Tuesday, Feb. 5th (section 3), Wednesday, Feb. 6th (section 1 and 2)

Agenda: 

Descriptive papers were handed back to students with rubrics and comments. Students were to hand-in a second descriptive paper that reflected correction and learning from first attempt. Many students opted to take back their homework for a second revision on their second attempt. The second revision is due on Thursday, Feb. 7th for section 3.

Homework (for Section 3): 

1. Complete the worksheet attached here, using your own observations of the poem. DO NOT RESEARCH your answers as it hands over the authority of the poem to an external source and also takes away the the experience of uncovering meaning and arriving at a personal response--our very goal when analyzing literature. Also, the document is not editable, so please print it out and then write out your answers with your poem booklet next to you.

2. Rewrite your descriptive paper with it in mind that you are to
   a. Write a plan (Paragraph 1: orientating the reader to the situation and setting; Paragraph 2: allowing for movement for the writer, changing focus; Paragraph 3: interaction or movement of some sort experienced by the voyeur or the parties involved)
   b. Use 5 senses (auditory, visual, somatosensory gustatory, and olfactory)
   c. Complex, compound and simple sentence structure
   d. Literal sentences but with interesting verb choices and much detail
   e. Figurative language infused with personification, onomatopoeia, metaphors, similes, and other forms of imagery.

Homework (for Section 1):

 1. Rewrite your descriptive paper with it in mind that you are to
   a. Write a plan (Paragraph 1: orientating the reader to the situation and setting; Paragraph 2: allowing for movement for the writer, changing focus; Paragraph 3: interaction or movement of some sort experienced by the voyeur or the parties involved)
   b. Use 5 senses (auditory, visual, somatosensory gustatory, and olfactory)
   c. Complex, compound and simple sentence structure
   d. Literal sentences but with interesting verb choices and much detail
   e. Figurative language infused with personification, onomatopoeia, metaphors, similes, and other forms of imagery.

2. Read through the book of poetry. Be able to pick out a few poems that you would like to especially look into and read. Read Composed Upon Westminster Bridge by Williams Wordsworth. No need to annotate. 

Tuesday, January 22nd (section 3), Monday, January 21st (Section 1 and 2)

Agenda: 

The midterm covering First Language Paper 2 was reviewed. Test-taking strategies were reviewed for questions 1 (Transformation), question 2 (Writer's Effects) and question 3 (Summary). For some classes, Mrs. Wilcox made an appearance and also reiterated test strategies and things to keep in mind. 

FIRST LANGUAGE PAPER 2 ITEMS TO NOTE:

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Question 1: Genre transformation

·      Tone is the Key (especially with dialogue) and creation of the voices that the 2 women would have.  In any text (letter article etc) the students must understand the voice in which they will write.

 

·      Address all 3 bullets

·      Length – it states 1.5- 2 sides

·      Imagined endings - too much deviation from the text (2 women going for coffee)

Question 2: Writer’s effects

·      Don’t go outside paragraph for info.

·      Don’t paraphrase analyse (PETER)

·      Short quotes (Words Phrases Images)

·      Bullet parts a) b) should be labeled and dealt with separately

·      Organization of this section needs work:

Grouping like ideas together to avoid repetition

1^st sentence a thesis: The author describes the church as a terrible place for the wedding or Mr Kougar is described as being clownish, fun loving and clueless.

3-4 PETERs per answer

Question 3: Summary

·      No intro or conclusion

·      Planning works on 3 levels:

·               to ensure you have enough ideas (20+ to allow for errors in this one the three letters only got one point)

·               to avoid lifting from the text

·               to organize the ideas into similar ideas to avoid repetition or excess words.  

Homework: 

Since most students struggled with question 2 (Writer's Effects), students are to re-read the following excerpt and attempt the test prompt for section a only. Length: 1/2 to 3/4 a page only!

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Paragraph 4: The church was a barn of a place, full of gloomy, eerie corners that goodness knows what livestock might inhabit. An intermittent dripping could be heard from somewhere far away, for today it was raining heavily and with age the roof had become an ill-fitting jigsaw. The congregation was aware of an unpleasant clamminess inside the church. Mrs Ferris-Grebe had chosen this place for her daughter’s wedding, as she and the major had been married here twenty-five years before. 

2 Re-read the descriptions of:

1. (a)  the church in paragraph 4;
   

Select words and phrases from these descriptions, and explain how the writer has created effects by using this language. [Total: 10] 

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Homework for Section 1: 

Answer the following questions and email Mrs. Lee at youngen.lee@seoulforeign.org by 8:00 AM Thursday morning:

1. What did you notice about areas you can improve in
a. Question 1:
b. Question 2:
c. Question 3:

2. In review of my midterm, my narrative, my overall progress, effort and online presence, I believe my work this semester can be described as: (Choose one and elaborate).
a. Excellent because _____.
b. Good because ______.
c. Fair because _____.
d. Below my potential because _____.

Monday, Jan. 14th

EXAM DETAILS:

Place: Robb Hall (NOT Black Box Theater!)
Time: 8:15 - 10:15
Bring: Black or Blue pen and notes on First Language Paper 2 Exam (1 sheet)
Note: I will be available at 8:00 on exam day outside Robb Hall so feel free to ask questions.

Monday, January 7 (section 1 and 2), Tuesday, Jan. 8 (section 3)

Happy New Year!

Agenda: 

Today we reviewed what we left off with before Christmas Break. Precisely, simple, compound and complex sentences and how to use them when writing a summary. A worksheet was completed in class and students wrote a summary modeled after a sample summary with only simple sentences given in class about the following picture:

Student samples: 

The occasional summit of a rocky mountain is blanketed by the ghostly white clouds that lay low in the ominous sky. The valleys sweeped majestically between the mountains covered in green and gold brittle grass. The ripened wheat waltzed in the wind. The river snaked through the valley and shattered like a mirror as the wind hit its surface. The lone whit shed clung miserably to the edge of the water.  --Michelle Kim

**Notice Michelles's use of interesting verbs other than "to be" or "to have" and chooses the objects in the image to be the subject of her sentences, and then chooses interesting verbs. For example, clouds blanket, valleys sweep, the river snaked. She also huddles well-chosen adjectives next to her nouns such as lone and white to describe the shed or ghostly and green and gold and brittle to describe the grass.

Sparse clouds dot the dark skyline. Jagged mountains form valleys, their pinnacles piercing the heavens. Parched vegetation, golden and emerald, coat the canyons. Glowing wheat surrounds the lakes and waltzes with the wind. Weaving through the ravines, gentle streams wave with the breeze. A tiny white shed rests by the river. --Hugh Surdeau

**Hugh also uses well-chosen adjectives such as "sparse" to describe the clouds, "jagged" to describe the mountains, and "parched" to describe the vegetation. Additionally he uses interesting verb choices such as the describe the "clouds dot", the "vegetation ...coat the canyons" and the "streams ...wave". He includes complex sentences with dependent clauses interspersed between the independent clauses. 

"The gloomy and miserable sky dominates the landscape below it, and the only [things] that are visible above are the thin, white clouds which stand out from the darkness. The rocky mountains summits disappear into the black fog, and in between those ascents are valleys where light shines below. Since the light illuminates whats on the ground, the grass are simply shades of green and yellow, while the wheat appears to be a brilliant shade of yellow. Along the valley lies a river; where its water reflects the sky, and on the side, lies a isolated white hut." --Oliver Newman

"The dark skies, filled with white, wispy clouds, collides with the land, as the mountain peaks dip into the sky and vanish. Glancing upwards from the swaying grass, rough textured mountains stand rooted upon a translucent river saturated under viscous turquoise. Moisture, exasperated from the sun-bathed wheat fields, prevails throughout the picturesque panorama of the Alaskan Mountains. A wan white shed wavers under the grandeur alps. At a cursory glance, it seems almost as if the shed shifts continually under a mysterious force of the water." --Anno Chang



And for your FYI, commas and punctuation are important. Case and point:

Homework: 

Re-read A Horse and Two Goats for next class lecture.

Tuesday, Dec. 11th (Section 1)

Agenda:

1. (section 1) Santa letters were handed back. Students were to make note of what they must improve on in order to adhere to the format and expectation of writing a formal letter.

2. Summary re-writes were read to fellow students. Student partner draws the features of the setting and makes a remark to the writer regarding which features of the land were missing or well-described. Remember: Without the full picture, the maximum band a student can reach is 3.

3. Students were to read the rest of their summaries to each other with information regarding Muni. Partners are to mark how many features are described.

Homework:

1. Complete the reading for A Horse and Two Goats with annotations.

Wednesday, Dec. 5th (section 1 and 2) Thursday, Dec. 6th (section 3)

Agenda:

1. We collected and read aloud some of the formal complaint Christmas letters that students wrote for homework. Be on the look out for sample letters posted soon.

2. We then read the first two pages of the short story, A Horse and Two Goats. We annotated the story together and then compiled information on a diagram that looked the like the following:

Summarize
(a) features of the setting
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

(b) information given about Muni
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

3. Students were to draw a map of the village of Kritam and surrounding features mentioned in the text. As each class finished their prep work for the writing, the 15 minutes of writing time to complete the summary will be done for each section differently, as indicated below:
     Section 1 - done in class
     Section 2 - done at home, self timed
     Section 3 - will be done during next class.

Writing Contest Opportunity

Students from SFS have won up to $1,000 USD!

Writing Categories

INSTRUCTIONS FOR ALL WRITING CATEGORIES
• Font: 12 pt. Times New Roman or Arial
• Titles: Titles at the top of the first page only. Do not use a separate title page. Poems should be titled individually.
• Do Not Use Real Names: Real names should not be used. Winning work is displayed publicly and the identities of real people must be protected.
• No Name: The student’s name should NOT appear anywhere on the manuscript.
• No Images: No illustrations, photographs or graphics.
• Sources: Sources must be cited. Footnotes/works cited are not considered part of the word count.
• Collaboration: Collaborative works are not allowed in any writing categories

Short Story

Category Description
A fictional narrative written in prose.

Special Instructions
1,300–3,000 words.
Please note word length limits for Flash Fiction compared to Short Story.
Short Stories in which humor or science fiction/fantasy are key elements should be submitted in those respective categories.

Personal Essay / Memoir

Category Description
A self-revelatory work dealing with individual experience.
Special Instructions
Grades 7–8: 500–3,000 words.
Grades 9–12: 750–3,000 words.
This category includes nonfiction work only. Fictional essays should be submitted in the Short Story or Flash Fiction categories.

Humor

Category Description
Writing that uses satire, parody or humorous anecdote.
600 – 3,000 words.
Work in any genre in which humor is the key element should be submitted in this category.

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Details on how to submit can be found here.  If you are interested in submitting work, please see Mrs. Lee to continue the editing process. You must be entered by January (exact date TBA). 

Also, DEC. 5 is the last day to submit work to Magpie, the school's literary magazine. If you wish to submit your memoir, please email Mrs. Lee at youngen.lee@seoulforeign.org an electronic copy of your work.