; Read
* Pray
* Grammar: 32e reviewed. Do ex. 32-3 all; if you did this last week, please compose 4 sentences (2 showing a restrictive (no comma) sentence and 2 showing a nonrestrictive (comma(s)) sentence).
* CWP (due your next block day)
* Read Dickens
* If time permits, try our hand at another poem's imagery from ch. 4.
HW: CWP; Read
So Bad, It's Good (enough to beat the other bad entries) Contests
Worst Possible Opening Contest at SJSU
Worst Vanity Doggerel Poetry
Worst Vanity Doggerel Poetry
Wednesday, 2/22: Poetry, Grammar
* Pray
* Collect J28 - Hopkins' "Spring"
Points to Notice
- Stanza 1 (first paragraph of the poem) deals with spring.
- Stanza 2 introduces the idea that we have a part or thread or sound or strain of Eden still every year in spring.
- Stanza 3 encourages the reader to enjoy and keep that Eden garden innocence.
Images to ponder:
-"Rinse and wring/ The ear": think of laundry in the old days...what does this say about the effect the birds' song on our ears? Notice that ring and wring are different things. Notice how they have the same sound (homophones), which works well here.
-"Strikes like lightenings": Imagine the flash of the light, the quick, crisp sound before the heavy thunder. The light that strikes the eye is like the sound that strikes the ear. Notice that the lightenings are plural, many quick notes from the birds.
- The trees "brush" the blue above...another cleaning image. Notice the development of cleanness, purity, to reinforce innocence stated outright later.
- "Fair their fling": think of happy newborn lambs dancing about
- "Cloy": gluts; produces to the point of sickness; the idea is that this spring life will be ruined, so "[h]ave, get," appreciate it, take it in.
Do you see how he opens the poem with a statement, but what is a statement except an invitation to provide support and details...how? Through IMAGERY. That's how every story is told; that's how experience passes from you to someone else--through the imagery.
The last question is a real challenge, but notice how the alliteration (cloud, Christ...sour....sinning...Most...maid's....worthy...winning) provides greater emphasis on the important words and STRONGER IMAGES than the paraphrase. "Sour" gives a smell and taste where "taint" does not. "Winning" when you expect "save" gives a certain kind of saving that save cannot produce on its own; the winning internal feeling and emotions are brought along.
* Review Poems from Ch. 4
* CWP
HW: Work on your CWP
* Collect J28 - Hopkins' "Spring"
Points to Notice
- Stanza 1 (first paragraph of the poem) deals with spring.
- Stanza 2 introduces the idea that we have a part or thread or sound or strain of Eden still every year in spring.
- Stanza 3 encourages the reader to enjoy and keep that Eden garden innocence.
Images to ponder:
-"Rinse and wring/ The ear": think of laundry in the old days...what does this say about the effect the birds' song on our ears? Notice that ring and wring are different things. Notice how they have the same sound (homophones), which works well here.
-"Strikes like lightenings": Imagine the flash of the light, the quick, crisp sound before the heavy thunder. The light that strikes the eye is like the sound that strikes the ear. Notice that the lightenings are plural, many quick notes from the birds.
- The trees "brush" the blue above...another cleaning image. Notice the development of cleanness, purity, to reinforce innocence stated outright later.
- "Fair their fling": think of happy newborn lambs dancing about
- "Cloy": gluts; produces to the point of sickness; the idea is that this spring life will be ruined, so "[h]ave, get," appreciate it, take it in.
Do you see how he opens the poem with a statement, but what is a statement except an invitation to provide support and details...how? Through IMAGERY. That's how every story is told; that's how experience passes from you to someone else--through the imagery.
The last question is a real challenge, but notice how the alliteration (cloud, Christ...sour....sinning...Most...maid's....worthy...winning) provides greater emphasis on the important words and STRONGER IMAGES than the paraphrase. "Sour" gives a smell and taste where "taint" does not. "Winning" when you expect "save" gives a certain kind of saving that save cannot produce on its own; the winning internal feeling and emotions are brought along.
* Review Poems from Ch. 4
* CWP
HW: Work on your CWP
Tuesday, 2/21: Perrine's
* Opening Assignment: (written in your notes) Using as much imagery as possible, describe a vivid experience that involved many senses (touch, sight, sound, taste, etc.).
* Pray
* Per. 4: DarRien (apologies!) Glover; please see me.
* Perrine's: Imagery continued.
Terms:
Read and discuss "Spring" pg. 774.
HW: J28: Answer questions for "Spring" by G.M. Hopkins.
* Pray
* Per. 4: DarRien (apologies!) Glover; please see me.
* Perrine's: Imagery continued.
Terms:
- Imagery - the representation through language of sense experience
- Visual - sight
- Auditory - sound
- Olfactory - smell
- Gustatory - taste
- Tactile - touch (hardness, wetness, cold)
- Organic - internal sensation (hunger, thirst, fatigue, etc.)
- Kinesthetic - bodily (muscle-joint) movement
Read and discuss "Spring" pg. 774.
HW: J28: Answer questions for "Spring" by G.M. Hopkins.
Block Day, Week 27
* Pray
* Collect J27.
* Take the Quiz
* Work on your CWP
* Begin Perrine's ch. 4: Imagery (if time permits).
HW: Read
* Collect J27.
* Take the Quiz
* Work on your CWP
* Begin Perrine's ch. 4: Imagery (if time permits).
HW: Read
Wednesday 2/14: Writing
* Pray
* Work on J27 while I check your grammar. Make sure your journal is handwritten.
* If you finish J27, work on the CWP.
* The quiz covers Poetry Notes (denotation and connotation), Grammar (5 comma rules), Dickens and vocabulary chapters 21-30.
HW: A Quiz approaches on your block day; finish your journal
* Work on J27 while I check your grammar. Make sure your journal is handwritten.
* If you finish J27, work on the CWP.
* The quiz covers Poetry Notes (denotation and connotation), Grammar (5 comma rules), Dickens and vocabulary chapters 21-30.
HW: A Quiz approaches on your block day; finish your journal
Greater Gardens, Batman!
My March Term class filled up, but I can handle a few more, so they increased the class limit.
If you'd like to take the class, feel free to join. If you already selected your classes, you'll probably have to change the class by visiting your adviser in student services.
Our main project will be changing the nasty-shrubishness in front of the library into a clean, beautiful space with benches and potted plants for outside study. We probably won't finish this in one week, but will get it well on the way. We will also cover the general basics of grass seeding, bush trimming, planting, and the like (you will receive up to 15 hrs of community service).
Blessings,
Mr. S
If you'd like to take the class, feel free to join. If you already selected your classes, you'll probably have to change the class by visiting your adviser in student services.
Our main project will be changing the nasty-shrubishness in front of the library into a clean, beautiful space with benches and potted plants for outside study. We probably won't finish this in one week, but will get it well on the way. We will also cover the general basics of grass seeding, bush trimming, planting, and the like (you will receive up to 15 hrs of community service).
Blessings,
Mr. S
Perfect Timing for our CWP!
The 19th Annual Santa Cruz County High School Poetry Contest.
- Up to 3 poems.
- See the website for the title and naming format (it's very specific and important to keep the judging somewhat objective).
- You will hear back in April and will get extra credit if you win or are published in the book.
- Be sure to edit your work multiple times.
- Up to 3 poems.
- See the website for the title and naming format (it's very specific and important to keep the judging somewhat objective).
- You will hear back in April and will get extra credit if you win or are published in the book.
- Be sure to edit your work multiple times.
Dread Wheelbarrow
I want you to enter the Poetry Santa Cruz contest; however, I can't enter it (students only). If you want to try your hand at an email submission publication today, compete with me in the Red Wheelbarrow De Anza publication. You'll be competing as an adult (yes, some of you can...yes, that means you Evan), so don't let on you're in high school when you write your two or three sentence biography.
Blessings,
Mr. S
Blessings,
Mr. S
Tuesday, 2/14: Grammar
* Pray
*St. Valentine:
Feastday: February 14
Patron of Love, Young People, Happy Marriages
Died: 269
"Valentinus was a Roman priest martyred during the reign of Claudius the Goth [Claudius II]. Since he was caught marrying Christian couples and aiding any Christians who were being persecuted under Emperor Claudius in Rome [when helping them was considered a crime], Valentinus was arrested and imprisoned. Claudius took a liking to this prisoner -- until Valentinus made a strategic error: he tried to convert the Emperor -- whereupon this priest was condemned to death. He was beaten with clubs and stoned; when that didn't do it, he was beheaded outside the Flaminian Gate [circa 269]" (Catholic.org/saints).
* Grammar: Comma: To Set off with commas or not to set off with commas, that is the question.
- Read 32 e (pp. 378-382 in the book)
- Do ex. 32-3 letters and numbers (you may type or hand-write this as I am not collecting, only checking).
This will be the fifth rule to know for this week's quiz.
HW: Finish Grammar; Journal
*St. Valentine:
Patron of Love, Young People, Happy Marriages
Died: 269
"Valentinus was a Roman priest martyred during the reign of Claudius the Goth [Claudius II]. Since he was caught marrying Christian couples and aiding any Christians who were being persecuted under Emperor Claudius in Rome [when helping them was considered a crime], Valentinus was arrested and imprisoned. Claudius took a liking to this prisoner -- until Valentinus made a strategic error: he tried to convert the Emperor -- whereupon this priest was condemned to death. He was beaten with clubs and stoned; when that didn't do it, he was beheaded outside the Flaminian Gate [circa 269]" (Catholic.org/saints).
* Grammar: Comma: To Set off with commas or not to set off with commas, that is the question.
- Read 32 e (pp. 378-382 in the book)
- Do ex. 32-3 letters and numbers (you may type or hand-write this as I am not collecting, only checking).
This will be the fifth rule to know for this week's quiz.
HW: Finish Grammar; Journal
Handwriting and Schwager's Classes
Due to
1. The difficulty of correcting your emailed work
2. The need for penmanship practice
3. Trouble collecting both emailed and written work
All Schwager and Reno classes will be handwriting all work turned in for a grade (except for assignments specifically stated). So, this week, please compose your journal by hand. Your handwriting must be legible (readable) to your teacher in order to receive a grade . . . so take care.
Blessings,
Mr. S & Mr. R
1. The difficulty of correcting your emailed work
2. The need for penmanship practice
3. Trouble collecting both emailed and written work
All Schwager and Reno classes will be handwriting all work turned in for a grade (except for assignments specifically stated). So, this week, please compose your journal by hand. Your handwriting must be legible (readable) to your teacher in order to receive a grade . . . so take care.
Blessings,
Mr. S & Mr. R
Monday, 2/13: Reading
* Pray
* Review week: Quiz this Block Day
* Any Perrine's (Denotation and Connotation to catch up)
* Dickens
* J27
Vocab. by chapter
26. entreat, lithe
27. exposition, lucid
28. pernicious, spurious
29. breadth, devoutly
30. paroxysm, pretense
HW: Work on your journal
* Review week: Quiz this Block Day
* Any Perrine's (Denotation and Connotation to catch up)
* Dickens
* J27
Vocab. by chapter
26. entreat, lithe
27. exposition, lucid
28. pernicious, spurious
29. breadth, devoutly
30. paroxysm, pretense
HW: Work on your journal
Love is Strong as Death
The Grammy awards are this Sunday, and I won't watch them; however, I'll venture a guess. There are only four categories, but I would be surprised if Adele does not walk away with something.
What does she sing about? Something fresh as a wound; something as old as the world: Love in a fallen world.
Consider Song of Solomon 8:6:
[F]or love is strong as death,
jealousy is cruel as the grave;
the coals thereof are coals of fire
which hath a most vehement flame.
Compare the fire to:
Adele: "Fire to the Rain"
Compare the death to:
Perry: "If I Die Young"
Those are not assignments, just for thought.
What does she sing about? Something fresh as a wound; something as old as the world: Love in a fallen world.
Consider Song of Solomon 8:6:
[F]or love is strong as death,
jealousy is cruel as the grave;
the coals thereof are coals of fire
which hath a most vehement flame.
Compare the fire to:
Adele: "Fire to the Rain"
Compare the death to:
Perry: "If I Die Young"
Those are not assignments, just for thought.
Block Day, Week 26: Spiritual Emphasis
* Pray: Spiritual Emphasis
* J26
* CWP Assignment
* Work on your CWP: Due March 1 or 2 (depending on your block day).
- If you wish, you may enter a writing contest for your CWP. You still have to write three full pages. Your paragraph would be briefly explaining the contest and how your chosen writing fits the parameters.
- The contest link is on the right side under the first set of labels on the blog. I would suggest writing one that you will enter next month or the month after: March, or April. Unless you have a good reason otherwise, choose one that has no entry fee.
* Schwager essay rewrites: If you received any grade below a B-, you may rewrite your essay for (up to a) 5% improvement. This rewrite is due your next block period.
HW: Read
* J26
* CWP Assignment
* Work on your CWP: Due March 1 or 2 (depending on your block day).
- If you wish, you may enter a writing contest for your CWP. You still have to write three full pages. Your paragraph would be briefly explaining the contest and how your chosen writing fits the parameters.
- The contest link is on the right side under the first set of labels on the blog. I would suggest writing one that you will enter next month or the month after: March, or April. Unless you have a good reason otherwise, choose one that has no entry fee.
* Schwager essay rewrites: If you received any grade below a B-, you may rewrite your essay for (up to a) 5% improvement. This rewrite is due your next block period.
HW: Read
Wednesday: Writing, CWP
* Pray (spiritual emphasis)
* "An adventure is only an inconvenience rightly considered. An inconvenience is only an adventure wrongly considered." --G.K. Chesterton.
* Work on your CWP: Due March 1 or 2 (depending on your block day).
* Questions?
* Or work on J26 (we will have CWP time on our block day also)
HW: Finish J26
* "An adventure is only an inconvenience rightly considered. An inconvenience is only an adventure wrongly considered." --G.K. Chesterton.
* Work on your CWP: Due March 1 or 2 (depending on your block day).
* Questions?
* Or work on J26 (we will have CWP time on our block day also)
HW: Finish J26
Happy Birthday, Charles Dickens
200 years ago today, Charles Dickens was born in Portsmouth, England.
Did you know that UCSC has a Dickens Project (like a club or society...but with a different name because it's UCSC)? Well, you do now.
Did you know that UCSC has a Dickens Project (like a club or society...but with a different name because it's UCSC)? Well, you do now.
Tuesday, 2/7: Denotation and Connotation continued
* Pray
* Continue Reviewing Poetry
* Work on your Journal
HW: Work on your joournal
* Continue Reviewing Poetry
* Work on your Journal
HW: Work on your joournal
Monday 2/6/12: Reading
* Pray
* Perrine's Poetry Ch.3: Denotation and Connotation
- Review the differeneeces
- Why is connotation often more important than denotation in communication of any sort (especially poetry)? Consider irony, sarcasm, and the like.
- Review example poems, especially "There is no Frigate like a Book" and "One Art" (first and last poems in Perrine's Poetry chapter 3).
- For "There is no Frigate...," Perrine has helpful review thoughts.
- For "One Art," pay careful attention to the last stanza. Do you see anything different in its puncutation? In its verbiage? Why? What could account for these differences in style (compared to previous stanzas)?
* If you'd like a tea party this week, comment to the blog with what you're bringing.
* Work on Dickens in class.
This week's vocabulary by chapter:
21 dilapidated, interment
22 asseverate (uh-SEV-uh-rate), broach
23 odious (OH-dee-us), plebeian (pli-BEE-un)
24 publican, rudiments
25 egress, inveigle (in-VEY-guhl)
HW: Work on J26
* Perrine's Poetry Ch.3: Denotation and Connotation
- Review the differeneeces
- Why is connotation often more important than denotation in communication of any sort (especially poetry)? Consider irony, sarcasm, and the like.
- Review example poems, especially "There is no Frigate like a Book" and "One Art" (first and last poems in Perrine's Poetry chapter 3).
- For "There is no Frigate...," Perrine has helpful review thoughts.
- For "One Art," pay careful attention to the last stanza. Do you see anything different in its puncutation? In its verbiage? Why? What could account for these differences in style (compared to previous stanzas)?
* If you'd like a tea party this week, comment to the blog with what you're bringing.
* Work on Dickens in class.
This week's vocabulary by chapter:
21 dilapidated, interment
22 asseverate (uh-SEV-uh-rate), broach
23 odious (OH-dee-us), plebeian (pli-BEE-un)
24 publican, rudiments
25 egress, inveigle (in-VEY-guhl)
HW: Work on J26
Block Day, Week 25
* Pray
* Check J25
* Quiz 2
* Tea Party
* Perrine's Poetry, ch. 3: Denotation and Connotation (see focus for the .pdf)
HW: Read
* Check J25
* Quiz 2
* Tea Party
* Perrine's Poetry, ch. 3: Denotation and Connotation (see focus for the .pdf)
HW: Read
Subscribe to:
Posts (Atom)