Re-read Act II/Scenes III-VI. If you struggle with the Elizabethan version that is printed in your text, use Google (or any search engine and type in No Fear Shakespeare. You will be directed to a free Sparks note website that provides an excellent side-by-side translation.
After you read, respond to study guide questions for these scenes. (See page 15 in your RWNB)
All Act II Study Guide questions (Scenes 1-6) will be collected on Tuesday, 5/15
Continue to add to your culminating project graphic organizer. At the end of each scene or so, you should be able to explain HOW Shakespeare is developing the theme you are tracking. Please reveiw 14-a for a model that demonstrates a good way to record these notes. I have attached 14-a below for your review:
MODEL FOR NOTE-TAKING/GRAPHIC ORGANIZER--#14-a
CULMINATING PROJECT PLANNING PAGES
• The graphic organizer should be completed each time you finish reading one or more complete scenes.
• The graphic organizer will help you track the introduction, development, and refinement of the theme you chose to examine in the drama, Romeo and Juliet.
• These notes will be used to construct a response to the culminating project requirement: Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined throughout the course of the play.
• The graphic organizer will prompt you to identify and explain methods Shakespeare uses to introduce and develop major themes in the play.
• You have already selected the theme you will track. (See page 14 in your RWNB for theme choices.)
• To review ten different methods a writer uses to introduce and develop a major theme, re-read #13 in your RWNB—Understanding Theme.
The following example models the steps I am asking you to take as you read through the play. These notes will help you successfully complete the exam.
SELECTED THEME: REVENGE
Text Support (Think of a moment, an action, or words in this scene that suggest the theme you have selected)
The Capulet servants insult the Montague servants. The Montague servants respond with swords drawn. This altercation triggers an all-out brawl between the two families in the public square.
Source: Act I Scene I page ___
Method: Conflict
Explanation: Shakespeare uses this conflict to introduce the idea of revenge, a major theme in the play. It is apparent that the two families have been fighting for quite some time when the play opens. A simple gesture or rude word from one house triggers vengeful words and actions from the opposing house. In this first conflict, it seems that both families enjoy the drama of the feud. Seeking revenge is one way characters show pride and love for their respective families.
Friday, May 11, 2012
Wednesday, May 9, 2012
Homework for 1-b and 3-b/Assigned on 5/9 and due on 5/11
Today, we finished reading Act II/Scenes I-III
Please add to your theme notes (page #14 in your RWNB).
Your final exam is constructing a well-developed response to the following question:
Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined through the course of the play.
Each of you has determined the theme you will track. As we finish each act, you should identify 2-4 methods Shakespeare uses to develop this theme. Include this information on your graphic organizer. (#14) Today, you received a model/example of good note-taking. Please review this model. (#14-b) It will guide you to construct the kind of notes you will need to respond appropriately to the exam question.
STUDY 10 METHODS WRITERS USE TO DEVELOP THEMES. YOU WILL BE QUIZZED ON FRIDAY.
Please add to your theme notes (page #14 in your RWNB).
Your final exam is constructing a well-developed response to the following question:
Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined through the course of the play.
Each of you has determined the theme you will track. As we finish each act, you should identify 2-4 methods Shakespeare uses to develop this theme. Include this information on your graphic organizer. (#14) Today, you received a model/example of good note-taking. Please review this model. (#14-b) It will guide you to construct the kind of notes you will need to respond appropriately to the exam question.
STUDY 10 METHODS WRITERS USE TO DEVELOP THEMES. YOU WILL BE QUIZZED ON FRIDAY.
Homework for 4-b Assigned on 5/9 and due on 5/11
Today, we finished reading Act II/Scenes I-VI.
Please add to your theme notes (page #14 in your RWNB).
Your final exam is constructing a well-developed response to the following question:
Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined through the course of the play.
Each of you has determined the theme you will track. As we finish each act, you should identify 2-4 methods Shakespeare uses to develop this theme. Include this information on your graphic organizer. (#14) Today, you received a model/example of good note-taking. Please review this model. (#14-b) It will guide you to construct the kind of notes you will need to respond appropriately to the exam question.
Please add to your theme notes (page #14 in your RWNB).
Your final exam is constructing a well-developed response to the following question:
Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined through the course of the play.
Each of you has determined the theme you will track. As we finish each act, you should identify 2-4 methods Shakespeare uses to develop this theme. Include this information on your graphic organizer. (#14) Today, you received a model/example of good note-taking. Please review this model. (#14-b) It will guide you to construct the kind of notes you will need to respond appropriately to the exam question.
Tuesday, May 8, 2012
Homework for 3-a and 4-a/Assigned on 5/8 and due on 5/10
Complete page #14 in your RWNB. This is the graphic organizer that will help you organize the notes you may use for the final exam. Your text support should come from Act I. The following example will explain the process and provide you with a note-taking model.
MODEL FOR NOTE-TAKING/GRAPHIC ORGANIZER--#14
CULMINATING PROJECT PLANNING PAGES
• The graphic organizer should be completed each time you finish reading one or more complete scenes.
• The graphic organizer will help you track the introduction, development, and refinement of the theme you chose to examine in the drama, Romeo and Juliet.
• These notes will be used to construct a response to the culminating project requirement: Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined throughout the course of the play.
• The graphic organizer will prompt you to identify and explain methods Shakespeare uses to introduce and develop major themes in the play.
• You have already selected the theme you will track. (See page 14 in your RWNB for theme choices.)
• To review ten different methods a writer uses to introduce and develop a major theme, re-read #13 in your RWNB—Understanding Theme.
The following example models the steps I am asking you to take as you read through the play. These notes will help you successfully complete the exam.
SELECTED THEME: REVENGE
Text Support (Think of a moment, an action, or words in this scene that suggest the theme you have selected)
The Capulet servants insult the Montague servants. The Montague servants respond with swords drawn. This altercation triggers an all-out brawl between the two families in the public square.
Source: Act I Scene I page ___
Method: Conflict
Explanation: Shakespeare uses this conflict to introduce the idea of revenge, a major theme in the play. It is apparent that the two families have been fighting for quite some time when the play opens. A simple gesture or rude word from one house triggers vengeful words and actions from the opposing house. In this first conflict, it seems that both families enjoy the drama of the feud. Seeking revenge is one way characters show pride and love for their respective families.
MODEL FOR NOTE-TAKING/GRAPHIC ORGANIZER--#14
CULMINATING PROJECT PLANNING PAGES
• The graphic organizer should be completed each time you finish reading one or more complete scenes.
• The graphic organizer will help you track the introduction, development, and refinement of the theme you chose to examine in the drama, Romeo and Juliet.
• These notes will be used to construct a response to the culminating project requirement: Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined throughout the course of the play.
• The graphic organizer will prompt you to identify and explain methods Shakespeare uses to introduce and develop major themes in the play.
• You have already selected the theme you will track. (See page 14 in your RWNB for theme choices.)
• To review ten different methods a writer uses to introduce and develop a major theme, re-read #13 in your RWNB—Understanding Theme.
The following example models the steps I am asking you to take as you read through the play. These notes will help you successfully complete the exam.
SELECTED THEME: REVENGE
Text Support (Think of a moment, an action, or words in this scene that suggest the theme you have selected)
The Capulet servants insult the Montague servants. The Montague servants respond with swords drawn. This altercation triggers an all-out brawl between the two families in the public square.
Source: Act I Scene I page ___
Method: Conflict
Explanation: Shakespeare uses this conflict to introduce the idea of revenge, a major theme in the play. It is apparent that the two families have been fighting for quite some time when the play opens. A simple gesture or rude word from one house triggers vengeful words and actions from the opposing house. In this first conflict, it seems that both families enjoy the drama of the feud. Seeking revenge is one way characters show pride and love for their respective families.
Homework for 2-a/Assigned on 5/8 and due on 5/10
Re-read Act II/Scenes I and II in your orange LOL text. (See pages 1021-1028)
Complete page #14 in your RWNB. This is the graphic organizer you will use to record notes you will need for the final exam. The following handout will explain its purpose and provide you with a MODEL for each step in the note-taking process. Limit your text support to events that occur in Act I of the play.
MODEL FOR NOTE-TAKING/GRAPHIC ORGANIZER--#14
CULMINATING PROJECT PLANNING PAGES
• The graphic organizer should be completed each time you finish reading one or more complete scenes.
• The graphic organizer will help you track the introduction, development, and refinement of the theme you chose to examine in the drama, Romeo and Juliet.
• These notes will be used to construct a response to the culminating project requirement: Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined throughout the course of the play.
• The graphic organizer will prompt you to identify and explain methods Shakespeare uses to introduce and develop major themes in the play.
• You have already selected the theme you will track. (See page 14 in your RWNB for theme choices.)
• To review ten different methods a writer uses to introduce and develop a major theme, re-read #13 in your RWNB—Understanding Theme.
The following example models the steps I am asking you to take as you read through the play. These notes will help you successfully complete the exam.
SELECTED THEME: REVENGE
Text Support (Think of a moment, an action, or words in this scene that suggest the theme you have selected)
The Capulet servants insult the Montague servants. The Montague servants respond with swords drawn. This altercation triggers an all-out brawl between the two families in the public square.
Source: Act I Scene I page ___
Method: Conflict
Explanation: Shakespeare uses this conflict to introduce the idea of revenge, a major theme in the play. It is apparent that the two families have been fighting for quite some time when the play opens. A simple gesture or rude word from one house triggers vengeful words and actions from the opposing house. In this first conflict, it seems that both families enjoy the drama of the feud. Seeking revenge is one way characters show pride and love for their respective families.
Complete page #14 in your RWNB. This is the graphic organizer you will use to record notes you will need for the final exam. The following handout will explain its purpose and provide you with a MODEL for each step in the note-taking process. Limit your text support to events that occur in Act I of the play.
MODEL FOR NOTE-TAKING/GRAPHIC ORGANIZER--#14
CULMINATING PROJECT PLANNING PAGES
• The graphic organizer should be completed each time you finish reading one or more complete scenes.
• The graphic organizer will help you track the introduction, development, and refinement of the theme you chose to examine in the drama, Romeo and Juliet.
• These notes will be used to construct a response to the culminating project requirement: Write a literary analysis of a theme in Romeo and Juliet and explain how it emerges, is shaped, and refined throughout the course of the play.
• The graphic organizer will prompt you to identify and explain methods Shakespeare uses to introduce and develop major themes in the play.
• You have already selected the theme you will track. (See page 14 in your RWNB for theme choices.)
• To review ten different methods a writer uses to introduce and develop a major theme, re-read #13 in your RWNB—Understanding Theme.
The following example models the steps I am asking you to take as you read through the play. These notes will help you successfully complete the exam.
SELECTED THEME: REVENGE
Text Support (Think of a moment, an action, or words in this scene that suggest the theme you have selected)
The Capulet servants insult the Montague servants. The Montague servants respond with swords drawn. This altercation triggers an all-out brawl between the two families in the public square.
Source: Act I Scene I page ___
Method: Conflict
Explanation: Shakespeare uses this conflict to introduce the idea of revenge, a major theme in the play. It is apparent that the two families have been fighting for quite some time when the play opens. A simple gesture or rude word from one house triggers vengeful words and actions from the opposing house. In this first conflict, it seems that both families enjoy the drama of the feud. Seeking revenge is one way characters show pride and love for their respective families.
Monday, May 7, 2012
Homework for 1-b, 3-b, and 4-b/assigned on 5/7 and due on 5/9
Respond to Act II Study Guide Questions/ Scenes 1 & 2
Identify 15 examples of figurative language in ACT II/ Scenes 1 & 2 Include a healthy mix of similies, metaphors, personification, and hyperbole (CATEGORIZE PLEASE!) If you need a refresher course on these literary terms see pages 4 or 13 in your RWNB. They are defined for you on both pages.
Study 10 methods an author uses to introduce, develop, and refine a theme in a work of literature. (See page 13 in your RWNB). You will be quizzed on these methods Friday.
Identify 15 examples of figurative language in ACT II/ Scenes 1 & 2 Include a healthy mix of similies, metaphors, personification, and hyperbole (CATEGORIZE PLEASE!) If you need a refresher course on these literary terms see pages 4 or 13 in your RWNB. They are defined for you on both pages.
Study 10 methods an author uses to introduce, develop, and refine a theme in a work of literature. (See page 13 in your RWNB). You will be quizzed on these methods Friday.
Thursday, May 3, 2012
Homework for 4-b Assigned on 5/3 and due on 5/7
Begin reading Act II, Scenes 1 and 2 in your orange LOL. (See pages 1021-1028) ADDITIONAL HOMEWORK:
Study the 10 methods an author uses to introduce and develop a theme in a work of fiction. (See page #13 in your RWNB)
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Thursday, May 10.
Study the 10 methods an author uses to introduce and develop a theme in a work of fiction. (See page #13 in your RWNB)
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Thursday, May 10.
Homework for 1-b and 3-b assigned on on 5/3 and due on 5/9
Study the 10 methods an author uses to introduce and develop a theme in a work of fiction. (Study page #13 in your RWNB.)
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Wednesday, May 9.
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Wednesday, May 9.
Homework for 2-a, 3-a, and 4-a/Assigned on 5/4 and due on 5/8
Begin reading Act II, Scenes 1 and 2 in your orange LOL. (See pages 1021-1028) As you read, list and identify 15 examples of Shakespeare’s use of figurative language. Include examples of similes, metaphors, personification, and hyperbole. This was part of today's classwork assignment. If you did not finish it in class, please complete it for homework.
Study the 10 methods an author uses to introduce and develop a theme in a work of fiction. (See list on page #13 in your RWNB)
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Thursday, May 10.
Study the 10 methods an author uses to introduce and develop a theme in a work of fiction. (See list on page #13 in your RWNB)
Make sure you can list each method. Make sure you understand and can explain each method. You will be quizzed on these methods on Thursday, May 10.
Monday, April 30, 2012
Homework for 2-a, 3-a, and 4-a Assigned on 4/30 and due on 5/2
Complete assignments #11 (Act I Study Guide) and #12 (Plot sequencing/Cause and Effect) in your RWNB.
Construct responses for Quick Write questions #8-13. Review the questions and writing requirements on page #4 in your RWNB.
Construct responses for Quick Write questions #8-13. Review the questions and writing requirements on page #4 in your RWNB.
Homework for 1-b, 3-b, and 4-b Assigned on 4/27 and due on 5/1
Complete assignments #11 (Act I Study Guide) and #12 (Plot sequencing/Cause and Effect) in your RWNB.
Construct responses for Quick Write questions #8-13. Review the questions and writing requirements on page 4 in your RWNB.
Construct responses for Quick Write questions #8-13. Review the questions and writing requirements on page 4 in your RWNB.
Thursday, April 26, 2012
Homework for 4-b assigned on 4/25 and due on 4/27
Re-read Act I/ Scenes 2-5 in the Elizabethan text.
HOMEWORK FOR 1-B AND 3-B ASSIGNED ON 4/25 AND DUE ON 4/27
Re-read Act I and respond to Act I study guide questions.
Tuesday, April 24, 2012
Homework for 2-A, 3-A, and 4-A assigned on 4/24 and due on 4/26.
Re-read your assigned scene. (Act I/Scenes 2-5)
(If you have trouble reading the Elizabethan language in your text, many plainspoken translations of Romeo and Juliet are available online.)
Respond to post-reading questions (1-13)
(Not all questions will apply to your scene and/or character.)
FINISH WRITING QUICK WRITE RESPONSE #5!
Remember any props, special effects, and/or special clothing that you agreed to bring for the dramatized version of your scene. Scenes will be presented this Thursday, April 26.
Homework for periods 1-b, 3-b, and 4-b assigned on 4/23 and due on 4/25
TEXT: Romeo and Juliet Act I Scenes 2,3,4, and/or 5
Students will re-read the Act I scene they will present to the class on Wednesday, 4/25 and respond to post-reading questions 1-13. These questions were given to you in class on Monday.
Not all questions will apply to every scene and every character. Use the notes in your notebook to review literary terms you may not remember. If you are having trouble with the Elizabethan language in your text, many Internet sources provide plain language translations of the play.
Thursday, April 19, 2012
Homework for 4-b assigned on 4/19 and due on 4/23
Reread Act I/Scene I-Romeo and Juliet (Elizabethan version)
Identify significant conflicts that appear in this first scene. Record your conclusions on the Graphic Organizer in your RWNB. (RWNB #8)
Record character inferences and text support on the graphic organizer in your notebook. (RWNB #10)
I gave you a list of character traits today (See RWNB #9/back side of page) These may help you as you try to formulate character inferences for each of the major characters identified in the first scene of this drama. Please be certain to note text support beside each of your inferences. This can include something a character says, does, does not say, and/or does not do. It might also reference something another character said about your character.
Identify significant conflicts that appear in this first scene. Record your conclusions on the Graphic Organizer in your RWNB. (RWNB #8)
Record character inferences and text support on the graphic organizer in your notebook. (RWNB #10)
I gave you a list of character traits today (See RWNB #9/back side of page) These may help you as you try to formulate character inferences for each of the major characters identified in the first scene of this drama. Please be certain to note text support beside each of your inferences. This can include something a character says, does, does not say, and/or does not do. It might also reference something another character said about your character.
Homework for 1-b and 3-b assigned on 4/19 and due on 4.23
Reread Act I/Scene I-Romeo and Juliet
Identify significant conflicts that appear in this first scene. Record your conclusions on the Graphic Organizer in your RWNB. (RWNB #8)
Record character inferences and text support on the graphic organizer in your notebook. (RWNB #10)
I gave you a list of character traits today (See RWNB #9/back side of page) These may help you as you try to formulate character inferences to each of the major characters identified in the first scene of this drama.
Complete Quick Write Responses for questions 3 & 4. Each response should be one to two paragraphs in length and should include all required paragraph elements noted on RWNB # 4.
These are the questions:
Do you believe in love at first sight?
When is the right time for two people to commit to one another in marriage?
DON'T FORGET TO STUDY FOR YOUR SHAKESPEARE BIOGRAPHY QUIZ ON TUESDAY. REVIEW YOUR NOTES--RWNB #1
Identify significant conflicts that appear in this first scene. Record your conclusions on the Graphic Organizer in your RWNB. (RWNB #8)
Record character inferences and text support on the graphic organizer in your notebook. (RWNB #10)
I gave you a list of character traits today (See RWNB #9/back side of page) These may help you as you try to formulate character inferences to each of the major characters identified in the first scene of this drama.
Complete Quick Write Responses for questions 3 & 4. Each response should be one to two paragraphs in length and should include all required paragraph elements noted on RWNB # 4.
These are the questions:
Do you believe in love at first sight?
When is the right time for two people to commit to one another in marriage?
DON'T FORGET TO STUDY FOR YOUR SHAKESPEARE BIOGRAPHY QUIZ ON TUESDAY. REVIEW YOUR NOTES--RWNB #1
Wednesday, April 18, 2012
Homework for 3-A and 4-A assigned ojn 4/18 and due on 4/24.
Make sure assignments 1-7 are complete and filed in number order in the RWNB section of your notebook. We will work on assignments 8-10 on Tuesday, 4/24.
STUDY FOR TEST ON TUESDAY, 4/24--Shakespeare (I am a Fan) biographical notes
Complete Write About assignments #2 and #3. Remember, each write-about should be about two paragraphs. Please review writing requirements listed on the assignment sheet in your RWNB and reiterated below:
Write About #1WRITING REQUIREMENTS
• Written responses for each query should be two fully developed paragraphs.
• Each paragraph should include one controlling idea. The controlling idea is presented in the paragraph’s topic sentence.
• The controlling idea is developed through the use of examples and details derived through the text, personal experience, and/or observation.
• The details and examples are supported by thoughtful explanation. Explanations showcase the writer’s original thinking. Good explanations connect details and example to the controlling idea introduced in the topic sentence of the paragraph.
HOMEWORK WRITING ASSIGNMENTS:
3. Do you believe in love at first sight? Why or why not? (Anticipation)
4. When is the right time for two people to commit to one another in marriage? (Evaluate)
STUDY FOR TEST ON TUESDAY, 4/24--Shakespeare (I am a Fan) biographical notes
Complete Write About assignments #2 and #3. Remember, each write-about should be about two paragraphs. Please review writing requirements listed on the assignment sheet in your RWNB and reiterated below:
Write About #1WRITING REQUIREMENTS
• Written responses for each query should be two fully developed paragraphs.
• Each paragraph should include one controlling idea. The controlling idea is presented in the paragraph’s topic sentence.
• The controlling idea is developed through the use of examples and details derived through the text, personal experience, and/or observation.
• The details and examples are supported by thoughtful explanation. Explanations showcase the writer’s original thinking. Good explanations connect details and example to the controlling idea introduced in the topic sentence of the paragraph.
HOMEWORK WRITING ASSIGNMENTS:
3. Do you believe in love at first sight? Why or why not? (Anticipation)
4. When is the right time for two people to commit to one another in marriage? (Evaluate)
Homework for 2-a/Assigned on 4/18/2012. Due on 4/24/2012
Re-read Act I/Scene I (pp 992-1000) in your orange, LOL text.
This is the same scene that we dramatized in plainspoken English in class today.
Identify major conflicts in the play and record them on the conflict WS--#8 in your RWNB.
Record character inferences and corresponding text support for each of the principal characters appearing in Act I Scene I on the characterization chart you received today. (#10 in your RWNB.)
If you are struggling for character trait words, check out the list that is on the back of #9 in your RWNB.
Study your Shakespeare--I am a Fan-- notes. Your test on Shakespeare's life and times will be givn to you Monday.
This is the same scene that we dramatized in plainspoken English in class today.
Identify major conflicts in the play and record them on the conflict WS--#8 in your RWNB.
Record character inferences and corresponding text support for each of the principal characters appearing in Act I Scene I on the characterization chart you received today. (#10 in your RWNB.)
If you are struggling for character trait words, check out the list that is on the back of #9 in your RWNB.
Study your Shakespeare--I am a Fan-- notes. Your test on Shakespeare's life and times will be givn to you Monday.
Tuesday, April 17, 2012
HOMEWORK FOR 1-B, 3-B, AND 4-B Assigned on 4/17. Due on 4/19
On April 17th, we organized and reviewed the first seven assignments in our RWNB. (Period 4-b will receive entries 4, 5, and 6 during our next class.) Entry #7 is your homework.
Step I: Review the reading strategies identified and explained on page 988 in your text. Take notes on each of the following strategies:
Strategies for Reading Drama
Strategies for Reading Shakespearean Tragedy
Strategies for Understanding Shakespeare's Language
Write #7 in the upper right-hand corner of the notes and put these in your RWNB.
Step II: Use some of the strategies suggested in your notes to decode the Prologue that begins and ends on page 992 in your text.
Try to do a line-by-line translation. You will write 15 lines because that is how long the prologue is. Translate the Elizabethan English to your kind of English. You will need a dictionary to help you understand words you may not know. You will need to use context clues and rely on the sidebars that appear on the right side of your text to explain what is going on. Do not use online resources. This is challenging, but if you do it yourself, you will learn what works best for you, and you will discover that you really CAN UNDERSTAND SHAKESPEARE! You will have a chance to share YOUR reading strategies with the class next week. Relax. This may be your first time reading the bard. Everyone starts somewhere, and your time has
DON'T FORGET TO STUDY YOUR "I am a Fan" notes. Your quiz on Shakespeare's life and times is scheduled for Thursday, April 19.
Step I: Review the reading strategies identified and explained on page 988 in your text. Take notes on each of the following strategies:
Strategies for Reading Drama
Strategies for Reading Shakespearean Tragedy
Strategies for Understanding Shakespeare's Language
Write #7 in the upper right-hand corner of the notes and put these in your RWNB.
Step II: Use some of the strategies suggested in your notes to decode the Prologue that begins and ends on page 992 in your text.
Try to do a line-by-line translation. You will write 15 lines because that is how long the prologue is. Translate the Elizabethan English to your kind of English. You will need a dictionary to help you understand words you may not know. You will need to use context clues and rely on the sidebars that appear on the right side of your text to explain what is going on. Do not use online resources. This is challenging, but if you do it yourself, you will learn what works best for you, and you will discover that you really CAN UNDERSTAND SHAKESPEARE! You will have a chance to share YOUR reading strategies with the class next week. Relax. This may be your first time reading the bard. Everyone starts somewhere, and your time has
DON'T FORGET TO STUDY YOUR "I am a Fan" notes. Your quiz on Shakespeare's life and times is scheduled for Thursday, April 19.
HOMEWORK for 2-a, 3-a, and 4-a Assigned on 4/16. Due on 4/18
On April 16th, we organized and reviewed the first seven assignments in our RWNB. Entry #7 is your homework.
Step I: Review the reading strategies identified and explained on page 988 in your text. Take notes on each of the following strategies:
Strategies for Reading Drama
Strategies for Reading Shakespearean Tragedy
Strategies for Understanding Shakespeare's Language
Write #7 in the upper right-hand corner of the notes and put these in your RWNB.
Step II: Use some of the strategies suggested in your notes to decode the Prologue that begins and ends on page 992 in your text.
Try to do a line-by-line translation. You will write 15 lines because that is how long the prologue is. Translate the Elizabethan English to your kind of English. You will need a dictionary to help you understand words you may not know. You will need to use context clues and rely on the sidebars that appear on the right side of your text to explain what is going on. Do not use online resources. This is challenging, but if you do it yourself, you will learn what works best for you, and you will discover that you really CAN UNDERSTAND SHAKESPEARE! You will have a chance to share YOUR reading strategies with the class next week. Relax. This may be your first time reading the bard. Everyone starts somewhere, and your time has come.
Step I: Review the reading strategies identified and explained on page 988 in your text. Take notes on each of the following strategies:
Strategies for Reading Drama
Strategies for Reading Shakespearean Tragedy
Strategies for Understanding Shakespeare's Language
Write #7 in the upper right-hand corner of the notes and put these in your RWNB.
Step II: Use some of the strategies suggested in your notes to decode the Prologue that begins and ends on page 992 in your text.
Try to do a line-by-line translation. You will write 15 lines because that is how long the prologue is. Translate the Elizabethan English to your kind of English. You will need a dictionary to help you understand words you may not know. You will need to use context clues and rely on the sidebars that appear on the right side of your text to explain what is going on. Do not use online resources. This is challenging, but if you do it yourself, you will learn what works best for you, and you will discover that you really CAN UNDERSTAND SHAKESPEARE! You will have a chance to share YOUR reading strategies with the class next week. Relax. This may be your first time reading the bard. Everyone starts somewhere, and your time has come.
Friday, April 13, 2012
Homework for 4-b assigned on 4/13 and due on 4/17
Quick Write #2/Act I (Pre-reading)
Please review writing requirements on Quick/Write & Write About assignment sheet. Responses should be organized in paragraph form.
What do you know about reading plays? What reading strategies assist you in reading plays? In what way or ways are plays similar to and different from prose (short story, novel)? What are elements of drama with which you are familiar?
Please review writing requirements on Quick/Write & Write About assignment sheet. Responses should be organized in paragraph form.
What do you know about reading plays? What reading strategies assist you in reading plays? In what way or ways are plays similar to and different from prose (short story, novel)? What are elements of drama with which you are familiar?
Homework for 1-b and 3-b assigned on 4/13 and due on 4/17
If you did not construct a response to the following question and submit it to me at the end of class, you must finish this at home and give it to me at the start of class on Tuesday, 4/17. It will be graded as an assessment. Please review writing guidelines listed on the Quick Write/Write About assignment sheet for Act I. It should be filed in the reference section of your notebook.
What do you consider to be the most significant influences in the life and career of the sixteenth century poet and dramatist, William Shakespeare?
Review writing requirements on assignment sheet.
In addition, please read pages 986 and 987 in your text in order to respond to the questions listed on the Aspects of Shakespearean Drama worksheet. This must be done prior to the start of class on Tuesday, 4/17.
What do you consider to be the most significant influences in the life and career of the sixteenth century poet and dramatist, William Shakespeare?
Review writing requirements on assignment sheet.
In addition, please read pages 986 and 987 in your text in order to respond to the questions listed on the Aspects of Shakespearean Drama worksheet. This must be done prior to the start of class on Tuesday, 4/17.
Homework for 2-a, 3-a, and 4-a Assigned on 4/12 and due on 4/16
Write About #1
If you did not construct a response to the following question and turn it in at the end of class, you must finish this at home. It will be graded as a quiz.
What do you consider to be the most significant influences in the life and career of the sixteenth century poet and dramatist, William Shakespeare?
Review writing requirements on assignment sheet.
In addition, please make sure that you have read pp 988-989 in your text and responded to the questions listed on the Aspects of Shakespearean Drama worksheet (RWNB #2)
If you did not construct a response to the following question and turn it in at the end of class, you must finish this at home. It will be graded as a quiz.
What do you consider to be the most significant influences in the life and career of the sixteenth century poet and dramatist, William Shakespeare?
Review writing requirements on assignment sheet.
In addition, please make sure that you have read pp 988-989 in your text and responded to the questions listed on the Aspects of Shakespearean Drama worksheet (RWNB #2)
Thursday, April 12, 2012
HOMEWORK FOR 1-B, 3-B, AND 4-B Assigned on April 11 and due on April 13
REQUIRED READING: How Shakespeare Saw the World (This was given to you in class today.)
RECOMMENDED RESEARCH/READING: Life in Elizabethen England
Read AND research the world in which Shakespeare lived.
Complete the Venn diagrams noted on the back of the reading selection.
Use the Venn diagrams as a prewriting tool to organize your thoughts and ideas.
Write three paragraphs in which you compare and contrast Shakespeare’s world with the present day world. TITLE YOUR RESPONSE
RECOMMENDED RESEARCH/READING: Life in Elizabethen England
Read AND research the world in which Shakespeare lived.
Complete the Venn diagrams noted on the back of the reading selection.
Use the Venn diagrams as a prewriting tool to organize your thoughts and ideas.
Write three paragraphs in which you compare and contrast Shakespeare’s world with the present day world. TITLE YOUR RESPONSE
Tuesday, April 10, 2012
Homework for 2-A and 3-A assigned on April 10 and due on April 12
REQUIRED READING: How Shakespeare Saw the World (This was given to you in class today.)
RECOMMENDED RESEARCH/READING: Life in Elizabethen England
Read AND research the world in which Shakespeare lived.
Complete the Venn diagrams noted on the back of the reading selection.
Use the Venn diagrams as a prewriting tool to organize your thoughts and ideas.
Write three paragraphs in which you compare and contrast Shakespeare’s world with the present day world. TITLE YOUR RESPONSE
RECOMMENDED RESEARCH/READING: Life in Elizabethen England
Read AND research the world in which Shakespeare lived.
Complete the Venn diagrams noted on the back of the reading selection.
Use the Venn diagrams as a prewriting tool to organize your thoughts and ideas.
Write three paragraphs in which you compare and contrast Shakespeare’s world with the present day world. TITLE YOUR RESPONSE
Monday, March 12, 2012
HOMEWORK FOR B-DAY STUDENTS--Assigned on March 13 and due on March 21
Culminating Project (Final Exam Assessment) Students will write a persuasive letter to a person of influence, advocating for something to change. Students will send the letter to the person of influence.
Due date for B-day students: Wednesday, March 21
Writing package specifics, format requirements, content requirements, transitional words appropriate for this letter, important reminders, research database details, and bibliograpy notes are listed below. Students have copies of all materials, models, and instructions relating to this assignment in the RWNB section of their notebooks. We are working on this in class and at home in order to meet the submission deadline.
Advocacy Unit Final Exam Persuasive Letter
DUE DATE: B-day/Wednesday, March 21 A-day/ Tuesday, March 20
Writing Package I will be collecting with final copy
RWNB Notes—These include:
1. Daily warm-ups (March 5-due date)
2. Issue to thesis-prewriting notes
3. Notes-Persuasive strategies
4. Notes-Structure of a persuasive letter
5. Writing Models (3)-Board of Ed letter, year-round schools, school newspaper
6. Reasons Why—Graphic organizer
7. Research notes with bibliography style citations
8. Double-spaced rough draft with revisions and edits noted
9. Typed final copy (See format directions noted below)
10.Business letter envelope-This must include an outside address (name, title, organization, street address, city, state, zip code)
FORMAT REQUIREMENTS
Final copy must be typewritten using a 12-point font and single spacing. In order to write a fully-developed persuasive argument incorporating a minimum of six persuasive strategies, I am expecting a one and one-half to two page letter.
Business letter: See persuasive letter from Ms. Swift to Ms. Logan for model or refer to the generic format model in your notes.
1. Heading: (Writer’s address and date)
2. Inside Address: (Reader’s full name, job title, place of employment, address & zip code)
3. Greeting
4. Body: (Organize ideas in paragraph form. This is a multi-paragraph letter.)
5. Complimentary Close: (Yours truly, Sincerely yours, etc.)
6. Signature: Sign your name
AND Typed Signature
Content Requirements:
• Clear thesis statement: One sentence that CLEARLY states what ACTION the writer wants the reader to take. See models in your notes.
• Well-developed persuasive argument that incorporates 6 or more of the persuasive strategies we have studied. Some of these strategies are required elements in your argument. Please make note of the required strategies listed below:
Storytelling Comparison
Reasons Why (required) Prognosticate
Repetition Go Tribal
Consistency Counterarguments/ Rebuttals (required)
Social Proof(required) Agitate and Solve
Transitional words and phrases that may be helpful:
However, Moreover, In addition, Additionally, Consequently,
On the other hand, Surely you understand that…. For example,
Because of this, While I understand that……, you must know that….
You may be reluctant to adopt my ideas because…..
You might think that this won’t work because….
I know you might have some reservations such as…
IMPORTANT REMINDERS
Ask rhetorical questions.
All ideas and words that do not belong to you must be cited. You must identify the source.
Words that don’t belong to you belong in quotation marks.
Quotation marks are placed outside of the other punctuation marks. (Keep the babies inside!)
LETTER OF PERSUASION/ RESEARCH
RESEARCH DATABASE: www.sirs.com
1. Log in
User Name: pgcps
Password: pgcps
2. Click on SIRS Products (This is the second orange bar beneath your user name and password.)
3. Click on Sirs Knowledge Source
4. Look to the right of your screen and you will see TOP 10 PROS AND CONS
5. If you do not see your issue listed, click on more issues
6. Read 3-5 articles that support your persuasive argument.
7. Copy and paste information that helps to support your argument on a word document.
(You may not use all of it, but it is better to have more than not enough. Search for number data, expert opinion, and alignment with outside authorities. You might also discover stories that will personalize your essay, testimonials, or celebrities who agree with your line of thought. You must incorporate six different persuasive strategies in your argument. The right research will make this easy to do. )
8. If you plan to use information from this article, do not leave the site without copying and pasting the CITATION information that appears at the end of the article. You will need this information for your bibliography.
9. Read at least one article that is counter to your argument. You will need to present and rebut two counterarguments in your persuasive letter.
10. Copy and paste the CITATION information that appears at the end of this article. You will need this for your bibliography
CITING YOUR RESEARCH
CONSTRUCTING A BIBLIOGRAPY
If you are using the SIRS database, the citation is noted at the end of each article. If you are not using the SIRS database, you will need to construct the citation as follows:
Basics
Your list of works cited should begin at the end of the paper on a new page with the centered title, Works Cited. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any A, An, or The.
Format Examples
Books
Format:
Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date.
Examples:
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society, 1974.
Boorstin, Daniel J. The Creators: A History of the Heroes of the Imagination. New York: Random, 1992.
Hall, Donald, ed. The Oxford Book of American Literacy Anecdotes. New York: Oxford UP, 1981.
Searles, Baird, and Martin Last. A Reader's Guide to Science Fiction. New York: Facts on File, Inc., 1979.
Toomer, Jean. Cane. Ed. Darwin T. Turner. New York: Norton, 1988.
Encyclopedia & Dictionary
Format:
Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.
Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.
Examples:
"Azimuthal Equidistant Projection." Merriam-Webster's Collegiate Dictionary. 10th ed. 1993.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia. 1980.
Tobias, Richard. "Thurber, James." Encyclopedia Americana. 1991 ed.
Magazine & Newspaper Articles
Format:
Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages.
Note: If an edition is named on the masthead, add a comma after the date and specify the edition.
Examples:
Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why." New York Times 24 Feb. 1998, late ed.: F1+.
Kalette, Denise. "California Town Counts Down to Big Quake." USA Today 9 21 July 1986: sec. A: 1.
Kanfer, Stefan. "Heard Any Good Books Lately?" Time 113 21 July 1986: 71-72.
Trillin, Calvin. "Culture Shopping." New Yorker 15 Feb. 1993: 48-51.
Website or Webpage
Format:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and.
Note: If you cannot find some of this information, cite what is available.
Examples:
Devitt, Terry. "Lightning injures four at music festival." The Why? Files. 2 Aug. 2001. 23 Jan. 2002.
Dove, Rita. "Lady Freedom among Us." The Electronic Text Center. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998.
Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002
Levy, Steven. "Great Minds, Great Ideas." Newsweek 27 May 2002. 10 June 2002.
Due date for B-day students: Wednesday, March 21
Writing package specifics, format requirements, content requirements, transitional words appropriate for this letter, important reminders, research database details, and bibliograpy notes are listed below. Students have copies of all materials, models, and instructions relating to this assignment in the RWNB section of their notebooks. We are working on this in class and at home in order to meet the submission deadline.
Advocacy Unit Final Exam Persuasive Letter
DUE DATE: B-day/Wednesday, March 21 A-day/ Tuesday, March 20
Writing Package I will be collecting with final copy
RWNB Notes—These include:
1. Daily warm-ups (March 5-due date)
2. Issue to thesis-prewriting notes
3. Notes-Persuasive strategies
4. Notes-Structure of a persuasive letter
5. Writing Models (3)-Board of Ed letter, year-round schools, school newspaper
6. Reasons Why—Graphic organizer
7. Research notes with bibliography style citations
8. Double-spaced rough draft with revisions and edits noted
9. Typed final copy (See format directions noted below)
10.Business letter envelope-This must include an outside address (name, title, organization, street address, city, state, zip code)
FORMAT REQUIREMENTS
Final copy must be typewritten using a 12-point font and single spacing. In order to write a fully-developed persuasive argument incorporating a minimum of six persuasive strategies, I am expecting a one and one-half to two page letter.
Business letter: See persuasive letter from Ms. Swift to Ms. Logan for model or refer to the generic format model in your notes.
1. Heading: (Writer’s address and date)
2. Inside Address: (Reader’s full name, job title, place of employment, address & zip code)
3. Greeting
4. Body: (Organize ideas in paragraph form. This is a multi-paragraph letter.)
5. Complimentary Close: (Yours truly, Sincerely yours, etc.)
6. Signature: Sign your name
AND Typed Signature
Content Requirements:
• Clear thesis statement: One sentence that CLEARLY states what ACTION the writer wants the reader to take. See models in your notes.
• Well-developed persuasive argument that incorporates 6 or more of the persuasive strategies we have studied. Some of these strategies are required elements in your argument. Please make note of the required strategies listed below:
Storytelling Comparison
Reasons Why (required) Prognosticate
Repetition Go Tribal
Consistency Counterarguments/ Rebuttals (required)
Social Proof(required) Agitate and Solve
Transitional words and phrases that may be helpful:
However, Moreover, In addition, Additionally, Consequently,
On the other hand, Surely you understand that…. For example,
Because of this, While I understand that……, you must know that….
You may be reluctant to adopt my ideas because…..
You might think that this won’t work because….
I know you might have some reservations such as…
IMPORTANT REMINDERS
Ask rhetorical questions.
All ideas and words that do not belong to you must be cited. You must identify the source.
Words that don’t belong to you belong in quotation marks.
Quotation marks are placed outside of the other punctuation marks. (Keep the babies inside!)
LETTER OF PERSUASION/ RESEARCH
RESEARCH DATABASE: www.sirs.com
1. Log in
User Name: pgcps
Password: pgcps
2. Click on SIRS Products (This is the second orange bar beneath your user name and password.)
3. Click on Sirs Knowledge Source
4. Look to the right of your screen and you will see TOP 10 PROS AND CONS
5. If you do not see your issue listed, click on more issues
6. Read 3-5 articles that support your persuasive argument.
7. Copy and paste information that helps to support your argument on a word document.
(You may not use all of it, but it is better to have more than not enough. Search for number data, expert opinion, and alignment with outside authorities. You might also discover stories that will personalize your essay, testimonials, or celebrities who agree with your line of thought. You must incorporate six different persuasive strategies in your argument. The right research will make this easy to do. )
8. If you plan to use information from this article, do not leave the site without copying and pasting the CITATION information that appears at the end of the article. You will need this information for your bibliography.
9. Read at least one article that is counter to your argument. You will need to present and rebut two counterarguments in your persuasive letter.
10. Copy and paste the CITATION information that appears at the end of this article. You will need this for your bibliography
CITING YOUR RESEARCH
CONSTRUCTING A BIBLIOGRAPY
If you are using the SIRS database, the citation is noted at the end of each article. If you are not using the SIRS database, you will need to construct the citation as follows:
Basics
Your list of works cited should begin at the end of the paper on a new page with the centered title, Works Cited. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any A, An, or The.
Format Examples
Books
Format:
Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date.
Examples:
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society, 1974.
Boorstin, Daniel J. The Creators: A History of the Heroes of the Imagination. New York: Random, 1992.
Hall, Donald, ed. The Oxford Book of American Literacy Anecdotes. New York: Oxford UP, 1981.
Searles, Baird, and Martin Last. A Reader's Guide to Science Fiction. New York: Facts on File, Inc., 1979.
Toomer, Jean. Cane. Ed. Darwin T. Turner. New York: Norton, 1988.
Encyclopedia & Dictionary
Format:
Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.
Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.
Examples:
"Azimuthal Equidistant Projection." Merriam-Webster's Collegiate Dictionary. 10th ed. 1993.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia. 1980.
Tobias, Richard. "Thurber, James." Encyclopedia Americana. 1991 ed.
Magazine & Newspaper Articles
Format:
Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages.
Note: If an edition is named on the masthead, add a comma after the date and specify the edition.
Examples:
Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why." New York Times 24 Feb. 1998, late ed.: F1+.
Kalette, Denise. "California Town Counts Down to Big Quake." USA Today 9 21 July 1986: sec. A: 1.
Kanfer, Stefan. "Heard Any Good Books Lately?" Time 113 21 July 1986: 71-72.
Trillin, Calvin. "Culture Shopping." New Yorker 15 Feb. 1993: 48-51.
Website or Webpage
Format:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and
Note: If you cannot find some of this information, cite what is available.
Examples:
Devitt, Terry. "Lightning injures four at music festival." The Why? Files. 2 Aug. 2001. 23 Jan. 2002
Dove, Rita. "Lady Freedom among Us." The Electronic Text Center. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998
Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002
Levy, Steven. "Great Minds, Great Ideas." Newsweek 27 May 2002. 10 June 2002
Homework for 2-a, 3-a, and 4-a assigned on March 12 and due on March 20
Culminating Project (Final Exam Assessment) Students will write a persuasive letter to a person of influence, advocating for something to change. Students will send the letter to the person of influence.
Due date for A-day students: Tuesday, March 20
Writing package specifics, format requirements, content requirements, transitional words appropriate for this letter, important reminders, research database details, and bibliograpy notes are listed below. Students have copies of all materials, models, and instructions relating to this assignment in the RWNB section of their notebooks. We are working on this in class and at home in order to meet the submission deadline.
Advocacy Unit Final Exam Persuasive Letter
DUE DATE: B-day/Wednesday, March 21 A-day/ Tuesday, March 20
Writing Package I will be collecting with final copy
RWNB Notes—These include:
1. Daily warm-ups (March 5-due date)
2. Issue to thesis-prewriting notes
3. Notes-Persuasive strategies
4. Notes-Structure of a persuasive letter
5. Writing Models (3)-Board of Ed letter, year-round schools, school newspaper
6. Reasons Why—Graphic organizer
7. Research notes with bibliography style citations
8. Double-spaced rough draft with revisions and edits noted
9. Typed final copy (See format directions noted below)
10.Business letter envelope-This must include an outside address (name, title, organization, street address, city, state, zip code)
FORMAT REQUIREMENTS
Final copy must be typewritten using a 12-point font and single spacing. In order to write a fully-developed persuasive argument incorporating a minimum of six persuasive strategies, I am expecting a one and one-half to two page letter.
Business letter: See persuasive letter from Ms. Swift to Ms. Logan for model or refer to the generic format model in your notes.
1. Heading: (Writer’s address and date)
2. Inside Address: (Reader’s full name, job title, place of employment, address & zip code)
3. Greeting
4. Body: (Organize ideas in paragraph form. This is a multi-paragraph letter.)
5. Complimentary Close: (Yours truly, Sincerely yours, etc.)
6. Signature: Sign your name
AND Typed Signature
Content Requirements:
• Clear thesis statement: One sentence that CLEARLY states what ACTION the writer wants the reader to take. See models in your notes.
• Well-developed persuasive argument that incorporates 6 or more of the persuasive strategies we have studied. Some of these strategies are required elements in your argument. Please make note of the required strategies listed below:
Storytelling Comparison
Reasons Why (required) Prognosticate
Repetition Go Tribal
Consistency Counterarguments/ Rebuttals (required)
Social Proof(required) Agitate and Solve
Transitional words and phrases that may be helpful:
However, Moreover, In addition, Additionally, Consequently,
On the other hand, Surely you understand that…. For example,
Because of this, While I understand that……, you must know that….
You may be reluctant to adopt my ideas because…..
You might think that this won’t work because….
I know you might have some reservations such as…
IMPORTANT REMINDERS
Ask rhetorical questions.
All ideas and words that do not belong to you must be cited. You must identify the source.
Words that don’t belong to you belong in quotation marks.
Quotation marks are placed outside of the other punctuation marks. (Keep the babies inside!)
LETTER OF PERSUASION/ RESEARCH
RESEARCH DATABASE: www.sirs.com
1. Log in
User Name: pgcps
Password: pgcps
2. Click on SIRS Products (This is the second orange bar beneath your user name and password.)
3. Click on Sirs Knowledge Source
4. Look to the right of your screen and you will see TOP 10 PROS AND CONS
5. If you do not see your issue listed, click on more issues
6. Read 3-5 articles that support your persuasive argument.
7. Copy and paste information that helps to support your argument on a word document.
(You may not use all of it, but it is better to have more than not enough. Search for number data, expert opinion, and alignment with outside authorities. You might also discover stories that will personalize your essay, testimonials, or celebrities who agree with your line of thought. You must incorporate six different persuasive strategies in your argument. The right research will make this easy to do. )
8. If you plan to use information from this article, do not leave the site without copying and pasting the CITATION information that appears at the end of the article. You will need this information for your bibliography.
9. Read at least one article that is counter to your argument. You will need to present and rebut two counterarguments in your persuasive letter.
10. Copy and paste the CITATION information that appears at the end of this article. You will need this for your bibliography
CITING YOUR RESEARCH
CONSTRUCTING A BIBLIOGRAPY
If you are using the SIRS database, the citation is noted at the end of each article. If you are not using the SIRS database, you will need to construct the citation as follows:
Basics
Your list of works cited should begin at the end of the paper on a new page with the centered title, Works Cited. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any A, An, or The.
Format Examples
Books
Format:
Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date.
Examples:
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society, 1974.
Boorstin, Daniel J. The Creators: A History of the Heroes of the Imagination. New York: Random, 1992.
Hall, Donald, ed. The Oxford Book of American Literacy Anecdotes. New York: Oxford UP, 1981.
Searles, Baird, and Martin Last. A Reader's Guide to Science Fiction. New York: Facts on File, Inc., 1979.
Toomer, Jean. Cane. Ed. Darwin T. Turner. New York: Norton, 1988.
Encyclopedia & Dictionary
Format:
Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.
Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.
Examples:
"Azimuthal Equidistant Projection." Merriam-Webster's Collegiate Dictionary. 10th ed. 1993.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia. 1980.
Tobias, Richard. "Thurber, James." Encyclopedia Americana. 1991 ed.
Magazine & Newspaper Articles
Format:
Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages.
Note: If an edition is named on the masthead, add a comma after the date and specify the edition.
Examples:
Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why." New York Times 24 Feb. 1998, late ed.: F1+.
Kalette, Denise. "California Town Counts Down to Big Quake." USA Today 9 21 July 1986: sec. A: 1.
Kanfer, Stefan. "Heard Any Good Books Lately?" Time 113 21 July 1986: 71-72.
Trillin, Calvin. "Culture Shopping." New Yorker 15 Feb. 1993: 48-51.
Website or Webpage
Format:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and .
Note: If you cannot find some of this information, cite what is available.
Examples:
Devitt, Terry. "Lightning injures four at music festival." The Why? Files. 2 Aug. 2001. 23 Jan. 2002 .
Dove, Rita. "Lady Freedom among Us." The Electronic Text Center. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998 .
Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002 .
Levy, Steven. "Great Minds, Great Ideas." Newsweek 27 May 2002. 10 June 2002 .
Due date for A-day students: Tuesday, March 20
Writing package specifics, format requirements, content requirements, transitional words appropriate for this letter, important reminders, research database details, and bibliograpy notes are listed below. Students have copies of all materials, models, and instructions relating to this assignment in the RWNB section of their notebooks. We are working on this in class and at home in order to meet the submission deadline.
Advocacy Unit Final Exam Persuasive Letter
DUE DATE: B-day/Wednesday, March 21 A-day/ Tuesday, March 20
Writing Package I will be collecting with final copy
RWNB Notes—These include:
1. Daily warm-ups (March 5-due date)
2. Issue to thesis-prewriting notes
3. Notes-Persuasive strategies
4. Notes-Structure of a persuasive letter
5. Writing Models (3)-Board of Ed letter, year-round schools, school newspaper
6. Reasons Why—Graphic organizer
7. Research notes with bibliography style citations
8. Double-spaced rough draft with revisions and edits noted
9. Typed final copy (See format directions noted below)
10.Business letter envelope-This must include an outside address (name, title, organization, street address, city, state, zip code)
FORMAT REQUIREMENTS
Final copy must be typewritten using a 12-point font and single spacing. In order to write a fully-developed persuasive argument incorporating a minimum of six persuasive strategies, I am expecting a one and one-half to two page letter.
Business letter: See persuasive letter from Ms. Swift to Ms. Logan for model or refer to the generic format model in your notes.
1. Heading: (Writer’s address and date)
2. Inside Address: (Reader’s full name, job title, place of employment, address & zip code)
3. Greeting
4. Body: (Organize ideas in paragraph form. This is a multi-paragraph letter.)
5. Complimentary Close: (Yours truly, Sincerely yours, etc.)
6. Signature: Sign your name
AND Typed Signature
Content Requirements:
• Clear thesis statement: One sentence that CLEARLY states what ACTION the writer wants the reader to take. See models in your notes.
• Well-developed persuasive argument that incorporates 6 or more of the persuasive strategies we have studied. Some of these strategies are required elements in your argument. Please make note of the required strategies listed below:
Storytelling Comparison
Reasons Why (required) Prognosticate
Repetition Go Tribal
Consistency Counterarguments/ Rebuttals (required)
Social Proof(required) Agitate and Solve
Transitional words and phrases that may be helpful:
However, Moreover, In addition, Additionally, Consequently,
On the other hand, Surely you understand that…. For example,
Because of this, While I understand that……, you must know that….
You may be reluctant to adopt my ideas because…..
You might think that this won’t work because….
I know you might have some reservations such as…
IMPORTANT REMINDERS
Ask rhetorical questions.
All ideas and words that do not belong to you must be cited. You must identify the source.
Words that don’t belong to you belong in quotation marks.
Quotation marks are placed outside of the other punctuation marks. (Keep the babies inside!)
LETTER OF PERSUASION/ RESEARCH
RESEARCH DATABASE: www.sirs.com
1. Log in
User Name: pgcps
Password: pgcps
2. Click on SIRS Products (This is the second orange bar beneath your user name and password.)
3. Click on Sirs Knowledge Source
4. Look to the right of your screen and you will see TOP 10 PROS AND CONS
5. If you do not see your issue listed, click on more issues
6. Read 3-5 articles that support your persuasive argument.
7. Copy and paste information that helps to support your argument on a word document.
(You may not use all of it, but it is better to have more than not enough. Search for number data, expert opinion, and alignment with outside authorities. You might also discover stories that will personalize your essay, testimonials, or celebrities who agree with your line of thought. You must incorporate six different persuasive strategies in your argument. The right research will make this easy to do. )
8. If you plan to use information from this article, do not leave the site without copying and pasting the CITATION information that appears at the end of the article. You will need this information for your bibliography.
9. Read at least one article that is counter to your argument. You will need to present and rebut two counterarguments in your persuasive letter.
10. Copy and paste the CITATION information that appears at the end of this article. You will need this for your bibliography
CITING YOUR RESEARCH
CONSTRUCTING A BIBLIOGRAPY
If you are using the SIRS database, the citation is noted at the end of each article. If you are not using the SIRS database, you will need to construct the citation as follows:
Basics
Your list of works cited should begin at the end of the paper on a new page with the centered title, Works Cited. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any A, An, or The.
Format Examples
Books
Format:
Author's last name, first name. Book title. Additional information. City of publication: Publishing company, publication date.
Examples:
Allen, Thomas B. Vanishing Wildlife of North America. Washington, D.C.: National Geographic Society, 1974.
Boorstin, Daniel J. The Creators: A History of the Heroes of the Imagination. New York: Random, 1992.
Hall, Donald, ed. The Oxford Book of American Literacy Anecdotes. New York: Oxford UP, 1981.
Searles, Baird, and Martin Last. A Reader's Guide to Science Fiction. New York: Facts on File, Inc., 1979.
Toomer, Jean. Cane. Ed. Darwin T. Turner. New York: Norton, 1988.
Encyclopedia & Dictionary
Format:
Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.
Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.
Examples:
"Azimuthal Equidistant Projection." Merriam-Webster's Collegiate Dictionary. 10th ed. 1993.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book Encyclopedia. 1980.
Tobias, Richard. "Thurber, James." Encyclopedia Americana. 1991 ed.
Magazine & Newspaper Articles
Format:
Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages.
Note: If an edition is named on the masthead, add a comma after the date and specify the edition.
Examples:
Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why." New York Times 24 Feb. 1998, late ed.: F1+.
Kalette, Denise. "California Town Counts Down to Big Quake." USA Today 9 21 July 1986: sec. A: 1.
Kanfer, Stefan. "Heard Any Good Books Lately?" Time 113 21 July 1986: 71-72.
Trillin, Calvin. "Culture Shopping." New Yorker 15 Feb. 1993: 48-51.
Website or Webpage
Format:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and .
Note: If you cannot find some of this information, cite what is available.
Examples:
Devitt, Terry. "Lightning injures four at music festival." The Why? Files. 2 Aug. 2001. 23 Jan. 2002 .
Dove, Rita. "Lady Freedom among Us." The Electronic Text Center. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998 .
Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002 .
Levy, Steven. "Great Minds, Great Ideas." Newsweek 27 May 2002. 10 June 2002 .
Wednesday, March 7, 2012
Homework for 1-b, 3-b, and 4-b assigned on 3/7 and due on3/9
Every student has by now identified the advocacy issue that will formulate the basis of his/her persuasive argument.
Today in class, each student writer developed a thesis statement in which he/she clearly articulated what it is the writer wants the reader to DO about the issue.
You will now move to planning the claims and support section of your letter. You need to begin reviewing research related to your topic. You are looking for support for your ideas. You are also reading to reveal possible counterarguments so that you can plan appropriate rebuttals.
Please begin this research effort. Decide how you will organize and save your research. DO NOT PRINT OUT 30 PAGES from one site and call it research. Isolate the ideas that will best support your argument. You can take notes or cut and paste your research finds on a word document, but you MUST cite your reference. You cannot borrow other people's words and work and call them your own, but you can SHARE these words if they support your ideas as long as you give THE RIGHTFUL OWNER credit in your letter.
Bring your research notes to class.
THERE IS MORE....
PERIOD 4-B ONLY---Please review the significant lines of text chart. Be prepared to discuss and explain your choices on Friday. Review your accountable talk prompts in order to deepen and extend your group discussions. You have powerful ideas, and I just know you will be great models for accountable talk!
Today in class, each student writer developed a thesis statement in which he/she clearly articulated what it is the writer wants the reader to DO about the issue.
You will now move to planning the claims and support section of your letter. You need to begin reviewing research related to your topic. You are looking for support for your ideas. You are also reading to reveal possible counterarguments so that you can plan appropriate rebuttals.
Please begin this research effort. Decide how you will organize and save your research. DO NOT PRINT OUT 30 PAGES from one site and call it research. Isolate the ideas that will best support your argument. You can take notes or cut and paste your research finds on a word document, but you MUST cite your reference. You cannot borrow other people's words and work and call them your own, but you can SHARE these words if they support your ideas as long as you give THE RIGHTFUL OWNER credit in your letter.
Bring your research notes to class.
THERE IS MORE....
PERIOD 4-B ONLY---Please review the significant lines of text chart. Be prepared to discuss and explain your choices on Friday. Review your accountable talk prompts in order to deepen and extend your group discussions. You have powerful ideas, and I just know you will be great models for accountable talk!
Monday, March 5, 2012
Homework for 1-b and 3-b/Assigned on 3/5 and due on 3/7
Students will mark examples of persuasive strategies used by the author of the Board of Education cell-phone letter.
Mark examples by underlining examples of the persuasive strategy in the text and noting the type of persuasive strategy used in the margin of the text.
Mark examples by underlining examples of the persuasive strategy in the text and noting the type of persuasive strategy used in the margin of the text.
Friday, March 2, 2012
Homework for 4-b/ Assigned 3/1 and due on 3/5
Unit: Advocacy
Focus: Persuasive Strategies
Find four advertisements in a magazine or newspaper.
Evaluate the effectiveness of each ad. Is the ad convincing and persuasive? Why or why not?
What persuasive strategies does the ad incorporate? (Check list of top 10 persuasive strategies that you received in class.)
Focus: Persuasive Strategies
Find four advertisements in a magazine or newspaper.
Evaluate the effectiveness of each ad. Is the ad convincing and persuasive? Why or why not?
What persuasive strategies does the ad incorporate? (Check list of top 10 persuasive strategies that you received in class.)
Homework for 4-a/Assigned on 3/2 and due on 3/6
Unit: Advocacy
Focus: Persuasive Strategies
Find four advertisements in a magazine or newspaper.
Evaluate the effectiveness of each ad. Is the ad convincing and persuasive? Why or why not?
What persuasive strategies does the ad incorporate? (Check list of top 10 persuasive strategies that should be filed in your notebook.
Focus: Persuasive Strategies
Find four advertisements in a magazine or newspaper.
Evaluate the effectiveness of each ad. Is the ad convincing and persuasive? Why or why not?
What persuasive strategies does the ad incorporate? (Check list of top 10 persuasive strategies that should be filed in your notebook.
Monday, February 27, 2012
Homework for 2-a, 3-a, and 4-a Assigned on 2/27 and due on 3/2
Construct responses to the following post-film questions:
Which characters in the film serve as advocates? Who or what do they advocate for? What persuasive methods do they use to advocate?
Compare themes and conflicts in the novel, To Kill a Mockingbird, with those depicted in the film.
Connect main ideas in King’s “I Have a Dream” speech with themes, plot, and setting details developed in the film.
Evaluate the authenticity of this film. This is a fictional account of a small town in Mississippi in 1963. Based on what you know about the time period, does this picture give a realistic account of motivations, attitudes and conflicts unique and specific to that era?
In what specific way or ways did prior learning experiences assist you in evaluating the authenticity of this film?
Which characters in the film serve as advocates? Who or what do they advocate for? What persuasive methods do they use to advocate?
Compare themes and conflicts in the novel, To Kill a Mockingbird, with those depicted in the film.
Connect main ideas in King’s “I Have a Dream” speech with themes, plot, and setting details developed in the film.
Evaluate the authenticity of this film. This is a fictional account of a small town in Mississippi in 1963. Based on what you know about the time period, does this picture give a realistic account of motivations, attitudes and conflicts unique and specific to that era?
In what specific way or ways did prior learning experiences assist you in evaluating the authenticity of this film?
HOMEWORK FOR 4-B ASSIGNED ON 2/24 AND DUE ON 3/1
Text: Independently selected/SAT recommended work of fiction or nonfiction
Task: Formal essay
Topic: Teacher-approved, student-generated essay question
Assessment Criteria: essay Structure, sentence structure, punctuation, capitalization
Due date: March 1, 2012
Task: Formal essay
Topic: Teacher-approved, student-generated essay question
Assessment Criteria: essay Structure, sentence structure, punctuation, capitalization
Due date: March 1, 2012
Homework for 1-b, 3-b assigned on 2/24 and due on 2/28
Complete post-film advocacy questions listed on the handout you received in class today. If you forgot your copy, the questions are listed below:
Which characters in the film serve as advocates? Who or what do they advocate for? What persuasive methods do they use to advocate?
Compare themes, characters, and conflicts in the novel, To Kill a Mockingbird, with those depicted in the film.
Connect main ideas in King’s “I Have a Dream” speech with themes, plot, and setting details developed in the film.
Evaluate the authenticity of this film. This is a fictional account of a small town in Mississippi in 1963. Based on what you know about the time period, does this picture give a realistic account of motivations, attitudes and conflicts unique and specific to that era?
In what specific way or ways did prior learning experiences assist you in evaluating the authenticity of this film?
Which characters in the film serve as advocates? Who or what do they advocate for? What persuasive methods do they use to advocate?
Compare themes, characters, and conflicts in the novel, To Kill a Mockingbird, with those depicted in the film.
Connect main ideas in King’s “I Have a Dream” speech with themes, plot, and setting details developed in the film.
Evaluate the authenticity of this film. This is a fictional account of a small town in Mississippi in 1963. Based on what you know about the time period, does this picture give a realistic account of motivations, attitudes and conflicts unique and specific to that era?
In what specific way or ways did prior learning experiences assist you in evaluating the authenticity of this film?
Wednesday, February 15, 2012
Homework for 1-b assigned on 2/15 and due on 2/17
Identify the source of all quoted text in the speech, I Have a Dream.List
List five persuasive strategies used by Martin Luther King.
Beside each strategy, provide an example from the speech.
Complete the Gist packet that should have been finished today. It will be collected and graded on Friday.
List five persuasive strategies used by Martin Luther King.
Beside each strategy, provide an example from the speech.
Complete the Gist packet that should have been finished today. It will be collected and graded on Friday.
Homework for 4-b/Assigned on 2/15 and due on 2/23
WRITE LIKE
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees FIVE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Wednesday, Feb. 22.
Some persuasive strategies we identified today include:
repetition of a word or phrase (Reread speech for examples. The speech is in your orange text.)
emotional language/sensory language--language that appeals to the senses and emotions
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
shout out to groups/demographics in an effort to personalilze the issue
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees FIVE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Wednesday, Feb. 22.
Some persuasive strategies we identified today include:
repetition of a word or phrase (Reread speech for examples. The speech is in your orange text.)
emotional language/sensory language--language that appeals to the senses and emotions
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
shout out to groups/demographics in an effort to personalilze the issue
Homework for 3-b assigned on 2/15 and due on 2/17
WRITE LIKE
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees THREE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Thursday. Each group will determine which is the most effective speech and these will be delivered to the whole class on Thursday.
Some persuasive strategies we identified today include:
repetition of word or phrase
emotional language/sensory language--language that appeals to the senses
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees THREE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Thursday. Each group will determine which is the most effective speech and these will be delivered to the whole class on Thursday.
Some persuasive strategies we identified today include:
repetition of word or phrase
emotional language/sensory language--language that appeals to the senses
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
Tuesday, February 14, 2012
Homework for 2-a, 3-a, and 4-a Assigned on 2/14 2/16
WRITE LIKE
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees THREE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Thursday. Each group will determine which is the most effective speech and these will be delivered to the whole class on Thursday.
Some persuasive strategies we identified today include:
repetition of word or phrase
emotional language/sensory language--language that appeals to the senses
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
Think about a BIG issue that you feel strongly about. Write a one-page speech that employees THREE of the PERSUASIVE STRATEGIES used by Dr. Martin Luther King.
Be prepared to read your speech aloud to your small group on Thursday. Each group will determine which is the most effective speech and these will be delivered to the whole class on Thursday.
Some persuasive strategies we identified today include:
repetition of word or phrase
emotional language/sensory language--language that appeals to the senses
figurative language--similes/metaphors/personification
reference to song lyrics that support argument/position
reference to historic documents that support argument/postion
Friday, February 10, 2012
HOMEWORK FOR 4-B ASSIGNED ON 2/10 and due on 2/15
Identify persuasive strategies employed by Martin Luther King in each paragraph of his famous "I Have a Dream" speech. You may want to create a legend (key) and use symbols to mark persuasive strategies beside each paragraph. This cuts down on the writing, and it's more fun!
Persuasive strategies to consider:
Emotional appeal
Use of figurative language that appeals to the senses
Repetition
Presenting reasons why position is credible
Presenting evidence to support position
Persuasive strategies to consider:
Emotional appeal
Use of figurative language that appeals to the senses
Repetition
Presenting reasons why position is credible
Presenting evidence to support position
Homework for 1-b and 3-b assigned on 2/10 and due on 2/15
Homework for 2-a, 3-a, and 4-a assigned on 2/9 and due on 2/11
Complete the Getting the Gist Worksheet (Sections A-E) for "I Have a Dream>"
The questions for each section are as follows:
What is the section about?
What are some of the major issues/ideas addressed in this section?
What types of persuasive strategies does the speaker use to command attention, deliver his message, and SELL his ideas?
The most significant line of text is....
Complete the Getting the Gist Worksheet (Sections A-E) for "I Have a Dream>"
The questions for each section are as follows:
What is the section about?
What are some of the major issues/ideas addressed in this section?
What types of persuasive strategies does the speaker use to command attention, deliver his message, and SELL his ideas?
The most significant line of text is....
Homework for 2-a, 3-a, and 4-a assigned on 2/9 and due on 2/11
Complete the Getting the Gist Worksheet (Sections A-E) for "I Have a Dream>"
The questions for each section are as follows:
What is the section about?
What are some of the major issues/ideas addressed in this section?
What types of persuasive strategies does the speaker use to command attention, deliver his message, and SELL his ideas?
The most significant line of text is....
It is significant because...
The questions for each section are as follows:
What is the section about?
What are some of the major issues/ideas addressed in this section?
What types of persuasive strategies does the speaker use to command attention, deliver his message, and SELL his ideas?
The most significant line of text is....
It is significant because...
Tuesday, February 7, 2012
Homework for 2-a, 3-a, and 4-a Assigned on 2/7 and due on 2/9
Compose a letter written by Dr. Martin Luther King and addressed to Atticus Finch.
REQUIREMENTS:
• Your letter must follow a friendly letter format.
• Your letter must include a minimum of two paragraphs.
• Your letter must connect ideas and values specific to the novel with ideals and values dear to Dr. King.
Today, we viewed two biographical video clips specific to the life of Dr. King. We evaluated professional achievements, methods of advocacy, risks of advocacy, and posthumous influences inspired by Dr. King' advocacy. Today's lesson prepared you for tonight's homework.
IMPORTANT NOTE: Many students have not turned in their revised rough draft. You received the structural elements revision checklist. Please use this to revise your draft and return it to me no later than Thursday, Feb. 9.
REQUIREMENTS:
• Your letter must follow a friendly letter format.
• Your letter must include a minimum of two paragraphs.
• Your letter must connect ideas and values specific to the novel with ideals and values dear to Dr. King.
Today, we viewed two biographical video clips specific to the life of Dr. King. We evaluated professional achievements, methods of advocacy, risks of advocacy, and posthumous influences inspired by Dr. King' advocacy. Today's lesson prepared you for tonight's homework.
IMPORTANT NOTE: Many students have not turned in their revised rough draft. You received the structural elements revision checklist. Please use this to revise your draft and return it to me no later than Thursday, Feb. 9.
Monday, February 6, 2012
HOMEWORK FOR 4-B ASSIGNED ON 2/1 AND DUE ON 2/8
The final copy of your influence essay is due in class on Wednesday. All final copies must be typed.
MLK Dream Speech/Read each section of the speech and determine the main theme/ controlling idea of each section.
Continue with your independent reading (SAT books/Literature Circles) Your brochures are due on the 29th of February.
MLK Dream Speech/Read each section of the speech and determine the main theme/ controlling idea of each section.
Continue with your independent reading (SAT books/Literature Circles) Your brochures are due on the 29th of February.
Homework for 1-b, 3-b assigned on 2/6 and due on 2/10
Students received their rough drafts back today. (Influence Essay)
They will use the structural elements checklist they received in class today to revise these drafts. All typewritten final copies are due in class on Friday, Feb. 10.
They will use the structural elements checklist they received in class today to revise these drafts. All typewritten final copies are due in class on Friday, Feb. 10.
Wednesday, February 1, 2012
Homework for 1-b, 3-b, and 4-b assigned on 1/31 and due on 2/2
Atticus wanted to change a judicial system that was poisoned by racial prejudice.
What do you want to change in the world, your community, or this school? List 10 changes you would like to make.
EXAMPLE: Use specific language. DO NOT LIST, “school lunches.” LIST THE SPECIFIC CHANGE: I would like to change the school lunch menu to incorporate a wider variety of healthy food choices.
What do you want to change in the world, your community, or this school? List 10 changes you would like to make.
EXAMPLE: Use specific language. DO NOT LIST, “school lunches.” LIST THE SPECIFIC CHANGE: I would like to change the school lunch menu to incorporate a wider variety of healthy food choices.
Homework for 2-a, 3-a, and 4-a assigned on 2/1 and due on 2/3
HOMEWORK
SECOND DRAFT--TKM INFLUENCE ESSAY
Take your checklist and your first draft home with you.
Revise your essay to include ALL required structural elements noted on your checklist.
Bring your revised essay, your first draft, and your checklist to class with you on Friday.
Your revised draft will receive an assessment grade for essay structure.
The required structuraL elements are listed below. This is the checklist we reviewed in class today.
PEER REVIEW-ESSAY STRUCTURE--REQUIRED STRUCTURAL ELEMENTS
Intro Paragraph:
• Hook—Influence quote or definition of influence
• Thesis Statement: In Harper Lee’s novel, To Kill a Mockingbird, _____ influences ___ in several different ways.
• Three subtopics: Three specific influences that will support your thesis.
• Closing Sentence: ____ comes of age in this novel, and as _______ matures, ___ is influenced by ____ words and actions.
Body Paragraph 1
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Body Paragraph 2
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Body Paragraph 3
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Closing Paragraph
• Restate thesis
• Restate subtopics
• Write three to five sentences that extend or further develop how these characters are changed as a result of the influences you have explained.
SECOND DRAFT--TKM INFLUENCE ESSAY
Take your checklist and your first draft home with you.
Revise your essay to include ALL required structural elements noted on your checklist.
Bring your revised essay, your first draft, and your checklist to class with you on Friday.
Your revised draft will receive an assessment grade for essay structure.
The required structuraL elements are listed below. This is the checklist we reviewed in class today.
PEER REVIEW-ESSAY STRUCTURE--REQUIRED STRUCTURAL ELEMENTS
Intro Paragraph:
• Hook—Influence quote or definition of influence
• Thesis Statement: In Harper Lee’s novel, To Kill a Mockingbird, _____ influences ___ in several different ways.
• Three subtopics: Three specific influences that will support your thesis.
• Closing Sentence: ____ comes of age in this novel, and as _______ matures, ___ is influenced by ____ words and actions.
Body Paragraph 1
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Body Paragraph 2
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Body Paragraph 3
• Subtopic sentence
• Text support —For example….
• Explanation—These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.)
• Text support—Another instance occurs when….
• Explanation-- These words clearly show… or these actions clearly indicate…. (See writing seed)
• Your explanation must connect your example to the inference you make in your subtopic.
• Closing sentence—Identifies the effect of the influence on the character.
Closing Paragraph
• Restate thesis
• Restate subtopics
• Write three to five sentences that extend or further develop how these characters are changed as a result of the influences you have explained.
Monday, January 30, 2012
HOMEWORK FOR 1-B, 3-B, AND 4-B Assigned on 1/27 and due on 1/31
Write two, WELL-DEVELOPED paragraphs that correspond to the following title.
MOCKINGBIRDS AMONG US
WHO and WHY?
MOCKINGBIRDS AMONG US
WHO and WHY?
HOMEWORK FOR 2-A, 3-A, AND 4-A Assigned on 1/30 and due on 2/1
Atticus wanted to change a judicial system that was poisoned by racial prejudice.
What do you want to change in the world, your community, or this school. List 10 changes you would like to make.
This assignment is a planning piece for this quarter's culminating project. By the end of third quarter, each student will select an advocacy issue and advocate for this issue by creating a video or writing a persuasive letter.
What do you want to change in the world, your community, or this school. List 10 changes you would like to make.
This assignment is a planning piece for this quarter's culminating project. By the end of third quarter, each student will select an advocacy issue and advocate for this issue by creating a video or writing a persuasive letter.
Thursday, January 19, 2012
HOMEWORK FOR 2-A, 3-A, AND 4-A assigned on 1/17 and 1/19 and due on Tuesday, January 24
Review Culminating Project Resource Packet Info that you received in class today.
Essay assignment: Explain how a character or characters in the novel, To Kill a Mockingbird, influence another character or characters in the novel.
Review structural elements of an essay:
Introductory Paragraph (hook, thesis, 3 subtopics, closing sentence)
Subtopic Paragraph 1
Subtopic Paragraph 2
Subtopic Paragraph 3
Closing Paragraph
Your packet contains specific notes for each of your paragraphs as well as a list of potential subtopics, hooks, writing seeds, and model intro. and body paragraphs. Use this information along with your detailed knowledge of the novel to construct your five-paragraph rough draft.
Your double-spaced rough draft is due in class on Wednesday, Jan. 25.
Essay assignment: Explain how a character or characters in the novel, To Kill a Mockingbird, influence another character or characters in the novel.
Review structural elements of an essay:
Introductory Paragraph (hook, thesis, 3 subtopics, closing sentence)
Subtopic Paragraph 1
Subtopic Paragraph 2
Subtopic Paragraph 3
Closing Paragraph
Your packet contains specific notes for each of your paragraphs as well as a list of potential subtopics, hooks, writing seeds, and model intro. and body paragraphs. Use this information along with your detailed knowledge of the novel to construct your five-paragraph rough draft.
Your double-spaced rough draft is due in class on Wednesday, Jan. 25.
HOMEWORK FOR 1-B. 3-B AND 4-B ASSIGNED ON JAN. 18 AND DUE ON JAN. 25
Review Culminating Project Resource Packet Info that you received in class today.
Essay assignment: Explain how a character or characters in the novel, To Kill a Mockingbird, influence another character or characters in the novel.
Review structural elements of an essay:
Introductory Paragraph (hook, thesis, 3 subtopics, closing sentence)
Subtopic Paragraph 1
Subtopic Paragraph 2
Subtopic Paragraph 3
Closing Paragraph
Your packet contains specific notes for each of your paragraphs as well as a list of potential subtopics, hooks, writing seeds, and model intro. and body paragraphs. Use this information along with your detailed knowledge of the novel to construct your five-paragraph rough draft.
Your double-spaced rough draft is due in class on Wednesday, Jan. 25.
Essay assignment: Explain how a character or characters in the novel, To Kill a Mockingbird, influence another character or characters in the novel.
Review structural elements of an essay:
Introductory Paragraph (hook, thesis, 3 subtopics, closing sentence)
Subtopic Paragraph 1
Subtopic Paragraph 2
Subtopic Paragraph 3
Closing Paragraph
Your packet contains specific notes for each of your paragraphs as well as a list of potential subtopics, hooks, writing seeds, and model intro. and body paragraphs. Use this information along with your detailed knowledge of the novel to construct your five-paragraph rough draft.
Your double-spaced rough draft is due in class on Wednesday, Jan. 25.
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