Commonplace books will not be due this week because I was not in class to return them. Instead, they will be due Monday, October 29th with 20 entries.
And for any of you who are wondering, I was absent because one of my dogs was attacked and had to be under observation for two days to ensure that she did not have airway or chestwall damage. She is healing slowly but is doing better. Thanks for thinking of her. I will see you all on Monday.
Oh, and you still have a test Period 5 so be prepared!
Period 6: You're in big trouble!
Saturday, October 20, 2007
Wednesday, October 17, 2007
Per. 5 Homework
Please prepare for your Of Mice and Men test: Monday 10/22. Essay and Scrapbook is now due Friday 10/26/2007.
Grammar Homework: Prepositions pg. 21-22, Exercise 21 only.
Grammar Homework: Prepositions pg. 21-22, Exercise 21 only.
Monday, October 15, 2007
Is George a Good Friend to Lennie?
What makes a good friend? Does a good friend stick with you through thick and thin? Will a friend do whatever it takes to care for you and protect you? Is that what makes a good friend? Is George all of these things?
What is your claim? George is or isn't a good friend to Lennie (and why).
What is your argument? This is where you explain (or elaborate on) your "why" or "because".
What is your evidence? How will you argue your claim? Find evidence from the text to support your claim. This evidence can be direct quotes (anything you copy from the text is a quote) or references to circumstances and events that occur in the text. Use a balance of logical, ethical, and emotional appeals in order to both persuade your audience and make your argument more credible. Be sure to introduce the source of your evidence.
Do you address any counter claims? A counter claim is an opinion opposite of what you are arguing in your essay. Addressing a counter claim makes your essay stronger. Most counter claims are used to introduce a portion of the writer's argument. Many counter claims are introduced with "Although ... Even though ... Despite ...".
Here is an example of a counter claim:
Although Robert Cooke claims that "the global weather equation is enormously complex and no one knows exactly how to work it out", the role of humans should not be discredited. Human beings have drasticaly altered the face of the earth and this alteration does not go without its side effects.
Use what you know about denotation, connotation, diction and tone from analyzing other persuasive essays to create your own persuasive essay.
Make sure your essay meets the criteria for the persuasive essay as outlined in your rubric.
This essay should be in standard format: typed, double-spaced, in 12pt Times New Roman font, with 1 inch margins. I will also accept essays neatly handwritten on white paper if they follow the standards outlined in the beginning of the year.
What is your claim? George is or isn't a good friend to Lennie (and why).
What is your argument? This is where you explain (or elaborate on) your "why" or "because".
What is your evidence? How will you argue your claim? Find evidence from the text to support your claim. This evidence can be direct quotes (anything you copy from the text is a quote) or references to circumstances and events that occur in the text. Use a balance of logical, ethical, and emotional appeals in order to both persuade your audience and make your argument more credible. Be sure to introduce the source of your evidence.
Do you address any counter claims? A counter claim is an opinion opposite of what you are arguing in your essay. Addressing a counter claim makes your essay stronger. Most counter claims are used to introduce a portion of the writer's argument. Many counter claims are introduced with "Although ... Even though ... Despite ...".
Here is an example of a counter claim:
Although Robert Cooke claims that "the global weather equation is enormously complex and no one knows exactly how to work it out", the role of humans should not be discredited. Human beings have drasticaly altered the face of the earth and this alteration does not go without its side effects.
Who is your audience? Who you're writing for directly determines what evidence you use to argue your claim. Be sure to determine your audience. It could be your teacher, a classmate, a character in the story, someone who has already read the story, or someone who is about to.
What is your purpose? Your reason for writing will determine the form and style your essay takes. In this essay you are trying to persuade someone to believe your point of view, or your claim. Make sure the form your essay takes fulfills this purpose.
Use what you know about denotation, connotation, diction and tone from analyzing other persuasive essays to create your own persuasive essay.
Make sure your essay meets the criteria for the persuasive essay as outlined in your rubric.
This essay should be in standard format: typed, double-spaced, in 12pt Times New Roman font, with 1 inch margins. I will also accept essays neatly handwritten on white paper if they follow the standards outlined in the beginning of the year.
Wednesday, October 10, 2007
Homework Reminders 10/12/07
Period 2: Commonplace Books Due Monday (16)! Read Read Read! Where is your reading log? If you haven't turned it in, do so Monday! It counts as a test grade!
Period 3/4: Study Vocab; Read Read Read! Commonplace Books Due Monday (16)! Get ready to start Unit 14!
Period 5: Bring in copy of Fast Food Nation for Monday, 10/15/07.
Commonplace Books Due Tuesday (16)!
Grammar: Read, take notes, and complete the exercises: Pgs 28-35 (ex. 1-4 evens only), Pgs. 37-39 (ex. 9 evens only). I will be looking for notes from all of your grammar work so far. If you haven't taken notes on the others, go back and do so this weekend.
Begin reading Of Mice and Men. Have it finished by Friday, October 19th. Prepare for test and essay assignment (10/19/07).
Period 6: Keep going on those resentments: please have 5 done for Monday! Commonplace Books Due! (16) Summarize AB 537 and the Title 9 pamphlet. These summaries count as an essay grade!
Period 3/4: Study Vocab; Read Read Read! Commonplace Books Due Monday (16)! Get ready to start Unit 14!
Period 5: Bring in copy of Fast Food Nation for Monday, 10/15/07.
Commonplace Books Due Tuesday (16)!
Grammar: Read, take notes, and complete the exercises: Pgs 28-35 (ex. 1-4 evens only), Pgs. 37-39 (ex. 9 evens only). I will be looking for notes from all of your grammar work so far. If you haven't taken notes on the others, go back and do so this weekend.
Begin reading Of Mice and Men. Have it finished by Friday, October 19th. Prepare for test and essay assignment (10/19/07).
Period 6: Keep going on those resentments: please have 5 done for Monday! Commonplace Books Due! (16) Summarize AB 537 and the Title 9 pamphlet. These summaries count as an essay grade!
Tuesday, October 9, 2007
Of Mice and Men! (per. 5)
Please read the text Of Mice and Men by Friday, October 19th.
Prepare for a test and complete your essay to turn in on that day.
Your essay should persuade your reader of your opinion. Is George a good friend to Lennie? Why or why not? Support your claim with evidence from the text.
Prepare for a test and complete your essay to turn in on that day.
Your essay should persuade your reader of your opinion. Is George a good friend to Lennie? Why or why not? Support your claim with evidence from the text.
Words to Describe Tone
TONE VOCABULARY:
critical
arrogant
whimsical
detached
angry
pretentious
fanciful
apathetic
threatening
condescending
wistful
indifferent
irate
patronizing
flippant
straightforward
outraged
humorous
nostalgic
candid
indignant
bantering
sentimental
didactic
ambiguous
silly
reflective
learned
confused
mock-heroic
regretful
scholarly
perplexed
amused
remorseful
pedantic
ironic
happy
apologetic
moralistic
tongue-in-cheek
ecstatic
challenging
inspirational
sarcastic
effusive
contentious
respectful
sardonic
contented
inflammatory
reverent
mocking
disappointed
shocking
sympathetic
irreverent
sad
dramatic
compassionate
disdainful
elegiac
passionate
interested
contemptuous
melancholic
restrained
urgent
caustic
depressing
impartial
serious
biting
mournful
objective
ominous
cynical
poignant
clinical
apprehensive
skeptical
somber
factual
foreboding
wry
critical
arrogant
whimsical
detached
angry
pretentious
fanciful
apathetic
threatening
condescending
wistful
indifferent
irate
patronizing
flippant
straightforward
outraged
humorous
nostalgic
candid
indignant
bantering
sentimental
didactic
ambiguous
silly
reflective
learned
confused
mock-heroic
regretful
scholarly
perplexed
amused
remorseful
pedantic
ironic
happy
apologetic
moralistic
tongue-in-cheek
ecstatic
challenging
inspirational
sarcastic
effusive
contentious
respectful
sardonic
contented
inflammatory
reverent
mocking
disappointed
shocking
sympathetic
irreverent
sad
dramatic
compassionate
disdainful
elegiac
passionate
interested
contemptuous
melancholic
restrained
urgent
caustic
depressing
impartial
serious
biting
mournful
objective
ominous
cynical
poignant
clinical
apprehensive
skeptical
somber
factual
foreboding
wry
Monday, October 8, 2007
Homework Reminders!
Period 2: Grammar pgs. 3-5 (read about nouns!) and complete exercises 1-3 all
Period 3/4: Homework Packet pgs. 1-3 (both sides); study vocabulary and spelling
Period 5: Grammar pgs 3-5 (exercises 1,3) and pgs. 11-16 (exercises 9, 10, 11, 13); Commonplace Book due Wednesday, 10/10 (12 entries); Persuasion Analysis Essay ("Rising Tides" vs. "An Arctic Floe of Climate Questions") due Friday, 10/12
Peiod 6: Say, Mean, Matter paragraph due for quote: "You only see the turn; you don't see the road ahead" from Stand and Deliver; Commonplace Book due Tuesday, 10/9 (12 entries)
Period 3/4: Homework Packet pgs. 1-3 (both sides); study vocabulary and spelling
Period 5: Grammar pgs 3-5 (exercises 1,3) and pgs. 11-16 (exercises 9, 10, 11, 13); Commonplace Book due Wednesday, 10/10 (12 entries); Persuasion Analysis Essay ("Rising Tides" vs. "An Arctic Floe of Climate Questions") due Friday, 10/12
Peiod 6: Say, Mean, Matter paragraph due for quote: "You only see the turn; you don't see the road ahead" from Stand and Deliver; Commonplace Book due Tuesday, 10/9 (12 entries)
Persuasive Analysis Essay Assignment
Write a brief essay in which you evaluate the credibility of the arguments presented in the articles, "Rising Tides" by Bob Herbert and "An Arctic Floe of Climate Questions" by Robert Cooke. What is the author's intent in each case? What is each writer's opinion, or claim? Is each argument logical and convincing? How strong and comprehensive is the evidence and other support each writer presents in his argument? Whose view - Herbert's or Cooke's - do you find more credible and persuasive?
Use your graphic organizer to formulate your ideas and opinions. Make sure you use your vocabulary words in your essay. The final product should be 2 pages, typed, double spaced, in 12 pt Times New Roman font, with 1 inch margins. Or, it should be neatly handwritten on white paper according to the class guidelines.
Due: Friday, October 12, 2007
This essay will be used to assess your mastery of the following English Language Arts standards:
California State Standards
Reading 2.5
Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Reading 2.8
Evaluate the credibility or an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
Writing 2.4
Write persuasive compositions
Writing 1.1
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Writing 1.4
Develop the main ideas within the body of the composition through supporting evidence.
Writing 1.6
Integrate quotations and citations into a written text while maintaining the flow of ideas
Language Conventions 1.4
Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Language Conventions 1.5
Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.
Use your graphic organizer to formulate your ideas and opinions. Make sure you use your vocabulary words in your essay. The final product should be 2 pages, typed, double spaced, in 12 pt Times New Roman font, with 1 inch margins. Or, it should be neatly handwritten on white paper according to the class guidelines.
Due: Friday, October 12, 2007
This essay will be used to assess your mastery of the following English Language Arts standards:
California State Standards
Reading 2.5
Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
Reading 2.8
Evaluate the credibility or an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
Writing 2.4
Write persuasive compositions
Writing 1.1
Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
Writing 1.4
Develop the main ideas within the body of the composition through supporting evidence.
Writing 1.6
Integrate quotations and citations into a written text while maintaining the flow of ideas
Language Conventions 1.4
Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
Language Conventions 1.5
Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.
Say, Mean, Matter
Say
Citation, Quote, Paraphrase, or Summary
Mean
What does the quote mean?
What does the author want the reader to think about, learn, or feel by reading or viewing this?
Matter
How does this quote relate to the text as a whole?
Why is this passage or text important?
How does this text relate to the reader and the world at large?
Citation, Quote, Paraphrase, or Summary
Mean
What does the quote mean?
What does the author want the reader to think about, learn, or feel by reading or viewing this?
Matter
How does this quote relate to the text as a whole?
Why is this passage or text important?
How does this text relate to the reader and the world at large?
Wednesday, October 3, 2007
How To Analyze Tone: A Class Model (per. 5)
In the article "Rising Tides", Bob Herbert attempts to persuade his readers that global warming is here and is something we need to take seriously. To do this, Herbert uses language with strong connotations. For example, Herbert writes, "It's February and it's cold in New York, which can help us maintain the fiction that the planet is not warming at a scary rate." The word fiction has a negative connotation. It means that something is fake or based on imagination rather than reality. Herbert uses this word in order to create an angry or mocking tone. Thus, Herbert's diction creates a highly charged, or emotional tone which is meant to persuade his readers to believe in his argument. Because of his highly emotional language, Herbert creates a persuasive argument that his readers should take action to combat global warming.
California State Standards:
Reading 1.2
Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Reading 2.8
Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
California State Standards:
Reading 1.2
Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Reading 2.8
Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
Double Entry Log Notes: How To Analyze Connotation (per. 2)
"The easiest approach for the time being is to pretend it’s not happening."
In this sentence, the word pretend has a strong emotional connotation. The word pretend makes readers think about when they were younger and played games of imagination. The word means that someone is living in a fantasy world, that they are not aware of the truth. This word catches the reader's attention because of this emotional connection.
California State Standards:
Reading 1.2
Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Reading 2.8
Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
In this sentence, the word pretend has a strong emotional connotation. The word pretend makes readers think about when they were younger and played games of imagination. The word means that someone is living in a fantasy world, that they are not aware of the truth. This word catches the reader's attention because of this emotional connection.
California State Standards:
Reading 1.2
Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.
Reading 2.8
Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
Welcome to Our Blog!
Students, Parents, Fellow Teachers: Welcome to Our Class Blog!
Here you will find important information about our class, such as homework assignments, class notes, links to websites where you can find more information, and suggestions for outside reading assignments. You may also leave comments, ask questions, get extra help, and post information you think is relevant for others in the class.
I hope you find this site useful and visit it often.
Here you will find important information about our class, such as homework assignments, class notes, links to websites where you can find more information, and suggestions for outside reading assignments. You may also leave comments, ask questions, get extra help, and post information you think is relevant for others in the class.
I hope you find this site useful and visit it often.
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