Wednesday, Oct. 31 (section 3) and Thursday, Nov. 1 (section 1 and 2)

Edward Scissorhands, Mermaid Man, Dorothy, and a biker

Anno showing off his gangnam style. Johnny striking a pose.

Ben Wee. Tah-dah!

After correcting the last four summary examples from the Summary Packet, students were handed back their summaries on Passage A and Passage B from the packet to mark according to the rubric. Students were then handed back their summaries to edit. Edits are due Monday Nov. 12th for section 3 and Tuesday, Nov. 13th for section 1 and 2.

Have a great DW!

Monday, Oct. 29

Agenda: 

Students turned in their summaries from their packets. In class we went over five more sample summaries.

Homework: 

1. Students must finish the packet by reading the remaining 4 summaries and giving it a mark for both content and language. We will discuss these outcomes during the next class.

2. Review Fly in the Ointment by V.S. Pritchett, making note of the following:
     a. How does Pritchett make the father a sympathetic character?
    b. On what items does the father focus his attention when distracted from his conversation with his son? (there are at least 4 items).
     c. What other meanings might be drawn from the phrase "It's piculiar how you can hear everything now the machines have stopped."
     d. What is the difference between the father's big face and small face? How does differentiation further characterize the father?
     e. What might you infer based ont eh overuse of "I" and "You" in the first paragraph on pg. 115.

Monday, October 15th (section 1 and 2)

Agenda: 

Today we went over the structure of a news report (accessible as a google doc here): 

Mrs. Lee handed out envelopes with an article cut into paragraphs about Julius Caesar. Based on what students learned about the components of a news report structure, the article was arranged on the desk. After students could verbally defend their arrangement and put the paragraphs in the correct order, the students were mark the complete article for the following with brackets: 


repetition, 
imagery, 
minor detail, 
comment, 
quotation, 
explanation, 
introduction, 
conclusion. 

The remaining sentences are checked for redundancy. The word box at the bottom of the article may be used by students to write a summary. Since a summary should be no longer than half the length of the thing being summarized, the Julius Caesar article summary should be no longer than 100 words. 

Homework: 

1. If not completed in class, complete your summary of the Julius Caesar article by next class. 
2. Complete the summary of the first two pages of F.I.T.O, if you have not already completed it before class. 

Monday, October 8 (Section 3) and Tuesday, October 9 (Section 1 and 2)

Agenda:  

Work for FL Paper 2.3 were handed back with rubrics attached (today for section 1 and last class for section 2).  Student work was heavily annotated by Mrs. Lee. Students are to extend their 500 word piece to that of 750 words or more hand-written and double spaced.

To seek extra help, students must first watch the video and apply the suggestions in their video to their work. Students must first make the attempt to improve their work on their own before making an appointment. The final copy of the paper is due Monday, October 15th (section 1 and 2) or Tuesday, October 16th (Section 3).

Today we also worked on steps 1 and 2 of the summary writing process in class. For homework, students are to copy 15 phrases associated with the mode and tone, 10 phrases that describe the relationship between father and son and then translate all 25 aspects of the text into their own words.

Homeowork: 

1. Watch the video below before redrafting your paper. 750 word minimum draft due according to the dates listed above in the Agenda.

2. Weblog due next class: post 200 words at minimum of your favorite exerpts of your IRB1 on your weblog. Then describe the topic that your author points toward in the narrative and his or her specific perspective on that topic.

For example, if you were reading the Kite Runner you might consider the topic of stealing. The protagonists desires to have a relationship with his father, who describes the worst act a man can perform as stealing. Although initially the protagonists considers the act as one of a physical nature, the protagonists finds himself performing a series of ill-devised gestures toward a servant boy. The author provokes the reader to reconsider the act of stealing to be one of an intangible nature and thereby reconstitutes a different perspective on what it means to steal. The author suggests ownership of friendship, loyalty, kinship, innocence are stolen away simply out of the act of choosing self-preservation over personal satisfaction over the right of another to the same.

When writing your own response to your book, include the following:

1. Topic Sentence: A sentence that answers the prompt and includes author, genre and title.
2. Contextualization: give context for the audience. That mean including a very brief overview of the major tenants of the narrative. You should also give context for the quote before you introduce it which may include indicating where in the plot arc the quote occurs with special attention to the major action just before the quote or giving a conceptual context or describing what the author was aiming to do just before the quote you are about to introduce.
3. Evidence: This should be a short string of words that substantiates your claim. Here you are showing the reader that your claim is valid because it is strongly inferred or directly stated in the text.
4. Syntax/Semantic-specific comment: What word or word order or literary technique is used in the quote stated that helped you to infer your reasoning for your claim in the topic sentence. You may have also chosen to summarize or restate the quote in your own words.
5. Comment: In summary, address the question but this time with the entirety of your argument as your arsenal. Remind the reader of your original claim but perhaps point toward the irony or the reason why your claim impenetrable.

3. Finish your list of 25 phrases and translate them in your own words to prepare for next class.