Showing posts with label Journals. Show all posts
Showing posts with label Journals. Show all posts

Tuesday, 3/11: Finding Tools

* Open

* Binder Reminders 

* Notes: Lost Tools Continued
  • Review Definition 
  • Outline
  • Amplification
    • In the conclusion
    • Answers the following questions
      • Who cares? Examples:
        • Friends and family members
        • Friends of your audience
        • Ancestors 
        • Descendents
        • Government 
        • Church
        • School
        • the Lord
        • Community 
        • Animals
        • Object or place
        • Other __________
      • Why?
    • Restated: The thesis matters to ________ because_______.
* Journal 17: Describe the most beautiful land you can remember seeing (1/2 page or more).

HW: Paton; J17

Wednesday, 3/6/13: Midsummer Review

* Open

* MusiCal Folks
  • Binder check (and J15-16)
  • Midterm Quiz
* Journal 16: Finish reading acts IV-V; answer at least four questions from each act for a total of eight responses.  

* End of period: Ask me any question from the guide that you do not know the answer to.

HW: J16; organize binder

Block Day: Midsummer

* Open

* Honors
  • AP English III
    • Rhetoric
    • More in-class essay writing
    • More writing (and reading) than the regular class
    • See Mr. Holzclaw for more details
  • Turn in outside reading your essay (no window; it's nearing the quarter's end)
  • Submit essay to turnitin.com online (review submission names...0 for grade after Tuesday)
* Finish the Video

* Read Act II

* Work on Journal 15 (due Tuesday, March 5): Answer 10 questions for Act I, 10 questions for Act II, and 10 questions for Act III (total of 30 responses; you choose the questions you respond to).  The questions are on Focus as a .pdf in the Drama section. 

HW: Work on J15

Block Day, Week 22: Antigone


* Open

* Review J13 together

* Outside Reading Assignment, Q3, Schwager

* Words with Friends
  • Read Lit to Go pp. 336-338
    • Define (see below)
  • Get a copy of the Red World Literature book
    • Read 14-15
    • Define
  • All Terms Due Wednesday
* Read Antigone to line 650


* Due Wednesday: Journal 14 (two pages): How does Antigone view Ismene?  Why?  How does Ismene view Antigone?  Why?  Provide at least one quote to support your view of each sister's perspective. Handwrite, single space, and employ MLA conventions for your quotations, please.   


HW: Due Wednesday: Define terms; J14

Block Day, Week 21

* Open

* Grammar Reviewed

* Antigone

* Discussion (if time permits)

* J13 (1/2 pg. or more):
  • When have you faced conflicting sources of law or expectation? Consider commonly conflicting sources such as parents and friends, homework and sports, faith and popular culture, personal goal and actual achievement. 
HW: J13 (honors book)

Wednesday, 11/28/12: CWP

* Open
  • Back to our Memorization Poem
  • Prayer
* Work on your CWP

* Schwager: Check grammar; review some

* Review Villanelles

* Journal 12: Compose a form poem of at least eight lines for your block day. You may write in one of the forms we have covered or any form that incorporates repetition and rhyme

Is this a Good Form? From National Geographic

HW: Journal 12


Block Day, Week 14: Grammar and Journal

* Open

* Grammar
  • Review Grammar Rules
  • Do the next grammar sheet (of the four from Focus)
  • Review the last two together
* Do J11: Choose one Collins and one Frost poem (Collins and Frost ).  Length = 1 pg. or more. 
  1. Frost: Locate a key image or images, and discuss how that image communicates an idea you enjoy.  
  2. Collins: Locate a key image or images, and discuss how that image communicates an idea you enjoy.
  3. Compare the style, tone, and structure of Robert Frost and Billy Collins.
* CWP (due date and points listed now)

HW: None

Block Day, Week 11

* Open

* Review Grammar 21-1

* Enjoy the Posters

* Origins: Genesis (Adam and Eve)

* J10: What does Robert Frost tell us about the origins and definition of poetry in "The Aim was Song" and "Never Again would Birds' Song be the Same"  (1/2 pg or more)?

* Lost Tools of Writing Lesson 2 and Essay (this is a .pdf in iBooks, Notability, etc...or download it again from Focus)
  • Because there are exercises with underlining and such, you may open this in a .pdf editor to do your work (besides drafts and such).  Otherwise, continue with notes in your binder. 
  • Add to notes: The 5 Common Topics (*going by the paper page: pg. 11)
  • Refresh (just look back at your notes as long as you already copied this): Outline Reminder (pg. 18)
  • Begin this: Answer all questions you can in class for Parallelism and Practice (pp. 19-24).  Finish this grammar work on Monday. 
  • The difference between clauses and phrases
  • Parts of Speech (Eight, Traditionally) 
  • Parts of Speech again, with articles.  

Next Essay (Schwager):

Prompt: Convince the reader to vote in favor of or against a cause or candidate of your choice.

Context:
  • This will be a handwritten practice essay assignment (25 pts).  
  • Thesis due Mon., Nov 4. 
Some places to start:
* Voter Guides (for more info.)

 
Audience: Your teacher is your direct audience. American voters are your indirect audience.

Requirements:

  • Follow the LTOW model for the THE (structure and parallelism)
  • Follow all MLA guidelines.
  • Use and cite a minimum of two sources. (See Bedford 55, 56, 57.)
  • Include a properly formatted Works Cited page.

Next Essay (Reno): Choose one of the prompts below and fill out the 5 Common Topics worksheet in your LTOW workbook (pg. 11-12 paper text or pg. 21-22 .pdf text). There are several things I want you to understand here: 1) that by asking the questions on the 5 Common Topics worksheet, you can discover (take the cover off of) information that will help you answer the prompt of your choosing, and 2) that a topic is a "place" (topos) you mentally "go" to get the "goods," the riches, the information to help you write well. Remember that to write well you must think well. You must have something to say, and to get something to say, you must ask good questions. Thus, this exercise is to introduce you to five kinds of questions (and sub-questions) you can ask to generate a wealth of information to use in your writing. Enjoy!

Prompts (pick one): 
  1. ("How Much Land Does a Man Need?") Should Pahom have gone to the Bashkirs to get land?
  2. ("Through the Tunnel") Should Jerry have gone through the tunnel without his mother's knowledge? 
  3. ("By the Waters of Babylon") Should John have gone to the forbidden Place of the Gods?
  4. ("Trap of Gold") Should Whetherton have risked his life for mere gold? 
HW:
  • (Schwager)
    • Thesis 
    • do pg. 19 of the Lost Tools of Writing
  • (Reno)
    • Finish THE paragraph that I returned last week (MLA format), making sure you link literary element(s) to the theme (remember that the theme must be expressed in a complete sentence)
    • LTOW - 5 Common Topics Worksheet (details above)

Monday, Oct. 29: Origins of Poetry

* Open
  • Chesterton Memorization
* J9, Please respond to the following questions (in class):
  •  What is a poem?
  •  What is the oldest poem you can think of?
  •  What is your favorite poem or favorite thing about poems?  Has a poem or type of poem ever bothered you?  Explain.  
  •  What is your best or worst experience you have had interpreting a poem in an educational setting?

Reno:
  • Finish poster
  • *Reno's class: Read Leo Tolstoy's "How Much Land Does a Man Need" (Red lit book in class) and do the following journal:

    J8(B) - "How Much Land Does a Man Need" (half of one hand-written page)
  • What is one of the main themes of this story? Remember that a theme is a general statement that identifies an author's view of some aspect of life. Also, the theme must have a subject and a predicate. In other words, it must be stated as a complete sentence.
  • How many ironies can you identify? Explain them.

    HW: Read Robert Frost's "The Aim was Song" and "Never Again Would Birds' Song be the Same" below.





    Block Day, Week 9

    * Open
    • Prayer
    • Hopkins (we will be memorizing Chesterton next)
    * Please read my post on earthquakes and our drill today.  
      * When your are finished: We are transitioning from short stories to poetry.  Please read a few examples of student creative writing from the past (click this link to go to the creative writing blog).

      * J8 How does an element relate to a the theme of a student's work (see blog, choose a story or poem)?  Or, how might the student have made an element work better in a given piece, given the theme? 

      * Review anything remaining from J5, 6, or 7.  Collect 6-7.

       * Party on Monday.  Let's plan:
      • The weather is to be partly cloudy with a high of 67 degrees, so hot tea is fine.
      • Tea
      • Iced tea?
      • Lemonade 
      • Cups that can take tea
      • Plates
      • Napkins
      • Spoons, knives, forks (plastic)
      • Honey
      • Baked goods
      • Milk?
      * Fun: Columbo and Young Spock: "A Stitch in Crime" (2.4)

      HW: PARTY!; J8 due Tuesday; Homecoming week: Germanic Myth Theme for Sophs



      Monday, Oct. 15: "The First Seven Years"

      * Open

      *Reno's: Poetry Recitation

      * Honors

      • Mr. Schwager has a cold.
      • You will continue your study of short fiction today.
      • When I return, we can review what you've covered.
      • I will give you credit for your poetry reading and contest entries when I return, so no need to email me.
      • Today, you will read "The First Seven Years" by Bernard Malamud.
      • After you read this, answer the following questions:
      J7:
      1. What reason did Miriam give in protest against Max as a suitor?
      2. The title and subject of this story allude to Jacob and Rachel in Genesis 29 (to "allude" is to call up something from the past; to play on a theme; to refer to a previous story, person, event, etc.). Read Genesis 29, and explain how this story alludes to Genesis 29.
      3. Do you think Miriam and Sobel will marry? Explain.
      4. What would be a good sentence that captures the theme of this story?
      HW: Journal 7




      Block Day, Week 8: CWP and Story

      * Open

      * Collect CWP

      * Review Grammar

      * Make sure you submit your CWP to turnitin.com by midnight tonight.

      * You could go to the reading at 6 pm at the Watsonville library tonight.  Bring a friend or parent.

      * Today, read a second story:
       * J6: What is the theme in each of your two tales?  How do other terms that you have learned support theme in each case.  Write 1/2 page for each for a total of one page of work. Renos' class: You may write about two of the first three tales.

      HW: J6, Reno's class: Poetry Recitation of Hopkins' "Pied Beauty"

      Tuesday, Oct. 9: Grammar, Jornals

      * Open

      * Grammar: Review 20-1 numbers
      • Do 20-2, letters and numbers
      * J5: Copy down the best line from your last three reading assignments.  What makes it wonderful?  (Five sentences or more.)

      * J4, J5, Grammar 20-1 and 20-2 will be part of the binder check

      * Work on your CWP and/or contest entry.

      * Poetry Reading at the Watsonville Library this Thursday at 6:00 pm.  I just realized that I have conferences that night and may not be able to make it.  If you go, go with a friend or parent!

      HW: Binder, CWP, Contest

      Block Day, Week 7

      * Open

      God's Knight and Jester: G.K. Chesterton (1874-1936)
      * Memorization Quiz

      * Check PSAT Scores

      * Grammar: Do exercise 20-1, all numbers (that's in lesson 20d).

      * Voice
      • Turco's next section is on voice.  His take is very abstract. 
      • God has a voice (Genesis 1, Psalm 29, Jesus' baptism, etc.). 
      • You are made in God's image. 
      • You have a voice.
      • Your voice is unique.  This voice arises even through your written words.  
      • Every author, in this way, is said to have a voice.
      • The voice may be the natural writing of the author or a voice they put on or invent for the narrative situation.  
      • Voice is the tone and perspective by which the author communicates a story to the reader.  Voice has a subjective and an objective quality:
        • Subjectively, it is and includes a tone, a timbre.  You know your mother's voice when she calls to you. 
        • Objectively, we may talk about the perspective an author chooses to deliver this voice:
          • First person: "I..."
          • Second person: "You..." (or, rarely, plural "We")
          • Third person: "She..." 
        • This perspective (first, second, and third) may be omniscient (knows all...can speak of internal thoughts and attitudes of character), limited (to one person's or character's knowledge)...or it may play between the two, which many texts do. 
      * Now, choose one of the following Poe stories that you have not yet read from this book:
      * Next, read the following essays:


      G.K. Chesterton's Writing Chair

      *J4: Compare and contrast voice in one essay and one Poe tale (1 page or more). Reno's class should contrast Poe with Chesterton.


      HW: Begin J4 (due Tuesday)

      Monday, Sept. 17: Holmes and Character

      * Open

      * STAR language testing during advisory for many sophomores today.


      * J3: From your Sherlock Holmes tale: identify and describe five characters (think of external features, personality, traits, and relationships to other characters). If you have already read Turco on character, be sure to employ new terms you are learning. (any length, write in class)

      * Note the new terms listed on the left side (character). Be sure you have these defined by Wednesday.

      * Discuss your journal.

      * Tie up any loose ends with the Lost Tools of Writing Lesson 1

      * Work on your CWP

      * Honors extra for J3: This tale is famous for its exciting Gothic elements and complexity; however, Doyle did introduce some inconsistencies into this tale. Can you find any?

      HW: Fill in terms; work on your CWP



      Tuesday, Sept. 11: Plot continuted

      * Open

      * Reminder of resources on Focus/Moodle, etc.

      * Check the very long list of terms on the left to see if you need to add any to your notes.  Again, we are not adding vocabulary because of the number of new terms.

      * Any questions about plot?

      * Grammar: Bedford (see the link to the book on the right under Grammar links)
      • In the grammar section of your binder
        •  review and takes notes on section 19 and 19a, pp. 238-242 (Part IV, Grammatical Sentences)
        • Create and fix four sentence fragments using techniques you have just noted 
      * If you finish your grammar in class:

      •  Finish reading "Into Thin Air."
      • J2 (choose between "Ali Baba" and "Into Thin Air"): What would you say was the most clever or masterful stroke of this short story?  How did that aspect of the plot better draw in the reader and contribute to a major theme? This must be handwritten, single spaced, and one full page or longer.


      HW: Finish Grammar

      Wednesday, 9/4/12: Esther

      * Open

      * Check our downloads.  Wifi permitting, let's download everything we can into iBooks (HRW, Stories Old and New) or another app like, say, Notability.  Remember, you may need to hold your iPad in portrait mode to see the "direct link to this file" message at the bottom of the page.  You click that link and open the resulting .pdf in iBooks, Notability, or another app that can handle PDFs.  Then you don't need online access to read on your iPad. 

      * Review Steinbeck.
       
      *Finish reading Esther on your own.

      * Journal 1 (J1):  Describe the four key aspects of this story (plot, character, atmosphere, theme).  How do you find the aspects balancing and emphasizing? (1/2 pg. or longer, handwritten, single spaced)

      * We have so many new terms that we will not be adding daily vocabulary words at present.

      HW: J1(1/2 pg. or longer, handwritten, single spaced); study for a quiz on previous vocab. words

      Wednesday, 4/25/12: Continue

      * Pray

      * Grammar (keep working on the sheets)

      * Finish J30

      * Work on CWP

      * Read

      HW: Read 25-26, Grammar sheets, J30

      Monday, 4/23/12: Shakespeare, Cervantes, St. George

      *Pray

      * Today is St. George's day as well as William Shakespeare (1564-1616) and Miguel de Cervantes' (1547-1616) birthdays. We're not sure, actually, the exact day of either author's birth, but baptismal records show it is possible for Shakespeare. We do know that Shakespeare died on the 23 and Cervantes the 22 of April. Roman legend has it that Virgil also died on the day of his birth.
      * This partial literary history of St. George excerpted below is from Michael Collins (accessed May, 2012).

      The Redcrosse Liturgy

      St George is a leading character in Spenser’s remarkable
      allegory The Faerie Queene (1590 and 1596). St George
      appears in Book I as the Redcrosse Knight of Holiness,
      protector of the Virgin Una. In this guise he may be seen
      as the Anglican Church upholding the monarchy of
      Elizabeth I:

      ‘But on his breast a bloody Cross he bore
      The dear remembrance of his dying Lord,
      For whose sweet sake that glorious badge we wore
      And dead (as living) ever he adored...Thou,
      Among those saints which thou dost see
      Shalt be a saint, and thine own nation’s friend
      And patron; thou St George shalt called be,
      St George of merry England, the sign of victory’.

      The figure of St George was made use of by Spenser
      because of the belief that God had helped England to
      defeat the Armada. Recent scholars have stressed the
      central importance of Protestant doctrine, theology and
      liturgy to Spenser’s poetry. By transforming England’s
      patron saint into a sinful knight, Redcrosse, who, beset by
      pride and lust, was being brought back to the way of
      holiness, Spenser made it possible for
      George to reject the doctrines of the Catholic church,
      personified by Duessa, and become the champion of Una,
      the true faith. Through the influence of a Tudor-esque
      Prince Arthur, the young knight regained the path of
      holiness, killed the Dragon and transformed himself into
      St George. In this way, the figure of St George was
      assimilated into a culture that no longer adhered to belief
      in saintly intercession or the authority of popes. In his new
      guise, St George bridged the gap between the Catholic past
      and a future where the Protestant faith had successfully
      taken hold under the Tudors.

      * J30: Write an adventure tale of one page or more. Handwritten. This may give you ideas for your CWP.

      * Read

      HW: Read ch. 21-22

      Wednesday, 4/4: Writing

      * Pray

      * Review Grammar (semicolons 34-1)

      * J29: Cry, the Beloved Country. Identify and explain two themes from the first two chapters that you imagine you will see in the coming chapters. (1/2pg.-1pg. handwritten.)

      HW: Finish J29.