Every year, it is so helpful to get honest feedback about this
course. As a result, I make changes and tweaks to next year's
curriculum. If you would take a few minutes to complete this survey, I
would appreciate it. At the end, it does require you to write something
into the questions, so please do so.
Thank you!
Survey link:
http://www.surveymonkey.com/s/37T8VBC
Tuesday, May 14, 2013
Monday, May 13, 2013
The End is in Sight. Can you believe it? Final exam information.
You completed your biography, so you should feel GREAT about that
accomplishment. Now, with a few weeks to go, there is one last
assignment: your final exam, also known as The Last Word.
Here is the assignment, with the rubric:The Last Word assignment and rubric
Here is the assignment, with the rubric:The Last Word assignment and rubric
Guidelines for the Last Word, option A:
- One original poem which reflects precise language and focuses on something/someone you feel strongly
- One creative piece revised from a free write during the course of the year or a new piece written this semester.
- One piece from first semester that you feel reflects your authentic voice. You may revise this piece so it meets the necessary standards.
- In these pieces, think concretely and specific. Avoid the cliché with details that are unique to write about a universal experience.
- I don't care about fancy scrapbooking, although I know you might. Know that presentation is not part of your grade, but feel free to channel your inner Martha Stewart if you would like.
Guidelines
for the Last Word, option B:
- One original poem which reflects precise language and focuses on something/someone you feel strongly
- Instead of additional creative pieces, memorize this poem and “slam” it either on Thursday, May 30 or Friday, May 31st.
For both options, please complete this 1-2 page
letter, which addresses the following questions:
How
would you define your “real” writing voice? What characteristics does it have?
In what ways has that voice developed this year?
How
do these pieces reflect this voice?
How
have you changed as a writer this year?
How
do you see this voice working into your academic writing next year?
What
do you hope to remember about writing as you move forward?
Written
poem and letter will be due on Tuesday, May 28th no matter what option you choose.
If you are on
internship, you’ll have to place in Google Drive or drop off at some point
during the day or in the office up until 3:30. Let me know if you foresee an
issue.
Tuesday, May 7, 2013
Revision work for week of May 6th
Congratulations! You have finished a draft. Now, I'd like you to
revise your work a little each night to make sure you turn in the best
paper you can. Here are my suggested focus areas for each day:
Monday: Introduction: To exceed the standard in this area, your introduction needs to "engage reader and clearly set up focus of narrative." Here are some questions to ask yourself:
Did you use specific details and/or anecdotes to illustrate the trait you most want to convey about this person?
Is each paragraph focused on one trait? (In other words, did you avoid the "kitchen sink" paragraph?)
Is there specific language or evidence which reflects your voice and the spirit of your subject?
Tuesday: Organization and Evidence: To exceed these standards, you need to:
Does each paragraph have a clear purpose to the narrative? Do you make a paragraph break for each new idea?
Do the sections of your paper make logical sense? Do they build upon each other in a satisfying way?
Did you use transitional devices to make the transitions between anecdotes or points?
Does your evidence represent your point in the most compelling way?
Does your evidence weave into your narrative? Did you avoid large block quotes in most instances?
Block day: MLA and Narrative Technique day!
You should have proper MLA format. This includes a header, a first page header, proper parenthetical citations and quotation format and a proper Works Cited page. See OWL resources on biography page or the sample paper at top of blog.
Narrative technique: To exceed this standard, you should utilize description, reflection and pacing. Also, you should use compelling diction, avoiding generic words that are either bland or cliche. In other words, use the VOICE you have been developing all year.
Friday: Standard English Conventions: To exceed this standard, you need to have minimal errors in grammar usage. This is the stage where you should ensure you have complete sentences (and no run-ons), a variety of sentence structures, no errors with commas, semi-colons, colons, apostrophes, homonyms etc.
FINAL DRAFT OF BIOGRAPHY DUE MONDAY, MAY 13.
Monday: Introduction: To exceed the standard in this area, your introduction needs to "engage reader and clearly set up focus of narrative." Here are some questions to ask yourself:
Did you use specific details and/or anecdotes to illustrate the trait you most want to convey about this person?
Is each paragraph focused on one trait? (In other words, did you avoid the "kitchen sink" paragraph?)
Is there specific language or evidence which reflects your voice and the spirit of your subject?
Tuesday: Organization and Evidence: To exceed these standards, you need to:
- focus each paragraph with a clear first sentence, use transitional devices. (See a sheet for examples of transitional devices here: http://writing2.richmond.edu/writing/wweb/trans2.html ) and have a logical sequence of events
- weave the BEST evidence into your story with sophisticated fluency
Does each paragraph have a clear purpose to the narrative? Do you make a paragraph break for each new idea?
Do the sections of your paper make logical sense? Do they build upon each other in a satisfying way?
Did you use transitional devices to make the transitions between anecdotes or points?
Does your evidence represent your point in the most compelling way?
Does your evidence weave into your narrative? Did you avoid large block quotes in most instances?
Block day: MLA and Narrative Technique day!
You should have proper MLA format. This includes a header, a first page header, proper parenthetical citations and quotation format and a proper Works Cited page. See OWL resources on biography page or the sample paper at top of blog.
Narrative technique: To exceed this standard, you should utilize description, reflection and pacing. Also, you should use compelling diction, avoiding generic words that are either bland or cliche. In other words, use the VOICE you have been developing all year.
Friday: Standard English Conventions: To exceed this standard, you need to have minimal errors in grammar usage. This is the stage where you should ensure you have complete sentences (and no run-ons), a variety of sentence structures, no errors with commas, semi-colons, colons, apostrophes, homonyms etc.
FINAL DRAFT OF BIOGRAPHY DUE MONDAY, MAY 13.
Wednesday, April 24, 2013
Biography Boot Camp!
Welcome to Biography boot camp! For the next two weeks, your job will
be to write a rough then revised biography which incorporates multiple
sources and paints a complex picture of the subject you have chosen.
Within this timeframe, I would like you make a plan that allows you to
finish a complete rough draft by deadline.
Deadlines and Requirements:
Rough draft due Monday, May 6th
Final draft due Monday, May 13th
Word count requirement: 4,000-5,000 words
Sources: Total of five sources are needed. Minimum of three people, including primary subject. At least two secondary sources are recommended.
Appendices: For final draft, an appendix of your transcriptions are required. You may also submit a second appendix for photos or documents not within the paper.
Here is the rubric: Biography rubric
In addition, your appendix will be worth 75 points.
Here are the steps I would suggest for drafting in the next two weeks:
1. Come up with an inquiry or focus question for your paper. This will have to be included in your final paper.
2. Revise your outline to ensure you have an introduction, sub-sections which adhere to your question or focus and some concluding thoughts about the subject.
3. Review your transcripts and find DIRECT quotes, both from your subject and secondary interviews and begin to organize those quotes according to subject/subhead.
4. Review your secondary sources and take notes on information that will enhance each section.
5. Draft your works cited page. This will make your drafting process smoother.
5. Begin drafting. I would suggest beginning with the section that feels most important to your focus. For the drafting, I don't think it is necessary to go in order. You may find that one section becomes two or one section gets cut because it is not that important to your focus.
6. As you draft, weave in the evidence you have selected. I would suggest citing your sources as you go. Ideally, each section should contain direct evidence from primary and secondary sources. (And each paragraph should contain at least one direct quote.)
7. If you find you do not have enough material, return to interviews (or schedule a quick follow-up) and secondary sources.
Please look at exemplars at blog link here:
http://herlihy12aclasses2.blogspot.com/search/label/research%20project
Or check out the exemplar in the workspace on First Class.
Editing and Revision help:
If you would like me to look at part of your draft, you will need to make an appointment with me. If you would like me to look at a section of your draft for written feedback, you will need to have that completed by Thursday, May 2nd. I am willing to look at up to four pages. I am happy to consult with you in person the week of May 6th, but I won't be able to provide written feedback to you.
Deadlines and Requirements:
Rough draft due Monday, May 6th
Final draft due Monday, May 13th
Word count requirement: 4,000-5,000 words
Sources: Total of five sources are needed. Minimum of three people, including primary subject. At least two secondary sources are recommended.
Appendices: For final draft, an appendix of your transcriptions are required. You may also submit a second appendix for photos or documents not within the paper.
Here is the rubric: Biography rubric
In addition, your appendix will be worth 75 points.
Here are the steps I would suggest for drafting in the next two weeks:
1. Come up with an inquiry or focus question for your paper. This will have to be included in your final paper.
2. Revise your outline to ensure you have an introduction, sub-sections which adhere to your question or focus and some concluding thoughts about the subject.
3. Review your transcripts and find DIRECT quotes, both from your subject and secondary interviews and begin to organize those quotes according to subject/subhead.
4. Review your secondary sources and take notes on information that will enhance each section.
5. Draft your works cited page. This will make your drafting process smoother.
5. Begin drafting. I would suggest beginning with the section that feels most important to your focus. For the drafting, I don't think it is necessary to go in order. You may find that one section becomes two or one section gets cut because it is not that important to your focus.
6. As you draft, weave in the evidence you have selected. I would suggest citing your sources as you go. Ideally, each section should contain direct evidence from primary and secondary sources. (And each paragraph should contain at least one direct quote.)
7. If you find you do not have enough material, return to interviews (or schedule a quick follow-up) and secondary sources.
Please look at exemplars at blog link here:
http://herlihy12aclasses2.blogspot.com/search/label/research%20project
Or check out the exemplar in the workspace on First Class.
Editing and Revision help:
If you would like me to look at part of your draft, you will need to make an appointment with me. If you would like me to look at a section of your draft for written feedback, you will need to have that completed by Thursday, May 2nd. I am willing to look at up to four pages. I am happy to consult with you in person the week of May 6th, but I won't be able to provide written feedback to you.
Monday, April 8, 2013
Homework for week of 4/8
Monday: Complete rough draft by Tuesday, including evidence. I know this is a quick turnaround, but it is good practice for college!
Here is the assignment and rubric again:
Final Assessment for The Kite Runner
Revision and peer editing work guidelines
Tuesday: Revise The Kite Runner essay for block day.
Over vacation: Looking at your information so far, think about a guiding question for your subject's life that will begin your writing. Also, organize a structural outline of your biography. Ideally, this would include the sections of your paper and a focused idea for each sub-head. Be prepared to go into Biography Boot Camp when we return!
Mrs. Guimond's survey
Here is the assignment and rubric again:
Final Assessment for The Kite Runner
Revision and peer editing work guidelines
Tuesday: Revise The Kite Runner essay for block day.
Over vacation: Looking at your information so far, think about a guiding question for your subject's life that will begin your writing. Also, organize a structural outline of your biography. Ideally, this would include the sections of your paper and a focused idea for each sub-head. Be prepared to go into Biography Boot Camp when we return!
Mrs. Guimond's survey
Monday, April 1, 2013
Homework for week of 4/1
This is the last week of the quarter, so make sure you are up to date on assignments and you pass journals in on time. Also, make sure you are editing your journals. Points will be taken off for errors in conventions, including capitalization, spelling, and run-on sentences.
Also, note there will be a long reading assignment over next weekend (about 60 pages). Please manage your time well this week, reading ahead if necessary.
Monday: Read chapters19-20 (and annotate). Journals due tomorrow, 4/2!
Here are the guiding questions from last week through tomorrow: Guiding questions for chapters 11-22
Here are the rest of the guiding questions: Guiding Questions chapters 23-25
Tuesday: Read chapters 21-22 (and annotate)
For class: Read this article in The New York Times: http://www.nytimes.com/2013/04/01/world/asia/afghan-debts-painful-payment-a-daughter-6.html?_r=0
Block day: Read chapter 23 (and annotate)
Friday: Finish The Kite Runner for Monday (and annotate).
Final Assessment for The Kite Runner
Also, note there will be a long reading assignment over next weekend (about 60 pages). Please manage your time well this week, reading ahead if necessary.
Monday: Read chapters19-20 (and annotate). Journals due tomorrow, 4/2!
Here are the guiding questions from last week through tomorrow: Guiding questions for chapters 11-22
Here are the rest of the guiding questions: Guiding Questions chapters 23-25
Tuesday: Read chapters 21-22 (and annotate)
For class: Read this article in The New York Times: http://www.nytimes.com/2013/04/01/world/asia/afghan-debts-painful-payment-a-daughter-6.html?_r=0
Block day: Read chapter 23 (and annotate)
Friday: Finish The Kite Runner for Monday (and annotate).
Final Assessment for The Kite Runner
Monday, March 25, 2013
Homework for week of 3/25
Monday: Read chapters 11-12 and annotate with guiding questions in mind. Due Tuesday.
Guiding questions for chapters 11-22
2. Find two reliable secondary sources for your biography project. See rubric for guidelines:
Website reliability rubric
In addition, have a draft of these sources in your works cited page for block day. You may use noodle tools: http://www.noodletools.com/login.php. You'll have to scroll down to find the free application: Noodle Tools express.
Tuesday: Read chapters 13-14 for block day.
Block day: Read 15-18 for Monday, April 1. Use these questions for the weekend's work: Guiding questions for chapters 13-18
Guiding questions for chapters 11-22
2. Find two reliable secondary sources for your biography project. See rubric for guidelines:
Website reliability rubric
In addition, have a draft of these sources in your works cited page for block day. You may use noodle tools: http://www.noodletools.com/login.php. You'll have to scroll down to find the free application: Noodle Tools express.
Tuesday: Read chapters 13-14 for block day.
Block day: Read 15-18 for Monday, April 1. Use these questions for the weekend's work: Guiding questions for chapters 13-18
Monday, March 18, 2013
Homework for week of 3/18
We will be venturing
into the heart of our new novel this week as well as beginning our secondary
research for the biography project.
Guiding questions for chapters 1-10: Guiding Questions Kite Runner chapters 1-10
Guiding questions for chapters 1-10: Guiding Questions Kite Runner chapters 1-10
Monday: Read
chapters 4-5 of The Kite Runner and annotate, using the guiding questions.
Tuesday: Read
chapters 6-7 and annotate, using the guiding questions.
Thursday: Read
chapter 8 and annotate, using the guiding questions.
Friday: Read
chapters 9-10 and annotate, using the guiding questions.
Tuesday, March 12, 2013
The Kite Runner journals
Journal #1:
Part One:
When you think of Afghanistan, what images come to mind? How would you describe the country, the people, based on what you know now?
View the video from PBS, then answer the questions below. If you missed the video, here it is, in two parts:
Part One:http://www.youtube.com/watch?v=OMFtqsmynnU
Part Two:http://www.youtube.com/watch?v=nw2wIKo1vKk
Part Two:
What information surprised you about the video? Describe the landscape. How did the information change or add to what you already know about Afghanistan?
Word count: at least 200 words
Journal #2:
Keeping in mind the fact Amir is middle school age, how do you react to his actions in the alley when Hassan is violated? Do you think most kids in his position would have done the same? Explain. Thinking honestly, what would you have done in that situation? How would you have addressed Hassan or the situation after the fact?
And for the BIG question, is it possible for Amir to redeem himself? Explain your answer.
Word count: at least 250 words.
Journal #3:
Brainstorming (I don't need this part of the journal): Sketch a blueprint of a floor in your house when you were around 12. Just a rough sketch, perhaps with furniture, will do.
Then, think about one specific memory in each room and make a note to hold your thinking.
NOW: Choose one memory and write a scene from your childhood, that reveals something about the characters in it and the dynamic of the family. Remember to use small gestures and physical details to paint the scene. Also, consider literary devices such as imagery, dialogue and non-cliche metaphor or similes. Word count: 250-350 words.
Part One:
When you think of Afghanistan, what images come to mind? How would you describe the country, the people, based on what you know now?
View the video from PBS, then answer the questions below. If you missed the video, here it is, in two parts:
Part One:http://www.youtube.com/watch?v=OMFtqsmynnU
Part Two:http://www.youtube.com/watch?v=nw2wIKo1vKk
Part Two:
What information surprised you about the video? Describe the landscape. How did the information change or add to what you already know about Afghanistan?
Word count: at least 200 words
Journal #2:
Keeping in mind the fact Amir is middle school age, how do you react to his actions in the alley when Hassan is violated? Do you think most kids in his position would have done the same? Explain. Thinking honestly, what would you have done in that situation? How would you have addressed Hassan or the situation after the fact?
And for the BIG question, is it possible for Amir to redeem himself? Explain your answer.
Word count: at least 250 words.
Journal #3:
Brainstorming (I don't need this part of the journal): Sketch a blueprint of a floor in your house when you were around 12. Just a rough sketch, perhaps with furniture, will do.
Then, think about one specific memory in each room and make a note to hold your thinking.
NOW: Choose one memory and write a scene from your childhood, that reveals something about the characters in it and the dynamic of the family. Remember to use small gestures and physical details to paint the scene. Also, consider literary devices such as imagery, dialogue and non-cliche metaphor or similes. Word count: 250-350 words.
Monday, March 11, 2013
Homework for week of 3/11
Monday: Final
draft of Butterflies vignette due
Thursday – be sure to consult the final assessment rubric to make sure you have
included all the aspects of the assignment. Find one last person to read
through your vignette for final edits outside of class.
Tuesday: Revise Butterflies vignette. Find one last person to read
through your vignette for final edits outside of class. Due Thursday.
Thursday: Prepare
for your presentations. We shall begin on Friday.
Friday: Read
chapters 1-3 and annotate, using the guiding questions:Guiding Questions for The Kite Runner chs. 1-7
Documents for The Kite Runner presentations:
Here is the document everyone should read: Afghanistan overview handout
Here is the overview for the assignment: Overview of assignment
Here are the additional resources for the work: Kite Runner resources
Monday, March 4, 2013
Homework for week of 3/4
This is Mrs. Guimond! I will be taking over for the next 3 weeks,
so get ready! Please contact me with any
questions or concerns. My email address
is mvaughan@gorhamschools.org.
Monday: Read
chapter 12 and annotate, keeping the guiding questions in mind. See last week's blog for Part Three question. Bring one page of typed biography notes to class on
Thursday (these can be an expansion of your thoughts from the free write), and
an idea for an opening scene.
Here are the process questions in case you missed them last week:Biography Process questions
Here are the process questions in case you missed them last week:Biography Process questions
Tuesday: Read
epilogue. Annotate, keeping the guiding
questions in mind. Biography notes and
idea for opening scene due Thursday.
Thursday: Review
the expectations for the final assessment and come to class tomorrow with a
comprehensive outline from which to brainstorm.
Friday: Complete
a draft of your narrative and have three copies, either in electronic or paper
form, for your peer-editing group on Monday.
Final assessment overview and rubric: Final Assessment Butterflies
Monday, February 25, 2013
Homework for week of 2/25
Monday: Read chapter 9 of In the Time of the Butterflies, referring to guiding questions as you annotate:Part Three Guiding Questions Journals will be due at end of class on block day. Biography interviews and transcriptions are now due on block day.
Tuesday: Read chapter 10 of In the Time of the Butterflies, referring to guiding questions as you annotate. Biography interviews and transcriptions due on block day.
Block day: Read chapter 11 of In the Time of the Butterflies, referring to guiding questions as you annotate.
Friday: Read chapter 12 of In the Time of the Butterflies, referring to guiding questions as you annotate.
Tuesday: Read chapter 10 of In the Time of the Butterflies, referring to guiding questions as you annotate. Biography interviews and transcriptions due on block day.
Block day: Read chapter 11 of In the Time of the Butterflies, referring to guiding questions as you annotate.
Friday: Read chapter 12 of In the Time of the Butterflies, referring to guiding questions as you annotate.
Monday, February 11, 2013
Homework for week of 2/11
We have one more week until vacation, so stay with us!
Biography work: Make sure you are scheduling your interviews. Remember that the reminder of your interviews should be completed and transcribed by Tuesday, February 23rd.
Monday: Due to the snow day, please complete Friday's assignment today: Read and annotate chapter 5 In the Time of the Butterflies. See the guiding questions for Part Two: Butterflies Part Two
Tuesday: Read and annotate chapter six.
Block day: Read and annotate chapter seven
Over vacation: Read and annotate chapter eight (end of Part Two). Complete interviews for biography project.
Biography work: Make sure you are scheduling your interviews. Remember that the reminder of your interviews should be completed and transcribed by Tuesday, February 23rd.
Monday: Due to the snow day, please complete Friday's assignment today: Read and annotate chapter 5 In the Time of the Butterflies. See the guiding questions for Part Two: Butterflies Part Two
Tuesday: Read and annotate chapter six.
Block day: Read and annotate chapter seven
Over vacation: Read and annotate chapter eight (end of Part Two). Complete interviews for biography project.
Tuesday, February 5, 2013
Homework for week of 2/4
Monday: If necessary, complete webquest.
Tuesday: Read chapters 1-2 of In the Time of the Butterflies. Complete annotations. Due block day.
Here are the guiding questions and narrative chart we suggest you use to guide your annotations:
Butterflies guiding questions chapter 1-5
Block day: Read chapters 3-4 of In the Time of the Butterflies. Complete annotations. Due Friday.
Friday: Read chapter 5 of In the Time of the Butterflies. Complete annotations. Due Monday.
Tuesday: Read chapters 1-2 of In the Time of the Butterflies. Complete annotations. Due block day.
Here are the guiding questions and narrative chart we suggest you use to guide your annotations:
Butterflies guiding questions chapter 1-5
Block day: Read chapters 3-4 of In the Time of the Butterflies. Complete annotations. Due Friday.
Friday: Read chapter 5 of In the Time of the Butterflies. Complete annotations. Due Monday.
Tuesday, January 29, 2013
In the Time of the Butterflies journals
Journal #1:
Look at the photos in class. Try to observe the sensory details in the picture and capture them for a reader who is not able to look at the picture. Then create a micro-story about the photo. Imagine what people live there. What might be happening inside? Outside? This should just be a glimpse into this world. Each entry should be about 250 words. Try to think about vivid diction to convey sensory details.
Journal #2:
Think of an object that has some significance for you. It can be something you have saved over the years, a photograph, a Chinese fortune you got when you went to a birthday dinner with your favorite uncle or anything that has a story to tell. Then, write the significance of that object in the voice of the object (yes, a persona poem! Woohoo!). In this poem, use specific diction to relay a tone. What story would that object tell? More importantly, what would this story reveal about you and your memories?
Be haunted and obsessed with word choice as you revise. Don't necessarily choose the first word that comes to mind (especially if that word is stuff or thing).
Journal #3
What is your definition of courage? Would you consider yourself a courageous person? Under what circumstances would you act on this courage. Be specific!
Look at the photos in class. Try to observe the sensory details in the picture and capture them for a reader who is not able to look at the picture. Then create a micro-story about the photo. Imagine what people live there. What might be happening inside? Outside? This should just be a glimpse into this world. Each entry should be about 250 words. Try to think about vivid diction to convey sensory details.
Journal #2:
Think of an object that has some significance for you. It can be something you have saved over the years, a photograph, a Chinese fortune you got when you went to a birthday dinner with your favorite uncle or anything that has a story to tell. Then, write the significance of that object in the voice of the object (yes, a persona poem! Woohoo!). In this poem, use specific diction to relay a tone. What story would that object tell? More importantly, what would this story reveal about you and your memories?
Be haunted and obsessed with word choice as you revise. Don't necessarily choose the first word that comes to mind (especially if that word is stuff or thing).
Journal #3
What is your definition of courage? Would you consider yourself a courageous person? Under what circumstances would you act on this courage. Be specific!
Journal
#4:
How
do the Mirabel sisters become heroes? Do you consider each sister equally
heroic? In a double-entry journal, select one quote (not from quiz) for two of the sisters and analyze what this evidence illustrates about her heroism (or lack thereof). Evidence should be carefully selected and analysis should be complex and nuanced.
Monday, January 28, 2013
Welcome to Second Semester!
Can you believe it? I can't! Our work for this week wraps up first
semester, sets some goals for second and then leaps into third quarter. I
am so excited to have Mrs. Guimond, a student teacher from University
of Southern Maine, with us for the spring semester. You can read her
introduction letter here: Mrs. Guimond's introduction letter
See below for specific assignments this week:
Monday: Make sure I have checked off your goal sheet for second semester and you have saved it somewhere you can find. Here is the goal sheet:second semester goal sheet
Your BIG work this week is to complete at least 30 minutes worth of interviews AND transcribe them. I'll check both the audio file and the transcription on block day.
Tuesday: Interview and transcription due on block day
Wednesday: Finish webquest Due Monday.
Find the link for the webquest:http://www.zunal.com/process.php?w=172951
Complete worksheet for webquest and submit to work space when completed: Butterflies webquest
See below for specific assignments this week:
Monday: Make sure I have checked off your goal sheet for second semester and you have saved it somewhere you can find. Here is the goal sheet:second semester goal sheet
Your BIG work this week is to complete at least 30 minutes worth of interviews AND transcribe them. I'll check both the audio file and the transcription on block day.
Tuesday: Interview and transcription due on block day
Wednesday: Finish webquest Due Monday.
Find the link for the webquest:http://www.zunal.com/process.php?w=172951
Complete worksheet for webquest and submit to work space when completed: Butterflies webquest
Monday, January 14, 2013
Homework for week of 1/14
Your work this week is twofold:
1. To revise your essay when you get feedback and turn in by Friday, 1/18.
2. To prepare for the midterm.
This is fairly straight-forward. Please make sure you leave enough time for someone to review your portfolio in a timely manner. Unless I hear from you, I would like your outside reader to be a parent or relative. Let me know if this is an issue by this Friday, 1/18. See details for midterm below.
1. To revise your essay when you get feedback and turn in by Friday, 1/18.
2. To prepare for the midterm.
This is fairly straight-forward. Please make sure you leave enough time for someone to review your portfolio in a timely manner. Unless I hear from you, I would like your outside reader to be a parent or relative. Let me know if this is an issue by this Friday, 1/18. See details for midterm below.
Midterm details
Your midterm will consist of two separate assessments:
1. An in-class essay which asks you to respond to the following question:
What does it mean to be a young American?
Using Into the Wild, The Catcher in the Rye and one other example of your own choosing, you will answer this question fully and specifically. We shall use the rubric from the beginning of the year to assess you:
You may outline and bring notes to the exam, but the actual essay will be written on demand. This will be worth 30% of your midterm grade.
2. A portfolio which asks you to reflect upon the work you have done this semester as a reader, writer and thinker. This will be worth 70% of your midterm grade.
Here are the documents which will help you with this task:
Overview and instructions
Checklist of Skills
Assessment Sheet
Other reader letter
1. An in-class essay which asks you to respond to the following question:
What does it mean to be a young American?
Using Into the Wild, The Catcher in the Rye and one other example of your own choosing, you will answer this question fully and specifically. We shall use the rubric from the beginning of the year to assess you:
You may outline and bring notes to the exam, but the actual essay will be written on demand. This will be worth 30% of your midterm grade.
2. A portfolio which asks you to reflect upon the work you have done this semester as a reader, writer and thinker. This will be worth 70% of your midterm grade.
Here are the documents which will help you with this task:
Overview and instructions
Checklist of Skills
Assessment Sheet
Other reader letter
Monday, January 7, 2013
Homework for week of 1/7
Monday: Finish rough draft. 750-900 words. See "essay
scaffolds" for reminders about conclusions. Prepare for Round Two of
Poetry Out Loud.
Tuesday: Prepare for Round Two of Poetry Out Loud.
Block day: Prepare for Round Two of Poetry Out Loud.
Friday: If rough drafts are not returned yet, none.
Tuesday: Prepare for Round Two of Poetry Out Loud.
Block day: Prepare for Round Two of Poetry Out Loud.
Friday: If rough drafts are not returned yet, none.
Wednesday, January 2, 2013
Homework for week of 1/2
Thursday: Complete introduction for Into the Wild essay for Friday. Complete rough draft is due on Tuesday, 1/8.
Here is the prompt:
In this paper you will come up with an interesting claim and argue your point, using direct evidence from the text. The best papers will not only support its claim, but also address the opposition.
Here is the prompt:
What flaw(s) in Chris McCandless or
society contribute to his tragedy?
In this paper you will come up with an interesting claim and argue your point, using direct evidence from the text. The best papers will not only support its claim, but also address the opposition.
Length: 750-900 words.
This essay should be thesis driven and engage the reader with a compelling, complex voice. It should also include direct citation from the novel in each body paragraph.
Friday: Complete body paragraphs, including evidence: 650 words. Due Monday. Begin to memorize second poem for Poetry Out Loud. Memorization should be complete by Thursday, 1/10.
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