We will be returning our textbooks to the textbook office on Wednesday, June 4th. Be sure to bring your textbook to class on this date.
Class Period Return Time
Period 1 8:25 (Toward the end of class)
Period 2 8:50 (Beginning of class)
Period 5 12:45 (Beginning of class)
Period 6 1:50 (Beginning of class)
Monday, June 2, 2008
Friday, May 30, 2008
Make-Up Work
All make-up work for the semester is due on Tuesday, June 3rd. No assignments will be accepted after this date (no excuses--if you are not on campus on the 3rd and have work to submit, you had better send it with a friend or family memeber--I will not accept any work after Tuesday, regardless of the reason).
Tuesday, May 27, 2008
Extra-Credit--Socratic Seminar
There are only a couple of weeks left of school and many of you could use some extra points before grades are submitted. As such, I am offering extra-credit to any individual who would be willing to plan and execute a socratic seminar for the class. If you are interested, you must come up with an article on a topic that would be appropriate to discuss in class (newspaper article, poem, excerpt from a story, lyrics, etc.) and develop at least five questions with which to engage the participants in the seminar. You must bring this sheet to me so that I may review it and give you the o.k. to present it to the class and execute the discussion. You must submit this information to me at least one day in advance of the discussion (preferably two). You will then be required to make copies of the article and questions for each student in the class and to lead the discussion on the date agreed upon. Please see me if you have any questions or concerns.
Monday, May 19, 2008
Homework for the Week of May 19th through May 23rd
Due Tuesday, May 20th:
--Pro/Con Chart for topic of your persuasive essay
Due Wednesday, May 21st:
--Summary of Research findings for your persuasive essay topic (be sure to cite sources)
Due Thursday, May 22nd:
--Write a thesis statement for your persuasive essay
Due Friday, May 23rd:
--Complete an outline for your persuasive essay
*Note: The final draft of the persuasive essay will be due on Wednesday, May 28th. Please see me if you have any questions or concerns.
--Pro/Con Chart for topic of your persuasive essay
Due Wednesday, May 21st:
--Summary of Research findings for your persuasive essay topic (be sure to cite sources)
Due Thursday, May 22nd:
--Write a thesis statement for your persuasive essay
Due Friday, May 23rd:
--Complete an outline for your persuasive essay
*Note: The final draft of the persuasive essay will be due on Wednesday, May 28th. Please see me if you have any questions or concerns.
Extra Credit--Reading/Essay/Project
The following is an assignment that is not required of students to complete, but that students may do in order to receive extra credit. I recommend that you do it, especially if you have a low percentage in the class.
Step 1: Read one of the following stories:
1. The Waters of Babylon (textbook)
2. The Marginal World (textbook)
3. Morte d'Arthur (textbook)
4. Ghosts (by Henrik Ibsen--not in textbook)
5. Adonais (by Percy Byshee Shelley--not in textbook)
Step 2: Choose either to write an essay (step 2A) on the story or to do a project (step 2B) on the story.
Step 2A (Essay): After reading one of the stories, write an essay (minimum of 5 paragraphs) on the topic of your choosing. Be sure to clear the topic with Mr. Hall before writing it. If you cannot think of a good topic to write on, ask Mr. Hall for recommended essay prompts.
Step 2B (Project): After reading one of the stories, complete a "report ball" on the information from the reading. Please see Mr. Hall with specific questions, especially with construction of the ball. The report ball has 12 sides. The necessary information that should appear on each side is as follows:
1. Title
2. Author
3. Settings
4. Summary of what happened in the beginning of the story
5. Summary of what happened in the middle of the story
6. Summary of what happened in the end of the story
7. Favorite part of the story and why
8. Favorite character in the story and why
9. Main characters of the story along with descriptions and importance to the plot
10. Recommendation (would you recommend this story for others to read. Explain why or why not)
11. Picture/Drawing of a theme or event from the story
12. Your Name
*This assignment is due on Friday, May 30th
Step 1: Read one of the following stories:
1. The Waters of Babylon (textbook)
2. The Marginal World (textbook)
3. Morte d'Arthur (textbook)
4. Ghosts (by Henrik Ibsen--not in textbook)
5. Adonais (by Percy Byshee Shelley--not in textbook)
Step 2: Choose either to write an essay (step 2A) on the story or to do a project (step 2B) on the story.
Step 2A (Essay): After reading one of the stories, write an essay (minimum of 5 paragraphs) on the topic of your choosing. Be sure to clear the topic with Mr. Hall before writing it. If you cannot think of a good topic to write on, ask Mr. Hall for recommended essay prompts.
Step 2B (Project): After reading one of the stories, complete a "report ball" on the information from the reading. Please see Mr. Hall with specific questions, especially with construction of the ball. The report ball has 12 sides. The necessary information that should appear on each side is as follows:
1. Title
2. Author
3. Settings
4. Summary of what happened in the beginning of the story
5. Summary of what happened in the middle of the story
6. Summary of what happened in the end of the story
7. Favorite part of the story and why
8. Favorite character in the story and why
9. Main characters of the story along with descriptions and importance to the plot
10. Recommendation (would you recommend this story for others to read. Explain why or why not)
11. Picture/Drawing of a theme or event from the story
12. Your Name
*This assignment is due on Friday, May 30th
Extra Credit--May 17th
Extra Credit due Tuesday, May 20th:
If you can figure out the significance of May 17th (what happened that would cause a people to celebrate this day) and write a summary on what you have found, I will give you extra credit for completing the challenge. Hint: it is a historical event from outside of the United States--think of a culture that I would be celebrating.
*Be sure to include as much information as possible, including the historical events that led up to it as well as the cultural events by which it is now celebrated.
If you can figure out the significance of May 17th (what happened that would cause a people to celebrate this day) and write a summary on what you have found, I will give you extra credit for completing the challenge. Hint: it is a historical event from outside of the United States--think of a culture that I would be celebrating.
*Be sure to include as much information as possible, including the historical events that led up to it as well as the cultural events by which it is now celebrated.
Thursday, May 8, 2008
Poetry Exam
The Poetry Exam will have three basic parts to it. The first part will be matching literary terms to their definitions (this is the purpose for the flash cards you made and have been studying from both in and out of class for the past few weeks). The second part is multiple choice for identifying the type of literary device that is being used in a specific passage from a poem (this is the purpose of the notes that you have taken in class with examples of how the different literary terms actually work). The third section is short answer based upon a poem that will appear on the test. You will have to read the poem and answer the questions to the best of your knowledge and ability (this is the purpose of our reading and discussing poems throughout the unit).
In the following you will find some examples of questions for all three sections of the exam:
Alliteration:
Definition: Alliteration is the repetition of initial consonant sounds. Writers use alliteration to give emphasis to words, to imitate sounds, and to create musical effect.
Example (The Weary Blues, p. 268):
“Droning a drowsy syncopated tune. . .”
Figurative Language
Defintion: Figurative language is writing or speech not meant to be interpreted literally. Figurative language is often used to create vivid impressions by setting up comparisons between dissimilar things.
Example (Right Hand, p. 954):
“Grandfather carried his voice in the seamed / Palm of his right hand. . .’
*Grandfather did not literally carry his voice--this is a figurative expression.
Imagery
Definition: Imagery is the descriptive or figurative language used in literature to create word pictures for readers. These pictures, or images, are created by details of sight, sound, taste, touch, smell, and movement.
Example (Jade Flower Palace, 970):
“There are / Green ghost fires in black rooms.”
Metaphor
Definition: A metaphor is a figure of speech in which one thing is spoken of as though it were something else. Unlike a simile, which compares two things using like or as, a metaphor implies a comparison between them.
Example (Metaphor, p. 953)
“Morning is / A new sheet of paper / For you to write on.”
Meter
Definition: The meter of a poem is its rhythmical pattern. This pattern is determined by the number and types of stresses, or beats, in each line. To describe the meter of a poem, you must scan its lines, marking the syllables.
Example (Sonnet 18, p. 990):
“Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of may,
And summer’s lease hath all too short a date:”
Shall-I-com-pare-thee-to-a-sum-mer’s-day (10 syllables)
Thou-art-more-love-ly-and-more-tem-per-ate (10 syllables)
Rough-winds-do-shake-the-dar-ling-buds-of-may (10 syllables)
And-sum-mer’s-lease-hath-all-to-short-a-date (10 syllables)
Onomatopoeia
Definition: Onomatopoeia is the use of words that imitate sounds. Whirr, thud, sizzle, and hiss are typical examples.
Example (The Weary Blues, p. 269):
“Thump, thump, thump went his foot on the floor.”
Personification
Definition: Personification is a type of figurative language in which a nonhuman subject is given human characteristics.
Example (The Weary Blues, p. 268):
“With his ebony hands on each ivory key / He made that poor piano moan with melody.”
Simile
Definition: A simile is a figure of speech in which like or as is used to make a comparison between two unlike ideas.
Example (Jazz Fantasia, p. 270):
“Cry like a racing car slipping away from a motorcycle cop.”
The following are the types of short answer questions that you will be answering concerning the poem that will appear on the exam:
What is the rhyme scheme of the poem?
What is the meter (number of syllables per line) in the poem?
What type of stanzas are used?
What is the name of this type of poem?
What literary techniques are used in this poem and what do they mean (I.e. metaphor, simile, personification, etc.,)
What is the Theme of the poem?
What is the overall meaning of the poem?
What is your personal response to the poem? Explain why you think and feel the way that you do about this poem.
In the following you will find some examples of questions for all three sections of the exam:
Alliteration:
Definition: Alliteration is the repetition of initial consonant sounds. Writers use alliteration to give emphasis to words, to imitate sounds, and to create musical effect.
Example (The Weary Blues, p. 268):
“Droning a drowsy syncopated tune. . .”
Figurative Language
Defintion: Figurative language is writing or speech not meant to be interpreted literally. Figurative language is often used to create vivid impressions by setting up comparisons between dissimilar things.
Example (Right Hand, p. 954):
“Grandfather carried his voice in the seamed / Palm of his right hand. . .’
*Grandfather did not literally carry his voice--this is a figurative expression.
Imagery
Definition: Imagery is the descriptive or figurative language used in literature to create word pictures for readers. These pictures, or images, are created by details of sight, sound, taste, touch, smell, and movement.
Example (Jade Flower Palace, 970):
“There are / Green ghost fires in black rooms.”
Metaphor
Definition: A metaphor is a figure of speech in which one thing is spoken of as though it were something else. Unlike a simile, which compares two things using like or as, a metaphor implies a comparison between them.
Example (Metaphor, p. 953)
“Morning is / A new sheet of paper / For you to write on.”
Meter
Definition: The meter of a poem is its rhythmical pattern. This pattern is determined by the number and types of stresses, or beats, in each line. To describe the meter of a poem, you must scan its lines, marking the syllables.
Example (Sonnet 18, p. 990):
“Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of may,
And summer’s lease hath all too short a date:”
Shall-I-com-pare-thee-to-a-sum-mer’s-day (10 syllables)
Thou-art-more-love-ly-and-more-tem-per-ate (10 syllables)
Rough-winds-do-shake-the-dar-ling-buds-of-may (10 syllables)
And-sum-mer’s-lease-hath-all-to-short-a-date (10 syllables)
Onomatopoeia
Definition: Onomatopoeia is the use of words that imitate sounds. Whirr, thud, sizzle, and hiss are typical examples.
Example (The Weary Blues, p. 269):
“Thump, thump, thump went his foot on the floor.”
Personification
Definition: Personification is a type of figurative language in which a nonhuman subject is given human characteristics.
Example (The Weary Blues, p. 268):
“With his ebony hands on each ivory key / He made that poor piano moan with melody.”
Simile
Definition: A simile is a figure of speech in which like or as is used to make a comparison between two unlike ideas.
Example (Jazz Fantasia, p. 270):
“Cry like a racing car slipping away from a motorcycle cop.”
The following are the types of short answer questions that you will be answering concerning the poem that will appear on the exam:
What is the rhyme scheme of the poem?
What is the meter (number of syllables per line) in the poem?
What type of stanzas are used?
What is the name of this type of poem?
What literary techniques are used in this poem and what do they mean (I.e. metaphor, simile, personification, etc.,)
What is the Theme of the poem?
What is the overall meaning of the poem?
What is your personal response to the poem? Explain why you think and feel the way that you do about this poem.
Wednesday, May 7, 2008
Poetry Essay Example
The following is a very rough and incomplete draft on the various parts of a Response to Literature Essay based upon poetry. This is to be used as a guide to assist you in your writing.
INTRODUCTION
Most poets use a wide range of literary devices to establish meaning in their works. In Carl Sandburg’s “Jazz Fantasia” many literary devices are used to bring an image of jazz music and musicians to life. Sandburg masterfully uses literary techniques such as imagery, personification, and simile to bring both the instruments and the music itself to life in the mind of the reader.
BODY
Imagery is an important literary device that authors use to create mind pictures for the reader. Sandburg describes the playing of instruments by musicians when he states, “Sob on the long, cool winding saxophones” (2). The sobbing on the saxophone offers the reader the sound that a musician creates when playing blues music. It is sad, and affects an individual just as if they heard someone crying. This concept of bringing the work to life is also seen when he says, “ [NOTICE THAT I DID NOT FINISH THIS PARAGRAPH--THE REASON BEING THAT I DO NOT WISH TO USE UP ALL OF THE EXAMPLES IF ONE OF YOU CHOOSE TO WRITE ON THIS PARTICULAR POEM. A BODY PARAGRAPH NEEDS TWO QUOTES AND TWO EXPLANATIONS OF THE QUOTES].
CONCLUSION
As we see, Sandburg displayed his excellent skill in using imagery, personifaction, and simile in order to bring the poem to life. These uses displayed both sad and happy emotions that the musicians imparted to their listeners. Anyone who loves both music and poetry will appreciate the use of these techniques that have made the poem more than just words on paper.
INTRODUCTION
Most poets use a wide range of literary devices to establish meaning in their works. In Carl Sandburg’s “Jazz Fantasia” many literary devices are used to bring an image of jazz music and musicians to life. Sandburg masterfully uses literary techniques such as imagery, personification, and simile to bring both the instruments and the music itself to life in the mind of the reader.
BODY
Imagery is an important literary device that authors use to create mind pictures for the reader. Sandburg describes the playing of instruments by musicians when he states, “Sob on the long, cool winding saxophones” (2). The sobbing on the saxophone offers the reader the sound that a musician creates when playing blues music. It is sad, and affects an individual just as if they heard someone crying. This concept of bringing the work to life is also seen when he says, “ [NOTICE THAT I DID NOT FINISH THIS PARAGRAPH--THE REASON BEING THAT I DO NOT WISH TO USE UP ALL OF THE EXAMPLES IF ONE OF YOU CHOOSE TO WRITE ON THIS PARTICULAR POEM. A BODY PARAGRAPH NEEDS TWO QUOTES AND TWO EXPLANATIONS OF THE QUOTES].
CONCLUSION
As we see, Sandburg displayed his excellent skill in using imagery, personifaction, and simile in order to bring the poem to life. These uses displayed both sad and happy emotions that the musicians imparted to their listeners. Anyone who loves both music and poetry will appreciate the use of these techniques that have made the poem more than just words on paper.
2nd Semester Notes Check
The following is a list of notes that you should have taken during the 2nd Semester, which I will be checking on Friday, May 9th. Please be sure to check your notes and copy any that you are missing.
1. 20 Terms Every Test Taker Should Know (handout)
2. Reading Nonfiction
3. Literary Terms Examples
4. Literary Analysis (Lyric Poetry, Haiku, Sonnet, Villanelle--Rhyme Schemes and Meter)
5. Essay Writing--Response to Literature
6. Poetry Documentary (Il Postino/The Postman Movie) Notes
7. Writing Thesis Statements
8. Sensory Details Chart
9. Verse / Blank Verse / Free Verse
10. Expository Essays
11. Persuasive Essays
12. Narrative Essays
13. Nonfiction Terminology (Denotation, Connotation, Biography, Autobiography, Essay, Objective Writing, Subjective Writing, etc.).
14. Aces Approach to CAHSEE Essay (LIFE)
15. Bloom’s Taxonomy Questions
16. UCSB Writing Prompt Strategy
17. Literary Terms: Theme, Motif, Symbol, Allusion
18. TAPS Writing Prompt Strategy
19. Four Types of Sentence Construction
20. Grammar: Semicolons and Colons
21. Grammar: Active and Passive Voice
22. Grammar: Phrases (Gerunds, Appositives, Infinitives, Participles, Adjectives, etc.)
23. Grammar: Commas
24. More About Punctuation Marks (handout)
25. Verbals (handout)
26. Musical Devices
27. Test Taking Tips
1. 20 Terms Every Test Taker Should Know (handout)
2. Reading Nonfiction
3. Literary Terms Examples
4. Literary Analysis (Lyric Poetry, Haiku, Sonnet, Villanelle--Rhyme Schemes and Meter)
5. Essay Writing--Response to Literature
6. Poetry Documentary (Il Postino/The Postman Movie) Notes
7. Writing Thesis Statements
8. Sensory Details Chart
9. Verse / Blank Verse / Free Verse
10. Expository Essays
11. Persuasive Essays
12. Narrative Essays
13. Nonfiction Terminology (Denotation, Connotation, Biography, Autobiography, Essay, Objective Writing, Subjective Writing, etc.).
14. Aces Approach to CAHSEE Essay (LIFE)
15. Bloom’s Taxonomy Questions
16. UCSB Writing Prompt Strategy
17. Literary Terms: Theme, Motif, Symbol, Allusion
18. TAPS Writing Prompt Strategy
19. Four Types of Sentence Construction
20. Grammar: Semicolons and Colons
21. Grammar: Active and Passive Voice
22. Grammar: Phrases (Gerunds, Appositives, Infinitives, Participles, Adjectives, etc.)
23. Grammar: Commas
24. More About Punctuation Marks (handout)
25. Verbals (handout)
26. Musical Devices
27. Test Taking Tips
Tuesday, May 6, 2008
Homework for May 5th-9th
1. Notes Check (Due Friday, May 9th): Be sure to copy and organize all of the notes for the second semester. I will be checking your notes during the exam.
2. Poetry Exam (On Friday, May 9th): Be sure to study for the exam.
3. Response to Literature Essay: Poetry (Due Friday, May 9th): Be sure to complete the essay. If you have questions or need help, please see me.
2. Poetry Exam (On Friday, May 9th): Be sure to study for the exam.
3. Response to Literature Essay: Poetry (Due Friday, May 9th): Be sure to complete the essay. If you have questions or need help, please see me.
Wednesday, April 30, 2008
Poetry Response to Literature Essay (Due Friday, May 9th)
Directions: Write a well-written essay of at least 5 paragraphs (typed, double spaced, size 12 font, MLA format). You must have an original title and number your pages. Choose one of the poems from the textbook (it must be different from the poem you use for the Poetry Art Project). Your essay must focus on one or more literary conventions and how it influences the meaning of the poem.
*Please see me if you need assistance with your essay.
*Please see me if you need assistance with your essay.
Monday, April 28, 2008
Questions for "Jazz Fantasia" (p. 270)
1. Read the Poem.
2. Write as many examples of simile as you can find.
3. Write as many examples of imagery as you can find.
4. Write as many examples of personification as you can find.
5. Write as many examples of alliteration as you can find.
6. Write as many examples of onomatopoeia as you can find.
7. Explain why and how the use of these literary terms is significant for our understanding and interpretation of the poem.
2. Write as many examples of simile as you can find.
3. Write as many examples of imagery as you can find.
4. Write as many examples of personification as you can find.
5. Write as many examples of alliteration as you can find.
6. Write as many examples of onomatopoeia as you can find.
7. Explain why and how the use of these literary terms is significant for our understanding and interpretation of the poem.
Poetry Art Project
The following is a small project for our poetry unit. It is due on Thursday, May 1st. The directions for the assignment are as follows:
1. Choose a poem from our textbook.
2. Draw a picture/create a poster based upon the theme, imagery, or any other aspect of the poem that you have chosen.
3. Type the poem (in its entirety) on the poster.
4. Write an explanation about your work of art and how it relates to the poem.
1. Choose a poem from our textbook.
2. Draw a picture/create a poster based upon the theme, imagery, or any other aspect of the poem that you have chosen.
3. Type the poem (in its entirety) on the poster.
4. Write an explanation about your work of art and how it relates to the poem.
Wednesday, April 16, 2008
Literary Terms Note Cards (Due Friday, April 18th)
Directions: Use index cards (or pieces of paper cut into the shape and size of index cards) to create flashcards for the following terms. Write the literary term on one side of the card and write the definition on the other side of the card. Bring these cards to class with you. Furthermore, using a sheet of computer paper (blank paper), create a grid of 30 squares (6 X 5). Fill in one term for each square (you are creating a bingo sheet for each of the terms).
Literary Terms:
1. Alliteration
2. Onomatopoeia
3. Assonance
4. Consonance
5. Meter
6. Repetition
7. Allegory
8. Allusion
9. Blank Verse
10. Irony
11. Dramatic Poetry
12. Figurative Language
13. Free Verse
14. Imagery
15. Genre
16. Haiku
17. Hyperbole
18. Metaphor
19. Lyric Poem
20. Narrative Poem
21. Personification
22. Rhyme
23. Simile
24. Sonnet
25. Symbol
26. Tanka
27. Villanelle
28. Stanza
29. Poetry
30. Ode
*Note: you will be able to find all of the definitions to these terms in the back of your literature book. "Ode" may be the one exception (you may use a definition from the dictionary or an online source for this term).
Literary Terms:
1. Alliteration
2. Onomatopoeia
3. Assonance
4. Consonance
5. Meter
6. Repetition
7. Allegory
8. Allusion
9. Blank Verse
10. Irony
11. Dramatic Poetry
12. Figurative Language
13. Free Verse
14. Imagery
15. Genre
16. Haiku
17. Hyperbole
18. Metaphor
19. Lyric Poem
20. Narrative Poem
21. Personification
22. Rhyme
23. Simile
24. Sonnet
25. Symbol
26. Tanka
27. Villanelle
28. Stanza
29. Poetry
30. Ode
*Note: you will be able to find all of the definitions to these terms in the back of your literature book. "Ode" may be the one exception (you may use a definition from the dictionary or an online source for this term).
Thursday, April 10, 2008
Make Up Work?
The following is a list of assignments that students have already completed and submitted for credit. Students may make up any of these assignments between now and Wednesday, April 16th. After that date I will no longer accept make up work for these assignments (note: I am not including exams on this list. Please see me concerning make up exams).
GRAMMAR
Grammar Work Book (GWB)
GWB p. 57-58 (Prepositional Phrases)
GWB p. 59-60 (Appositive Phrases)
GWB p. 61-66 (Participle Phrases)
GWB p. 165-170 (Commas)
GWB p. 171-174 (Semicolons and Colons)
Grammar Book (GB)
GB p. 305 Phrases
GB p. 307 Phrases
GB p. 309 Phrases
LITERATURE
Review and Assess Questions (R&A)
R&A p. 471
R&A p. 941
R&A p. 945
R&A p. 973
R&A p. 977
R&A p. 991
R&A p. 1015
Worksheets (WS)
Night Vocabulary WS
Night Character Attributes Chart WS
Night Conflict Chart WS
Overhead Projector Questions
"Flood" Questions
"The Reticent Righteous" Questions
Poetry Group Analysis Questions
ESSAYS
Narrative Essay
NOTES CHECKS
Note Check #1
*Note: All of the overhead questions, essay prompts, etc. are posted on this blog. Please email me if you have specific questions regarding any of these assignments (or ask upon our return from Spring Break). I can be reached at: fossgrimmen@yahoo.com
GRAMMAR
Grammar Work Book (GWB)
GWB p. 57-58 (Prepositional Phrases)
GWB p. 59-60 (Appositive Phrases)
GWB p. 61-66 (Participle Phrases)
GWB p. 165-170 (Commas)
GWB p. 171-174 (Semicolons and Colons)
Grammar Book (GB)
GB p. 305 Phrases
GB p. 307 Phrases
GB p. 309 Phrases
LITERATURE
Review and Assess Questions (R&A)
R&A p. 471
R&A p. 941
R&A p. 945
R&A p. 973
R&A p. 977
R&A p. 991
R&A p. 1015
Worksheets (WS)
Night Vocabulary WS
Night Character Attributes Chart WS
Night Conflict Chart WS
Overhead Projector Questions
"Flood" Questions
"The Reticent Righteous" Questions
Poetry Group Analysis Questions
ESSAYS
Narrative Essay
NOTES CHECKS
Note Check #1
*Note: All of the overhead questions, essay prompts, etc. are posted on this blog. Please email me if you have specific questions regarding any of these assignments (or ask upon our return from Spring Break). I can be reached at: fossgrimmen@yahoo.com
Monday, March 31, 2008
Homework (Week of March 31st-April 4th)
DUE WEDNESDAY (4-2-08)
* Read Literature Book p. 936-945.
* Take Notes: Musical Devices (p. 937).
* Review and Assess Questions, p. 945.
DUE FRIDAY (4-4-08)
* Read Literature Book p. 1004-1015.
* Take Notes: Parody, Epic, Epic Hero (p. 1005).
* Review and Assess Questions, p. 1015.
* Read Literature Book p. 936-945.
* Take Notes: Musical Devices (p. 937).
* Review and Assess Questions, p. 945.
DUE FRIDAY (4-4-08)
* Read Literature Book p. 1004-1015.
* Take Notes: Parody, Epic, Epic Hero (p. 1005).
* Review and Assess Questions, p. 1015.
Friday, March 28, 2008
Poetry--Group Questions
In class today (Friday, March 28th) we discussed how to analyze a poem and worked in groups to answer a series of questions regarding a specific poem. If you were absent today, you will need to choose one of the following poems and answer the following questions in response to the poem. If you have questions or need assistance, please see me.
--Mr. Hall
Choose one of the following poems:
1. Making a Fist (p. 975)
2. Some Like Poetry (p. 976)
3. The Waking (p. 986)
4. Sonnet 18 (p. 990)
5. La Belle Dame Sans Merci (p. 961)
6. Danny Deaver (p. 963)
7. The Stolen Child (p. 929)
8. The Kraken (p. 939)
Answer the following questions in connection to the poem that you have chosen:
1. Does the poem have a ryhme scheme? If so, what is it? If not, why not?
2. Identify the number of lines and the number of syllables per line.
3. What figurative language is used in the poem (e.g. simile, metaphor, personification, etc.)? What is its purpose and meaning?
4. What is the subject of the poem? what do we learn about the subject?
5. What is the theme of the poem?
6. What is the overall meaning of the poem? What life lesson, if any, do we learn from the poem?
7. What is the purpose of the poem?
8. What did you think of the poem?
--Mr. Hall
Choose one of the following poems:
1. Making a Fist (p. 975)
2. Some Like Poetry (p. 976)
3. The Waking (p. 986)
4. Sonnet 18 (p. 990)
5. La Belle Dame Sans Merci (p. 961)
6. Danny Deaver (p. 963)
7. The Stolen Child (p. 929)
8. The Kraken (p. 939)
Answer the following questions in connection to the poem that you have chosen:
1. Does the poem have a ryhme scheme? If so, what is it? If not, why not?
2. Identify the number of lines and the number of syllables per line.
3. What figurative language is used in the poem (e.g. simile, metaphor, personification, etc.)? What is its purpose and meaning?
4. What is the subject of the poem? what do we learn about the subject?
5. What is the theme of the poem?
6. What is the overall meaning of the poem? What life lesson, if any, do we learn from the poem?
7. What is the purpose of the poem?
8. What did you think of the poem?
Monday, March 24, 2008
Failure is always the best way to learn?
Education, like anything in life that is worth pursuing, is an exercise that requires sustained effort against a measure of resistance in order to grow. If one is not challenged, required to do something just beyond one's means, true education will never take place. If everything in a course were easy, one may like the course for its simplicity and lack of requirement, but one will not gain anything from it either. When we are asked to do something just beyond our capabilities and we apply ourselves in the task, we may fall short to a degree, but it is that very process that enables us to accomplish the task on a future day. Hence, failure (when one has sincerely made an attempt) is a great learning tool. I am not speaking of failing a class as being a great way to learn (though for some it may be), but taking on a specific task, stretching oneself, and coming up just a little short may both motivate us to improve and strengthen us in our ability to succeed.
Needless to say, this message is presented in a song (appropriately titled, "Failure") written and performed by one of my favorite bands, Kings of Convenience. Take a little break and listen to the message--it is a good one, if you understand it correctly. My favorite line: "Failure is always the best way to learn, retracing your steps until you know, have no fear your wounds will heal." In other words, don't be afraid to try something just because it may seem intimidating or beyond your capabilities. And anytime you fail, don't merely give up and walk away from it forever. Rather, ponder upon it--retrace your steps and try to figure out where it went wrong. Once you figure out what the missteps are, you may then effectively make a conscientious effort to correct the flaw and thus succeed at whatever it is that you are pursuing in life. You have the ability to become whatever you choose in life--it is simply a matter of dedication and application. Best wishes!
Needless to say, this message is presented in a song (appropriately titled, "Failure") written and performed by one of my favorite bands, Kings of Convenience. Take a little break and listen to the message--it is a good one, if you understand it correctly. My favorite line: "Failure is always the best way to learn, retracing your steps until you know, have no fear your wounds will heal." In other words, don't be afraid to try something just because it may seem intimidating or beyond your capabilities. And anytime you fail, don't merely give up and walk away from it forever. Rather, ponder upon it--retrace your steps and try to figure out where it went wrong. Once you figure out what the missteps are, you may then effectively make a conscientious effort to correct the flaw and thus succeed at whatever it is that you are pursuing in life. You have the ability to become whatever you choose in life--it is simply a matter of dedication and application. Best wishes!
Narrative/Descriptive Essay Prompt
Your Narrative/Descriptive essay is due on Friday, March 28th. Below is the directions and the prompts for the assignment.
Directions: Choose one fo the following narrative/descriptive essay prompts in which to write a descriptive, well-thought out event from your life experience. Be sure to bring the experience to life through the use of your language. Your paper must be typed, using size 12 times new roman font. The essay must be at least five paragraphs in length.
Option #1
Think of a time when you achieved a personal goal--you might have finally completed a triathlon or won a championship game, or might have improved you scores on the STAR or other tests, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
Option #2
Choose a vivid time from your childhood--you might think of the first time you rode a school bus, of a time when you went to the principal's office, the first "A" you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
Option #3
Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with--it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify rhyme scheme in a poem or how to use the pythagorean theory in math. Or you might consider trying to perfect your free throws and suddenly understanding how yoru follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
Directions: Choose one fo the following narrative/descriptive essay prompts in which to write a descriptive, well-thought out event from your life experience. Be sure to bring the experience to life through the use of your language. Your paper must be typed, using size 12 times new roman font. The essay must be at least five paragraphs in length.
Option #1
Think of a time when you achieved a personal goal--you might have finally completed a triathlon or won a championship game, or might have improved you scores on the STAR or other tests, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
Option #2
Choose a vivid time from your childhood--you might think of the first time you rode a school bus, of a time when you went to the principal's office, the first "A" you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
Option #3
Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with--it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify rhyme scheme in a poem or how to use the pythagorean theory in math. Or you might consider trying to perfect your free throws and suddenly understanding how yoru follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
Homework 3-24-08
DUE TUESDAY (3-25-08)
1. Read the following poems found on pages 974-977: (a) "What are Friends For" (b) "Making a Fist" (c) "Some Like Poetry".
2. Review and Assess Questions, page 977.
DUE THURSDAY (3-27-08)
1. Read the following poems found on pages 984-990: (a) "The Waking" (b) "Tanka" (c) "Haiku" (d) "Sonnet 18"
2. Review and Assess Questions, page 991.
DUE FRIDAY (3-28-08)
1. Narrative Essay Final Draft (be sure to submit your rough draft along with the final draft).
1. Read the following poems found on pages 974-977: (a) "What are Friends For" (b) "Making a Fist" (c) "Some Like Poetry".
2. Review and Assess Questions, page 977.
DUE THURSDAY (3-27-08)
1. Read the following poems found on pages 984-990: (a) "The Waking" (b) "Tanka" (c) "Haiku" (d) "Sonnet 18"
2. Review and Assess Questions, page 991.
DUE FRIDAY (3-28-08)
1. Narrative Essay Final Draft (be sure to submit your rough draft along with the final draft).
Nonfiction: "Flood" Questions
Last week students read "Flood" (page 710 of your literature books) for homework and answered the following questions in class. If you were absent on the day of these questions, you will need to read the story and answer the following questions.
FLOOD QUESTIONS
1. Viewing the picture on page 712 and 713, do you think the physical damage or the emotional damage brought on by a natural disaster like this flood is harder to overcome? Why?
2. Is the author's claim that "the season changed two hours ago" a fact or an impression? Explain. (p. 712).
3. How do the sensory details (details that appeal to one or more of the five senses: taste, touch, sight, sound, smell) on page 713 help create a mood?
4. To what senses do each of the descriptive details about a helicopter appeal? (see the fourth paragraph on page 714).
5. In what specific ways are the second and third paragraphs on page 715 typical of a descriptive essay?
6. Why is the narrator in no imminent danger in the flood? (p. 715)
7. On page 717, identify the facts (objective writing) and the impressions or opinions (subjective writing) in the description of the truck's arrival.
8. What does the narrator think happens to the animals during a flood? (p. 716-717).
FLOOD QUESTIONS
1. Viewing the picture on page 712 and 713, do you think the physical damage or the emotional damage brought on by a natural disaster like this flood is harder to overcome? Why?
2. Is the author's claim that "the season changed two hours ago" a fact or an impression? Explain. (p. 712).
3. How do the sensory details (details that appeal to one or more of the five senses: taste, touch, sight, sound, smell) on page 713 help create a mood?
4. To what senses do each of the descriptive details about a helicopter appeal? (see the fourth paragraph on page 714).
5. In what specific ways are the second and third paragraphs on page 715 typical of a descriptive essay?
6. Why is the narrator in no imminent danger in the flood? (p. 715)
7. On page 717, identify the facts (objective writing) and the impressions or opinions (subjective writing) in the description of the truck's arrival.
8. What does the narrator think happens to the animals during a flood? (p. 716-717).
Tuesday, March 18, 2008
Reading Nonfiction Critically
The following is a list of the notes that we took in class today on comprehending non-fiction writing. If you were absent, be sure to copy these notes and place them in the literary notes section of your portfolio.
COMPREHENDING NONFICTION
Key Concept: Use general reading strategies to lean more about the author's ide4as in a text.
* ESTABLISH A PURPOSE FOR READING: Before you begin reading, decide why you are reading the material. Once you have established your purpose, look for information and other details in your reading that support this purpose.
* IDENTIFY MAIN POINTS AND DETAILS: The main points are the most important ideas in the work. Details are facts and examples used to support each main point.
* IDENTIFY RELATIONSHIPS: As you read, determine the relationships between the ideas and events in the text. Some common relationships include sequence, part to whole, order of importance, cause and effect, comparison and contrast, and spatial order.
* INTERPRET: State in your own words what you have read, to better understand the work.
* RESPOND: Think about what the author has said and how you personally feel about the topic. Also, consider how you may apply this knowledge to your life.
COMPREHENDING NONFICTION
Key Concept: Use general reading strategies to lean more about the author's ide4as in a text.
* ESTABLISH A PURPOSE FOR READING: Before you begin reading, decide why you are reading the material. Once you have established your purpose, look for information and other details in your reading that support this purpose.
* IDENTIFY MAIN POINTS AND DETAILS: The main points are the most important ideas in the work. Details are facts and examples used to support each main point.
* IDENTIFY RELATIONSHIPS: As you read, determine the relationships between the ideas and events in the text. Some common relationships include sequence, part to whole, order of importance, cause and effect, comparison and contrast, and spatial order.
* INTERPRET: State in your own words what you have read, to better understand the work.
* RESPOND: Think about what the author has said and how you personally feel about the topic. Also, consider how you may apply this knowledge to your life.
Monday, March 17, 2008
Homework
DUE TUESDAY
* Review and Assess Questions 1-10, p. 471
DUE WEDNESDAY
* Read "Flood", p. 710
DUE FRIDAY
* Take notes on Narrative, Persuasive, and Expository Writing (see post below).
* Review and Assess Questions 1-10, p. 471
DUE WEDNESDAY
* Read "Flood", p. 710
DUE FRIDAY
* Take notes on Narrative, Persuasive, and Expository Writing (see post below).
Thursday, March 13, 2008
Narrative Essays
Narrative Essays
Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or embellish the story. All of the details relate to the main point the writer is attmepting to make.
Narrative Essay--Summary Points
A Narrative Essay:
(1) Is told from a particular point of view
(2) Makes and supports a point
(3) Is filled with precise detail
(4) Uses vivid verbs and modifiers
(5) Uses conflict and sequence as does any story
(6) May use dialogue
Narrative Essay--Tips
(1) Remember to involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it.
(2) Find a generalization, which the story supports. This is the only way the writer’s personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds.
(3) Remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.
Narrative Essay--Conventions
(1) Narratives are generally written in the first person, that is using “I”. However, third person (he, she, it, etc.) can also be used.
(2) Narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression.
(3) Narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending.
*Source: Essayinfo.com
Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or embellish the story. All of the details relate to the main point the writer is attmepting to make.
Narrative Essay--Summary Points
A Narrative Essay:
(1) Is told from a particular point of view
(2) Makes and supports a point
(3) Is filled with precise detail
(4) Uses vivid verbs and modifiers
(5) Uses conflict and sequence as does any story
(6) May use dialogue
Narrative Essay--Tips
(1) Remember to involve readers in the story. It is much more interesting to actually recreate an incident for readers than to simply tell about it.
(2) Find a generalization, which the story supports. This is the only way the writer’s personal experience will take on meaning for readers. This generalization does not have to encompass humanity as a whole; it can concern the writer, men, women, or children of various ages and backgrounds.
(3) Remember that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.
Narrative Essay--Conventions
(1) Narratives are generally written in the first person, that is using “I”. However, third person (he, she, it, etc.) can also be used.
(2) Narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression.
(3) Narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending.
*Source: Essayinfo.com
Persuasive Essays
Persuasive Essay
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.
Persuasive Essay--Planning Your Argument
(1) Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.
(2) Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
(3) Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic.
(4) Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.
Persuasive Essay--Requirements
(1) Be well informed about your topic. To add to your knoweldge of a topic, read thoroughly about it, using legitimate sources. Take notes.
(2) Test your thesis. Your thesis, I.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
(3) Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument. This is known as a counter-argument
(4) Support your position with evidence. Remember that your evidence must appeal to reason.
Persuasive Essay--Ways of Supporting your Argument
(1) Facts--A powerful means of convincing, facts can come from your reading, observation, or personal experience. (Note: Do not confuse facts with truths. A “truth” is an idea believed by many people, but it cannot be proven).
(2) Statistics--These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources.
(3) Quotes--Direct quotes from leading experts that support your position are invaluable.
(4) Examples--Examples enhance your meaning and make your ideas concrete. They are the proof.
*Source: Essayinfo.com
Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.
Persuasive Essay--Planning Your Argument
(1) Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.
(2) Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position.
(3) Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic.
(4) Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.
Persuasive Essay--Requirements
(1) Be well informed about your topic. To add to your knoweldge of a topic, read thoroughly about it, using legitimate sources. Take notes.
(2) Test your thesis. Your thesis, I.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
(3) Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument. This is known as a counter-argument
(4) Support your position with evidence. Remember that your evidence must appeal to reason.
Persuasive Essay--Ways of Supporting your Argument
(1) Facts--A powerful means of convincing, facts can come from your reading, observation, or personal experience. (Note: Do not confuse facts with truths. A “truth” is an idea believed by many people, but it cannot be proven).
(2) Statistics--These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources.
(3) Quotes--Direct quotes from leading experts that support your position are invaluable.
(4) Examples--Examples enhance your meaning and make your ideas concrete. They are the proof.
*Source: Essayinfo.com
Expository Essays
Expository Essay
The purpose of an expository essay is to present, completely and fairly, other people’s views or to report about an event or situation. Expository writing, or exposition, presents a subject in detail, apart from criticism, argument or development. Such writing is discourse designed to convey information or explain what is difficult to understand. Exposition usually proceeds by the orderly analysis of parts and the use of familiar illustrations and analogies.
Expository Essay Requirements
(1) Reading with understanding the ideas developed in an article by clearly stating another’s thesis, outlining facts used by the author to support that thesis, and the “values” underlying the ideas.
(2) Putting what is read into a larger context by relating another’s article or book to other work in the field.
(3) Clearly and effectively communicating this information to a defined audience. In other words, you must write clearly and fully enough for your readers to know how you have arrived at your analyses and conclusions. They should never have to guess what you mean; give your readers everything they need to know to follow your reasoning.
*Source: Essayinfo.com
The purpose of an expository essay is to present, completely and fairly, other people’s views or to report about an event or situation. Expository writing, or exposition, presents a subject in detail, apart from criticism, argument or development. Such writing is discourse designed to convey information or explain what is difficult to understand. Exposition usually proceeds by the orderly analysis of parts and the use of familiar illustrations and analogies.
Expository Essay Requirements
(1) Reading with understanding the ideas developed in an article by clearly stating another’s thesis, outlining facts used by the author to support that thesis, and the “values” underlying the ideas.
(2) Putting what is read into a larger context by relating another’s article or book to other work in the field.
(3) Clearly and effectively communicating this information to a defined audience. In other words, you must write clearly and fully enough for your readers to know how you have arrived at your analyses and conclusions. They should never have to guess what you mean; give your readers everything they need to know to follow your reasoning.
*Source: Essayinfo.com
Saturday, March 8, 2008
Tuesday, March 4, 2008
Essay Prompt for "Night" (Essay due Friday, March 14th)
Night
by Elie Weisel
(This is your chance to demonstrate your understanding of Elie Weisel's book. Make sure you include everything you think is appropriate in meeting this goal).
WRITING TASK
Personal identity is a combination of many factors. It includes both the labels others place on us and the words and phrases we use to describe ourselves. In Night, Elie Wiesel tells the story of a 15-year-old boy who survived a time in Europe when millions of children, women, and men were systematically murdered solely because of their ancestry. He focuses on the final year of the Holocaust--a year the author spent at the Nazi death camp Auschwitz--and tells how that story changed him as a person. When asked why he chose to tell it, he responded by speaking of those who did not survive to tell their own stories. "I owe them my roots and memory. I am duty-bound to serve as their emissary, transmitting the history of their disappearance, even if it disturbs, even if it brings pain. Not to do so would be to betray them, and thus myself." What is he suggesting about the relationship between the story he tells and personal identity? What is he suggesting about the importance of "bearing witness?"
Write an essay in which you discuss how Wiesel explores the following two questions in Night: What is the relationship between our stories and our identity? and To what extent are we all witnesses of history and messengers to humanity? What details and examples does he use to support the main theme of his memoir? What literary devices--i.e. style, tone, diction, mood, characterization, plot development techniques, etc.--does he draw on to evoke and sustain readers' emotional involvement in his story?
CHECKLIST FOR YOUR WRITING
The following checklist will help you do your best work. Make sure you:
by Elie Weisel
(This is your chance to demonstrate your understanding of Elie Weisel's book. Make sure you include everything you think is appropriate in meeting this goal).
WRITING TASK
Personal identity is a combination of many factors. It includes both the labels others place on us and the words and phrases we use to describe ourselves. In Night, Elie Wiesel tells the story of a 15-year-old boy who survived a time in Europe when millions of children, women, and men were systematically murdered solely because of their ancestry. He focuses on the final year of the Holocaust--a year the author spent at the Nazi death camp Auschwitz--and tells how that story changed him as a person. When asked why he chose to tell it, he responded by speaking of those who did not survive to tell their own stories. "I owe them my roots and memory. I am duty-bound to serve as their emissary, transmitting the history of their disappearance, even if it disturbs, even if it brings pain. Not to do so would be to betray them, and thus myself." What is he suggesting about the relationship between the story he tells and personal identity? What is he suggesting about the importance of "bearing witness?"
Write an essay in which you discuss how Wiesel explores the following two questions in Night: What is the relationship between our stories and our identity? and To what extent are we all witnesses of history and messengers to humanity? What details and examples does he use to support the main theme of his memoir? What literary devices--i.e. style, tone, diction, mood, characterization, plot development techniques, etc.--does he draw on to evoke and sustain readers' emotional involvement in his story?
CHECKLIST FOR YOUR WRITING
The following checklist will help you do your best work. Make sure you:
- Read the writing prompt carefully.
- Use specific details and examples (reasons, details, facts) from Night to demonstrate your understanding of the selection's main ideas and Wiesel's purpose.
- Organize your writing with a strong introduction, body, and conclusion. (Be sure to include a strong thesis statement by establishing the context for your stance, and then your viewpoint--otherwise known as subject + opinion).
- Choose specific words that are appropriate.
- Vary your sentences to make your writing interesting to read.
- Use an appropriate tone and voice.
- Check for mistakes in grammar, spelling, punctuation, and sentence formation.
Homework Due Friday, March 7th
* Grammar Workbook, p. 171-174 (Semicolons and Colons)
* Study for California High School Exit Exam
* Study for California High School Exit Exam
Homework Due Thursday, March 6th
* Grammar Workbook, p. 165-170 (Commas).
* Study from "Preparing for the California High School Exit Examination" booklet.
* Study from "Preparing for the California High School Exit Examination" booklet.
Monday, March 3, 2008
Homework Due Wednesday, March 5th
* Grammar Punctuation Handouts.
* Grammar Workbook Pages 57-60.
* Study from "Preparing for the California High School Exit Examination" workbook.
CAHSEE EXAM MARCH 11th
The CAHSEE (California High School Exit Exam) is fast approaching (Tuesday, March 11th). While we have been working on the skills that you will be tested upon throughout the school year, and focusing on test-taking strategies as of late, it will be beneficial for you to study and prepare yourself for the examination. As such, I recommend that you use the "Preparing for the California High School Exit Examination" workbook that you each received at the beginning of the school-year. This workbook contains actual passages and questions that have appeared on past examinations, offering insights to the types of questions that you will be facing on the exam. The workbook also offers the correct answer along with an explanation as to how one comes to the correct conclusion for the type of question. While it would be ideal to read through it all in preparation for the exam, I recommend as a minimum that you look at the sections with which you personally struggle. Every question counts on this exam and it works to your advantage to prepare in every way possible. I am confident that you will all do well with the exam if you simply prepare and offer your best efforts. Best wishes.
Welcome
"That which we persist in doing becomes easy to do; not that the nature of the thing has changed, but our ability to do has increased." --Ralph Waldo Emerson
Grading Scale for the Course
20% Homework/Classwork
20% Tests/Quizzes
20% Essays/Writing
20% Notes
5% Participation
5% Citizenship
10% Final Exam
An individual's educations is one of his or her most prized possessions. It opens the door to so many opportunities in life and enriches the mind and being of an individual. While the public school setting is designed to assist each student's needs in furthering education, ultimately, the value and experience of one's education is up to the individual. Attitude and effort are key in developing one's skills and creating an atmosphere of life-long learning. A poor effort creates a poor mind; an average effort creates an average mind; and a superior effort creates a superior mind. I am confident that every student has the potential and ability to become great thinkers and exceptional doers. The only question remaining is how much do you want it and what are you willing to give for it?
Grading Scale for the Course
20% Homework/Classwork
20% Tests/Quizzes
20% Essays/Writing
20% Notes
5% Participation
5% Citizenship
10% Final Exam
Subscribe to:
Posts (Atom)
