All sections:
Write about a time when you were:
1. Happy
2. Sad
3. Confused
4. In love (or out of love)
5. Jealous
6. Misunderstood
Wednesday, December 23, 2009
Tuesday, December 22, 2009
Monday, December 21, 2009
Poster Project
For this assignment, you will create a poster based on a term which will be assigned to you. You will receive a packet of information about that term, which you will read and use for the creation of your poster.
In addition to summarizing information from your packet, go online and find an image to go with your poster. If you search Google, you will probably find many.
Be prepared to give a short presentation to the class on your poster. Because each group is getting a different term, it is your job to help the class get to know your character, place or object.
Your work will be assessed based on this rubric. All group members will receive the same grade.
Criteria | Possible Points | Your Points |
The assigned term is clearly visible, and distinct on the poster. It is obvious what the poster is about. | 2 | |
There is at least one image on the poster. The image has a caption (a label that describes what it is) which connects it to the term. | 3 | |
The poster contains key information about the term, including important events connected to the term. | 4 | |
The poster contains key information about the term, including important characters and places connected to the term. | 4 | |
The poster contains key information about the term, including variations in the usage of that term (for example, different texts that tell slightly different versions of the same story—include the title of the text) | 4 | |
Presentation: Students refer to the information on the poster and communicate their points clearly to the class. All students in the group add an important comment to the presentation. | 5 | |
Total | 22 |
Friday, December 18, 2009
Essay on Visions of Humanity (due Friday, January 15, 2010)
Essay on Visions of Humanity
Due Friday, January 15, 2010
In this 5 paragraph essay, you will be using the three texts we have discussed so far in this unit. They are:
“Eldorado,” by Edgar Allan Poe
“The Conqueror Worm,” by Edgar Allan Poe
“The Parable of Man,” from The Once and Future King, by T.H. White
In this essay, you will discuss the perspective of each text regarding the meaning and purpose of human life. What does each text have to say about the quality of human life? The attitude we should have towards our own lives? Examine each text closely, focusing on the authors' perspectives on what the meaning of life might be.
As last time, you will need to turn in evidence of pre-writing, and 2 drafts.
Due on January 6: A graphic organizer to help you structure your essay (you may use something similar to the one I gave you last time, or you may devise your own. A Venn diagram may work well for this assignment as it will help you see the similarities and differences among the three texts).
Due on January 12: Your first and second drafts, with evidence of revision. Remember that your first draft does not have to be perfect. A big part of writing is re-writing. Just like you need to practice that play on the basketball court over and over again until it's perfect, so it is with writing great essays.
Due on January 15: All of your materials, including the graphic organizer, your first and second drafts, and your typed final draft, are due.
Graphic Organizer: 10 points
1st Draft with revision: 10 points
2nd Draft with revision: 10 points
Final Draft: 40 points
Thursday, December 17, 2009
Journal for the Day
All sections:
Consider our last 3 readings ("Eldorado," "The Conqueror Worm," and "The Parable of Man" from The Once and Future King). How can these texts inform your perspective on what it means to live a human life?
Consider our last 3 readings ("Eldorado," "The Conqueror Worm," and "The Parable of Man" from The Once and Future King). How can these texts inform your perspective on what it means to live a human life?
Wednesday, December 16, 2009
The Parable of Man
After reading pp. 188-194 of The Once and Future King, answer the following questions:
1. What do all animals look like before they are born?
2. What gift does God give to the embryos?
3. What reason does Man give for refraining from choosing a tool?
4. Why do you think God is "partially sorry and partially hopeful" for Man?
5. Why does the Wart say he would have liked to go to war? Do you agree with his reasons?
1. What do all animals look like before they are born?
2. What gift does God give to the embryos?
3. What reason does Man give for refraining from choosing a tool?
4. Why do you think God is "partially sorry and partially hopeful" for Man?
5. Why does the Wart say he would have liked to go to war? Do you agree with his reasons?
Today's Classwork
Work with your reading partner to practice your "Say Something" skills. Try to finish reading the "Parable of Man" in class (pp. 188-194).
Use the sheets provided to you to keep a log of your "Say Something" practice, or you may use a loose-leaf sheet of paper.
Use the sheets provided to you to keep a log of your "Say Something" practice, or you may use a loose-leaf sheet of paper.
Tuesday, December 15, 2009
Rules for "Say Something"
Rules for Say Something
1.With your partner, decide who will say something first.
2.When you say something, do one or more of the following:
a. make a prediction
b. ask a question
c. clarify something you had misunderstood
d. make a comment
e. make a connection
3.If you can't do one of those five things, then you need to reread.
1.With your partner, decide who will say something first.
2.When you say something, do one or more of the following:
a. make a prediction
b. ask a question
c. clarify something you had misunderstood
d. make a comment
e. make a connection
3.If you can't do one of those five things, then you need to reread.
Journal for the Day
All sections:
Do you think we are naturally good, naturally evil, or somewhere in between? Why?
Do you think we are naturally good, naturally evil, or somewhere in between? Why?
Monday, December 14, 2009
"We Think" for "Parable fo Man" reading
During class, you got an index card with a quote on it, walked around the room discussing what it might mean with other students, while also discussing the quotes they had on their own cards. You brought back to your group knowledge of these discussions and created a "We think" paragraph.
You just made some predictions about the text we are going to be reading!
Here are all the quotes that were distributed on index cards to the class:
"I can teach you two things--to dig and love your home."
"Why Man has become the master of the animals."
"How fortunate that you came!"
"It is just the think to top off an education!"
"You may alter yourself into anything you think will be useful to you in later life."
"What yo choose you will grow into and will have to stick to."
"I will stay a defenseless embryo all my life."
"He is the only one who has guessed our riddle."
"You will always remain potential in Our image."
"We are partly sorry for you, Man, but partly hopeful."
"I have sometimes doubted whether [Man] is the most blessed."
"Do you know that Homo sapiens is almost the only animal which wages war?"
"Don't you have courage in warfare, Badger, and endurance, and comrades whom you love?"
You just made some predictions about the text we are going to be reading!
Here are all the quotes that were distributed on index cards to the class:
"I can teach you two things--to dig and love your home."
"Why Man has become the master of the animals."
"How fortunate that you came!"
"It is just the think to top off an education!"
"You may alter yourself into anything you think will be useful to you in later life."
"What yo choose you will grow into and will have to stick to."
"I will stay a defenseless embryo all my life."
"He is the only one who has guessed our riddle."
"You will always remain potential in Our image."
"We are partly sorry for you, Man, but partly hopeful."
"I have sometimes doubted whether [Man] is the most blessed."
"Do you know that Homo sapiens is almost the only animal which wages war?"
"Don't you have courage in warfare, Badger, and endurance, and comrades whom you love?"
Friday, December 11, 2009
"The Conqueror Worm" by Edgar Allan Poe
“The Conqueror Worm”
by Edgar Allan Poe
Lo! 'tis a gala night
Within the lonesome latter years!
An angel throng, bewinged, bedight
In veils, and drowned in tears,
Sit in a theatre, to see
A play of hopes and fears,
While the orchestra breathes fitfully
The music of the spheres.
Mimes, in the form of God on high,
Mutter and mumble low,
And hither and thither fly-
Mere puppets they, who come and go
At bidding of vast formless things
That shift the scenery to and fro,
Flapping from out their Condor wings
Invisible Woe!
That motley drama- oh, be sure
It shall not be forgot!
With its Phantom chased for evermore,
By a crowd that seize it not,
Through a circle that ever returneth in
To the self-same spot,
And much of Madness, and more of Sin,
And Horror the soul of the plot.
But see, amid the mimic rout
A crawling shape intrude!
A blood-red thing that writhes from out
The scenic solitude!
It writhes!- it writhes!- with mortal pangs
The mimes become its food,
And seraphs sob at vermin fangs
In human gore imbued.
Out- out are the lights- out all!
And, over each quivering form,
The curtain, a funeral pall,
Comes down with the rush of a storm,
While the angels, all pallid and wan,
Uprising, unveiling, affirm
That the play is the tragedy, "Man,"
And its hero the Conqueror Worm.
Answer the following questions:
1.What is the life of man like according to the poem? Consider the lines below in your answer:
2.What analogy has the author used to describe a human life?
3.What is the Conqueror Worm?
by Edgar Allan Poe
Lo! 'tis a gala night
Within the lonesome latter years!
An angel throng, bewinged, bedight
In veils, and drowned in tears,
Sit in a theatre, to see
A play of hopes and fears,
While the orchestra breathes fitfully
The music of the spheres.
Mimes, in the form of God on high,
Mutter and mumble low,
And hither and thither fly-
Mere puppets they, who come and go
At bidding of vast formless things
That shift the scenery to and fro,
Flapping from out their Condor wings
Invisible Woe!
That motley drama- oh, be sure
It shall not be forgot!
With its Phantom chased for evermore,
By a crowd that seize it not,
Through a circle that ever returneth in
To the self-same spot,
And much of Madness, and more of Sin,
And Horror the soul of the plot.
But see, amid the mimic rout
A crawling shape intrude!
A blood-red thing that writhes from out
The scenic solitude!
It writhes!- it writhes!- with mortal pangs
The mimes become its food,
And seraphs sob at vermin fangs
In human gore imbued.
Out- out are the lights- out all!
And, over each quivering form,
The curtain, a funeral pall,
Comes down with the rush of a storm,
While the angels, all pallid and wan,
Uprising, unveiling, affirm
That the play is the tragedy, "Man,"
And its hero the Conqueror Worm.
Answer the following questions:
1.What is the life of man like according to the poem? Consider the lines below in your answer:
“With its Phantom chased for evermore By a crowd that seize it not” | |
“Through a circle that ever returneth in To the self-same spot” | |
“And much of Madness and more of Sin, And Horror the soul of the plot.” |
2.What analogy has the author used to describe a human life?
3.What is the Conqueror Worm?
Weekend Journals
All sections:
Saturday: Think about the poems "Eldorado" and "The Conqueror Worm." Do you agree with the author's view on life and what it means?
Sunday: Write a story or poem about the cold.
Saturday: Think about the poems "Eldorado" and "The Conqueror Worm." Do you agree with the author's view on life and what it means?
Sunday: Write a story or poem about the cold.
Thursday, December 10, 2009
"Eldorado" by Edgar Allan Poe
“Eldorado”
by Edgar Allan Poe
Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.
But he grew old--
the knight so bold--
and o'er his heart a shadow
Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength
Failed him at length,
He met a pilgrim shadow--
'Shadow,' said he,
'Where can it be--
This land of Eldorado?'
'Over the Mountains
Of the Moon,
Down the Valley of the Shadow,
Ride, boldly ride,'
The shade replied,--
'If you seek for Eldorado!'
What do the shadows and Eldorado symbolize?
by Edgar Allan Poe
Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Had journeyed long,
Singing a song,
In search of Eldorado.
But he grew old--
the knight so bold--
and o'er his heart a shadow
Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength
Failed him at length,
He met a pilgrim shadow--
'Shadow,' said he,
'Where can it be--
This land of Eldorado?'
'Over the Mountains
Of the Moon,
Down the Valley of the Shadow,
Ride, boldly ride,'
The shade replied,--
'If you seek for Eldorado!'
What do the shadows and Eldorado symbolize?
Symbol | What this might mean | Evidence from the text |
Shadows | ||
Eldorado |
Wednesday, December 9, 2009
Tuesday, December 8, 2009
Journal for the Day
All sections:
What is the purpose of school? Do you think there is a better way to get educated?
What is the purpose of school? Do you think there is a better way to get educated?
Monday, December 7, 2009
Journal for the Day
All sections:
What is the difference between quitting and failing? Is it better to quit or fail? Why?
What is the difference between quitting and failing? Is it better to quit or fail? Why?
Friday, December 4, 2009
Alice in Wonderland Unit Review
Part I - Define the following terms (0.5 point each)
1. Pun
2. Homophone
3. Nonsense
4. Theme
5. Characterization
6. Setting
7. Victorian
Part II - Short Answer (0.5 point each)
1. What was Lewis Carroll's real name?
2. What was Lewis Carroll's real life profession?
3. Who was Carroll's character, Alice, based on?
Part III – Short Answer (0.5 point each)
Write two or three sentences about each character:
1. Mad Hatter
2. March Hare
3. Duchess
4. Queen of Hearts
5. King of Hearts
6. Caterpillar
7. White Rabbit
8. Alice's Sister
9. Dormouse
10. Mouse
Part IV – Paragraph Response (Use TEAC format – 1 point each)
1. What is the significance of Alice's fall down the Rabbit Hole? What is revealed about her character?
2. What kind of character is Alice? Support your view with details from the text.
3. How does Alice embody the Victorian child? Use the text below to inform your answer.
“On the one hand the child was the source of hope, of virtue, or emotion: along with the angelic wife, he was the repository of family values which seemed otherwise to be disappearing from an increasingly secular world.... But at the same time, and of course much less obviously, the child was a hardship, an obstacle to adult pleasure, and a reminder of one's baser self. He might be innocent, untainted by sexual knowledge, uncorrupted by the world of business, free from the agony of religious doubt; yet he was also potentially wicked and needed constant guidance and discipline.”
LuAnn Walthe ("The Victorian Invention of Childhood")
4. What impact does Alice's constant change in size have on Alice's concept of herself? What methods does she use to make sure she is still herself? Why are her choices important?
5. How does the Mouse's Tale shed light on the nature of authority in Wonderland?
6. How does the Duchess' behavior with her baby reflect Wonderland's tendency to defy Alice's expectations?
7. What kind of ruler is the Queen of Hearts? How is her authority demonstrated in Wonderland?
8. What is the significance of the unfair croquet game?
9. How does the Mock Turtle use puns to discuss education?
10. In what ways to the characters in Wonderland defy Alice's expectations?
1. Pun
2. Homophone
3. Nonsense
4. Theme
5. Characterization
6. Setting
7. Victorian
Part II - Short Answer (0.5 point each)
1. What was Lewis Carroll's real name?
2. What was Lewis Carroll's real life profession?
3. Who was Carroll's character, Alice, based on?
Part III – Short Answer (0.5 point each)
Write two or three sentences about each character:
1. Mad Hatter
2. March Hare
3. Duchess
4. Queen of Hearts
5. King of Hearts
6. Caterpillar
7. White Rabbit
8. Alice's Sister
9. Dormouse
10. Mouse
Part IV – Paragraph Response (Use TEAC format – 1 point each)
1. What is the significance of Alice's fall down the Rabbit Hole? What is revealed about her character?
2. What kind of character is Alice? Support your view with details from the text.
3. How does Alice embody the Victorian child? Use the text below to inform your answer.
“On the one hand the child was the source of hope, of virtue, or emotion: along with the angelic wife, he was the repository of family values which seemed otherwise to be disappearing from an increasingly secular world.... But at the same time, and of course much less obviously, the child was a hardship, an obstacle to adult pleasure, and a reminder of one's baser self. He might be innocent, untainted by sexual knowledge, uncorrupted by the world of business, free from the agony of religious doubt; yet he was also potentially wicked and needed constant guidance and discipline.”
LuAnn Walthe ("The Victorian Invention of Childhood")
4. What impact does Alice's constant change in size have on Alice's concept of herself? What methods does she use to make sure she is still herself? Why are her choices important?
5. How does the Mouse's Tale shed light on the nature of authority in Wonderland?
6. How does the Duchess' behavior with her baby reflect Wonderland's tendency to defy Alice's expectations?
7. What kind of ruler is the Queen of Hearts? How is her authority demonstrated in Wonderland?
8. What is the significance of the unfair croquet game?
9. How does the Mock Turtle use puns to discuss education?
10. In what ways to the characters in Wonderland defy Alice's expectations?
Thursday, December 3, 2009
Journal for the Day
All sections:
What is self-reliance? How can you benefit from becoming more self-reliant?
What is self-reliance? How can you benefit from becoming more self-reliant?
Wednesday, December 2, 2009
Tuesday, December 1, 2009
Journal for the Day
All sections:
What does the expression "a picture is worth a thousand words" mean?
What does the expression "a picture is worth a thousand words" mean?
Monday, November 30, 2009
Wednesday, November 25, 2009
Chapter 12 Reading Response Questions
1. How does Alice feel about the trial at the beginning of Chapter 12? How do you know?
2. How does the King try to remove Alice from the courtroom? What argument does Alice make against the King?
3. What evidence from the text shows that the King is trying to incriminate the Knave?
4. What sense does the King find in the verses presented as evidence?
5. What can we learn about Alice by reading about her older sister?
2. How does the King try to remove Alice from the courtroom? What argument does Alice make against the King?
3. What evidence from the text shows that the King is trying to incriminate the Knave?
4. What sense does the King find in the verses presented as evidence?
5. What can we learn about Alice by reading about her older sister?
Thanksgiving Break Journals
All sections:
Thursday: Write a story or poem about your Thanksgiving day
Friday: Freewrite!
Saturday: In what ways can you benefit by becoming more like Alice?
Sunday: Freewrite!
Thursday: Write a story or poem about your Thanksgiving day
Friday: Freewrite!
Saturday: In what ways can you benefit by becoming more like Alice?
Sunday: Freewrite!
Tuesday, November 24, 2009
Chapter 11 Reading Response Questions
1. Who has been accused of stealing the tarts?
2. Who is the judge? Do you think the judge will be impartial? Why or why not?
3. Do you think the jurors will do a good job at the trial? Why or why not?
4. Who is the first witness? What does he report to the court? Is it useful to the trial?
5. What begins happening to Alice during the trial? How do you think this will impact the proceedings?
6. Who is the second witness? What happens when the King tries to question her?
2. Who is the judge? Do you think the judge will be impartial? Why or why not?
3. Do you think the jurors will do a good job at the trial? Why or why not?
4. Who is the first witness? What does he report to the court? Is it useful to the trial?
5. What begins happening to Alice during the trial? How do you think this will impact the proceedings?
6. Who is the second witness? What happens when the King tries to question her?
Monday, November 23, 2009
Notes for Chapter 10, "The Lobster Quadrille"
- Alice stops herself from saying she has eaten a lobster
- seems she has finally learned her lesson
- with the mouse, she kept on about her cat and nearly scared the mouse away
- with the birds at the caucus race, again she talks about her cat and how she would eat a bird as soon as look at it
- Lobster Quadrille
- parody of a ballroom dance the Liddell children would have known
- Alice stops herself from saying she has seen a whiting at dinner
- Even though Alice avoids making references to eating animals, the chapter ends with the Mock Turtle singing a song about Turtle Soup
Assignment:
Answer the three questions you came up with for Chapter 10.
- seems she has finally learned her lesson
- with the mouse, she kept on about her cat and nearly scared the mouse away
- with the birds at the caucus race, again she talks about her cat and how she would eat a bird as soon as look at it
- Lobster Quadrille
- parody of a ballroom dance the Liddell children would have known
- Alice stops herself from saying she has seen a whiting at dinner
- Even though Alice avoids making references to eating animals, the chapter ends with the Mock Turtle singing a song about Turtle Soup
Assignment:
Answer the three questions you came up with for Chapter 10.
Notes for Chapter 9, "The Mock Turtle's Story"
- The Duchess continually tells Alice that there is always a moral if you look hard enough
- this is a reflection of moralistic education of the early 19th c.
- like the Busy Bee poem which tells children to work hard and stay out of trouble
- the Duchess seems to twist the moral she wants, regardless of the conversation
- ex: "The more there is of mine, the less there is of yours" regarding a conversation about mustard
- The Queen takes Alice to the Gryphon and the Mock Turtle
- The Gryphon tells us that the Queen never executes anyone - "it's all her fancy, that"
- The Mock Turtle's sorrow is also "all his fancy"
- Carroll is trying to tell us that our world is shaped by the attitude we bring to it
- The Mock Turtle's story is a parody of Victorian education
- took Reeling & Writhing (reading and writing)
- words that describe suffering
- took Mystery (History)
- Drawling, Stretching, and Fainting in Coils (Drawing, sketching, and painting in oils)
- Laughing and Grief (Latin and Greek)
- Greeks also taught us about laughing and grief through comedy and tragedy (Greek drama)
- the Mock Turtle's grief brings the reader laughter through his puns
- Lessons lessen every day
- Each pun shows an emotion associated with the topic being taught
Assignment:
1. How does the Mock Turtle's use of puns help us understand his attitudes about school?
2. Choose 2 questions you wrote for Chapter 9, "The Mock Turtle's Story," and answer in paragraph form.
- this is a reflection of moralistic education of the early 19th c.
- like the Busy Bee poem which tells children to work hard and stay out of trouble
- the Duchess seems to twist the moral she wants, regardless of the conversation
- ex: "The more there is of mine, the less there is of yours" regarding a conversation about mustard
- The Queen takes Alice to the Gryphon and the Mock Turtle
- The Gryphon tells us that the Queen never executes anyone - "it's all her fancy, that"
- The Mock Turtle's sorrow is also "all his fancy"
- Carroll is trying to tell us that our world is shaped by the attitude we bring to it
- The Mock Turtle's story is a parody of Victorian education
- took Reeling & Writhing (reading and writing)
- words that describe suffering
- took Mystery (History)
- Drawling, Stretching, and Fainting in Coils (Drawing, sketching, and painting in oils)
- Laughing and Grief (Latin and Greek)
- Greeks also taught us about laughing and grief through comedy and tragedy (Greek drama)
- the Mock Turtle's grief brings the reader laughter through his puns
- Lessons lessen every day
- Each pun shows an emotion associated with the topic being taught
Assignment:
1. How does the Mock Turtle's use of puns help us understand his attitudes about school?
2. Choose 2 questions you wrote for Chapter 9, "The Mock Turtle's Story," and answer in paragraph form.
Journal for the Day
All sections:
What has your experience as a student been like so far (consider your whole experience)? What have you enjoyed? What would you change?
What has your experience as a student been like so far (consider your whole experience)? What have you enjoyed? What would you change?
Friday, November 20, 2009
Homework (due 11/22/09)
Read Chapter 10, "The Lobster-Quadrille"
1. Write 3 questions about the chapter to share with the class.
2. Find 3 puns, copy them down, and explain them (you may also use puns from Ch. 9 for this exercise)
1. Write 3 questions about the chapter to share with the class.
2. Find 3 puns, copy them down, and explain them (you may also use puns from Ch. 9 for this exercise)
"The Mock Turtle's Story"
Read Chapter 9, "The Mock Turtle's Story," and write 5 questions about the chapter. These questions can be about details from the text, themes we have seen in the novel, or any other significant connections you can think of.
Thursday, November 19, 2009
Fariness in the Field (Download worksheet)
Download the "Fairness in the Field" worksheet from engrade.com. The name of the file is "Queen's Croquet.pdf."
Wednesday, November 18, 2009
Charter for Compassion
The principle of compassion lies at the heart of all religious, ethical and spiritual traditions, calling us always to treat all others as we wish to be treated ourselves. Compassion impels us to work tirelessly to alleviate the suffering of our fellow creatures, to dethrone ourselves from the centre of our world and put another there, and to honour the inviolable sanctity of every single human being, treating everybody, without exception, with absolute justice, equity and respect.
It is also necessary in both public and private life to refrain consistently and empathically from inflicting pain. To act or speak violently out of spite, chauvinism, or self-interest, to impoverish, exploit or deny basic rights to anybody, and to incite hatred by denigrating others—even our enemies—is a denial of our common humanity. We acknowledge that we have failed to live compassionately and that some have even increased the sum of human misery in the name of religion.
We therefore call upon all men and women ~ to restore compassion to the centre of morality and religion ~ to return to the ancient principle that any interpretation of scripture that breeds violence, hatred or disdain is illegitimate ~ to ensure that youth are given accurate and respectful information about other traditions, religions and cultures ~ to encourage a positive appreciation of cultural and religious diversity ~ to cultivate an informed empathy with the suffering of all human beings—even those regarded as enemies.
We urgently need to make compassion a clear, luminous and dynamic force in our polarized world. Rooted in a principled determination to transcend selfishness, compassion can break down political, dogmatic, ideological and religious boundaries. Born of our deep interdependence, compassion is essential to human relationships and to a fulfilled humanity. It is the path to enlightenment, and indispensible to the creation of a just economy and a peaceful global community.
Journal for the Day
All sections:
Why does our society have different social classes? Do you think this is a positive thing for our culture? Why or why not?
Why does our society have different social classes? Do you think this is a positive thing for our culture? Why or why not?
Tuesday, November 17, 2009
Journal for the Day
All sections:
Write about a game or sport you enjoy. Why do you like it? What are the rules?
Write about a game or sport you enjoy. Why do you like it? What are the rules?
Monday, November 16, 2009
Chapter 8 Reading Response Questions
Read the first half of Chapter 8, "The Queen's Croquet-Ground," and answer the following questions"
1. Why are the gardeners nervous about the Queen's arrival?
2.What is the gardeners' punishment? Is it carried out?
3. Why is the Duchess "under sentence of execution?"
4. What items does one use in a game of croquet? What are they substituted for in Wonderland?
5. How do you think Alice will do at the croquet match? Why?
6. What makes it impossible for the Queen's croquet game to be played fairly?
7. Why does Alice seek to escape the croquet game?
8. Think about the orders the Queen gives and how many of those are carried out. What picture does this paint of the effectiveness of authority in Wonderland?
1. Why are the gardeners nervous about the Queen's arrival?
2.What is the gardeners' punishment? Is it carried out?
3. Why is the Duchess "under sentence of execution?"
4. What items does one use in a game of croquet? What are they substituted for in Wonderland?
5. How do you think Alice will do at the croquet match? Why?
6. What makes it impossible for the Queen's croquet game to be played fairly?
7. Why does Alice seek to escape the croquet game?
8. Think about the orders the Queen gives and how many of those are carried out. What picture does this paint of the effectiveness of authority in Wonderland?
Journal for the Day
All sections:
What aspects of your life do you find unfair? What changes would help make your reality more fair in your opinion?
What aspects of your life do you find unfair? What changes would help make your reality more fair in your opinion?
Friday, November 13, 2009
Weekend Journals
All sections:
Saturday: What makes some rules fair and some rules unfair? Use some examples from your experience.
Sunday: When is it ok to break the rules?
Saturday: What makes some rules fair and some rules unfair? Use some examples from your experience.
Sunday: When is it ok to break the rules?
Thursday, November 12, 2009
Puns and Homophones
Homophone: Two words which sound exactly alike, and may or may not be spelled alike, but which differ in meaning.
Pun: The use of homophones or words that are similar in other ways in order to produce a humorous effect
Class activity: Choose a pun from the list and make a cartoon showing the double meaning in the joke.
1. Did you hear about the guy whose whole left side was cut off? He's all right now.
2. I wondered why the baseball was getting bigger. Then it hit me.
3. He drove his expensive car into a tree and found out how the Mercedes bends.
4. A small boy swallowed some coins and was taken to a hospital. When his grandmother telephoned to ask how he was a nurse said 'No change yet'.
5. To write with a broken pencil is pointless.
6. What did the grape say when it got stepped on? Nothing - but it let out a little whine.
7. As the shoe said to the hat, 'You go on ahead, and I'll follow on foot'.
8. Police were called to a daycare where a three-year-old was resisting a rest.
9. Did you hear about the guy who got hit in the head with a can of soda? He was lucky it was a soft drink.
10. When William joined the army he disliked the phrase 'fire at will'.
11. Cartoonist found dead in home. Details are sketchy.
12. There was once a cross-eyed teacher who couldn't control his pupils.
13. A bicycle can't stand on its own because it is two-tired.
15. A prisoner's favorite punctuation mark is the period. It marks the end of his sentence.
16. He didn't tell his mother that he ate some glue. His lips were sealed.
17. A baker stopped making donuts after he got tired of the hole thing.
18. When an actress saw her first strands of gray hair she thought she'd dye.
19. The magician got so mad he pulled his hare out.
20. In the room the curtains were drawn, but the rest of the furniture was real.
21. I used to be a tap dancer until I fell in the sink.
22. He had a photographic memory that was never developed.
23. Math teachers have lots of problems.
24. If you leave alphabet soup on the stove and go out, it could spell disaster.
25. How do farmers make crop circles? With a protractor.
Pun: The use of homophones or words that are similar in other ways in order to produce a humorous effect
Class activity: Choose a pun from the list and make a cartoon showing the double meaning in the joke.
1. Did you hear about the guy whose whole left side was cut off? He's all right now.
2. I wondered why the baseball was getting bigger. Then it hit me.
3. He drove his expensive car into a tree and found out how the Mercedes bends.
4. A small boy swallowed some coins and was taken to a hospital. When his grandmother telephoned to ask how he was a nurse said 'No change yet'.
5. To write with a broken pencil is pointless.
6. What did the grape say when it got stepped on? Nothing - but it let out a little whine.
7. As the shoe said to the hat, 'You go on ahead, and I'll follow on foot'.
8. Police were called to a daycare where a three-year-old was resisting a rest.
9. Did you hear about the guy who got hit in the head with a can of soda? He was lucky it was a soft drink.
10. When William joined the army he disliked the phrase 'fire at will'.
11. Cartoonist found dead in home. Details are sketchy.
12. There was once a cross-eyed teacher who couldn't control his pupils.
13. A bicycle can't stand on its own because it is two-tired.
15. A prisoner's favorite punctuation mark is the period. It marks the end of his sentence.
16. He didn't tell his mother that he ate some glue. His lips were sealed.
17. A baker stopped making donuts after he got tired of the hole thing.
18. When an actress saw her first strands of gray hair she thought she'd dye.
19. The magician got so mad he pulled his hare out.
20. In the room the curtains were drawn, but the rest of the furniture was real.
21. I used to be a tap dancer until I fell in the sink.
22. He had a photographic memory that was never developed.
23. Math teachers have lots of problems.
24. If you leave alphabet soup on the stove and go out, it could spell disaster.
25. How do farmers make crop circles? With a protractor.
Journal for the Day
All sections:
Think about a joke you know or have heard recently. Why did you find it funny?
Think about a joke you know or have heard recently. Why did you find it funny?
Wednesday, November 11, 2009
Hole and Whole
Hole and whole sound alike, but they mean different things. We're going to discuss some tricks to use when you're trying to figure out which one you need in your sentence.
Hole is about emptiness, like a hole in the ground, or a hole in my grade book where there is a missing assignment.
You can also have a hole in your heart when someone breaks up with you, which makes you want to hide in a hole in the wall
Practice:
There was a four-foot ________________________ in front of my doorstep this morning.
Did that ________________________ in your ear hurt?
There is a huge ________________________ where the towers stood.
Whole is about completeness, like eating a whole candy bar, or a whole bag of chips.
A hole needs a “w” to make it whole, complete.
Hole
Hole is about emptiness, like a hole in the ground, or a hole in my grade book where there is a missing assignment.
You can also have a hole in your heart when someone breaks up with you, which makes you want to hide in a hole in the wall
Practice:
There was a four-foot ________________________ in front of my doorstep this morning.
Did that ________________________ in your ear hurt?
There is a huge ________________________ where the towers stood.
Whole
Whole is about completeness, like eating a whole candy bar, or a whole bag of chips.
A hole needs a “w” to make it whole, complete.
Two, to, and too
Two, to, and too sound alike, but they mean different things. We're going to discuss some tricks to use when you're trying to figure out which one you need in your sentence.
Two refers to the number 2. Use it when the word is communicating that there are 2 objects or people.
It was two o'clock in the morning.
There were two slices of pie left.
There are two people in front of me in line.
To tells you that someone of something is going somewhere, or is moving towards something.
I went to the store.
She took me to the doctor.
We walked to the waterfront.
The idea that to is moving towards something is a little bit tricky. Notice this sentence:
He said that in order to complete the assignment, we should read the book.
Notice that he said “to complete the assignment.” This shows that he wants to move something towards completion.
We wanted to create a web page.
Notice that “to create” shows a desire to move towards creating a web page.
Too is used to emphasize something. You can usually substitute too for also.
We'd like to go, too.
This, too, is important.
Shari wants to participate, too.
* Notice that too, when used like also, always has a comma before it if it is at the end of a sentence, and has a comma before and after it if it is in the middle of a sentence.
Too can also be used to express an excess of something.
There are too many of us here today.
I have too much homework.
There is too little being done to save the polar bears.
Two
Two refers to the number 2. Use it when the word is communicating that there are 2 objects or people.
It was two o'clock in the morning.
There were two slices of pie left.
There are two people in front of me in line.
To
To tells you that someone of something is going somewhere, or is moving towards something.
I went to the store.
She took me to the doctor.
We walked to the waterfront.
The idea that to is moving towards something is a little bit tricky. Notice this sentence:
He said that in order to complete the assignment, we should read the book.
Notice that he said “to complete the assignment.” This shows that he wants to move something towards completion.
We wanted to create a web page.
Notice that “to create” shows a desire to move towards creating a web page.
Too
Too is used to emphasize something. You can usually substitute too for also.
We'd like to go, too.
This, too, is important.
Shari wants to participate, too.
* Notice that too, when used like also, always has a comma before it if it is at the end of a sentence, and has a comma before and after it if it is in the middle of a sentence.
Too can also be used to express an excess of something.
There are too many of us here today.
I have too much homework.
There is too little being done to save the polar bears.
Monday, November 9, 2009
Journal for the Day
All sections:
Write a story about a character who is mean and bossy. Make sure your character says, does, and thinks things that demonstrate these attributes.
Write a story about a character who is mean and bossy. Make sure your character says, does, and thinks things that demonstrate these attributes.
Sunday, November 8, 2009
Download Worksheet PDFs from Engrade
As you know, when I upload worksheets to this webpage, the formatting goes a little nuts. The good news is that Engrade allows me to upload PDFs of the worksheets I give you in class. So if you haven't signed up for Engrade yet, this is a really good reason to activate your account!
Download PDF worksheets from www.engrade.com!
Download PDF worksheets from www.engrade.com!
Weekend Journals
All sections:
Saturday: What does it mean to live a life on the surface?
Sunday: How do you feel about authority figures? describe a situation in which you interact with an authority figure.
Saturday: What does it mean to live a life on the surface?
Sunday: How do you feel about authority figures? describe a situation in which you interact with an authority figure.
Friday, November 6, 2009
Thursday, November 5, 2009
Where, were and we're
Where, were, and we're sound alike, but they mean different things. We're going to discuss some tricks to use when you're trying to figure out which one you need in your sentence.
Where is about place. It is used to ask about the location of someone or something, You can remember that by looking at the word like this:
“Where” is like “here” because both show a location. For example:
Where is the park?
Where are they going?
I want to know where they went.
Were is a past plural form of the verb to be. It means that a group of people or objects was somewhere or in some state at a point in the past.
We were alone out there.
They were afraid of the dark.
Sam and Tom were not finished with their assignment.
In each case, notice that were is describing a past situation.
We're is telling you that we are somewhere. You can look at it like this:
Whenever you use we're, you should be able to substitute for we are.
We're not going to be late this time.
I don't know when we're coming back.
Did they say when we're planning to eat dinner?
How come we're getting less?
Where
Where is about place. It is used to ask about the location of someone or something, You can remember that by looking at the word like this:
W(here)
“Where” is like “here” because both show a location. For example:
Where is the park?
Where are they going?
I want to know where they went.
Were
Were is a past plural form of the verb to be. It means that a group of people or objects was somewhere or in some state at a point in the past.
We were alone out there.
They were afraid of the dark.
Sam and Tom were not finished with their assignment.
In each case, notice that were is describing a past situation.
We're
We're is telling you that we are somewhere. You can look at it like this:
We're = we + are
Whenever you use we're, you should be able to substitute for we are.
We're not going to be late this time.
I don't know when we're coming back.
Did they say when we're planning to eat dinner?
How come we're getting less?
Your and You're
Your and you're sound alike, but they mean different things. We're going to discuss some tricks to use when you're trying to figure out which one you need in your sentence.
Your means it belongs to you. You can look at it like this:
“Your” is like “our” because both express ownership, or possession. For example:
Your car is parked in an illegal space.
Your apartment is really close to the subway.
We saw your friends outside the deli.
Whenever you use you're, you should be able to substitute for you are.
You're not going to be late this time.
I don't know when you're coming back.
You're not serious, are you?
How come you're getting more more than I am?
Your
Your means it belongs to you. You can look at it like this:
Y(our)
“Your” is like “our” because both express ownership, or possession. For example:
Your car is parked in an illegal space.
Your apartment is really close to the subway.
We saw your friends outside the deli.
You're
You're is telling you that you are somewhere. You can look at it like this: You're = you + are
Whenever you use you're, you should be able to substitute for you are.
You're not going to be late this time.
I don't know when you're coming back.
You're not serious, are you?
How come you're getting more more than I am?
Journal for the Day
All sections:
How would you react if you took Alice's place at the Mad Tea-Party? Choose a scene and re-write it using yourself as the main character.
How would you react if you took Alice's place at the Mad Tea-Party? Choose a scene and re-write it using yourself as the main character.
Wednesday, November 4, 2009
Chapter 7 Reading Response Questions
1. What 3 characters does Alice meet in Chapter 7? How is their behavior similar to that of other characters in Wonderland?
2. Re-read the argument Alice has with the Hatter, Hare and Dormouse. Why does Alice's argument (I mean what I say) make sense, and their arguments (eating, getting what you like, and sleeping) not make sense?
3. How does the Hatter try to fix his watch?
4. Why are the Hatter, Hare and Dormouse always having a tea-party?
5. How do the characters deal with the problem of dirty dishes? Which character benefits from this solution?
6. Why does Alice finally leave the party?
7. Where does she end up at the end of Chapter 7? What do you think will happen next?
2. Re-read the argument Alice has with the Hatter, Hare and Dormouse. Why does Alice's argument (I mean what I say) make sense, and their arguments (eating, getting what you like, and sleeping) not make sense?
3. How does the Hatter try to fix his watch?
4. Why are the Hatter, Hare and Dormouse always having a tea-party?
5. How do the characters deal with the problem of dirty dishes? Which character benefits from this solution?
6. Why does Alice finally leave the party?
7. Where does she end up at the end of Chapter 7? What do you think will happen next?
Monday, November 2, 2009
Chapter 6 Reading Response Questions
As you read Chapter 6, "Pig and Pepper," answer the following questions:
1. A footman is like a butler; he opens doors and delivers messages. How do the footmen in Ch. 6 behave?
2. How is Alice usually treated by the characters in Wonderland? How does she feel about it. Why? Use examples from Ch. 6 to support your points.
3. How does the Duchess' treatment of her baby go against what you'd expect? Using your knowledge of how Wonderland characters behave, why do you think this is?
4.What is Alice's intention when she takes the baby out of the house? What happens to the baby? Why?
5. Do you think the cat's argument about madness makes sense? Why or why not?
1. A footman is like a butler; he opens doors and delivers messages. How do the footmen in Ch. 6 behave?
2. How is Alice usually treated by the characters in Wonderland? How does she feel about it. Why? Use examples from Ch. 6 to support your points.
3. How does the Duchess' treatment of her baby go against what you'd expect? Using your knowledge of how Wonderland characters behave, why do you think this is?
4.What is Alice's intention when she takes the baby out of the house? What happens to the baby? Why?
5. Do you think the cat's argument about madness makes sense? Why or why not?
Journal for the Day
All sections:
What have you learned so far from Alice in Wonderland? Has it challenged you to think differently? Why or why not?
What have you learned so far from Alice in Wonderland? Has it challenged you to think differently? Why or why not?
Friday, October 30, 2009
Thursday, October 29, 2009
Journal for the Day
All sections:
Think about the rain. Write a short story, poem, narrative, anything! about how the rain makes you feel.
Think about the rain. Write a short story, poem, narrative, anything! about how the rain makes you feel.
Wednesday, October 28, 2009
Journal for the Day
All sections:
How do the events in your life shape who you are? Do they play an important role? How or how not? Use examples! :)
How do the events in your life shape who you are? Do they play an important role? How or how not? Use examples! :)
Tuesday, October 27, 2009
Seven Questions
This article is absolutely fascinating. It addresses the main question of this course, "What is reality, really?" And six other doozies.
What is reality really?
The material world may, at some level, lie beyond comprehension, but Anton Zeilinger, professor of physics at the University of Vienna, is profoundly hopeful that physicists have merely scratched the surface of something much bigger. Zeilinger specialises in quantum experiments that demonstrate the apparent influence of observers in the shaping of reality. "Maybe the real breakthrough will come when we start to realise the connections between reality, knowledge and our actions," he says. The concept is mind-bending, but it is well established in practice. Zeilinger and others have shown that particles that are widely separated can somehow have quantum states that are linked, so that observing one affects the outcome of the other. No one has yet fathomed how the universe seems to know when it is being watched.
Notes for Alice in Wonderland (Theme: Identity)
- Alice can't answer the Caterpillar's question "Who are you"
- The reason Alice gives is that she's been "changed several times"
- grew smaller then larger in the hall of doors
- grew smaller and fell in a pool of her own tears
- grows large3r, then smaller in the Rabbit's house
- Her constant change in size leads her to question her identity
- When she grows large in the hall of doors:
- she wonders if she has been turned into Mabel
- checks herself by reciting her Math and Geography lessons
- tries to recite the busy bee poem but fails, saying the crocodile poem instead
- When she is small, talking to the Caterpillar:
- recites "You are Old, Father William" completely incorrectly
- (a poem about how to live a good life)
- "It's wrong from beginning to end"
- Alice changes in size again
- takes from both sides of the mushroom (one to make her larger, one to make her small)
- she shrinks then grows enormous
- Alice is mistakes for a serpent by a pigeon
- the pigeon doubts she 's a little girl
- Alice replies that her identity as a little girls "matters a great deal to me"
- Alice goes back to her normal size at the end of chapter 5
- half a paragraph later, she's shrinking down to 9 in. high
Write a TEAC paragraph in response to the questions:
1. What is the main reason why Alice questions her identity?
2. How does Alice check to see if she is still herself? Why do you think she has chosen this method?
- The reason Alice gives is that she's been "changed several times"
- grew smaller then larger in the hall of doors
- grew smaller and fell in a pool of her own tears
- grows large3r, then smaller in the Rabbit's house
- Her constant change in size leads her to question her identity
- When she grows large in the hall of doors:
- she wonders if she has been turned into Mabel
- checks herself by reciting her Math and Geography lessons
- tries to recite the busy bee poem but fails, saying the crocodile poem instead
- When she is small, talking to the Caterpillar:
- recites "You are Old, Father William" completely incorrectly
- (a poem about how to live a good life)
- "It's wrong from beginning to end"
- Alice changes in size again
- takes from both sides of the mushroom (one to make her larger, one to make her small)
- she shrinks then grows enormous
- Alice is mistakes for a serpent by a pigeon
- the pigeon doubts she 's a little girl
- Alice replies that her identity as a little girls "matters a great deal to me"
- Alice goes back to her normal size at the end of chapter 5
- half a paragraph later, she's shrinking down to 9 in. high
Write a TEAC paragraph in response to the questions:
1. What is the main reason why Alice questions her identity?
2. How does Alice check to see if she is still herself? Why do you think she has chosen this method?
Journal for the Day
All sections:
Who were you five years ago? How does that compare to who you are now? (Think about your experiences, friends, priorities, etc.)
Who were you five years ago? How does that compare to who you are now? (Think about your experiences, friends, priorities, etc.)
Monday, October 26, 2009
Writing Body Paragraphs
Directions: Use the TEAC model to rewrite each body paragraph so it supports the thesis statement and uses all the elements necessary in a strong paragraph. Use a loose-leaf sheet of paper.
Thesis: Throughout the novel, the White Rabbit demonstrates that he is anxious, sophisticated, but also rude and inconsiderate in different situations.
1.Underline the topic sentence of each body paragraph.
2.Put a box around sentences that are |examples| in each body paragraph.
3.Double underline sentences that show analysis in each body paragraph.
4.Use a highlighter to highlight the conclusion of each paragraph.
Paragraph 1
When Alice first sees the Rabbit, the first words out of his mouth are “Oh dear, oh dear! I shall be late!” (p. 10). He constantly says he's late, and mentions that the Duchess will be savage, or have him executed for losing the fan and gloves, letting the reader know that the Rabbit is facing a lot of anxiety. He refers to the Duchess, and how she'll be savage if he keeps her waiting (p. 17). This shows that the Rabbit is always anxious and in a hurry. The Rabbit is constantly saying how he's going to be late for something, demonstrating how anxious he is. In chapter two, the Rabbit scurries away when Alice tries to talk to him, dropping the fan and gloves he is so furiously searching for at the beginning of chapter four.
Paragraph 2
When Alice first sees the Rabbit, he's wearing a waistcoat and has a pocket watch. When Alice sees him in the hall of doors, he is “splendidly dressed” as for a special occasion. This shows that the Rabbit is concerned about how he looks, and is ready to socialize with the Duchess, who is part of a royal court. He also carries white kid gloves and a fan and repeatedly mentions that he is meeting with the Duchess. The rabbit is also a sophisticated gentleman, and this is demonstrated by the way the rabbit dresses and how he is described.
Paragraph 3
When Alice grows huge and is stuck inside his house, he also shows how rash and unreasonable he can be by saying that they should burn the house down to get rid of her, when all it took in the end was a shrinking cake to make her grow smaller. Therefore, the rabbit demonstrated through his actions that he is not the most reasonable person to work for. Although the rabbit is a sophisticated gentleman, that doesn't mean that he is particularly nice. When Alice meets him after leaving the animals from the Caucus race, he's quite mean to her, mistaking her for his housemaid, Mary Anne (p. 31). He's also mean to his servants, at one point saying to one, “Do as I tell you, you coward” (p. 34).
Journal for the day
All sections:
Think about a book, magazine, or website that you enjoyed reading. Why did you enjoy it? (style, pictures, topic, etc.)
Think about a book, magazine, or website that you enjoyed reading. Why did you enjoy it? (style, pictures, topic, etc.)
Friday, October 23, 2009
Rough Draft of Chracterization essay due Monday (10/26)
Make sure you have completed the two characterization graphic organizers (list and cluster). Use the cluster chart to organize each of your 3 body paragraphs around a character trait. Check your Engrade account for PDF's of the worksheets.
Weekend Journals
All sections:
Saturday: How would you respond to the Caterpillar's question "Who are you?"
Sunday: Choose a Critical Thinking question from your Reading Notes sheet to respond to any part of Alice in Wonderland.
Saturday: How would you respond to the Caterpillar's question "Who are you?"
Sunday: Choose a Critical Thinking question from your Reading Notes sheet to respond to any part of Alice in Wonderland.
Thursday, October 22, 2009
Characterization Essay Pre-Writing (Due 10/21)
Characterization
What a character says, thinks, and does
Characterization is what a character says, thinks, and does.
Directions: Re-read chapters 1-4 of Alice in Wonderland for examples of characterization. Focus on Alice and what she says, thinks and does. Fill in as many as you can find.
What a character says, thinks, and does
Characterization is what a character says, thinks, and does.
Directions: Re-read chapters 1-4 of Alice in Wonderland for examples of characterization. Focus on Alice and what she says, thinks and does. Fill in as many as you can find.
This will be the basis for an essay assignment. The more work you do now, the easier it will be to write your essay.
| What Alice says, thinks or does | What this says about her | One or two words that sum it up |
New Seating Chart
With a new marking period comes a new seating chart. New seats will be assigned on Monday. Be ready! (No whining.)
Essay Writing Process
Keeping it all together
You will be working on various materials while writing your first literary essay. Make sure you have all these components when you turn in your final draft.
- Characterization (list of examples about Alice's character) – 5 points
- Characterization (example clusters) – 5 points
- Rough draft and revision questionnaire – 10 points
- 2nd draft and revision questionnaire – 10 points
- Final draft – 40 points
The final project grade for this assignment is 70 points. Keep track of all your papers, and make sure you turn in all materials with your final draft.
You will be working on various materials while writing your first literary essay. Make sure you have all these components when you turn in your final draft.
- Characterization (list of examples about Alice's character) – 5 points
- Characterization (example clusters) – 5 points
- Rough draft and revision questionnaire – 10 points
- 2nd draft and revision questionnaire – 10 points
- Final draft – 40 points
The final project grade for this assignment is 70 points. Keep track of all your papers, and make sure you turn in all materials with your final draft.
Journal for the day
All sections:
What is the purpose of punishment? Do you think punishment is a necessary part of justice?
What is the purpose of punishment? Do you think punishment is a necessary part of justice?
Wednesday, October 21, 2009
There, Their and They're
There, their and they're sound alike, but they mean different things. We're going to discuss some tricks to use when you're trying to figure out which one you need in your sentence.
They're is telling you that they are somewhere. You can look at it like this:
Whenever you use they're, you should be able to substitute for they are.
There
There is about place. You can remember that by looking at the word like this:
T(here)
“There” is like “here” because both show a location. For example:
The park is over there.
They went with him there.
We went there with our friends.
There is also used before the verb “to be.”
There are fourteen of us going.
There is something I have to tell you.
I don't want whatever there is left.
I remember when there were four buildings on this block.
Their
Their is about possession (something that belongs to them). You can remember that by looking at the word like this:
The(i)r
“Their” is like “I” because I is mine and their belongs to them.
Their car was parked by the corner.
I was waiting for their phone call.
How can I get their autographs?
What were their names again?
In each case, notice that their is showing possession.
They're
They're is telling you that they are somewhere. You can look at it like this:
They're = they + are
Whenever you use they're, you should be able to substitute for they are.
They're not going to be late this time.
I don't know when they're coming back.
Did they say when they're planning to eat dinner?
How come they're getting more more than I am?
Directions: Fill in the blanks with there, their and they're as appropriate.
1. ________________________________ never going to come home, are they?
2. When will we go back ________________________________?
3. How's the weather down ________________________________?
4. ________________________________ phone was disconnected yesterday.
5. When will we get ________________________________?
6. ________________________________ are two avocados left.
7. How come ________________________________ are only four of us here?
8. When will ________________________________ phone get fixed?
9. How come ________________________________ not at the party yet?
10. Well, I guess we'll see you ________________________________.
11. When will ________________________________ be ice cream again?
12. They still haven't done ________________________________ homework.
13. Where are ________________________________ exams?
14. ________________________________ not going to stop.
15. What's ________________________________ number again?
16. ________________________________ is too much wrong with the world.
17. ________________________________ too fast for you to catch!
18. ________________________________ is nothing you can do to stop us!
19. We did not steal ________________________________ delicious snacks!
20. What's ________________________________ deal, anyway?
Tuesday, October 20, 2009
Journal for the day
All sections:
What 4 words describe you best? Use examples from your life to explain why you chose each of these 4 words.
What 4 words describe you best? Use examples from your life to explain why you chose each of these 4 words.
Monday, October 19, 2009
Characterization - Homework due 10/20
Characterization
What a character says, thinks, and does
Characterization is what a character says, thinks, and does.
Directions: Watch a TV show of your choice. Choose one character from the show on whom to focus your attention. On a loose-leaf sheet of paper, write a summary of all the things the character says, thinks and does. Then, fill out the graphic organizer below:
What a character says, thinks, and does
Characterization is what a character says, thinks, and does.
Directions: Watch a TV show of your choice. Choose one character from the show on whom to focus your attention. On a loose-leaf sheet of paper, write a summary of all the things the character says, thinks and does. Then, fill out the graphic organizer below:
| What the character says, thinks or does | What this says about the character | One or two words that sum it up |
Characterization
Characterization
What a character says, thinks, and does
What a character says, thinks, and does
Characterization is what a character says, thinks, and does.
Authors write all kinds of different characters, but you can always figure out what kind of character you're looking at by analyzing what he or she says, does, and thinks.
Directions: Read the short character descriptions below. Then, use the graphic organizers to analyze each character.
Maynard was ready to go at the beginning of class. He had already written down the journal prompt before the second bell had rung. When Cassandra tried to ask him if he was going to Joey's party next weekend, he only shushed her, meaning he knew that there would be time to talk about it during lunch or after school.
“I'm looking forward to it,” he thought, “especially because Daria will be there.” A small, shy smile crept onto his face as he began to respond to the journal prompt: “write an imaginary conversation you would like to have with someone you're afraid to talk to.” He thought this might help him prepare for his encounter with Daria at Joey's party.
| What the character says, thinks or does | What this says about the character | One or two words that sum it up |
| He's ready for class before the bell rings | He cares about his education, and shows it by being prepared | - prepared - cares about the future |
Osa was late to class, as usual. He barged in, talking loudly and high-fiving his friends when he should have taken a seat quietly.
“Osa, sit down and take out your journal. Stop talking; you're already late,” scolded the teacher.
“Oh, my fault,” said Osa, as he dragged his chair across the floor and slammed his backpack loudly on his desk.
“Yo, I need a pencil,” he announced to the class. The teacher shook her head in dismay, as Osa was once again unprepared to learn. Just as Osa took out his journal, and finally wrote down the prompt, the lesson was about to begin.
| What the character says, thinks or does | What this says about the character | One or two words that sum it up |
Journal for the Day
All sections:
Describe a person you know very well. What kinds of things does he or she say or do that demonstrate who he or she is?
Describe a person you know very well. What kinds of things does he or she say or do that demonstrate who he or she is?
Sunday, October 18, 2009
Reading Review
Reading Review
Alice in Wonderland Chapters 1 & 2
Directions: Answer questions one and two in the spaces provided. Answer questions 3-5 and the extra credit on a loose-leaf paper. You may use your book. Make sure you capitalize correctly (minus half-point per question). Each question is worth two points.
- What are the four stages of Alice's fall down the rabbit hole? What does she see, think, and say at each stage of the journey? (p. 7-9) Fill out the graphic organizer below:
| | What Alice saw there | What Alice said there | What Alice thought there |
| Reality | | - that the book her sister was reading had no pictures or conversations | |
| Elements of Reality | | | - wished the fall would end |
| Daydream | - dreaming, Alice is with her cat | | |
| Wonderland | | | |
- The environment changes as Alice interacts with it. List the actions Alice takes as well as the effect on the setting:
| Page | Alice's Action | Effect on the setting |
| p. 10 | Alice tried to open every door in the long hallway, but all of them were locked. | |
| p. 10 | | Alice noticed a low curtain, behind which was a very small door. |
| p. 11-12 | | |
| p. 14-15 | | She finds that a small box with a cake in it has appeared, and it has the words “Eat Me” written on it. |
| p. 17, 22 | | |
Directions: Remember to take out that loose-leaf paper now!
- How does Alice intend to solve the puzzle of “Who in the world am I?” (p. 19)
- How does Alice test her theory that she has turned into Mabel? (p. 20)
- What is the contradiction inherent in the Victorian idea of childhood? (Look back to assignment on Victorian Childhood)
“On the one hand the child was the source of hope, of virtue, or emotion: along with the angelic wife, he was the repository of family values which seemed otherwise to be disappearing from an increasingly secular world.... But at the same time, and of course much less obviously, the child was a hardship, an obstacle to adult pleasure, and a reminder of one's baser self. He might be innocent, untainted by sexual knowledge, uncorrupted by the world of business, free from the agony of religious doubt; yet he was also potentially wicked and needed constant guidance and discipline.”
LuAnn Walthe ("The Victorian Invention of Childhood")
Extra Credit: How does Alice embody the Victorian notion of childhood? Use examples from the text to support your point. (2 points)
Friday, October 16, 2009
Weekend Journals
All sections:
Saturday: Who do you respect? What are your reasons for respecting this person? What does it mean to treat someone with respect?
Sunday: Write a poem or short story about autumn.
Saturday: Who do you respect? What are your reasons for respecting this person? What does it mean to treat someone with respect?
Sunday: Write a poem or short story about autumn.
Thursday, October 15, 2009
Journal for the day
Sections 101 and 104:
How do you interact with your setting? What causes your setting to change? What causes it to stay the same?
Sections 102 and 103:
What does the phrase "your can lead a horse to water, but you can't make it drink" mean?
How do you interact with your setting? What causes your setting to change? What causes it to stay the same?
Sections 102 and 103:
What does the phrase "your can lead a horse to water, but you can't make it drink" mean?
Wednesday, October 14, 2009
Journal for the Day
Section 104:
What does the phrase "you can lead a horse to water but you can't make it drink" mean?
What does the phrase "you can lead a horse to water but you can't make it drink" mean?
Tuesday, October 13, 2009
Journal for the day
All sections:
What is your favorite word or words? (No profanities, please.) What is the definition of the word? How do you use it (in a sentence)? What makes it your favorite word?
What is your favorite word or words? (No profanities, please.) What is the definition of the word? How do you use it (in a sentence)? What makes it your favorite word?
Saturday, October 10, 2009
Imagining Setting - Down the Rabbit Hole
The setting in Alice in Wonderland is important to the development of the story. During the fall down the rabbit hole (p. 7-9), the setting told us a lot about Alice and the things that are part of her day-to-day. In addition to that, the trip down the rabbit hole is a transition from “reality” to Wonderland.
Imagine that you, like Alice, have fallen down the rabbit hole. Use the questions below to brainstorm the different stages of your trip.
When you are finished answering the questions, use the diagram on the back to illustrate what your trip would look like. (So draw a picture and use your imagination!)
1.What does reality look like at the top?
2.What elements of reality (things from your daily life) would you see on your way down?
3.What might you daydream about as you fall asleep at the end?
4.What might Wonderland look like to you?
Imagine that you, like Alice, have fallen down the rabbit hole. Use the questions below to brainstorm the different stages of your trip.
When you are finished answering the questions, use the diagram on the back to illustrate what your trip would look like. (So draw a picture and use your imagination!)
1.What does reality look like at the top?
2.What elements of reality (things from your daily life) would you see on your way down?
3.What might you daydream about as you fall asleep at the end?
4.What might Wonderland look like to you?
Imagining Setting - Lucy in the Sky with Diamonds
Directions: Follow along to the Beatles' song Lucy in the Sky with Diamonds. Imagine that you are in the world the song is describing. Look at the image in your mind. On the other side of this sheet, draw (to the best of your ability) what that picture looks like.
Picture yourself in a boat on a river,
With tangerine trees and marmalade skies.
Somebody calls you, you answer quite slowly,
A girl with kaleidoscope eyes.
Cellophane flowers of yellow and green,
Towering over your head.
Look for the girl with the sun in her eyes,
And she's gone.
{CHORUS}
Lucy in the sky with diamonds,
Lucy in the sky with diamonds,
Lucy in the sky with diamonds,
Ah... Ah...
Follow her down to a bridge by a fountain,
Where rocking horse people eat marshmallow pies.
Everyone smiles as you drift past the flowers,
That grow so incredibly high.
Newspaper taxis appear on the shore,
Waiting to take you away.
Climb in the back with your head in the clouds,
And you're gone.
{CHORUS}
Picture yourself on a train in a station,
With plasticine porters with looking glass ties.
Suddenly someone is there at the turnstile,
The girl with kaleidoscope eyes.
Picture yourself in a boat on a river,
With tangerine trees and marmalade skies.
Somebody calls you, you answer quite slowly,
A girl with kaleidoscope eyes.
Cellophane flowers of yellow and green,
Towering over your head.
Look for the girl with the sun in her eyes,
And she's gone.
{CHORUS}
Lucy in the sky with diamonds,
Lucy in the sky with diamonds,
Lucy in the sky with diamonds,
Ah... Ah...
Follow her down to a bridge by a fountain,
Where rocking horse people eat marshmallow pies.
Everyone smiles as you drift past the flowers,
That grow so incredibly high.
Newspaper taxis appear on the shore,
Waiting to take you away.
Climb in the back with your head in the clouds,
And you're gone.
{CHORUS}
Picture yourself on a train in a station,
With plasticine porters with looking glass ties.
Suddenly someone is there at the turnstile,
The girl with kaleidoscope eyes.
Friday, October 9, 2009
Weekend Journals
All sections:
Saturday: Go back to and read an old journal entry of your choosing. Expand on it, rewrite it, or use it to inspire a new journal topic.
Sunday: Using the responses you gave on the "Dow the Rabbit Hole" assignment, write your own version of a trip down the rabbit hole (look at pages 7-9 in the book for Alice's trip).
Monday: Freewrite!
Saturday: Go back to and read an old journal entry of your choosing. Expand on it, rewrite it, or use it to inspire a new journal topic.
Sunday: Using the responses you gave on the "Dow the Rabbit Hole" assignment, write your own version of a trip down the rabbit hole (look at pages 7-9 in the book for Alice's trip).
Monday: Freewrite!
Thursday, October 8, 2009
Reading Notes Guiding Questions
Reading Notes
Guiding Questions
Guiding Questions
What are Reading Notes?
Reading notes are marginal notes you will make in your texts as you read. This is a simple way to interact directly with a text. As you become a more sophisticated reader, you will find it easier to make notes, but for now, use these guiding questions as you think about Alice in Wonderland and respond to the text.
Think about the guiding questions as you read, and try to answer them as you go along. Write responses in your book, or on a post-it (if the book is borrowed).
Guiding Questions
Plot
Can I describe the story in my own words?
What is the central conflict of this story?
What are the different kinds of conflicts in this story?
What is the climactic event of the story?
What are some key events in the rising action?
Setting
What is the setting?
Can I imagine what the setting looks like?
Does the setting remind me of somewhere I know, real or imagined?
How does the setting influence the events of the story?
How do the characters interact with the setting?
Character
Who are the characters?
What are the characters like?
What can I learn about the characters from this?
Do I know what the character looks or sounds like?
How do characters talk to each other?
Themes
What do I notice?
Does this connect with any themes (big ideas) that I'm familiar with?
If I take a step back from the events of the story, what do they have in common?
Critical Thinking
Do I agree with what the author is saying?
What is written in between the lines?
What is the importance of this event in the story?
What motivates this character?
Why did the author choose these words for this passage?
What is the purpose of (this scene, this conversation, this description)?
Connections
Can I make a personal connection to the events of the story? The themes?
What other stories have I read that are similar? How do they relate?
Have I read other texts with similar themes?
Can I connect the text to current or historical events?
Journal for the day
Sections 102, 103 & 104:
What leads Alice to question her identity? What are the results of her inquiry?
Section 101:
How does the setting change as Alice interacts with it? Why do you think this is?
What leads Alice to question her identity? What are the results of her inquiry?
Section 101:
How does the setting change as Alice interacts with it? Why do you think this is?
Wednesday, October 7, 2009
Journal for the day
Sections 102, 103 and 104:
How does the setting change as Alice interacts with it? Why do you think this is?
Section 101:
What are some good questions to ask yourself while you're reading? (Anything! Magazines, books, websites...)
How do you know you are understanding a text?
How does the setting change as Alice interacts with it? Why do you think this is?
Section 101:
What are some good questions to ask yourself while you're reading? (Anything! Magazines, books, websites...)
How do you know you are understanding a text?
Tuesday, October 6, 2009
Journal for the day
Sections 102, 103 & 104:
What are some good questions to ask yourself while you're reading? (Anything! Magazines, books, websites...)
How do you know you are understanding a text?
Section 101:
No journal today.
What are some good questions to ask yourself while you're reading? (Anything! Magazines, books, websites...)
How do you know you are understanding a text?
Section 101:
No journal today.
Monday, October 5, 2009
Vocabulary Classwork and Homework (due 10/6)
Use context clues to define the words in bold.
1. A person of great virtue not only knows what is right, but also does what is right.
2. His bride in her white gown was an angelic vision.
3. The library is a repository of books.
4. While church hymns are considered religious music because of their use in ritual, hip hop and rap are considered secular because they are not about religious ideas.
5. We are all going through a great hardship because of the recession.
6. There are still many isolated Amazonian tribes untainted by modern technology.
7. It's agony when you're late for school and you just miss the bus.
8. It sounds like nonsense that you could use toothpaste to power your radio.
9. There is a lot of potential business in new communications technology.
10. Our parents labor for our well-being by supporting us financially and emotionally.
11. I knew my little brother was up to some mischief when I saw mustard on the dog's nose.
12. My hands were idle as I waited for an idea to inspire my journal for the day.
13. Children need to learn to account for their actions by being responsible for what they do.
14. There is a contradiction when we say we believe something and then do the opposite.
15. The people who lived under Queen Victoria in England during most of the 19th century are known as Victorians.
16. Some people feel ambivalent towards religion; they may not be sure if they believe in God, or perhaps they don't agree with everything their church tells them.
Homework: use each of the words above in your own sentence.
1. A person of great virtue not only knows what is right, but also does what is right.
2. His bride in her white gown was an angelic vision.
3. The library is a repository of books.
4. While church hymns are considered religious music because of their use in ritual, hip hop and rap are considered secular because they are not about religious ideas.
5. We are all going through a great hardship because of the recession.
6. There are still many isolated Amazonian tribes untainted by modern technology.
7. It's agony when you're late for school and you just miss the bus.
8. It sounds like nonsense that you could use toothpaste to power your radio.
9. There is a lot of potential business in new communications technology.
10. Our parents labor for our well-being by supporting us financially and emotionally.
11. I knew my little brother was up to some mischief when I saw mustard on the dog's nose.
12. My hands were idle as I waited for an idea to inspire my journal for the day.
13. Children need to learn to account for their actions by being responsible for what they do.
14. There is a contradiction when we say we believe something and then do the opposite.
15. The people who lived under Queen Victoria in England during most of the 19th century are known as Victorians.
16. Some people feel ambivalent towards religion; they may not be sure if they believe in God, or perhaps they don't agree with everything their church tells them.
Homework: use each of the words above in your own sentence.
Bring Alice in Wonderland Tomorrow
Please bring a copy of Alice in Wonderland tomorrow.
If you gave me $4.00 and still do not have a book, I hope to have the late shipments for those who paid me after 9/21 tomorrow.
If you did not pay me $4.00, you are responsible for purchasing or borrowing your own book. Coming to class without the book is considered being unprepared. Make sure you have a copy!
If you gave me $4.00 and still do not have a book, I hope to have the late shipments for those who paid me after 9/21 tomorrow.
If you did not pay me $4.00, you are responsible for purchasing or borrowing your own book. Coming to class without the book is considered being unprepared. Make sure you have a copy!
Journal for the day
All sections:
Write a "How-to" for an activity you like to do. Include detailed directions and questions a person should ask themselves while doing your activity.
Write a "How-to" for an activity you like to do. Include detailed directions and questions a person should ask themselves while doing your activity.
Friday, October 2, 2009
Lewis Carroll and Alice in Wonderland
Lewis Carroll and Alice in Wonderland
Lewis Carroll was born Charles Lutwidge Dodgson at Daresbury in Chesire. His father, the Reverend Charles Dodgson, was at that time Curate of the parish. During one picnic – on July 4, 1862, on a blazing summer afternoon – Charles Lutwidge Dodgson began to tell a long story to Alice Liddell (died in 1934), who was the daughter of Henry George Liddell, the head of his Oxford college, where Dodgson was a professor of mathematics. The Alice's Adventures in Wonderland was born from these tales.
Originally the book appeared under the title Alice's Adventures Under Ground. The story centers on the seven-year-old Alice, who falls asleep in a meadow, and dreams that she plunges down a rabbit hole, where finds herself first too large and then too small. She meets such strange characters as Cheshire Cat, the Mad Hatter, the March Hare, and the King and Queen of Hearts, and experiences wondrous, often bizarre adventures, trying to reason in numerous discussions that do not follow the usual paths of logic. Finally she totally rejects the dream world and wakes up.
- What is Lewis Carroll's real name?
- What was his profession?
- What was the original title for Alice's Adventures in Wonderland? Which title do you prefer? Why?
- What is the basic plot of Alice in Wonderland?
The author's life and work has become a constant area for speculation and his exploring of the boundaries of sense and nonsense has inspired a number of psychological studies and novels – and perhaps also the famous English philosopher Ludwig Wittgenstein. The humor of Joseph Heller's famous war novel Catch-22 (1961) is much in debt to Dodgson. In Catch-22 the story centers on the USAF regulation, which suggests that willingness to fly dangerous combat missions must be considered insane, but if the airmen seek to be relieved on grounds of mental reasons, the request proves their sanity. The same laws dominate the Wonderland: "'Oh, you can't help that,' said the Cat: 'we're all mad here. I'm mad. You're mad.' 'How do you know I'm mad?' said Alice. 'You must be,' said the Cat, 'or you wouldn't have come here.'"
- Re-read the paragraph above. In your own words, explain the impossible logic of Wonderland using the conversation Alice has with the Cheshire Cat.
"The time has come," the Walrus said,
"To talk of many things:
Of shoes - and ships - and sealing wax -
Of cabbages - and kings -
And why the sea is boiling hot -
And whether pigs have wings."
(from 'The Walrus and the Carpenter')
- What does Jung say about Alice in Wonderland?
- What is the Alice connection to modern physics? Do you think those ideas are “against common sense?
At the time of their publication, Alice's adventures were considered children's literature, but now Dodgson's stories are generally viewed in a different light. His work has fascinated such critics as Edmund Wilson and W.H. Auden, and logicians and scientist such as Alfred North Whitehead and Bertrand Russell. Virginia Woolf remarked, "the two Alices are not books for children; they are the only books in which we become children". In the 1960s rock musicians and hippies were attracted to the surrealistic world of Wonderland, which inspired such songs as Jefferson Airplane's 'White Rabbit' and The Beatles's 'I am the Walrus'.
Dodgson also wrote mathematical works, of which Condensation of Determinants (1866) and An Elementary Treatise On Determinants (1867) established his fame as a significant mathematical theorist. Moreover, Dodgson was a rather exceptional student of Aristotelian logic, and he delighted his friends with games, puzzles and riddles. Dodgson's mock-heroic poem, The Hunting of the Snark (1876), ending with the line "For the Snark was a Bojuum, you see", received mixed reviews when it appeared. The meaning of the poem, which tells of the journey to capture the mythical Snark, has puzzled generations of readers. "I'm very much afraid I didn't mean anything but nonsense!" Dodgson later said.
8. What are some examples of the influence of the Alice books in popular culture?
9. What do you think Virginia Woolf meant by "the two Alices are not books for children; they are the only books in which we become children." What's the difference between a book for children, and a book where we become children?
Thursday, October 1, 2009
Themes!
Themes Classwork /8
Mrs. Koza
10th Grade English
Name:__________________________________________ Section:__________________________
Themes!
An idea you can talk about in lots of different ways
Each set of lines below has a theme. What is it? (3 points)
So, yesterday it was my friend Stacey.
Two days ago I had to get something in my locker.
Three days ago Mr. Rich kept me too long!
But today... I'm late because I didn't hear the bell!
What's the theme?
__________________________________
In Chemistry, Mr. Ap helps us after school.
In English, I get too much of it.
For Geometry, my older brother helps me.
By the time I start on Global, my favorite TV show is on.
What's the theme?
___________________________________
Becky told me it was Marie.
Marie told me it was really Teresa.
Then, of course, Teresa blabbed on Becky.
And in the locker room, I heard it was me!
What's the theme?
____________________________________
Now, make your own!
(5 points)
In this activity, you will work in a group to brainstorm different ideas that fall under the same theme. Be prepared to write your own riddle (like the ones on the other side of this sheet) and share it with the class! (We'll be trying to guess the theme!)
Theme (I will provide this to your group): _______________________
With your small group, brainstorm some different ways you can talk about your theme. Come up with a few examples or situations in which your theme comes up (these will be your clues). What does this idea make you think of?
Now, choose an example and turn them into clues for your riddle:
Line 1:
Line 2:
Line 3:
Line 4:
Journal for the day
All sections:
What is your favorite book / fairy tale / story? What do you like about it? Why?
What is your favorite book / fairy tale / story? What do you like about it? Why?
Wednesday, September 30, 2009
Tuesday, September 29, 2009
Journal Project - Due Friday, October 2
Don't forget that Journals will be collected on Friday. This is 40 points towards Classwork and 40 points towards Projects. Work on it tonight!
More Strong Paragraphs
This paragraph is a response to the poem "Against Idleness and Mischief," and addresses the concept of theme, which we discussed in class today.
This is a TEAC paragraph:
What is the central theme of "Against Idleness and Mischief?"
The central theme of "Against Idleness and Mischief" is that hard work is important because it is the key to staying out of trouble. The busy bee is like the ideal individual--hard-working as she collects honey from flowers and builds wax cells to store it. The speaker says that he would also be busy like the bee, warning that "Satan finds some mischief still / for idle hands to do." The busy bee is constantly occupied, and therefore has no time to be idle; therefore, no time for mischief. By following the speaker's example, good children can do the same if they want to stay out of trouble.
Notice that the topic sentence answers the question, stating the central theme of the poem. The next two sentences provide details from the poem that support the central point. The examples show that the bee is good and hard-working. The example also shows that the speaker of the poem believes that working hard is a good thing, and helps keep young people away from "mischief." Therefore, the bee is a model to be followed, since hard work will help keep you out of trouble.
Classwork assignment:
Write a TEAC paragraph answering the following question:
What is the main theme of "How doth the Little Crocodile?" Label each sentence according to the TEAC model (Topic sentence, Example, Analysis, Conclusion).
This is a TEAC paragraph:
Topic Sentence
Examples
Analysis
ConclusionWhat is the central theme of "Against Idleness and Mischief?"
The central theme of "Against Idleness and Mischief" is that hard work is important because it is the key to staying out of trouble. The busy bee is like the ideal individual--hard-working as she collects honey from flowers and builds wax cells to store it. The speaker says that he would also be busy like the bee, warning that "Satan finds some mischief still / for idle hands to do." The busy bee is constantly occupied, and therefore has no time to be idle; therefore, no time for mischief. By following the speaker's example, good children can do the same if they want to stay out of trouble.
Notice that the topic sentence answers the question, stating the central theme of the poem. The next two sentences provide details from the poem that support the central point. The examples show that the bee is good and hard-working. The example also shows that the speaker of the poem believes that working hard is a good thing, and helps keep young people away from "mischief." Therefore, the bee is a model to be followed, since hard work will help keep you out of trouble.
Classwork assignment:
Write a TEAC paragraph answering the following question:
What is the main theme of "How doth the Little Crocodile?" Label each sentence according to the TEAC model (Topic sentence, Example, Analysis, Conclusion).
Journal for the day
All sections:
What does it mean to "read between the lines?" Give an example of a time when you had to read between the lines.
What does it mean to "read between the lines?" Give an example of a time when you had to read between the lines.
Monday, September 28, 2009
Journal Rubric
Journal Rubric
Mrs. Koza
10th Grade English
Name: ________________________________________ Section: ________________________
Your Journal will receive two grades: one for classwork and one project grade. Both are a total of 80 points. Here is how it breaks down:
Classwork (40 points):
20 points | 15 points | 10 points | 5 points | 0 points | Your Points | |
Do you have all your entries? | All entries are present and some response has been made | At most 2 entries are missing | At most 5 entries are missing | Most entries are missing | There are no entries | |
Are all your entries one page? | All entries have a response of at least one page | Most entries have a response of at least one page | Half of entries have a response of at least one page | Most entries have a response of less than one page | No entries fulfill the one page requirement | |
Total: | 40 possible |
Project (40 points):
For the project grade you will choose 4 entries from your journal and write a 300 word reflection on your writing. Choose your entries according to the following criteria:
Exemplary Entry: This entry is your favorite of all. It is a reflection of what you like about your writing.
Most Challenging Entry: This entry was difficult to write about. It's probably not your favorite, but it shows you struggling with the question, even if you think your response doesn't make sense.
Needs Improvement: This might have been an off day, or maybe your internal editor was at its worst. This entry could use some work.
Most Experimental: This entry reflects you as a no-fear writer. Even though it may not be the best or most creative entry, you certainly let yourself write what was on your mind without reservation.
Reflection:
Each 300 word reflection should cover these areas:
- Why did you choose it for that criterion?
- What do you think you did very well for this entry?
- How could you improve next time?
10 points | 7 points | 5 points | 3 points | 0 points | Your Points | |
Exemplary Entry | Reflection answers all 3 questions fully, showing that the student has thought about the quality of his or her writing, and is open to and aware of next steps towards improvement. | Reflection mostly answers all 3 questions, showing that the student has thought somewhat about the quality of his or her writing, and shows some awareness of next steps towards improvement | Reflection partially answers all 3 questions, showing that the student has limited understanding of the quality of his or her writing, with limited awareness of next steps towards improvement | Reflection does little to respond to the 3 questions, demonstrating little to no awareness of the student's writing quality, and little to no sense of next steps towards improvement | No reflection has been turned in. | |
Most Challenging Entry | ||||||
Needs Improvement | ||||||
Most Experimental | ||||||
Total: | 40 possible |
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