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.
Monday, March 31, 2008
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
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