Week4 2011-12

Week 4	Class work	Homework
Monday (Print out syllabus and turn in by Tuesday at beginning of class for 100 points extra credit). Remember you must finish reading the Scarlet Letter by 10/7/11.	Vocabulary Quiz Objectives: ·      To understand types/tools of comparisons Review of Simile and Metaphor Simile is a comparison using like or as A Metaphor is a figure of speech that makes either a direct comparison (something is/was something else) or and implied comparison. Ex. She was a stone (direct) Her stony silence filled the room (implied) ·      To recognize an author’s values/belief system/s.	Re-Read The Diary of Samuel Sewall and Sinners in the Hands of an Angry God by Jonathan Edwards Take Cornell notes and Annotate in your reader’s writer’s notebook. THIS IS A GRADED ASSIGNMENT_ SEE ANNOTATION RUBRIC! Complete the Simile and Metaphor Table Handout
Tuesday Vocabulary The Diary of Samuel Sewall Agitated Forbear Vindicate Reiterated Sinners in the hands… Wrath Crucible Persecuted Parochial Vengeance Begrudge Corroborate Hypocrite Predilection Contention Trepidation implied Implicate	Do Page 60 1-6 and Vocabulary Study Objectives: To recognize an author’s tone	Read Page 61 and Begin reading Act 1 of the Crucible pp. 61-86 Bring Crucible Packet to class!
Wednesday	Crucible Packet	Finish Act 1 of the Crucible pp.61-86
Thursday	Holiday	Finish Act 1 of the Crucible pp.81-86
Friday	Vocabulary Quiz Crucible Packet	Study for Act 1 Test What factors make Salem ready for a witch-hunt? Why has parries called the reverend Hale to assist him? How has Goody Putnam used her bitterness about children to implicate others of witchcraft? What was really happening in the woods the night that Parris saw the girls dancing? What is Parris’s position in the community?

Vocabulary Workshop MP3 Files, Games and Puzzles

This vocabulary workshop will prepare you for the vocabulary you will find on the SAT, CST, and EPT ( California State University English Placement Test) .

Remember you will want to achieve the highest scores possible on these exams!

Vocabulary Workshop Level F

Week 3 2011-2012

Week 3	Class work	Homework
Monday (Print out syllabus and turn in by Tuesday at beginning of class for 100 points extra credit). Remember you must finish reading the Scarlet Letter by 10/7/11.	Read Of Plymouth Plantation Pp30-32 How to Annotate A Text	Read Offer Of Help by Canassatego pp. 33 Read The Life of Mary Jemison PP. 39 Answer Questions 1-6 pp.39
Tuesday Vocabulary Of Plymouth Plantation Peril Tedious The Life of Mary Jemison Foreboding Serene Diligent The Diary of Samuel Sewall Agitated Forbear Vindicate Reiterated Sinners in the hands… wrath	Preconceived notions and attitudes How do ideas evolve/ change? Style- Language is the tool of writers. How a writer uses language is their style. ·      Dialogue ·      Vivid imagery ·      Syntax (word arrangement) ·      Word choice ·      Tone ·      Mood Goal: To be able to identify the author’s purpose. Literature can raise questions and acknowledge contradictions implicit in any moral decision (right or wrong). Paradox: Europeans thought themselves more civilized than the native people in the colonies. Yet civilizations flourished for centuries in the Americas. How do civilized people behave? What are their values?	Write out your definition of civilized.  Create A Similarities and Differences Table Pp. 40 Writer’s Notebook Update Prompt Native Americans and Colonists Similarities Differences
Wednesday	Outline a 5 paragraph essay addressing the paradox (a self-contradictory statement) that the Europeans regarded the Native Americans as uncivilized when their civilizations had existed for centuries. Think about the Moral Viewpoints (what is the lesson to be learned). What was the European Perspective on the Indians?  What was Canassatego’s perspective on the European’s Level of Education and competency?  What evidence of civilization did he observe?	Draft your essay on The “Civilization Paradox” Rubric: Introductory Paragraph ·      Attention grabbing Opener ·      Background Information ·      Opinion Statement Body Paragraph1 ·      First reason o   Logical appeal o   Expert Opinion o   Fact and Statistic
Thursday	Body Paragraph 2 ·      Second reason o   Emotional Appeal o   Fact o   Anecdote o   Expert Opinion Body Paragraph 3 ·      Third reason o   Ethical Appeal o   Facts and examples Conclusion o   Restatement of Opinion o   Summary of reasons o   Call to Action	Run another spell and Grammar check on your essay and submit to TURNITIN.COM
Friday	Vocabulary Test Review of Simile and Metaphor Simile is a comparison using like or as A Metaphor is a figure of speech that makes either a direct comparison (something is/was something else) or and implied comparison. Ex. She was a stone (direct) Her stony silence filled the room (implied)	Read The Diary of Samuel Sewall and Sinners in the Hands of an Angry God by Jonathan Edwards Take Cornell notes and Annotate in your reader’s writers notebook. THIS IS A GRADED ASSIGNMENT_ SEE ANNOTATION RUBRIC! Complete the Simile and Metaphor Table Handout

How to Annotate a Text

Click on the following link to see the entire how to annotate lesson:How to Annotate a Text

 Annotation is a key component of close reading. Since we will annotate texts ( for the books you own only)  all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following:

• Make brief comments in the margins. Use any white space available – inside cover, random blank pages, etc.
• Make brief comments between or within lines of the text. Do not be afraid to mark within the test itself. In fact, you must.

•  Circle or put boxes, triangles, or clouds around words or phrases.
•  Use abbreviations or symbols – brackets, stars, exclamation points, question marks, numbers, etc.
• Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows.
• Underline – CAUTION : Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets.
• Highlight – use CAUTION – don’t highlight everything!
•  Create your own code.
• Use post-it notes ONLY if you have exhausted all available space (unlikely).

Close Reading. What should you annotate? Again, the possibilities are limitless. Keep in mind the reasons we annotate. Your annotations

must include comments. I want to see evidence of thinking.

• Have a conversation with the text. Talk back to it.
• Ask questions (essential to active reading).
• Comment on the actions or development of a character. Does the character change? Why? How? The result?
• Comment on lines / quotations you think are especially significant, powerful, or meaningful.
•  Express agreement or disagreement.
• Summarize key events. Make predictions.
• Connect ideas to each other or to other texts.
• Note if you experience an epiphany( aha I get it moment of understanding)
• Note anything you would like to discuss or do not understand.

Note how the author uses language. Note the significance if you can:

• effects of word choice (diction) or sentence structure or type (syntax)
•  point of view / effect
• repetition of words, phrases, actions, events, patterns
•  narrative pace / time / order of sequence of events
• irony
• contrasts / contradictions / juxtapositions / shifts
• allusions
• any other figure of speech or literary device
• reliability of narrator
• motifs or cluster ideas
• tone / mood
• imagery
• themes
• setting / historical period
• symbols

The most common complaint about annotating is that it slows down your reading. Yes, it does. That’s the point. If annotating as you read

annoys you, read a chapter, then go back and annotate. Reading a text a second time is preferable/essential anyway.

Langston Hughes Poems for Study and Reflection

A Dream Deferred

What happens to a dream deferred?

Does it dry up 

like a raisin in the sun? 

Or fester like a sore-- 

And then run? 

Does it stink like rotten meat? 

Or crust and sugar over-- 

like a syrupy sweet?

Maybe it just sags 

like a heavy load.

Or does it explode?

Mother to Son by Langston Hughes

Well, son, I'll tell you:

Life for me ain't been no crystal stair.

It's had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the floors

Bare.

But all the time

I'se been a-climbin' on,

And reachin' landin's,

And turnin' corners,

And sometimes goin' in the dark

Where there ain't been no light.

So, boy, don't you turn back.

Don't you set down on the steps.

'Cause you finds it's kinder hard.

Don't you fall now

For I'se still goin', honey,

I'se still climbin',

And life for me ain't been no crystal stair.

Resource: http://washingtonart.com/beltway/richeyintro2.html

LANGSTON HUGHES TRIBUTE ISSUE

Luis Alberto Ambroggio

POR EL POETA QUE SOBREVIVA

Edad de Oro.
Dicen que de los miles de poetas
apenas tres sobrevivieron
en la memoria de los siglos;
y acaso sobreviva sólo uno
de los muchos poetas de nuestro calendario.
Irrescatable el silencio de las siembras
los felices versos.
Deshechados los caprichos de belleza.
Ni siquiera el reciclaje salvará alguna rima.
Quizá se conserve en anónimo un epígrafe
y el polvo que cubra los tormentos.
El río, sí, perdurará en su corriente indescifrable
y el cóndor se eternizará en su vuelo.
El amor también repetirá sus aventuras.
La muerte seguirá el curso de los cielos.
De los poetas, sólo uno sabrá decirlo
para las ilusiones de los tiempos que devengan.

¡Cuántas palabras de sobra,
páginas, minutos, árboles cortados al vicio!

Extinción irreversible.
Entre la multitud, tan sólo un grito
(pedestal único, canonizado).
¡Asombrosa siempre la economía del olvido!

Un grano mínimo de arena
en el eterno murmullo del océano.

Un solo grito.

TO THE POET WHO SURVIVES

Golden Age.
They say that of the thousands of poets
barely three survived
in memory over the centuries;
and perhaps of the many poets of our time
only one will survive.
The silence of sowing the happy verses—irretrievable.
The whims of beauty—discarded.
Not even recycling will save a certain rhyme.
Perhaps an anonymous epigraph
and the dust that covers the torments
will be saved.
The river, yes, will endure in its indecipherable current
and the condor will be eternal in its flight.
Love, too, will repeat its adventures.
Death will follow the course of the heavens.
Of the poets, only one will know how to spark
the imagination in times to come.

How many extra words,
pages, minutes, trees cut for the hell of it!

Irreversible extinction.
Of the multitude, only one shout
(a singular pedestal, canonized).
The economy of forgetting is always startling!

A tiny grain of sand
in the eternal murmur of the ocean.

A single shout.

Luis Alberto Ambroggio was born in Argentina. He is author of eleven books of poems, most recently the bilingual collection Difficult Beauty (Cross-Cultural Communications, 2009). He is a member of the North American Academy of the Spanish Language, and has recorded poems for the Archives of Hispanic Literature at the Library of Congress. His poems have been widely anthologized in the US, Spain, and Latin America.

This poem was translated into English by Yvette Neisser Moreno.

Reflective Poem Rubric

Reflective Poem Rubric

DIRECTIONS: This form is designed to help guide you to achieving higher scores on your reflective poem assignment.

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong

1. The content of the poem fulfills all the requirements of the assignment.

                                               1      2      3      4      5

3. Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter.  This poetic reflection can be used as an example for other students.

1    2     3     4     5

3. The organization of the poem is clear and easy to follow.

1      2      3      4      5

4. The poem is descriptive, expressive, and creative.

1      2      3      4      5

5. The contents of the poem demonstrate an understanding of the appropriate events, concepts, or topics.

1      2      3      4      5

6. The poem is well written.

1      2      3      4      5

7. The spelling, punctuation, and grammar in the poem or song are accurate.

1      2      3      4      5

8. The poem or song is neatly typed and submitted to Turnitin.com.

1      2      3      4      5

9. The student did a good job in presenting the poem to the class.

1      2      3      4      5

10. Overall, the work represents the student’s full potential.

1      2      3      4      5

Additional Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Total Points/Grade: __________/100