DASH – (an informal mark of punctuation used for stylistic effects)
USES:
1) Set off a word or group of words introduced unexpectedly.
EX: That looks like smoke coming from – help! Fire!
2) Abrupt breaking off of one thought into another, or the discovery of an unexpected thought or idea.
EX: When you see Ann—here she comes—act as if nothing had happened.
You drink Brawls—you do, don’t you?—you’ll love Spike; it has 33,333% of daily B12.
From Eudora Welty: “Powerhouse is not a show-off like the Harlem boys, not crazy—he’s in a trance; he’s a person of joy.”
3) Use a dash to separate two identical or almost identical words.
Ex: I can do the job—the job of gangstering the Brady Bunch.
Dole and Nixon—these men where his idols.
4) Use a dash before a list that explains in detail some word or phrase in the first part of the sentence.
EX: Bring some romantic item—among other things roses, champagne, and candles.
5) Many authors use the dash as a method of a pause when a character is speaking. An example from Rudolph Fisher’s “Common Meter” exists: “Oh, her got her the job, did he?—Well, I’m going to fix it so she won’t need any job.”
6) James Joyce uses the dash instead of quotations.
--O, Mr. D’Arcy, cried Mary Jane, it’s downright mean of you to break off like that when we were all in raptures listening to you.
Tuesday, 13 December 2011
Commas
Rules for Commas:
1) They divide items in lists, but are not require before the “and” on the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.
The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.
Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.
Note: It is not incorrect to put a comma before the “and” at the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.
2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”.
The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.
Note: A comma splice occurs when you use a comma when a semi-colon is called for.
Example: It was the Queen’s birthday on Saturday, she received a lot of presents.
It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents.
Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.
3) Commas fill gaps where other words might go.
Example: Annie had dark hair; Sally, fair.
4) Commas before direct speech.
The queen said, “It’s my birthday and I want lots of presents.”
Note: Many authors use colons: these days. Joyce used dashes –.
5) Commas set off interjections.
Stop, or I’ll scream.
6) Commas set aside non-essential information.
John Keats, who never did any harm to anyone, is often invoked by grammarians.
1) They divide items in lists, but are not require before the “and” on the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry and lime.
The rule here is that the comma is correct if it can be replaced by the word “and” or “or”.
Example: The four refreshing fruit flavors of Opal Fruits are orange and lemon and strawberry and lime.
Note: It is not incorrect to put a comma before the “and” at the end.
Example: The four refreshing fruit flavors of Opal Fruits are orange, lemon, strawberry, and lime.
2) Commas are used when two complete sentences are joined together using such conjunctions as “and”, “or”, “but”, “while”, and “yet”.
The boys wanted to stay up past midnight, but they had a race to run the next day, and their coach told them “no”.
Note: A comma splice occurs when you use a comma when a semi-colon is called for.
Example: It was the Queen’s birthday on Saturday, she received a lot of presents.
It should be written: It was the Queen’s birthday on Saturday; she received a lot of presents.
Or: It was the Queen’s birthday on Saturday, and she received a lot of presents.
3) Commas fill gaps where other words might go.
Example: Annie had dark hair; Sally, fair.
4) Commas before direct speech.
The queen said, “It’s my birthday and I want lots of presents.”
Note: Many authors use colons: these days. Joyce used dashes –.
5) Commas set off interjections.
Stop, or I’ll scream.
6) Commas set aside non-essential information.
John Keats, who never did any harm to anyone, is often invoked by grammarians.
Semi-Colons
From: “The Proper Use of the Semi-Colon, Colon, and Dash, from the Illicit Manuals of Outlaws, Short Stories of Jazz, and Authors of Revolutionary Letters.”
“The dash is great refuge of those who are too lazy to punctuate.”
--Bernard Shaw
SEMI-COLON – A stylistic mark that is never necessary: it takes the place of a comma or period.
USES:
1) To join two or more closely related sentences or complete statements. EX: The black Saturn slid into a snow bank; the driver got out reciting: “The moon, a silver slither of an eighth note.”
I went to work; I had a quick lunch; I came straight home.
NOTE: Both of these sentences could be written with a comma.
The black Saturn slid into a snow bank, and the driver got out reciting: “The moon, a silver slither or an eighth note.”
2) To connect interrelated ideas or thoughts. EX: In France, we brought tea; in Amsterdam, coffee; in America, coke-cola; in Ireland, apple juice.
We brought tea in France, coffee in Amsterdam, coke-cola in America, and apple juice in Ireland.
3) A semi-colon may replace a comma to separate items of a list when additional commas may confuse the reader. EX: The winning numbers were 1,273; 3,663; 8,462; and 2,370; Dean had all of them.
Mr. Green, the plumber (who did it with the wrench); George Jefferson, the laundry-mat owner; and Scooby Doo, the rabid mutt, were all at the school cookout.
“The dash is great refuge of those who are too lazy to punctuate.”
--Bernard Shaw
SEMI-COLON – A stylistic mark that is never necessary: it takes the place of a comma or period.
USES:
1) To join two or more closely related sentences or complete statements. EX: The black Saturn slid into a snow bank; the driver got out reciting: “The moon, a silver slither of an eighth note.”
I went to work; I had a quick lunch; I came straight home.
NOTE: Both of these sentences could be written with a comma.
The black Saturn slid into a snow bank, and the driver got out reciting: “The moon, a silver slither or an eighth note.”
2) To connect interrelated ideas or thoughts. EX: In France, we brought tea; in Amsterdam, coffee; in America, coke-cola; in Ireland, apple juice.
We brought tea in France, coffee in Amsterdam, coke-cola in America, and apple juice in Ireland.
3) A semi-colon may replace a comma to separate items of a list when additional commas may confuse the reader. EX: The winning numbers were 1,273; 3,663; 8,462; and 2,370; Dean had all of them.
Mr. Green, the plumber (who did it with the wrench); George Jefferson, the laundry-mat owner; and Scooby Doo, the rabid mutt, were all at the school cookout.
Colons
Colon—Stylistic mark, never necessary, takes the place of a comma
USES:
1) Introduce a List.
Example: Bob excels in the following activities: wrecking his car while driving blindfolded; drinking bottles of hot sauce; watching football and scratching his ringworm foot bloody; and flunking English 060.
WARNING: A list must be introduced to use a colon. A similar sentence could be written: Bob excels in football, baseball and basketball. There is no introduction of a list and therefore a colon could not be used. It would be wrong to write: Bob excels in: football, baseball, and basketball.
2) After a statement that introduces a quotation.
Example: He began the meeting with this warning: “Gentlemen, Art Bell says the world will end in three years!”
We were at the pizza station when John shouted: “That girl is in my class.”
3) Many writers use the colon to define or expand on some object or subject within a sentence. Here is an example from Eudora Welty’s story “Powerhouse” (from Hot and Cool: Jazz Short Stories): “Powerhouse reads each one, studying with a secret face: that is the face which looks like a mask—anybody’s; there is a moment when he makes a decision.”
Here Welty is defining “secret face”. Another example from James Joyce’s “The Dead”: “So she had had that romance in her life: a man had died for her sake.” Here Joyce is defining
USES:
1) Introduce a List.
Example: Bob excels in the following activities: wrecking his car while driving blindfolded; drinking bottles of hot sauce; watching football and scratching his ringworm foot bloody; and flunking English 060.
WARNING: A list must be introduced to use a colon. A similar sentence could be written: Bob excels in football, baseball and basketball. There is no introduction of a list and therefore a colon could not be used. It would be wrong to write: Bob excels in: football, baseball, and basketball.
2) After a statement that introduces a quotation.
Example: He began the meeting with this warning: “Gentlemen, Art Bell says the world will end in three years!”
We were at the pizza station when John shouted: “That girl is in my class.”
3) Many writers use the colon to define or expand on some object or subject within a sentence. Here is an example from Eudora Welty’s story “Powerhouse” (from Hot and Cool: Jazz Short Stories): “Powerhouse reads each one, studying with a secret face: that is the face which looks like a mask—anybody’s; there is a moment when he makes a decision.”
Here Welty is defining “secret face”. Another example from James Joyce’s “The Dead”: “So she had had that romance in her life: a man had died for her sake.” Here Joyce is defining
Monday, 12 December 2011
What to STUDY?
1) Review questions from DAWN
2) Notes/Rules on the following:
Commas
Semi-Colons
Colons
Dashes
Simple Sentences
Compound Sentences
Complex Sentences
Be able to write each of the above - example: Be able to write a sentence using a semi-colon that connects to related, but independent, clauses.
2) Notes/Rules on the following:
Commas
Semi-Colons
Colons
Dashes
Simple Sentences
Compound Sentences
Complex Sentences
Be able to write each of the above - example: Be able to write a sentence using a semi-colon that connects to related, but independent, clauses.
Friday, 9 December 2011
Thursday, 8 December 2011
Wednesday, 7 December 2011
12/7
A) Sentence Combining
Breakfast is my favorite meal. I like hot food for breakfast. I prefer eggs and bacon to oatmeal. A good breakfast always starts my day off right.
B) Punctuation
Put in semicolons, colons, dashes, quotation marks, where ever they are needed in the following sentences.
1. Several countries participated in the airlift Italy, Belgium, France, and Luxembourg.
2. Only one course was open to us surrender, said the ex-major, and we did.
3. Judge Carswell later to be nominated for the Supreme Court had ruled against civil rights.
4. In last week's New Yorker, one of my favorite magazines, I enjoyed reading Leland's article How Not to Go Camping.
5. Yes, Jim said, I'll be home by ten.
C) Read DAWN 60-70. Look and answer study questions.
Breakfast is my favorite meal. I like hot food for breakfast. I prefer eggs and bacon to oatmeal. A good breakfast always starts my day off right.
B) Punctuation
Put in semicolons, colons, dashes, quotation marks, where ever they are needed in the following sentences.
1. Several countries participated in the airlift Italy, Belgium, France, and Luxembourg.
2. Only one course was open to us surrender, said the ex-major, and we did.
3. Judge Carswell later to be nominated for the Supreme Court had ruled against civil rights.
4. In last week's New Yorker, one of my favorite magazines, I enjoyed reading Leland's article How Not to Go Camping.
5. Yes, Jim said, I'll be home by ten.
C) Read DAWN 60-70. Look and answer study questions.
Tuesday, 6 December 2011
Study Questions / Guide for DAWN
Here are questions for the last two chapters of DAWN. You test will come from all these questions (as well as questions on rules for commas, semi-colons, colons, dashes).
CHAPTER FIVE
1. What does Elisha imagine that the room is filled with?
2. What does the beggar tell Elisha about this night?
3. What does the little boy tell him?
4. Why is it significant that it is the boy who speaks?
5. How did John Dawson react when told he would die?
6. Why does Elisha not want to see Dawson eat?
7. What problem does Elisha think is worse than fear?
8. In what way does Ilana say that war is like night.
9. What other observations of war does she make?
10. After the war ends, what does Elisha think will remain?
11. What does he think the silent dead do?
12. What does he say the freedom nation is built upon?
13. Elisha says he is not a murderer but an idealist. How is this true?
14. In what way did he, as a youth, try to follow any idealist dream?
15 What do the presences symbolize as far as what makes a man?
16. What does the revolver symbolize for Elisha?
17. Why does he say that in an hour everything will be different?
CHAPTER SIX
1. What is ironic about the meaning of Elisha's name?
2. What does Elisha think the next day will bring him?
3. Why does John Dawson understand Elisha better than any human being?
4. What two burning sensations does Elisha feel?
5. Whom does Elisha picture when he tries to picture David Ben Moshe?
6. What experiences did Dawson's artistic hands make Elisha think of?
7. Is he right in saying, "Now our only chance lies in hating you, in learning the necessity and art of hate"?
8. What is the meaning of, "I've killed Elisha"?
9. What does he hear his mother say to him?
10. Explain the last line of the novel.
Monday, 5 December 2011
12/6
Grammar Exercises
A) John owns a hat. John loves to wear hats. John's girlfriend likes to see John in cowboy hats. John's hero is John Wayne.
B) My shoes are Nikes. My Nike shoes are designed to play tennis. My Nikes have air soles. I like their weight.
READ 44-60.
A) John owns a hat. John loves to wear hats. John's girlfriend likes to see John in cowboy hats. John's hero is John Wayne.
B) My shoes are Nikes. My Nike shoes are designed to play tennis. My Nikes have air soles. I like their weight.
READ 44-60.
Journal for DAWN
DUE: Wednesday - write a journal that contains three parts:
1) A summary of the book up to page 44.
2) A PREDICTION about what you think will happen.
3) What you would do if you were in Elisha's situation.
1) A summary of the book up to page 44.
2) A PREDICTION about what you think will happen.
3) What you would do if you were in Elisha's situation.
Sentence Combining and Grammar Exercises
Today - we're going to review punctuation, do some grammar exercises and write a journal about DAWN.
Combine each of the following into one sentence.
1) The bear was big. The bear broke open the garbage. The bear ate the left over pizza. Dan's father shot the bear. Dan cried.
2) Espionage is the secret collection of intelligent information. The history of espionage goes back over two thousand years. Espionage was started in China by Sun Tzu.
For the following correct the punctuation:
Put in semicolons, colons, dashes, quotation marks, where ever they are needed in the following sentences.
1. Several countries participated in the airlift Italy, Belgium, France, and Luxembourg.
2. Only one course was open to us surrender, said the ex-major, and we did.
3. Judge Carswell later to be nominated for the Supreme Court had ruled against civil rights.
4. In last week's New Yorker, one of my favorite magazines, I enjoyed reading Leland's article How Not to Go Camping.
5. Yes, Jim said, I'll be home by ten.
Combine each of the following into one sentence.
1) The bear was big. The bear broke open the garbage. The bear ate the left over pizza. Dan's father shot the bear. Dan cried.
2) Espionage is the secret collection of intelligent information. The history of espionage goes back over two thousand years. Espionage was started in China by Sun Tzu.
For the following correct the punctuation:
Put in semicolons, colons, dashes, quotation marks, where ever they are needed in the following sentences.
1. Several countries participated in the airlift Italy, Belgium, France, and Luxembourg.
2. Only one course was open to us surrender, said the ex-major, and we did.
3. Judge Carswell later to be nominated for the Supreme Court had ruled against civil rights.
4. In last week's New Yorker, one of my favorite magazines, I enjoyed reading Leland's article How Not to Go Camping.
5. Yes, Jim said, I'll be home by ten.
Friday, 2 December 2011
Grammar Exercises
Thursday, 1 December 2011
Wednesday, 30 November 2011
Study Question for DAWN
Questions for classroom discussion:
1) Gad states that the Jews were the only ones to listen to the commandment: Thou shalt not kill. He states that they "must be like everybody else?.and kill those who made us killers." How do Elisha and the other Jews reconcile their violence with their faith?
2) Elisha states that he had killed others before under different circumstances, under the cover of darkness. Why is the question of executing John Dawson a problem for him?
3) What do you make of the repetition of "Don?t torture yourself." by Elisha?s peers?
4) What is learned by reading all the stories of how they each escaped death? How might this change their views on death and killing?
5) Ilana calls Elisha a "Poor boy". This reminds him of Catherine. What does his memory of Catherine have to do with Ilana?
6) What do the reader and Elisha learn from the visit from his dead family?
7) Why is he afraid that his family will judge him? How is he judging himself? Explain.
1) Gad states that the Jews were the only ones to listen to the commandment: Thou shalt not kill. He states that they "must be like everybody else?.and kill those who made us killers." How do Elisha and the other Jews reconcile their violence with their faith?
2) Elisha states that he had killed others before under different circumstances, under the cover of darkness. Why is the question of executing John Dawson a problem for him?
3) What do you make of the repetition of "Don?t torture yourself." by Elisha?s peers?
4) What is learned by reading all the stories of how they each escaped death? How might this change their views on death and killing?
5) Ilana calls Elisha a "Poor boy". This reminds him of Catherine. What does his memory of Catherine have to do with Ilana?
6) What do the reader and Elisha learn from the visit from his dead family?
7) Why is he afraid that his family will judge him? How is he judging himself? Explain.
Semi-Colons
Today we will review semi-colons. Videos for semi-colons can be found here
I suggest that you watch them if you don't have a good grasp of how a semi-colon functions.
Go here for warm-up exercises.
We will also read chapter 3 of DAWN and review study questions for chapter 2.
I suggest that you watch them if you don't have a good grasp of how a semi-colon functions.
Go here for warm-up exercises.
We will also read chapter 3 of DAWN and review study questions for chapter 2.
Tuesday, 29 November 2011
Homework for those going on TRIPS
DAWN:
Read to page 44. Answer study questions.
Review notes on punctuation.
Read to page 44. Answer study questions.
Review notes on punctuation.
Comma Exercises
Go here for exercises on using the comma.
Today we'll talk and take notes on the semi-colon and finished chapter two of DAWN.
Homework: I want you to write ten sentences using semi-colons.
As promised I'm posting the study questions:
DAWN chapters 1 and 2
1. Tell why the narrator keeps referring to the crying child. Explain its significance to the story or the evolving theme.
2. .Explain how he learns to tell when day changes into night. Why is night “purer” than day?
3. Explain the significance of his seeing his own face when night comes.
4. Who is the narrator to kill and why? Is there a difference between killing and execution? Comment on this in relation to the line “We are not murderers.”
5. “Violence is the only language the English understand.” Is this true only for the English? Explain why or why not.
6. Why does he feel like he is “falling into a pit’ when told to execute a man?
7. Elisha calls himself a “terrorist.” Why does he call himself that and not a freedom fighter?
8. Explain Elisha’s reasons for coming to Paris.
9. Describe how Gad “appeared” to Elisha.
10. Why does Elisha believe he was a “Meshula” or a messenger? Why does he give it so much importance?
11. Discuss and comment on the following lines. You can include what you know about the history of the people involved. “Until this moment I had believed that the mission of the Jews was to represent the trembling of history rather than the wind which made it tremble.”
12. On page 20 he gives a description of “death.” Explain what it portends for the main character and the book
Today we'll talk and take notes on the semi-colon and finished chapter two of DAWN.
Homework: I want you to write ten sentences using semi-colons.
As promised I'm posting the study questions:
DAWN chapters 1 and 2
1. Tell why the narrator keeps referring to the crying child. Explain its significance to the story or the evolving theme.
2. .Explain how he learns to tell when day changes into night. Why is night “purer” than day?
3. Explain the significance of his seeing his own face when night comes.
4. Who is the narrator to kill and why? Is there a difference between killing and execution? Comment on this in relation to the line “We are not murderers.”
5. “Violence is the only language the English understand.” Is this true only for the English? Explain why or why not.
6. Why does he feel like he is “falling into a pit’ when told to execute a man?
7. Elisha calls himself a “terrorist.” Why does he call himself that and not a freedom fighter?
8. Explain Elisha’s reasons for coming to Paris.
9. Describe how Gad “appeared” to Elisha.
10. Why does Elisha believe he was a “Meshula” or a messenger? Why does he give it so much importance?
11. Discuss and comment on the following lines. You can include what you know about the history of the people involved. “Until this moment I had believed that the mission of the Jews was to represent the trembling of history rather than the wind which made it tremble.”
12. On page 20 he gives a description of “death.” Explain what it portends for the main character and the book
Monday, 28 November 2011
Week of 11/28 - 12/2
This week we are going to do the following: discuss punctuation - particularly how to use commas, semi-colons, colons, and dashes correctly. We going to look at simple, compound and complex sentences and discuss the difference (also why someone would use a variety of each). And, we are going to begin to read DAWN.
As a warm up let us be with a few grammar exercises.
The following are from the book EATS SHOOTS & LEAVES by Lynne Truss. Please move the punctuation, add punctuation or quotations to correct the sentence.
1) Leonora walked on her head, a little higher than usual.
2) The driver managed to escape from the vehicle before it sank and swam to the river-bank.
3) Don't guess, use a timer or watch.
4) The convict said the judge is mad.
To review comma rules go here
Monday, 14 November 2011
DUE POSTS:
Friday 11/18: Study questions from pages 45-65 of NIGHT are due.
Monday 11/21: Final Drafts of Short Stories are DUE.
FINISH NIGHT by next Wednesday 11/23.
SMILE!
Monday 11/21: Final Drafts of Short Stories are DUE.
FINISH NIGHT by next Wednesday 11/23.
SMILE!
Friday, 11 November 2011
Wednesday, 9 November 2011
NIGHT
Study Guide for Night:
For the following characters list everything you know about them:
Elie:
Chlomo:
Moshe the Beadle:
Akiba Drumer:
Madame Schachter:
Juliek:
Joshef Mengele:
Idek:
Franek:
Zalman:
Stein:
Tzipora:
List at least three types of conflict and briefly discuss who the conflict is between:
1)
2)
3)
Name two foreshadows:
List and explain two symbols:
List and explain two ironies:
Pick out two similes:
Pick out two metaphors:
List at least four settings
Discuss how the dynamic character changes
Outline the plot
Wednesday, 2 November 2011
SHORT STORY PROJECTS
Short Story Projects:
The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.
The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.
The project is worth 200 points and will be graded upon the following items.
1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.
A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.
2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.
POSSIBLE PROJECTS:
1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.
The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.
The project is worth 200 points and will be graded upon the following items.
1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.
A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.
2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.
POSSIBLE PROJECTS:
1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
Tuesday, 11 October 2011
Review for Short Story FINAL
SHORT STORY FINAL: REVIEW
Some things you will have to know
1) Be able to define: blues, irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
Blues:
Irony:
Foreshadow:
Dialect:
Conflict:
Character:
Plot:
Tone:
Theme:
Symbol:
Protagonist:
Antagonist:
Static Character:
Dynamic Character:
Round Character:
Flat Character:
Allusion:
2) For each story be able to list the protagonist and the antagonist and the type of conflict
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
3) For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss why they fit the category you chose.
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
4) For each story list the point of view it is told from
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
5) For each story write out a theme using “writing a theme” guide and the six elements of theme
a) “The Most Dangerous Game”
b) “The Lady or the Tiger”
c) “The Split Cherry Tree”
d) “Blues Ain’t No Mockin’ Bird
e) “Where Have You Gone Charming Billy”
6) For each story list one event for each of the six elements of plot (exposition, inciting event, rising action, climax, falling action, resolution)
a) “The Most Dangerous Game”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
b) “To Build A Fire”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
c) “The Lady or the Tiger”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
d) “The Split Cherry Tree”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
e) “Blues Ain’t No Mockin’ Bird”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
f) “Where Have You Gone Charming Billy”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
g) “The Cask of Amontillado”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
7) For the following stories pick out two or more examples of allusion and discuss what it alludes to:
“Blues Ain’t No Mockin’ Bird”
a) “Where Have You Gone Charming Billy”
“The Most Dangerous Game”
8) For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:
“The Most Dangerous Game”
a) “Where Have You Gone Charming Billy”
“The Lady or the Tiger”
9) For the following stories pick out an example of irony and discuss why its ironic:
“The Most Dangerous Game”
“The Cask of Amontillado”
10) For the following stories discuss what the following symbols and or images represent and mean:
“The Split Cherry Tree”: The cherry tree
The tree imagery: Dead-leaf, hands like gnarled roots, face like a ripe fodder blade:
“Blues Ain’t No Mockin’ Bird”: The title
The two chicken hawks:
“The Cask of Amontillado” – all the symbols
11) Briefly discuss how dialect is used in “The Split Cherry Tree”? What does it tell us about Pa, Dave and Professor Luster. Why is dialect important in this story? Why is dialect important in “Blues Ain’t No Mockin Bird”?
12) Both Toni Cade Bambara and Jesse Stuart use imagery to build the characters of Granddady Cain and Luster (Pa) Sexton. Both of these characters have some similarities and some differences. In an essay with a definite thesis statement compare and contrast the two characters—what they look like, the metaphors involved in their description, how they act and how they think. Please do not say they author never says. Think about what might be implied.
13) List the setting for every story.
14) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them):
Granddaddy Cain
Granny
Cathy
Smilin
Camera
General Zaroff
Rainsford
The Princess
The King
The Princess’ Lover
Pa Sexton
Dave Sexton
Professor Herbert
15) Be able to answer various comprehension questions—short answer, true or false, multiple choice
Some things you will have to know
1) Be able to define: blues, irony, foreshadow, dialect, conflict, character, plot, tone, theme, symbol, protagonist, antagonist, static character, dynamic character, round character, flat character, allusion
Blues:
Irony:
Foreshadow:
Dialect:
Conflict:
Character:
Plot:
Tone:
Theme:
Symbol:
Protagonist:
Antagonist:
Static Character:
Dynamic Character:
Round Character:
Flat Character:
Allusion:
2) For each story be able to list the protagonist and the antagonist and the type of conflict
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
3) For each story pick out which characters are round, which characters are flat, which characters are static and which characters are dynamic and briefly discuss why they fit the category you chose.
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
4) For each story list the point of view it is told from
a) “The Most Dangerous Game”
b) “The Cask of Amontillado”
c) “The Lady or the Tiger”
d) “The Split Cherry Tree”
e) “Blues Ain’t No Mockin’ Bird”
f) “To Build A Fire”
g) “Where Have You Gone Charming Billy”
5) For each story write out a theme using “writing a theme” guide and the six elements of theme
a) “The Most Dangerous Game”
b) “The Lady or the Tiger”
c) “The Split Cherry Tree”
d) “Blues Ain’t No Mockin’ Bird
e) “Where Have You Gone Charming Billy”
6) For each story list one event for each of the six elements of plot (exposition, inciting event, rising action, climax, falling action, resolution)
a) “The Most Dangerous Game”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
b) “To Build A Fire”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
c) “The Lady or the Tiger”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
d) “The Split Cherry Tree”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
e) “Blues Ain’t No Mockin’ Bird”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
f) “Where Have You Gone Charming Billy”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
g) “The Cask of Amontillado”
exposition:
inciting event:
rising action:
climax:
falling action:
resolution:
7) For the following stories pick out two or more examples of allusion and discuss what it alludes to:
“Blues Ain’t No Mockin’ Bird”
a) “Where Have You Gone Charming Billy”
“The Most Dangerous Game”
8) For the following stories list at least one example of foreshadow and briefly discuss what it hints will happen:
“The Most Dangerous Game”
a) “Where Have You Gone Charming Billy”
“The Lady or the Tiger”
9) For the following stories pick out an example of irony and discuss why its ironic:
“The Most Dangerous Game”
“The Cask of Amontillado”
10) For the following stories discuss what the following symbols and or images represent and mean:
“The Split Cherry Tree”: The cherry tree
The tree imagery: Dead-leaf, hands like gnarled roots, face like a ripe fodder blade:
“Blues Ain’t No Mockin’ Bird”: The title
The two chicken hawks:
“The Cask of Amontillado” – all the symbols
11) Briefly discuss how dialect is used in “The Split Cherry Tree”? What does it tell us about Pa, Dave and Professor Luster. Why is dialect important in this story? Why is dialect important in “Blues Ain’t No Mockin Bird”?
12) Both Toni Cade Bambara and Jesse Stuart use imagery to build the characters of Granddady Cain and Luster (Pa) Sexton. Both of these characters have some similarities and some differences. In an essay with a definite thesis statement compare and contrast the two characters—what they look like, the metaphors involved in their description, how they act and how they think. Please do not say they author never says. Think about what might be implied.
13) List the setting for every story.
14) Identify the following characters with a detailed description of their physical, intellectual and emotional qualities (everything you know about them):
Granddaddy Cain
Granny
Cathy
Smilin
Camera
General Zaroff
Rainsford
The Princess
The King
The Princess’ Lover
Pa Sexton
Dave Sexton
Professor Herbert
15) Be able to answer various comprehension questions—short answer, true or false, multiple choice
Wednesday, 5 October 2011
Short Stories
Everyone should be working on the 1st drafts of their short stories (note: you will have to go through three drafts).
If you wish to email me your ideas or draft before next week you can reach me at fieldingkent@hotmail.com
Good luck and Have FUN!
If you wish to email me your ideas or draft before next week you can reach me at fieldingkent@hotmail.com
Good luck and Have FUN!
Friday, 30 September 2011
Literary Terms
NOTES:
Setting:
Where and when a story takes place.
(example: Place—New York City; Time—1930’s)
Characters: The people or animals in a story.
Plot: The sequence (order) of events in a story. It has six parts.
1) Exposition: This is the set-up of the story. It introduces us to the main character and gives us the background on the character and setting needed for the story to happen. It is usually the 1st paragraph to the first couple of pages
2) Inciting: the event that begins the conflict
3) Rising Action: These are events in the problem or conflict that get more complicated or dramatic as they led up to the climax
4) Climax: The height of the problem/conflict/action.
5) Falling Action: The action that occurs immediately after the climax and leads to the resolution.
6) Resolution: How the problem/conflict is resolved.
THEME: The main idea of the story.
Conflict
1) Person vs. Person (or man vs. man): conflict between two or more people in the story. It usually is an outward conflict, usually physical in nature (example—a gunfight)
2) Person vs. Society: conflict between the main character and the conventions or structures of society (examples: laws)
3) Person vs. Self: inward conflict—a conflict within the main character’s mind. Usually a decision the main character has to make in the story and the anguish over that decision.
4) Person vs. Nature: outward conflict—a conflict between the main character and forces of the natural world.
5) Person vs. Fate (or person vs. God): An inward or outward conflict in which the main character comes up against forces outside his/her control—supernatural forces or forces of chance.
POINT OF VIEW: The position/ stance of the narrator.
1st person point of view—an “I” voice. The narrator who is telling the story is usually part of the story.
3rd person limited—a “She/He” voice. The narrator follows one character through out the story.
3rd person All-Knowing—a “He/She” voice, but the narrator knows everything that happens in the world of the story.
FORESHADOW: hints at what is going to happen in the story (example: the gunshots Rainsford hears before falling into the ocean, the story Whitney tells about Ship-Trap island are hints at future events that will take place in the story)
IRONY: A situation, or a use of language, involving some kind of incongruity or discrepancy. There are three kinds of irony:
Verbal irony: A figure of speech in what is said is opposite of what is meant.
Michael Jackson’s lyrics “I’m Bad” doesn’t mean he’s evil. Rather, it means he is above average—it implies a good meaning.
Verbal irony is more than just sarcasm
Dramatic irony: An incongruity of discrepancy between what a character says or thinks and what the reader knows to be true (or between what a character perceives ad what the author intends the reader to perceive). The speaker’s words may be straightforward, but the author, by putting these words in a particular speaker’s mouth, may be indication to the reader ideas or attitudes quite opposed to those the speaker is voicing.
“The Chimney Sweeper”
Irony of situation: A situation in which there is an incongruity between appearance and reality, or between expectation and fulfillment, or between the actual situation and what would seem appropriate.
“The Most Dangerous Game” plays on irony of situation. It is ironic that a celebrated hunter like Rainsford should become the hunted, for this is a reversal of his expected and appropriate role. It’s ironic that such an outwardly refine character as Zaroff—a man who speaks and reads in three languages, who hums classical music, eats and drinks the finest foods and wines, wears the best clothes, and who seems to be a good host—should be so crude in his outlook on the value of human life.
Allusion: A reference, direct or implied, to something in previous literature or history (a famous person, place, thing).
Examples: In “The Most Dangerous Game” Zaroff alludes to the debacle in Russian (The Russian Revolution) where “Many noble Russians lost everything.” And where Zaroff alludes to World War I by saying, “I refuse to believe that so modern and civilized a young man as you seem to harbor romatic ideas about human life. Surely your experiences in the war.”
Symbol: A person, a place, an object, an image that represents a greater idea
Example: Zaroff’s name represents the Czar of Russian and the elitism of Imperialism and the fallen Empires of Europe.
Setting:
Where and when a story takes place.
(example: Place—New York City; Time—1930’s)
Characters: The people or animals in a story.
Plot: The sequence (order) of events in a story. It has six parts.
1) Exposition: This is the set-up of the story. It introduces us to the main character and gives us the background on the character and setting needed for the story to happen. It is usually the 1st paragraph to the first couple of pages
2) Inciting: the event that begins the conflict
3) Rising Action: These are events in the problem or conflict that get more complicated or dramatic as they led up to the climax
4) Climax: The height of the problem/conflict/action.
5) Falling Action: The action that occurs immediately after the climax and leads to the resolution.
6) Resolution: How the problem/conflict is resolved.
THEME: The main idea of the story.
Conflict
1) Person vs. Person (or man vs. man): conflict between two or more people in the story. It usually is an outward conflict, usually physical in nature (example—a gunfight)
2) Person vs. Society: conflict between the main character and the conventions or structures of society (examples: laws)
3) Person vs. Self: inward conflict—a conflict within the main character’s mind. Usually a decision the main character has to make in the story and the anguish over that decision.
4) Person vs. Nature: outward conflict—a conflict between the main character and forces of the natural world.
5) Person vs. Fate (or person vs. God): An inward or outward conflict in which the main character comes up against forces outside his/her control—supernatural forces or forces of chance.
POINT OF VIEW: The position/ stance of the narrator.
1st person point of view—an “I” voice. The narrator who is telling the story is usually part of the story.
3rd person limited—a “She/He” voice. The narrator follows one character through out the story.
3rd person All-Knowing—a “He/She” voice, but the narrator knows everything that happens in the world of the story.
FORESHADOW: hints at what is going to happen in the story (example: the gunshots Rainsford hears before falling into the ocean, the story Whitney tells about Ship-Trap island are hints at future events that will take place in the story)
IRONY: A situation, or a use of language, involving some kind of incongruity or discrepancy. There are three kinds of irony:
Verbal irony: A figure of speech in what is said is opposite of what is meant.
Michael Jackson’s lyrics “I’m Bad” doesn’t mean he’s evil. Rather, it means he is above average—it implies a good meaning.
Verbal irony is more than just sarcasm
Dramatic irony: An incongruity of discrepancy between what a character says or thinks and what the reader knows to be true (or between what a character perceives ad what the author intends the reader to perceive). The speaker’s words may be straightforward, but the author, by putting these words in a particular speaker’s mouth, may be indication to the reader ideas or attitudes quite opposed to those the speaker is voicing.
“The Chimney Sweeper”
Irony of situation: A situation in which there is an incongruity between appearance and reality, or between expectation and fulfillment, or between the actual situation and what would seem appropriate.
“The Most Dangerous Game” plays on irony of situation. It is ironic that a celebrated hunter like Rainsford should become the hunted, for this is a reversal of his expected and appropriate role. It’s ironic that such an outwardly refine character as Zaroff—a man who speaks and reads in three languages, who hums classical music, eats and drinks the finest foods and wines, wears the best clothes, and who seems to be a good host—should be so crude in his outlook on the value of human life.
Allusion: A reference, direct or implied, to something in previous literature or history (a famous person, place, thing).
Examples: In “The Most Dangerous Game” Zaroff alludes to the debacle in Russian (The Russian Revolution) where “Many noble Russians lost everything.” And where Zaroff alludes to World War I by saying, “I refuse to believe that so modern and civilized a young man as you seem to harbor romatic ideas about human life. Surely your experiences in the war.”
Symbol: A person, a place, an object, an image that represents a greater idea
Example: Zaroff’s name represents the Czar of Russian and the elitism of Imperialism and the fallen Empires of Europe.
Wednesday, 28 September 2011
Journals for "Blues Ain't No Mockin Bird"
On your blogs create a list of the following:
1) Allusions
2) Metaphors
3) Similes
4) Descriptions of Granddaddy Cain
5) Descriptions of Granny Cain
6) Symbols
7) Examples of dialect
Remember you will be either comparing/contrasting Granddaddy Cain with Pa Sexton.
1) Allusions
2) Metaphors
3) Similes
4) Descriptions of Granddaddy Cain
5) Descriptions of Granny Cain
6) Symbols
7) Examples of dialect
Remember you will be either comparing/contrasting Granddaddy Cain with Pa Sexton.
Vocabulary List # 3
Appease
Apathy
Ensued
Imperceptible
Peremptory
Undulations
Imperative
Reiterate
Conjectural
Poignant
Apathy
Ensued
Imperceptible
Peremptory
Undulations
Imperative
Reiterate
Conjectural
Poignant
Wednesday, 21 September 2011
Split Cherry Tree Journal
JOURNAL ENTRY—Keep a list of imagery, physical descriptions of the characters, the farm, the school, and the country and landscape.
How you should organize your journal:
PROFESSOR HERBERT:
Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.
DAVE:
PA (LUSTER) SEXTON:
Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.
MA SEXTON:
FARM:
SCHOOL:
Metaphor:
Simile:
Dialect:
How you should organize your journal:
PROFESSOR HERBERT:
Professor Herbert wore a gray suit of clothes. The suit matched his gray hair.
DAVE:
PA (LUSTER) SEXTON:
Pa’s eyes danced fire. His face was getting red. The red color was coming through the brown, weather-beaten skin on Pa’s face.
MA SEXTON:
FARM:
SCHOOL:
Metaphor:
Simile:
Dialect:
Tuesday, 13 September 2011
Thursday, 8 September 2011
Cask of Amontillado Questions
1) Compare and contrast Montresor and General Zaroff: how they think, how they view the world, how they view others, how they view themselves, the places they live, how they act—in essence compare their emotional, mental, and physical existences.
2) Why does Montresor feel justified in carrying out his plan against Fortunato?
3) Which character traits make Fortunato such an easy prey for Montresor (needs to be more than just his “connoisseurship in wine”.
4) In what ways are Montresor and Fortunato alike? How are they different?
5) Write a monologue in the voice of Fortunato retelling the story from his point of view. Be prepared to perform for the class.
2) Why does Montresor feel justified in carrying out his plan against Fortunato?
3) Which character traits make Fortunato such an easy prey for Montresor (needs to be more than just his “connoisseurship in wine”.
4) In what ways are Montresor and Fortunato alike? How are they different?
5) Write a monologue in the voice of Fortunato retelling the story from his point of view. Be prepared to perform for the class.
Tuesday, 6 September 2011
Vocabulary 2
Vocabulary 2 English 9
Preclude
Impunity
Virtuoso
Accost
Repose
Fetter
Implore
Indulgently
Rapt
Appropriation
Reprehensible
Banish
Immolate
Preclude
Impunity
Virtuoso
Accost
Repose
Fetter
Implore
Indulgently
Rapt
Appropriation
Reprehensible
Banish
Immolate
Thursday, 1 September 2011
Wednesday, 24 August 2011
Journal # 1
JOURNAL ENTRY #1
Imagine that you are Sanger Rainsford and have escaped from Ship-Trap Island. You have been accused of murder—the murder of General Zaroff and his servant, Ivan. Using facts (evidence) from the text (this means you should summarize and quote from the text) you must write a defense speech that will prove your innocence. The speech must be at least ten sentences long. Remember, you are trying to prove your innocence so be as detailed as possible and use evidence (actual facts and occurrences from the story, the text) to clear your name. You may even call forth eyewitnesses if you so choose.
Imagine that you are Sanger Rainsford and have escaped from Ship-Trap Island. You have been accused of murder—the murder of General Zaroff and his servant, Ivan. Using facts (evidence) from the text (this means you should summarize and quote from the text) you must write a defense speech that will prove your innocence. The speech must be at least ten sentences long. Remember, you are trying to prove your innocence so be as detailed as possible and use evidence (actual facts and occurrences from the story, the text) to clear your name. You may even call forth eyewitnesses if you so choose.
Sunday, 21 August 2011
Vocabulary # 1
1) Blandly
2) Gaunt
3) Indolently
4) Scruples
5) Gossamer
6) Palpable
7) Nocturnal
8) Futile
9) Furtive
10) Reciprocate
11) Naive
2) Gaunt
3) Indolently
4) Scruples
5) Gossamer
6) Palpable
7) Nocturnal
8) Futile
9) Furtive
10) Reciprocate
11) Naive
Monday, 15 August 2011
Welcome to English 9
WELCOME TO ENGLISH I
A. What will we do in English I?
1. Focus on the Alaska State Standards in Reading and Writing
2. Read and study short stories and the elements of literature
3. Read and study Fahrenheit 451 by Ray Bradbury
4. Study and increase our vocabulary
5. Write Blog/Journal entries that correspond with reading assignments
6. Use the writing process
7. Learn how to write better paragraphs
8. Read and study To Kill A Mockingbird by Harper Lee
9. Read, study, write and perform poetry
10. Make projects that correspond to readings
11. Use reading strategies to become better readers
12. Read and study Romeo and Juliet
B. What materials do students need?
1. Writing utensils
2. A separate spiral notebook (70 pages)
3. Two pocket folder for Writing Portfolio
C. What about grades?
Each assignment will be worth a set number of points. The weight of the assignment will be explained when the assignment is given. A general guideline follows:
Daily assignments: 10-25 points
Homework: 10-25 points
Quizzes: 25-50 points
Tests: 100-200 points
Essays: 100-200 points
Projects: 100-200 points
Journal: About 10%
D. What guidelines do we need for a good learning environment?
1) RESPECT is the 1st rule. Respect self, other learners, and property.
2) LEARNING is the 1st priority.
3) ACT the AGE you want to be treated.
4) Make GOOD CHOICES and BE ACCOUNTABLE for the bad ones.
5) Be ON TIME and ON TASK
CLASSROOM ACTIVITIES
The following is a list of some activities we will do in class.
1) Group Work
2) Projects
3) Drama/Simulations
4) Review Games
5) Note taking
6) Silent and Oral Reading
7) Tests
8) Oral Presentations
9) Journal Writing
10) Prewriting/ Outlining/ Writing/ Revising/ Editing/ Publishing
11) Vocabulary Charades
12) Watching Films that corresponds with class reading
13) Listening to music that corresponds with class reading
A. What will we do in English I?
1. Focus on the Alaska State Standards in Reading and Writing
2. Read and study short stories and the elements of literature
3. Read and study Fahrenheit 451 by Ray Bradbury
4. Study and increase our vocabulary
5. Write Blog/Journal entries that correspond with reading assignments
6. Use the writing process
7. Learn how to write better paragraphs
8. Read and study To Kill A Mockingbird by Harper Lee
9. Read, study, write and perform poetry
10. Make projects that correspond to readings
11. Use reading strategies to become better readers
12. Read and study Romeo and Juliet
B. What materials do students need?
1. Writing utensils
2. A separate spiral notebook (70 pages)
3. Two pocket folder for Writing Portfolio
C. What about grades?
Each assignment will be worth a set number of points. The weight of the assignment will be explained when the assignment is given. A general guideline follows:
Daily assignments: 10-25 points
Homework: 10-25 points
Quizzes: 25-50 points
Tests: 100-200 points
Essays: 100-200 points
Projects: 100-200 points
Journal: About 10%
D. What guidelines do we need for a good learning environment?
1) RESPECT is the 1st rule. Respect self, other learners, and property.
2) LEARNING is the 1st priority.
3) ACT the AGE you want to be treated.
4) Make GOOD CHOICES and BE ACCOUNTABLE for the bad ones.
5) Be ON TIME and ON TASK
CLASSROOM ACTIVITIES
The following is a list of some activities we will do in class.
1) Group Work
2) Projects
3) Drama/Simulations
4) Review Games
5) Note taking
6) Silent and Oral Reading
7) Tests
8) Oral Presentations
9) Journal Writing
10) Prewriting/ Outlining/ Writing/ Revising/ Editing/ Publishing
11) Vocabulary Charades
12) Watching Films that corresponds with class reading
13) Listening to music that corresponds with class reading
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