English 7-8 (Period 4,5,6) Assignments
- Instructors
- Term
- Spring 2011
- Department
- English
- Location
- room 26
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Below is the link to the tentative class calendar for this semester.
Due:
Assignment
SENIOR PROJECT REMINDERS!
Research Components
• Annotated List of Works Cited
• Handout Example
• Research Notes
• Handout Sample
• Formal Outline
• Sample Online
Works Cited Requirements
• 3-5 sources
• At least one database included
• At least one personal interview
• Typed & annotated in MLA 2009 format
• Each annotation has a 3-5 sentence explanation of the source
• How & why you used it
• What you got out of the source
• How helpful the source was
Reflection Paper
• This paper needs to be 500 words or 2 pages
• Typed in MLA format
• Three parts: personal, topic, presentation
• Specific questions to guide paper online
Presentation
• Dates: MAY 26, May 31, June 1, June 2, June 3
• Requirements: visual aid, presentation outline, in class presentation
• Visual Aid- to assist in demonstration, explanation, and presentation of your project
• Visual Aid can include: objects, display boards, document camera, movie/video, keynote/power point
Dress Requirements
• You are expected to dress professionally for this presentation. Wear something that you would wear to a job interview.
• See specific dress requirements on website
• General rule of thumb: If you’d wear it to school, it’s not dressy enough!
The Speech
• Attention getter
• Discuss how/why you chose your topic
• Explain your research and how it helped
• Discuss the process you through
• Show the final product or pictures
• Explain what you learned
• Conclusion
PREPARE FOR 5 MINUTES. I WILL CUT YOU OFF AT 7 MINUTES. LET ME KNOW IN ADVANCE WHAT TECHNOLOGY YOU NEED.
Research Components
• Annotated List of Works Cited
• Handout Example
• Research Notes
• Handout Sample
• Formal Outline
• Sample Online
Works Cited Requirements
• 3-5 sources
• At least one database included
• At least one personal interview
• Typed & annotated in MLA 2009 format
• Each annotation has a 3-5 sentence explanation of the source
• How & why you used it
• What you got out of the source
• How helpful the source was
Reflection Paper
• This paper needs to be 500 words or 2 pages
• Typed in MLA format
• Three parts: personal, topic, presentation
• Specific questions to guide paper online
Presentation
• Dates: MAY 26, May 31, June 1, June 2, June 3
• Requirements: visual aid, presentation outline, in class presentation
• Visual Aid- to assist in demonstration, explanation, and presentation of your project
• Visual Aid can include: objects, display boards, document camera, movie/video, keynote/power point
Dress Requirements
• You are expected to dress professionally for this presentation. Wear something that you would wear to a job interview.
• See specific dress requirements on website
• General rule of thumb: If you’d wear it to school, it’s not dressy enough!
The Speech
• Attention getter
• Discuss how/why you chose your topic
• Explain your research and how it helped
• Discuss the process you through
• Show the final product or pictures
• Explain what you learned
• Conclusion
PREPARE FOR 5 MINUTES. I WILL CUT YOU OFF AT 7 MINUTES. LET ME KNOW IN ADVANCE WHAT TECHNOLOGY YOU NEED.
Due:
Assignment
Senior Project Rubric
SMHS, Hernandez 2010-2011
Presentation: /50
Within Time Allotment 1-3 4-5 5-8 Stopped
Dressed Appropriately Yes No
Introduction 4 3 2 1
Explanation 4 3 2 1
Conclusion 4 3 2 1
Visual Aid 4 3 2 1
Reflective 4 3 2 1
Notebook: /100
Organized with Dividers 5
Each Section has a Label 5
Proofread/Edited 10
Proposals 1 & 2 5
Checklist 5
Product Evaluation 5
Reflective Essay- 500 words 25
Evidence- 10 hours 10
Notes –front & back 10
Works Cited- 3 sources, annotated 15
Product 5
Product:
Ambitious goal, a major challenge 100
Met goal 85
Made an average effort to meet goal 75
Lacked effort & made minimal progress on goal 65
Did not meet goal 55
No attempt made 0
SMHS, Hernandez 2010-2011
Presentation: /50
Within Time Allotment 1-3 4-5 5-8 Stopped
Dressed Appropriately Yes No
Introduction 4 3 2 1
Explanation 4 3 2 1
Conclusion 4 3 2 1
Visual Aid 4 3 2 1
Reflective 4 3 2 1
Notebook: /100
Organized with Dividers 5
Each Section has a Label 5
Proofread/Edited 10
Proposals 1 & 2 5
Checklist 5
Product Evaluation 5
Reflective Essay- 500 words 25
Evidence- 10 hours 10
Notes –front & back 10
Works Cited- 3 sources, annotated 15
Product 5
Product:
Ambitious goal, a major challenge 100
Met goal 85
Made an average effort to meet goal 75
Lacked effort & made minimal progress on goal 65
Did not meet goal 55
No attempt made 0
Due:
Assignment
Today in class...
1. Seniors worked on project
2. I distributed handout of presentation dates (see below)
3. Checked on handouts turned in
4. Passed around example of perfect outline
5. Reviewed requirements for Works Cited
6. Distributed progress reports to students earning below 75%
SENIOR PROJECT PRESENTATION DATES
These dates are NOT flexible. If, for some reason, you are not able to complete your project on the date of which you sign-up, you MUST switch with someone. If this occurs, you MUST notify your instructor immediately. Do not schedule appointments on the day of your presentation. If you are absent on the day of your presentation, you will receive a ZERO on your project and risk failing the course.
The date of your presentation is also the date you will turn in your notebook and reflection paper. Students who sign up for the first day will have an automatic 5 points added to their total score.
Presentation Requirements:
- Visual Aid
- FIVE minutes (I will stop you at 7 minutes)
- Dress professionally
- Presentation should include beginning, middle, end of your project process
- Practice!
May 26:
*I need FIVE volunteers from PERIOD 4 to do their presentations on May 26. You will earn 10 BONUS POINTS added to your score. The offer is open to periods 5 & 6; however, there are fewer students in the classes, so we are not in a “time crunch.”
Period 4-
Period 5-
Period 6-
May 31:
Period 4- Allan, Andrew N., Janice, Savannah, Andrew L, Tro, Kim, Alenna
Period 5- Taylor, James, Jonny, Oliver
Period 6- Nabeel, Martin, Justin, Arnold
June 1:
Period 4- Doug, Kevin, Joey, Kim, Eisha, Chantal, Richard, Russell
Period 5- Derek, Matthew, Mackenzie, Paige, Tiffany, Demi, JJ
Period 6- Julia, Esther, Melody, Paola, Charlene
June 2:
Period 4- Luke, Austin, Hank, Ashley, Remi, Megan, Howard
Period 5- Patrick, Tina, Karen, Sasha, Tiffany L., Victoria, Julie
Period 6- Crystal, Sharon, Anastasia, Ridah, Adrian
June 3:
Period 4- Ben, Tristan, Tim, DaVontae, Tiffany, Hanna, Darrell
Period 5- Kate, Anisha, Mabel, Lauren, Grace, Anya, Alana
Period 6- Matthew
1. Seniors worked on project
2. I distributed handout of presentation dates (see below)
3. Checked on handouts turned in
4. Passed around example of perfect outline
5. Reviewed requirements for Works Cited
6. Distributed progress reports to students earning below 75%
SENIOR PROJECT PRESENTATION DATES
These dates are NOT flexible. If, for some reason, you are not able to complete your project on the date of which you sign-up, you MUST switch with someone. If this occurs, you MUST notify your instructor immediately. Do not schedule appointments on the day of your presentation. If you are absent on the day of your presentation, you will receive a ZERO on your project and risk failing the course.
The date of your presentation is also the date you will turn in your notebook and reflection paper. Students who sign up for the first day will have an automatic 5 points added to their total score.
Presentation Requirements:
- Visual Aid
- FIVE minutes (I will stop you at 7 minutes)
- Dress professionally
- Presentation should include beginning, middle, end of your project process
- Practice!
May 26:
*I need FIVE volunteers from PERIOD 4 to do their presentations on May 26. You will earn 10 BONUS POINTS added to your score. The offer is open to periods 5 & 6; however, there are fewer students in the classes, so we are not in a “time crunch.”
Period 4-
Period 5-
Period 6-
May 31:
Period 4- Allan, Andrew N., Janice, Savannah, Andrew L, Tro, Kim, Alenna
Period 5- Taylor, James, Jonny, Oliver
Period 6- Nabeel, Martin, Justin, Arnold
June 1:
Period 4- Doug, Kevin, Joey, Kim, Eisha, Chantal, Richard, Russell
Period 5- Derek, Matthew, Mackenzie, Paige, Tiffany, Demi, JJ
Period 6- Julia, Esther, Melody, Paola, Charlene
June 2:
Period 4- Luke, Austin, Hank, Ashley, Remi, Megan, Howard
Period 5- Patrick, Tina, Karen, Sasha, Tiffany L., Victoria, Julie
Period 6- Crystal, Sharon, Anastasia, Ridah, Adrian
June 3:
Period 4- Ben, Tristan, Tim, DaVontae, Tiffany, Hanna, Darrell
Period 5- Kate, Anisha, Mabel, Lauren, Grace, Anya, Alana
Period 6- Matthew
Due:
Assignment
Senior Project Research Notes
Student Name
Research Question:
Questions, Keywords,
Topics & Sources Notes
Page 2
Questions, Keywords,
Topics & Sources Notes
Summary & Reflection:
Student Name
Research Question:
Questions, Keywords,
Topics & Sources Notes
Page 2
Questions, Keywords,
Topics & Sources Notes
Summary & Reflection:
Due:
Assignment
ON 5/2: Students worked on SENIOR PROJECT
ON 5/3: Students worked on scene presentation for Act 2
Students will be given individual grades based on performance rubric:
1. Use of Space
2. Triangle Direction/Movement
3. Levels
4. Balance Crosses
5. Motivate Movement
6. Character Relationships
7. Stage Pictures
8. Act! (with voice & body)
9. Create visual interest (characterization)
10. Tell the story~ don't just read the script.
Presentation includes scene and analysis.
ON 5/3: Students worked on scene presentation for Act 2
Students will be given individual grades based on performance rubric:
1. Use of Space
2. Triangle Direction/Movement
3. Levels
4. Balance Crosses
5. Motivate Movement
6. Character Relationships
7. Stage Pictures
8. Act! (with voice & body)
9. Create visual interest (characterization)
10. Tell the story~ don't just read the script.
Presentation includes scene and analysis.
Due:
Assignment
Today in class...
4/28: 12N Act 2 Assignment
In groups of FIVE (or fewer), read through Act 2 scenes 1,2,3,4,5.
This assignment will continue into Tuesday, May 3 and Wednesday, May 4.
II i: Antonio, Sebastian
II ii: Viola, Malvolio
II iii: Sir Toby, Sir Andrew, Clown, Maria, Malvolio
II iv: Duke, Curio, Viola, Clown
II v: Sir Toby, Fabian, Sir Andrew, Maria, Malvolio
Once you have read through the Act, answer the study questions on a separate sheet of paper. You will have one paper per group. (Tuesday)
Prepare & present your scene followed by analysis. You will be presenting the scene that is highlighted on this form. Each group member must talk at some point during the presentation- be it as an actor, or explaining the analysis. Your analysis should include examples of literary devices (aside, pun, conceit, word play, and paradox), the role of the fool, stereotypes, characterization, gender uncertainty, themes, motifs, symbols, etc. etc. etc (Wednesday)
Thursday we will be watching the video of Act 2 IF we finish the presentations.
4/28: 12N Act 2 Assignment
In groups of FIVE (or fewer), read through Act 2 scenes 1,2,3,4,5.
This assignment will continue into Tuesday, May 3 and Wednesday, May 4.
II i: Antonio, Sebastian
II ii: Viola, Malvolio
II iii: Sir Toby, Sir Andrew, Clown, Maria, Malvolio
II iv: Duke, Curio, Viola, Clown
II v: Sir Toby, Fabian, Sir Andrew, Maria, Malvolio
Once you have read through the Act, answer the study questions on a separate sheet of paper. You will have one paper per group. (Tuesday)
Prepare & present your scene followed by analysis. You will be presenting the scene that is highlighted on this form. Each group member must talk at some point during the presentation- be it as an actor, or explaining the analysis. Your analysis should include examples of literary devices (aside, pun, conceit, word play, and paradox), the role of the fool, stereotypes, characterization, gender uncertainty, themes, motifs, symbols, etc. etc. etc (Wednesday)
Thursday we will be watching the video of Act 2 IF we finish the presentations.
Due:
Assignment
Today in class...
1. finish ACT ONE of the 12N film
2. wrote 1/2 page reflection on group topic
3. took notes on act 1
4. began reading act 2
*email me a request for the notes. I took pictures of the boards, and I will email them to you--they will not upload onto this page.*
1. finish ACT ONE of the 12N film
2. wrote 1/2 page reflection on group topic
3. took notes on act 1
4. began reading act 2
*email me a request for the notes. I took pictures of the boards, and I will email them to you--they will not upload onto this page.*
Due:
Assignment
Today in class...
Students watched ACT ONE of the film Twelfth Night.
As they watched, each group focused on the following & completed the 1/2 page reflection.
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Characterization- how the actor took the words from the text & created someone plausible. Look at mannerisms, vocal modulation, costume, walk, make-up, color palette, etc.
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Look & listen for each of the following: conceit, pun, and paradox. Mark it in your text. What did each rhetorical device contribute to the entertainment value of the scene? What did it show about the characters? The plot?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Look & listen for word play & asides. Mark them in your text. What did each rhetorical device contribute to the entertainment value of the scene? What did it show about the characters? The plot? Were the asides in the film noted in the text?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Stereotypes- What stereotypes are present in the text? How do the stereotypes translate into the film? Do the same stereotypes in the play exist today? Give examples. What comedic effect do the stereotypes offer?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Music- listen to the music in the film. How does it add to the story? Note in your text when the music begins, and the mood of the music. Are there notations in the text about music playing? What does the music offer to the film? Does it change your perception of the characters or plot as you watch? How do you think music would be incorporated during a live production during Shakespeare’s time? In the present?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Costumes- Pay attention to color scheme and style. Do the characters’ costumes represent traits or relationships? Are there textual references that influenced the costumes? What do the costumes contribute to the overall plot? Characterization? How do you think different costumes would change the entertainment value? How did you imagine the costumes as you read? What are the big differences in the film you are watching today?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
Students watched ACT ONE of the film Twelfth Night.
As they watched, each group focused on the following & completed the 1/2 page reflection.
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Characterization- how the actor took the words from the text & created someone plausible. Look at mannerisms, vocal modulation, costume, walk, make-up, color palette, etc.
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Look & listen for each of the following: conceit, pun, and paradox. Mark it in your text. What did each rhetorical device contribute to the entertainment value of the scene? What did it show about the characters? The plot?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Look & listen for word play & asides. Mark them in your text. What did each rhetorical device contribute to the entertainment value of the scene? What did it show about the characters? The plot? Were the asides in the film noted in the text?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Stereotypes- What stereotypes are present in the text? How do the stereotypes translate into the film? Do the same stereotypes in the play exist today? Give examples. What comedic effect do the stereotypes offer?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Music- listen to the music in the film. How does it add to the story? Note in your text when the music begins, and the mood of the music. Are there notations in the text about music playing? What does the music offer to the film? Does it change your perception of the characters or plot as you watch? How do you think music would be incorporated during a live production during Shakespeare’s time? In the present?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
As you watch the film presentation of ACT ONE in TWELFTH NIGHT, highlight/circle/underline & annotate examples in the play where you recognize:
Costumes- Pay attention to color scheme and style. Do the characters’ costumes represent traits or relationships? Are there textual references that influenced the costumes? What do the costumes contribute to the overall plot? Characterization? How do you think different costumes would change the entertainment value? How did you imagine the costumes as you read? What are the big differences in the film you are watching today?
At the end of class, you will be asked to write a brief reflection on how this was used in ACT ONE & give TWO examples.
(1/2 sheet, per person, in the box on your way out)
Due:
Assignment
Today in class...
1. Pass Back
2. Confirm Senior Project Handouts Turned In & Topic is approved
3. Collect College Collages
4. Discuss Research Notes
5. GOAL: finish research notes & get caught up on handouts
1. Pass Back
2. Confirm Senior Project Handouts Turned In & Topic is approved
3. Collect College Collages
4. Discuss Research Notes
5. GOAL: finish research notes & get caught up on handouts
Due:
Assignment
Today in class...PLEASE SEE ME FOR HANDOUT PACKET.
Learning Intervals English 7-8 April 21, 2011
Approximately 8 minutes per station
Do not write on the handouts
Take notes on ONE piece of binder paper for all 8 stations
Each student takes her/his own notes
The material covered in these stations will be on the Twelfth Night Test, so don’t blow this off as busy work. ☺
Have fun today!
Station 1: Have each person in your group read out loud one paragraph from the INTRODUCTION handout. Jot down 1-2 important notes from each paragraph. Then look through the Shakespeare book at the Twelfth Night productions and commentary. (The pages are marked with post-its).
Station 2: Using the first few pages of the NO FEAR SHAKESPEARE TWELFTH NIGHT book, identify who’s who in the play. Then look at the FAMILY TREE handout. Create a symbol (or cute little image) to help you remember who is who. It will become somewhat confusing later. ☺ You can draw your symbols on your note paper, or in your book.
Station 3: Read over the handout IN LOVE WITH LOVE AND GRIEF. Copy one of the three examples onto your notes. Your learning goal is to know the definition of conceit, paradox, and pun. You should be able to recognize each and explain the rhetorical effect. Then discuss numbers 4 & 5 from the handout.
Station 4: Read the word play scenes at the top of the WORD PLAY & ASIDES HANDOUT. Read them OUT LOUD. What do you think of the way the words are used in these scenes? As an actor, what do you anticipate may be a challenge for these scenes? As an audience, what is critical for these scenes to be funny? As a director, what can you do to get the desired effect? Discuss the remaining questions on the handout.
Station 5: Discuss and take brief notes on the STEREOTYPE HANDOUT.
Station 6: “If music be the food of love, play on” is perhaps one of the most famous quotes from a Shakespeare play. Music continues to play an important role in the world- especially in love! My husband and I have an ongoing question/answer game about what our theme music would be~ like when baseball players or wrestlers come out onto the field/ring. What is your theme song? Do you have different songs for different times in your day/routine? Based on the characters we have met in ACT ONE ONLY, what types of music would you assign them? Why? Can you think of a specific song (from any time period) that would represent each character?
Station 7: Discuss and take brief notes on the BOURGEOIS HANDOUT. I am curious about what modern characters you would associate with this classic portrait.
Station 8: We all know “that guy.” The guy who is always saying something to get a laugh, this station asks you to examine THE ROLE OF THE FOOL. Read the first page quietly to yourself. Discuss the follow up questions on the back.
When you have finished today’s activities, please turn your notes into the box. ☺
The graded SENIOR PORJECT FORMS are by the boxes- grab them on your way out.
Friday- please plan on finishing up your college collage and working on your memory book.
Monday- you should plan on spending the day working on your research notes.
30 MORE DAYS! Woo!
Thank you ☺
Learning Intervals English 7-8 April 21, 2011
Approximately 8 minutes per station
Do not write on the handouts
Take notes on ONE piece of binder paper for all 8 stations
Each student takes her/his own notes
The material covered in these stations will be on the Twelfth Night Test, so don’t blow this off as busy work. ☺
Have fun today!
Station 1: Have each person in your group read out loud one paragraph from the INTRODUCTION handout. Jot down 1-2 important notes from each paragraph. Then look through the Shakespeare book at the Twelfth Night productions and commentary. (The pages are marked with post-its).
Station 2: Using the first few pages of the NO FEAR SHAKESPEARE TWELFTH NIGHT book, identify who’s who in the play. Then look at the FAMILY TREE handout. Create a symbol (or cute little image) to help you remember who is who. It will become somewhat confusing later. ☺ You can draw your symbols on your note paper, or in your book.
Station 3: Read over the handout IN LOVE WITH LOVE AND GRIEF. Copy one of the three examples onto your notes. Your learning goal is to know the definition of conceit, paradox, and pun. You should be able to recognize each and explain the rhetorical effect. Then discuss numbers 4 & 5 from the handout.
Station 4: Read the word play scenes at the top of the WORD PLAY & ASIDES HANDOUT. Read them OUT LOUD. What do you think of the way the words are used in these scenes? As an actor, what do you anticipate may be a challenge for these scenes? As an audience, what is critical for these scenes to be funny? As a director, what can you do to get the desired effect? Discuss the remaining questions on the handout.
Station 5: Discuss and take brief notes on the STEREOTYPE HANDOUT.
Station 6: “If music be the food of love, play on” is perhaps one of the most famous quotes from a Shakespeare play. Music continues to play an important role in the world- especially in love! My husband and I have an ongoing question/answer game about what our theme music would be~ like when baseball players or wrestlers come out onto the field/ring. What is your theme song? Do you have different songs for different times in your day/routine? Based on the characters we have met in ACT ONE ONLY, what types of music would you assign them? Why? Can you think of a specific song (from any time period) that would represent each character?
Station 7: Discuss and take brief notes on the BOURGEOIS HANDOUT. I am curious about what modern characters you would associate with this classic portrait.
Station 8: We all know “that guy.” The guy who is always saying something to get a laugh, this station asks you to examine THE ROLE OF THE FOOL. Read the first page quietly to yourself. Discuss the follow up questions on the back.
When you have finished today’s activities, please turn your notes into the box. ☺
The graded SENIOR PORJECT FORMS are by the boxes- grab them on your way out.
Friday- please plan on finishing up your college collage and working on your memory book.
Monday- you should plan on spending the day working on your research notes.
30 MORE DAYS! Woo!
Thank you ☺
Due:
Assignment
Today in class...
1. Students presented Act 1, scenes 1-2
2. Class discussion 7 clarification of characters & plot
3. Read out loud Act 1, scenes 3-4
1. Students presented Act 1, scenes 1-2
2. Class discussion 7 clarification of characters & plot
3. Read out loud Act 1, scenes 3-4
Due:
Assignment
PROPOSAL PHASE II
RESEARCH OUTLINE
HANDOUTS ATTACHED.
RESEARCH OUTLINE
HANDOUTS ATTACHED.
Due:
Assignment
Today in class...
1. Distributed packets of the Senior Project Handouts
2. Discussed turning in forms on time, making specific/measurable goals, and financial concerns of the project
3. Students worked with the goal of completing Proposal Phase 2
It is my expectation that students will complete the handouts/assignments on or before the dates they are due. Although there will be no penalty for late handouts, it will make the process more difficult if students procrastinate.
Here are the dates. Students should plan to spend each of the dates in class filling out the forms & turn them in at the end of class.
4/12- student interest survey HW: parent signature form
4/15- proposal phase 1 (with parent signature, be specific)
4/18- proposal phase 2
*you should not proceed with your project until these forms are complete
4/25- research notes
5/2- research outline
5/9- works cited
*time logs & evidence forms should be ongoing
5/16- notebook checklist/organize notebook
5/23- reflection paper
5/31-6/3- presentations
1. Distributed packets of the Senior Project Handouts
2. Discussed turning in forms on time, making specific/measurable goals, and financial concerns of the project
3. Students worked with the goal of completing Proposal Phase 2
It is my expectation that students will complete the handouts/assignments on or before the dates they are due. Although there will be no penalty for late handouts, it will make the process more difficult if students procrastinate.
Here are the dates. Students should plan to spend each of the dates in class filling out the forms & turn them in at the end of class.
4/12- student interest survey HW: parent signature form
4/15- proposal phase 1 (with parent signature, be specific)
4/18- proposal phase 2
*you should not proceed with your project until these forms are complete
4/25- research notes
5/2- research outline
5/9- works cited
*time logs & evidence forms should be ongoing
5/16- notebook checklist/organize notebook
5/23- reflection paper
5/31-6/3- presentations
Due:
Assignment
MEMORY BOOK ASSIGNMENT IS BELOW.
Senior Memory Book
4/15: Page 1
4/22: Page 2
4/29: Page 3
5/6: Page 4
5/13: Page 5
5/20: Memory Book Due
Image Above = 1 Page
Each page must include:
1. Clever Title
2. Photos & Images
3. Explanation or Reflection (1 page typed, or written in color- NO PENCIL)
4. Decorative Presentation
Topics from which to choose:
• Family
• Most Cherished Childhood Memory
• Most Awkward Moment Growing Up
• Freshman & Sophomore Year
• Junior & Senior Year
• Friends
• Favorite Classes/Assignments
• College Plans
• What Your Future Looks Like
• Inside Jokes & Silly Moments
• What You Are Most Proud Of
• Hobbies
• Extra-Curricular Activities
• Popular Things (fashion, songs, sayings, television, movies)
Your completed book must be presented in the form of a book. Be creative! This is intended to be a keepsake for you ☺ If you have already started a similar project for your own memories (or for another class), you may add to what you have. Just talk to me about how to modify the project.
100 Points TOTAL
25 points for pages completed in class- being on task, effort put forth, focus on goal
25 points for the decorative pages
40 points for the reflective writing component
10 points for overall presentation
Senior Memory Book
4/15: Page 1
4/22: Page 2
4/29: Page 3
5/6: Page 4
5/13: Page 5
5/20: Memory Book Due
Image Above = 1 Page
Each page must include:
1. Clever Title
2. Photos & Images
3. Explanation or Reflection (1 page typed, or written in color- NO PENCIL)
4. Decorative Presentation
Topics from which to choose:
• Family
• Most Cherished Childhood Memory
• Most Awkward Moment Growing Up
• Freshman & Sophomore Year
• Junior & Senior Year
• Friends
• Favorite Classes/Assignments
• College Plans
• What Your Future Looks Like
• Inside Jokes & Silly Moments
• What You Are Most Proud Of
• Hobbies
• Extra-Curricular Activities
• Popular Things (fashion, songs, sayings, television, movies)
Your completed book must be presented in the form of a book. Be creative! This is intended to be a keepsake for you ☺ If you have already started a similar project for your own memories (or for another class), you may add to what you have. Just talk to me about how to modify the project.
100 Points TOTAL
25 points for pages completed in class- being on task, effort put forth, focus on goal
25 points for the decorative pages
40 points for the reflective writing component
10 points for overall presentation
Due:
Assignment
Essay: Poetry Analysis (4-6 pages)
150 points
I. Background on author ½ page 25 points
II. Background on time period ½ page 25 points
III. Elements of poems by the author (can be included in I or IV)
IV. Single poem analysis 2 pages 50 points
V. Thoughtful conclusion 1 page 25 points
VI. Emulation of poem 25 points
VII. Image representation of poem 25 points
*you need citations
150 points
I. Background on author ½ page 25 points
II. Background on time period ½ page 25 points
III. Elements of poems by the author (can be included in I or IV)
IV. Single poem analysis 2 pages 50 points
V. Thoughtful conclusion 1 page 25 points
VI. Emulation of poem 25 points
VII. Image representation of poem 25 points
*you need citations
Due:
Assignment
Today in class students worked on the memory book.
Due:
Assignment
INTEREST SURVEY
PROPOSAL PHASE 1
PARENT SIGNATURE FORM IS BELOW:
Senior Project QUARTER 4
Assignments & Deadlines 2011
DUE DATE ASSIGNMENT
April 12 Interest Survey & Project Introduction DUE
April 15 Parent Signature & Proposal Phase I DUE
April 18 Proposal Phase II & Mentor Signature DUE
April 25 Research Notes
May 2 Research Outline & Works Cited Students can work on
May 9 Time Log & Progress Log these assignments in
May 16 Organize Notebook class – the due date is
May 23 Reflection Paper presentation day.
May 31 In-Class Presentation: Final Product & Notebook DUE
June 1 In-Class Presentation: Final Product & Notebook DUE
June 2 In-Class Presentation: Final Product & Notebook DUE
June 3 In-Class Presentation: Final Product & Notebook DUE
June 6 Project Grades Available
cut & return below
Dear Parents/Guardians,
Your signature below indicates that you have read and understand the course requirements in the Academic Plan. Your signature also indicates that you have read and understand the Senior Project Assignments & Deadlines for this class. If you have questions and/or would like clarification on anything, please feel free to call, e-mail, or make an appointment to meet. We ask for your active support in your child’s efforts in this course and with the Senior Project. Thank You!
Sincerely,
The 12th Grade SMHS Teaching Team (Beagle, Dooley, Hernandez, Schaedel)
Student Name
Student Signature
Parent Name
Parent Signature
Due:
Assignment
Today in class....
1. Students finished & turned in the Student Interest Survey
2. Students worked in groups to read and plan a presentation of Act 1, Scenes 1-2 of 12N
**Bring materials needed to work on memory book Friday in class!
1. Students finished & turned in the Student Interest Survey
2. Students worked in groups to read and plan a presentation of Act 1, Scenes 1-2 of 12N
**Bring materials needed to work on memory book Friday in class!
Due:
Assignment
Today in class...
1. I surveyed students about senior project topics.
2. I answered lingering questions about upcoming projects: Memory Book (5/20), Poetry Essay (4/15), College Collage (4/25), and Senior Project (5/31-6/2)
3. I gave specific instructions/notes for poetry essay
4. Students discussed elements of comedy within groups. On a 1/2 sheet, students in groups defined "comedy," and discussed what makes something funny, old/new/classical/fads of humor, anticipate what will be funny in the future, the role of the actor/comedian in comedy, role of the audience in comedy, things are just not funny.
HW: Bring 12th Night to class.
* I still have copies for $6. Please have exact change.
1. I surveyed students about senior project topics.
2. I answered lingering questions about upcoming projects: Memory Book (5/20), Poetry Essay (4/15), College Collage (4/25), and Senior Project (5/31-6/2)
3. I gave specific instructions/notes for poetry essay
4. Students discussed elements of comedy within groups. On a 1/2 sheet, students in groups defined "comedy," and discussed what makes something funny, old/new/classical/fads of humor, anticipate what will be funny in the future, the role of the actor/comedian in comedy, role of the audience in comedy, things are just not funny.
HW: Bring 12th Night to class.
* I still have copies for $6. Please have exact change.
Due:
Assignment
Today in class...
1. Benchmark
2. Senior Project Power Point
3. Upcoming Due Dates:
4/14- Interest Survey due, Bring 12th Night
4/15- Proposal Phase I due, Parent Signature form due, Poetry Analysis Essay due, Work on Memory Book
4/25- College Collage
1. Benchmark
2. Senior Project Power Point
3. Upcoming Due Dates:
4/14- Interest Survey due, Bring 12th Night
4/15- Proposal Phase I due, Parent Signature form due, Poetry Analysis Essay due, Work on Memory Book
4/25- College Collage
Due:
Assignment
Due:
Assignment
Here is the information from the Romantic Power Point.
Romantic Poetry
Hernandez
Romantic Era
1780-1850
Reaction against Neoclassicism (AOE)
AOE- emphasis reason & logic
Romantic Goal: individuality & experimentation
Inspirations: French Revolution & Industrial Revolution
Romantic Characteristics
Love of Nature
Emotions VS Rationality
Artist, the Creator
Nationalism
Exoticism
Supernatural
Romantic Music
A mixture of Classical and Romantic styles
It is a phase, a continuum, more continuity than change
Classical Forms: operas, symphonies, concertos
Chamber music
Harmony & Melody were expanded from traditional Classical
Ludwig Van Beethoven- bridged the gap between the two forms (Moonlight Sonata)
Poetic Devices
Sound
Meaning
Arrangement
Humanity
Poetic Device List
alliteration, assonance, consonance, cacophony, euphony, onomatopoeia, repetition, rhyme, rhythm, allegory, allusion, ambiguity, analogy, apostrophe, cliché, connotation, denotation, contrast, euphemism, hyperbole, irony, metaphor, metonymy, oxymoron, paradox, personification, pun, simile, symbol, synecdoche, POV, line, verse, stanza, stanza forms, rhetorical questions, rhyme scheme, enjambment, form, imagery, tone, mood.
Romantic Poets
William Blake
William Wordsworth
Samuel Taylor Coleridge
Lord Byron
Percy Bysshe Shelley
John Keats
Reading Poetry
Read the poem AT LEAST THREE TIMES
1) Basic Story/ Read with a Pencil
2) Structure/ Title, Devices, SOAPSTone
3) So What? Consider the “big picture”
Writing about Poetry
Text Based
Use the Devices
To Uncover Meaning
And Cultural Relevancy
William Blake (1757-1827)
Transitional figure/ one of the first Romantic writers
Only formal training was in art
He used “illuminated painting”
Wrote poems on copper plates, etched with acid, and hand colored & stitched the pages
“Songs of Innocence & Experience” was a major work
Theme: children lost their “innocence” as they grew older & were influenced by the ways of the world
Note about title…
William Wordsworth (1770-1850)
Close with his family, happy childhood, went to Cambridge
Studied in France, impressed with revolutionary passion
Loved Milton (Paradise Lost)
Besties with Samuel Taylor Coleridge
Fell in love with a French woman, they had a child, but he couldn’t afford to marry her
This contributed to the theme of abandoned women in his writing
Wordsworth Continued
Published “Lyrical Ballads” in 1798 with STC
Wordsworth wanted to challenge "the gaudiness [unnecessarily flashy] and inane [foolish] phraseology [wording] of many modern writers." Most of his poems in this collection centered on the simple yet deeply human feelings of ordinary people, phrased in their own language.
Most famous piece is “Tintern Abbey”
nature + magic + reflection
nature’s healing power, mystical insight, cosmic outlook rooted in self
The following poet notes were given in class.
Samuel Taylor Coleridge (1772- 1834)
George Gordon, Lord Byron (1788-1824)
Percy Bysshe Shelley (1792-1822)
John Keats (1795-1821)
The End.
YAY!
Romantic Poetry
Hernandez
Romantic Era
1780-1850
Reaction against Neoclassicism (AOE)
AOE- emphasis reason & logic
Romantic Goal: individuality & experimentation
Inspirations: French Revolution & Industrial Revolution
Romantic Characteristics
Love of Nature
Emotions VS Rationality
Artist, the Creator
Nationalism
Exoticism
Supernatural
Romantic Music
A mixture of Classical and Romantic styles
It is a phase, a continuum, more continuity than change
Classical Forms: operas, symphonies, concertos
Chamber music
Harmony & Melody were expanded from traditional Classical
Ludwig Van Beethoven- bridged the gap between the two forms (Moonlight Sonata)
Poetic Devices
Sound
Meaning
Arrangement
Humanity
Poetic Device List
alliteration, assonance, consonance, cacophony, euphony, onomatopoeia, repetition, rhyme, rhythm, allegory, allusion, ambiguity, analogy, apostrophe, cliché, connotation, denotation, contrast, euphemism, hyperbole, irony, metaphor, metonymy, oxymoron, paradox, personification, pun, simile, symbol, synecdoche, POV, line, verse, stanza, stanza forms, rhetorical questions, rhyme scheme, enjambment, form, imagery, tone, mood.
Romantic Poets
William Blake
William Wordsworth
Samuel Taylor Coleridge
Lord Byron
Percy Bysshe Shelley
John Keats
Reading Poetry
Read the poem AT LEAST THREE TIMES
1) Basic Story/ Read with a Pencil
2) Structure/ Title, Devices, SOAPSTone
3) So What? Consider the “big picture”
Writing about Poetry
Text Based
Use the Devices
To Uncover Meaning
And Cultural Relevancy
William Blake (1757-1827)
Transitional figure/ one of the first Romantic writers
Only formal training was in art
He used “illuminated painting”
Wrote poems on copper plates, etched with acid, and hand colored & stitched the pages
“Songs of Innocence & Experience” was a major work
Theme: children lost their “innocence” as they grew older & were influenced by the ways of the world
Note about title…
William Wordsworth (1770-1850)
Close with his family, happy childhood, went to Cambridge
Studied in France, impressed with revolutionary passion
Loved Milton (Paradise Lost)
Besties with Samuel Taylor Coleridge
Fell in love with a French woman, they had a child, but he couldn’t afford to marry her
This contributed to the theme of abandoned women in his writing
Wordsworth Continued
Published “Lyrical Ballads” in 1798 with STC
Wordsworth wanted to challenge "the gaudiness [unnecessarily flashy] and inane [foolish] phraseology [wording] of many modern writers." Most of his poems in this collection centered on the simple yet deeply human feelings of ordinary people, phrased in their own language.
Most famous piece is “Tintern Abbey”
nature + magic + reflection
nature’s healing power, mystical insight, cosmic outlook rooted in self
The following poet notes were given in class.
Samuel Taylor Coleridge (1772- 1834)
George Gordon, Lord Byron (1788-1824)
Percy Bysshe Shelley (1792-1822)
John Keats (1795-1821)
The End.
YAY!
Due:
Assignment
Today in class...
1. A few minutes to finish Blake/SOAPSTone handout (turned in)
2. PPT on Wordsworth (notes)
3. Wordsworth "Tintern Abbey"/ TPCAST handout (due 3/24)
4. Listened to Beethoven (Romantic Music)
1. A few minutes to finish Blake/SOAPSTone handout (turned in)
2. PPT on Wordsworth (notes)
3. Wordsworth "Tintern Abbey"/ TPCAST handout (due 3/24)
4. Listened to Beethoven (Romantic Music)
Due:
Assignment
Monday in class students made a KWL chart for Romanticism, wrote a page long poem in the Romantic style, and worked on grammar (due 3/30)
Tuesday in class students watched a brief Power Point on Romanticism & WIlliam Blake. We read The Chimney Sweeper/Age of Innocence with my lead & Students read The Chimney Sweep/Age of Experience in groups. They filled out the SOAPSTONE handout. Please see me for copies of the poem & handout.
Tuesday in class students watched a brief Power Point on Romanticism & WIlliam Blake. We read The Chimney Sweeper/Age of Innocence with my lead & Students read The Chimney Sweep/Age of Experience in groups. They filled out the SOAPSTONE handout. Please see me for copies of the poem & handout.
Due:
Assignment
Today in class...
1. Review for test
2. 1984 test
3. Turn in review crossword
1. Review for test
2. 1984 test
3. Turn in review crossword
Due:
Assignment
Today in class...
2 Handouts: Commas & Vocabulary Crossword (get them from Mrs.H- they are not attached)
Students took apostrophe notes on comma handout.
Crossword Handout due 3/15- use it to practice for test
3/15- 1984 TEST (expect character matching, plot, quotations, ALL vocabulary, and a paragraph based on the non-fiction supplements)
All of the 1984 words are on quizlet. Utilize this resource.
DUE 3/30- GRAMMAR BOOK commas pages 129-134, and apostrophes pages 149-150
2 Handouts: Commas & Vocabulary Crossword (get them from Mrs.H- they are not attached)
Students took apostrophe notes on comma handout.
Crossword Handout due 3/15- use it to practice for test
3/15- 1984 TEST (expect character matching, plot, quotations, ALL vocabulary, and a paragraph based on the non-fiction supplements)
All of the 1984 words are on quizlet. Utilize this resource.
DUE 3/30- GRAMMAR BOOK commas pages 129-134, and apostrophes pages 149-150
Due:
Assignment
attached is a picture of the crossword & clues
Due:
Assignment
Reading schedule for part 3:
READ THESE CHAPTERS BEFORE CLASS & BE PREPARED TO TALK OR BE QUIZZED ON THEM WHEN YOU WALK IN THE DOOR.
Monday (2/28) night read chapter 1.
Tuesday (3/1) night read chapter 2.
Wednesday (3/2) night read chapter 3.
Thursday (3/3) night read chapter 4.
Monday (3/7) night read chapter 5.
Tuesday (3/8) night read chapter 6.
Wednesday (3/9) night read the appendix.
*Check the class calendar for upcoming test dates!
READ THESE CHAPTERS BEFORE CLASS & BE PREPARED TO TALK OR BE QUIZZED ON THEM WHEN YOU WALK IN THE DOOR.
Monday (2/28) night read chapter 1.
Tuesday (3/1) night read chapter 2.
Wednesday (3/2) night read chapter 3.
Thursday (3/3) night read chapter 4.
Monday (3/7) night read chapter 5.
Tuesday (3/8) night read chapter 6.
Wednesday (3/9) night read the appendix.
*Check the class calendar for upcoming test dates!
Due:
Assignment
Essay prompt is attached. If you are absent, please write the essay at home and turn it in to the box. Label your essay "absent."
Due:
Assignment
Please bring your grammar book to class on Monday 3/14.
Today in class students wrote the topic tracker essay.
Today in class students wrote the topic tracker essay.
Due:
Assignment
Below is the handout that goes with the article from 3/10 (or 11?) It won't attach. :(
The Importance of Memory
In the novel 1984, Winston edits the past. He struggles with his own memory, and regrets that memories are being erased through memory holes and revisionist history. Through the character of Winston, Orwell poses an interesting view on the importance of memory on our own development. Memory plays an important role in our lives- from memorizing vocabulary for a test, to remembering your favorite experience. Read the article about memory and use the discussion questions as a guide. This is due at the end of the period.
Task Master: ______________________
Leader: __________________________
Reader(s): ________________________
Scribe: ___________________________
Before reading, discuss the following questions. Take brief notes on your discussion.
1. What role does memory play in your life?
2. How would your life change if you did not have any memories?
3. What do you know about the science/biology of memories?
4. What is your most cherished memory?
Read the article.
While reviewing the main points in the article, answer the following questions. (PG)
1. What is the question that drives the article?
2. Of what is memory a product?
3. What is the cognitive principle that guides the article?
4. When can’t you learn something?
5. Use your own words to describe figure 1 on page 2.
6. Explain the idea of using cues to help memory. Is this a correct notion?
7. Is hypnosis a reliable way to remember something?
8. Replicate figure 3 for the people in your group.
9. Replicate figure 4 for the people in your group.
10. What is the relationship between memory and emotion?
11. Is repetition an effective way to remember?
12. What is good for memory? Consider examples within your group of how this helps you remember things.
After reading, discuss the following questions.
1. What do you think causes you to remember or forget?
2. Which of the “memory devices” mentioned in the article works for you?
3. What is the meaning of memory in our lives?
4. How does this relate to 1984?
5. What is the meaning of this assignment? ☺
The Importance of Memory
In the novel 1984, Winston edits the past. He struggles with his own memory, and regrets that memories are being erased through memory holes and revisionist history. Through the character of Winston, Orwell poses an interesting view on the importance of memory on our own development. Memory plays an important role in our lives- from memorizing vocabulary for a test, to remembering your favorite experience. Read the article about memory and use the discussion questions as a guide. This is due at the end of the period.
Task Master: ______________________
Leader: __________________________
Reader(s): ________________________
Scribe: ___________________________
Before reading, discuss the following questions. Take brief notes on your discussion.
1. What role does memory play in your life?
2. How would your life change if you did not have any memories?
3. What do you know about the science/biology of memories?
4. What is your most cherished memory?
Read the article.
While reviewing the main points in the article, answer the following questions. (PG)
1. What is the question that drives the article?
2. Of what is memory a product?
3. What is the cognitive principle that guides the article?
4. When can’t you learn something?
5. Use your own words to describe figure 1 on page 2.
6. Explain the idea of using cues to help memory. Is this a correct notion?
7. Is hypnosis a reliable way to remember something?
8. Replicate figure 3 for the people in your group.
9. Replicate figure 4 for the people in your group.
10. What is the relationship between memory and emotion?
11. Is repetition an effective way to remember?
12. What is good for memory? Consider examples within your group of how this helps you remember things.
After reading, discuss the following questions.
1. What do you think causes you to remember or forget?
2. Which of the “memory devices” mentioned in the article works for you?
3. What is the meaning of memory in our lives?
4. How does this relate to 1984?
5. What is the meaning of this assignment? ☺
Due:
Assignment
Today in class, we read and discussed this article about memory.
Close Window Print Window
The Importance of Memory
Author: Daniel T. Willingham
Source: John Wiley & Sons, Inc.
Question: Memory is mysterious. You may lose a memory created fifteen seconds earlier, such as when you find yourself standing in your kitchen trying to remember what you came there to fetch. Other seemingly trivial memories (for example, advertisements) may last a lifetime. What makes something stick in memory, and what is likely to slip away?
Answer: We can't store everything we experience in memory. Too much happens. So what should the memory system tuck away? Things that are repeated again and again? But what about a really important one-time event such as a wedding? Things that cause emotion? But then you wouldn't remember important yet neutral things (for example, most schoolwork). How can the memory system know what you'll need to remember later? Your memory system lays its bets this way: if you think about something carefully, you'll probably have to think about it again, so it should be stored. Thus your memory is not a product of what you want to remember or what you try to remember; it's a product of what you think about. A teacher once told me that for a fourth-grade unit on the Underground Railroad he had his students bake biscuits, because this was a staple food for runaway slaves. He asked what I thought about the assignment. I pointed out that his students probably thought for forty seconds about the relationship of biscuits to the Underground Railroad, and for forty minutes about measuring flour, mixing shortening, and so on. Whatever students think about is what they will remember. The cognitive principle that guides this chapter is:
Memory is the residue of thought.
To teach well, you should pay careful attention to what an assignment will actually make students think about (not what you hope they will think about), because that is what they will remember.
The Importance of Memory
Every teacher has had the following experience: you teach what you think is a terrific lesson, full of lively examples, deep content, engaging problems to solve, and a clear message, but the next day students remember nothing of it except a joke you told and an off-the-subject aside about your family1—or worse, when you say, struggling to keep your voice calm, "The point of yesterday's lesson was that one plus one equals two," they look at you incredulously and say, "One plus one equals two?" Obviously, if the message of Chapter Two is "background knowledge matters," then we must closely consider how we can make sure that students acquire this background knowledge. So why do students remember some things and forget other things?
Let's start by considering why you fail to remember something. Suppose I said to you, "Can you summarize the last professional development seminar you attended?" Let's further suppose that you brightly answer, "Nope, I sure can't." Why don't you remember?
One of four things has happened, all of which are illustrated in Figure 1, a slightly elaborated version of the diagram of the mind that we've used before. You will recall that working memory is where you keep things "in mind," the location of consciousness. There is lots of information in the environment, most of which we are not aware of. For example, as I write this, the refrigerator is humming, birds are chirping outside, and there is pressure on my backside from the chair I'm sitting on—but none of that was in my working memory (that is, my awareness) until I paid attention to it. As you can see in Figure 1, things can't get into long-term memory unless they have first been in working memory. So this is a somewhat complex way of explaining the familiar phenomenon: If you don't pay attention to something, you can't learn it! You won't remember much of the seminar if you were thinking about something else.
Information can enter working memory not only from the environment but also from long-term memory; that's what I mean when I refer to remembering, as shown by the labeled arrow. So another possible reason you don't remember is that the process by which things are drawn from long-term memory has failed. I discuss why that happens in Chapter Four.
A third possibility is that the information no longer resides in long-term memory—that it has been forgotten. I'm not going to discuss forgetting, but it's worth taking a moment to dispel a common myth. You sometimes hear that the mind records in exquisite detail everything that happens to you, like a video camera, but you just can't get at most of it—that is, memory failures are a problem of access. If you were given the right cue, the theory goes, anything that ever happened to you would be recoverable. For example, you may think you remember almost nothing of your childhood home, but when you revisit it the smell of the camellia blooms in the yard wipes away the years, and the memories that you thought were lost can be pulled out, like charms on a fine chain. Such experiences raise the possibility that any memory that you believe is lost can in principle be recovered again. Successful memory under hypnosis is often raised as evidence to support this theory. If the right cue (camellia blossoms or whatever it might be) can't be found, hypnosis allows you to probe the vault directly.
Although this idea is appealing, it's wrong. We know that hypnosis doesn't aid memory. That's easy to test in the laboratory. Simply give people some stuff to remember, then later hypnotize half of them and compare their recall to that of the people who were not hypnotized. This sort of experiment has been done dozens of times, and typical results are shown in Figure 2.2 Hypnosis doesn't help. It does make you more confident that your memory is right, but it doesn't actually make your memory more accurate.
The other bit of evidence—that a good cue such as the odor of camellia can bring back long-lost memories—is much more difficult to test in a laboratory experiment, although most memory researchers believe that such recoveries are possible. But even if we allow that lost memories can be recovered in this way, it doesn't mean that all seemingly forgotten memories are recoverable—it just means that a few are. In sum, memory researchers see no reason to believe that all memories are recorded forever.
Now, let's return to our discussion of forgetting. Sometimes you do pay attention, so the material rattles around working memory for a while, but it never makes it to long-term memory. An example of a few such bits of information from my own experience are shown in Figure 3. Lateral line is a term I have looked up more than once, but I couldn't tell you now what it means. You doubtless have your own examples of things you are certain you ought to know, because you've looked them up or heard them (and thus they have been in working memory), yet they have never stuck in long-term memory.
Just as odd is that some things have remained in your long-term memory for years although you had no intention of learning them; indeed, they held no special interest for you. For example, why do I know the jingle from the 1970s Bumble Bee tuna advertisement (Figure 4)?
You could make a good argument that understanding the difference between Figure 3 and Figure 4 is one of the core problems in education. We all know that students won't learn if they aren't paying attention. What's more mysterious is why, when they are paying attention, they sometimes learn and sometimes don't. What else is needed besides attention?
A reasonable guess is that we remember things that bring about some emotional reaction. Aren't you likely to remember really happy moments, such as a wedding, or really sad ones, such as hearing the news of the attacks on 9/11? You are, and in fact if you ask people to name their most vivid memories, they often relate events that probably had some emotional content, such as a first date or a birthday celebration (Figure 5).
Naturally we pay more attention to emotional events, and we are likely to talk about them later, so scientists have had to conduct very careful studies to show that it's really the emotion and not the repeated thought about these events that provides the boost to memory. The effect of emotion on memory is indeed real, and researchers have actually worked out some of the biochemistry behind it, but the emotion needs to be reasonably strong to have much impact on memory. If memory depended on emotion, we would remember little of what we encounter in school. So the answer Things go into long-term memory if they create an emotional reaction is not quite right. It's more accurate to say, Things that create an emotional reaction will be better remembered, but emotion is not necessary for learning.
Repetition is another obvious candidate for what makes learning work. Maybe the reason I remember the Bumble Bee tuna jingle (Figure 4) from thirty years ago is that I heard it a lot. Repetition is very important, and I discuss it in Chapter Five, but it turns out that not just any repetition will do. Material may be repeated almost indefinitely and still not stick in your memory. For example, have a look at Figure 6. Can you spot the real penny among the counterfeits?
You have seen thousands of pennies in your lifetime—a huge number of repetitions. Yet, if you're like most people, you don't know much about what a penny looks like. 3 (The real penny is choice A, by the way.)
So repetition alone won't do it. It's equally clear that wanting to remember something is not the magic ingredient. How marvelous it would be if memory did work that way. Students would sit down with a book, say to themselves, "I want to remember this," and they would! You'd remember the names of people you've met, and you'd always know where your car keys are. Sadly, memory doesn't work that way, as demonstrated in a classic laboratory experiment.4 Subjects were shown words on a screen one at a time and were asked to make a simple judgment about each word. (Some subjects had to say whether the word contained either an A or a Q; others had to say whether the word made them think of pleasant things or unpleasant things.) An important part of the experiment was that half of the subjects were told that their memory for the words would be tested later, after they had seen the whole list. The other subjects were not warned about the test. One of the remarkable findings was that knowing about the future test didn't improve subjects' memories. Other experiments have shown that telling subjects they'll be paid for each remembered word doesn't help much. So wanting to remember has little or no effect.
But there's another finding from this experiment that's still more important. Remember that when subjects saw each word they had to make a judgment about it—either about whether it contained an A or a Q, or about whether it made them think of pleasant or unpleasant things. The people who made the second type of judgment remembered nearly twice as many words as the people who made the first judgment. Now we seem to be getting somewhere. We've found a situation in which memory gets a big boost. But why would it help to think about whether a word is pleasant or not?
In this case it matters because judging pleasantness makes you think about what the word means and about other words that are related to that meaning. Thus, if you saw the word oven, you might think about cakes and roasts and about your kitchen oven, which doesn't work well, and so on. But if you were asked to judge whether oven contained an A or a Q, you wouldn't have to think about the meaning at all.
So it seems we're poised to say that thinking about meaning is good for memory. That's close, but not quite right. The penny example doesn't fit that generalization. In fact, the penny example shows just the opposite. I said that you've been exposed to a penny thousands of times (at least), and most of those times you were thinking about the penny's meaning—that is, you were thinking about its function, about the fact that it has monetary value, even if that value is modest. But having thought about the meaning of a penny doesn't help when you're trying to remember what the penny looks like, which is what the test in Figure 6 requires.
Here's another way to think about it. Suppose you are walking the halls of your school and you see a student muttering to himself in front of his open locker. You can't hear what he's saying, but you can tell from his tone that he's angry. There are several things you could focus on. You could think about the sound of the student's voice, you could focus on how he looks, or you could think about the meaning of the incident (why the student might be angry, whether you should speak to him, and so on). These thoughts will lead to different memories of the event the next day. If you thought only about the sound of the student's voice, the next day you'd probably remember that sound quite well but not his appearance. If you focused on visual details, then that's what you'd remember the next day, not what the student's voice sounded like. In the same way, if you think about the meaning of a penny but never about the visual details, you won't remember the visual details, even if they have been in front of your eyes ten thousand times.
Whatever you think about, that's what you remember. Memory is the residue of thought. Once stated, this conclusion seems impossibly obvious. Indeed, it's a very sensible way to set up a memory system. Given that you can't store everything away, how should you pick what to store and what to drop? Your brain lays its bets this way: If you don't think about something very much, then you probably won't want to think about it again, so it need not be stored. If you do think about something, then it's likely that you'll want to think about it in the same way in the future. If I think about what the student looks like when I see him, then his appearance is probably what I'll want to know about when I think about that student later.
There are a couple of subtleties to this obvious conclusion that we need to draw out. First, when we're talking about school, we usually want students to remember what things mean. Sometimes what things look like is important—for example, the beautiful facade of the Parthenon, or the shape of Benin—but much more often we want students to think about meaning. Ninety-five percent of what students learn in school concerns meaning, not what things look like or what they sound like.* Therefore, a teacher's goal should almost always be to get students to think about meaning.
The second subtlety (again, obvious once it's made explicit) is that there can be different aspects of meaning for the same material. For example, the word piano has lots of meaning-based characteristics (Figure 7). You could think about the fact that it makes music, or about the fact that it's expensive, or that it's really heavy, or that it's made from fine-quality wood, and so on. In one of my all-time favorite experiments, the researchers led subjects to think of one or another characteristic of words by placing them in sentences—for example, "The moving men lugged the PIANO up the flight of stairs" or "The professional played the PIANO with a lush, rich sound."5 The subjects knew that they needed to remember only the word in capitals. Later, experimenters administered a memory test for the words, with some hints. For piano, the hint was either "something heavy" or "something that makes music." The results showed that the subjects' memories were really good if the hint matched the way they had thought about piano, but poor if it didn't. That is, if the subjects read the moving men version of the sentence, hearing the cue "something that makes music" didn't help them remember piano. So it's not even enough to say, "You should think about meaning." You have to think about the right aspect of meaning.
Let me summarize what I've said about learning so far. For material to be learned (that is, to end up in long-term memory), it must reside for some period in working memory—that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory.
The obvious implication for teachers is that they must design lessons that will ensurethat students are thinking about the meaning of the material. A striking example of an assignment that didn't work for this reason came from my nephew's sixth-grade teacher. He was to draw a plot diagram of a book he had recently finished. The point of the plot diagram was to get him to think about the story elements and how they related to one another. The teacher's goal, I believe, was to encourage her students to think of novels as having structure, but the teacher thought that it would be useful to integrate art into this project, so she asked her students to draw pictures to represent the plot elements. That meant that my nephew thought very little about the relation between different plot elements and a great deal about how to draw a good castle. My daughter had completed a similar assignment some years earlier, but her teacher had asked students to use words or phrases rather than pictures. I think that assignment more effectively fulfilled the intended goal because my daughter thought more about how ideas in the book were related.
Now you may be thinking, "OK, so cognitive psychologists can explain why students have to think about what material means—but I really already knew they should think about that. Can you tell me how to make sure that students think about meaning?" Glad you asked.
Related Books
Why Don't Students Like School?
Buy this book »
© Copyright 2006-2010 Education.com All Rights Reserved.
http://www.education.com/reference/article/students-remember-television-forget-importance/
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The Importance of Memory
Author: Daniel T. Willingham
Source: John Wiley & Sons, Inc.
Question: Memory is mysterious. You may lose a memory created fifteen seconds earlier, such as when you find yourself standing in your kitchen trying to remember what you came there to fetch. Other seemingly trivial memories (for example, advertisements) may last a lifetime. What makes something stick in memory, and what is likely to slip away?
Answer: We can't store everything we experience in memory. Too much happens. So what should the memory system tuck away? Things that are repeated again and again? But what about a really important one-time event such as a wedding? Things that cause emotion? But then you wouldn't remember important yet neutral things (for example, most schoolwork). How can the memory system know what you'll need to remember later? Your memory system lays its bets this way: if you think about something carefully, you'll probably have to think about it again, so it should be stored. Thus your memory is not a product of what you want to remember or what you try to remember; it's a product of what you think about. A teacher once told me that for a fourth-grade unit on the Underground Railroad he had his students bake biscuits, because this was a staple food for runaway slaves. He asked what I thought about the assignment. I pointed out that his students probably thought for forty seconds about the relationship of biscuits to the Underground Railroad, and for forty minutes about measuring flour, mixing shortening, and so on. Whatever students think about is what they will remember. The cognitive principle that guides this chapter is:
Memory is the residue of thought.
To teach well, you should pay careful attention to what an assignment will actually make students think about (not what you hope they will think about), because that is what they will remember.
The Importance of Memory
Every teacher has had the following experience: you teach what you think is a terrific lesson, full of lively examples, deep content, engaging problems to solve, and a clear message, but the next day students remember nothing of it except a joke you told and an off-the-subject aside about your family1—or worse, when you say, struggling to keep your voice calm, "The point of yesterday's lesson was that one plus one equals two," they look at you incredulously and say, "One plus one equals two?" Obviously, if the message of Chapter Two is "background knowledge matters," then we must closely consider how we can make sure that students acquire this background knowledge. So why do students remember some things and forget other things?
Let's start by considering why you fail to remember something. Suppose I said to you, "Can you summarize the last professional development seminar you attended?" Let's further suppose that you brightly answer, "Nope, I sure can't." Why don't you remember?
One of four things has happened, all of which are illustrated in Figure 1, a slightly elaborated version of the diagram of the mind that we've used before. You will recall that working memory is where you keep things "in mind," the location of consciousness. There is lots of information in the environment, most of which we are not aware of. For example, as I write this, the refrigerator is humming, birds are chirping outside, and there is pressure on my backside from the chair I'm sitting on—but none of that was in my working memory (that is, my awareness) until I paid attention to it. As you can see in Figure 1, things can't get into long-term memory unless they have first been in working memory. So this is a somewhat complex way of explaining the familiar phenomenon: If you don't pay attention to something, you can't learn it! You won't remember much of the seminar if you were thinking about something else.
Information can enter working memory not only from the environment but also from long-term memory; that's what I mean when I refer to remembering, as shown by the labeled arrow. So another possible reason you don't remember is that the process by which things are drawn from long-term memory has failed. I discuss why that happens in Chapter Four.
A third possibility is that the information no longer resides in long-term memory—that it has been forgotten. I'm not going to discuss forgetting, but it's worth taking a moment to dispel a common myth. You sometimes hear that the mind records in exquisite detail everything that happens to you, like a video camera, but you just can't get at most of it—that is, memory failures are a problem of access. If you were given the right cue, the theory goes, anything that ever happened to you would be recoverable. For example, you may think you remember almost nothing of your childhood home, but when you revisit it the smell of the camellia blooms in the yard wipes away the years, and the memories that you thought were lost can be pulled out, like charms on a fine chain. Such experiences raise the possibility that any memory that you believe is lost can in principle be recovered again. Successful memory under hypnosis is often raised as evidence to support this theory. If the right cue (camellia blossoms or whatever it might be) can't be found, hypnosis allows you to probe the vault directly.
Although this idea is appealing, it's wrong. We know that hypnosis doesn't aid memory. That's easy to test in the laboratory. Simply give people some stuff to remember, then later hypnotize half of them and compare their recall to that of the people who were not hypnotized. This sort of experiment has been done dozens of times, and typical results are shown in Figure 2.2 Hypnosis doesn't help. It does make you more confident that your memory is right, but it doesn't actually make your memory more accurate.
The other bit of evidence—that a good cue such as the odor of camellia can bring back long-lost memories—is much more difficult to test in a laboratory experiment, although most memory researchers believe that such recoveries are possible. But even if we allow that lost memories can be recovered in this way, it doesn't mean that all seemingly forgotten memories are recoverable—it just means that a few are. In sum, memory researchers see no reason to believe that all memories are recorded forever.
Now, let's return to our discussion of forgetting. Sometimes you do pay attention, so the material rattles around working memory for a while, but it never makes it to long-term memory. An example of a few such bits of information from my own experience are shown in Figure 3. Lateral line is a term I have looked up more than once, but I couldn't tell you now what it means. You doubtless have your own examples of things you are certain you ought to know, because you've looked them up or heard them (and thus they have been in working memory), yet they have never stuck in long-term memory.
Just as odd is that some things have remained in your long-term memory for years although you had no intention of learning them; indeed, they held no special interest for you. For example, why do I know the jingle from the 1970s Bumble Bee tuna advertisement (Figure 4)?
You could make a good argument that understanding the difference between Figure 3 and Figure 4 is one of the core problems in education. We all know that students won't learn if they aren't paying attention. What's more mysterious is why, when they are paying attention, they sometimes learn and sometimes don't. What else is needed besides attention?
A reasonable guess is that we remember things that bring about some emotional reaction. Aren't you likely to remember really happy moments, such as a wedding, or really sad ones, such as hearing the news of the attacks on 9/11? You are, and in fact if you ask people to name their most vivid memories, they often relate events that probably had some emotional content, such as a first date or a birthday celebration (Figure 5).
Naturally we pay more attention to emotional events, and we are likely to talk about them later, so scientists have had to conduct very careful studies to show that it's really the emotion and not the repeated thought about these events that provides the boost to memory. The effect of emotion on memory is indeed real, and researchers have actually worked out some of the biochemistry behind it, but the emotion needs to be reasonably strong to have much impact on memory. If memory depended on emotion, we would remember little of what we encounter in school. So the answer Things go into long-term memory if they create an emotional reaction is not quite right. It's more accurate to say, Things that create an emotional reaction will be better remembered, but emotion is not necessary for learning.
Repetition is another obvious candidate for what makes learning work. Maybe the reason I remember the Bumble Bee tuna jingle (Figure 4) from thirty years ago is that I heard it a lot. Repetition is very important, and I discuss it in Chapter Five, but it turns out that not just any repetition will do. Material may be repeated almost indefinitely and still not stick in your memory. For example, have a look at Figure 6. Can you spot the real penny among the counterfeits?
You have seen thousands of pennies in your lifetime—a huge number of repetitions. Yet, if you're like most people, you don't know much about what a penny looks like. 3 (The real penny is choice A, by the way.)
So repetition alone won't do it. It's equally clear that wanting to remember something is not the magic ingredient. How marvelous it would be if memory did work that way. Students would sit down with a book, say to themselves, "I want to remember this," and they would! You'd remember the names of people you've met, and you'd always know where your car keys are. Sadly, memory doesn't work that way, as demonstrated in a classic laboratory experiment.4 Subjects were shown words on a screen one at a time and were asked to make a simple judgment about each word. (Some subjects had to say whether the word contained either an A or a Q; others had to say whether the word made them think of pleasant things or unpleasant things.) An important part of the experiment was that half of the subjects were told that their memory for the words would be tested later, after they had seen the whole list. The other subjects were not warned about the test. One of the remarkable findings was that knowing about the future test didn't improve subjects' memories. Other experiments have shown that telling subjects they'll be paid for each remembered word doesn't help much. So wanting to remember has little or no effect.
But there's another finding from this experiment that's still more important. Remember that when subjects saw each word they had to make a judgment about it—either about whether it contained an A or a Q, or about whether it made them think of pleasant or unpleasant things. The people who made the second type of judgment remembered nearly twice as many words as the people who made the first judgment. Now we seem to be getting somewhere. We've found a situation in which memory gets a big boost. But why would it help to think about whether a word is pleasant or not?
In this case it matters because judging pleasantness makes you think about what the word means and about other words that are related to that meaning. Thus, if you saw the word oven, you might think about cakes and roasts and about your kitchen oven, which doesn't work well, and so on. But if you were asked to judge whether oven contained an A or a Q, you wouldn't have to think about the meaning at all.
So it seems we're poised to say that thinking about meaning is good for memory. That's close, but not quite right. The penny example doesn't fit that generalization. In fact, the penny example shows just the opposite. I said that you've been exposed to a penny thousands of times (at least), and most of those times you were thinking about the penny's meaning—that is, you were thinking about its function, about the fact that it has monetary value, even if that value is modest. But having thought about the meaning of a penny doesn't help when you're trying to remember what the penny looks like, which is what the test in Figure 6 requires.
Here's another way to think about it. Suppose you are walking the halls of your school and you see a student muttering to himself in front of his open locker. You can't hear what he's saying, but you can tell from his tone that he's angry. There are several things you could focus on. You could think about the sound of the student's voice, you could focus on how he looks, or you could think about the meaning of the incident (why the student might be angry, whether you should speak to him, and so on). These thoughts will lead to different memories of the event the next day. If you thought only about the sound of the student's voice, the next day you'd probably remember that sound quite well but not his appearance. If you focused on visual details, then that's what you'd remember the next day, not what the student's voice sounded like. In the same way, if you think about the meaning of a penny but never about the visual details, you won't remember the visual details, even if they have been in front of your eyes ten thousand times.
Whatever you think about, that's what you remember. Memory is the residue of thought. Once stated, this conclusion seems impossibly obvious. Indeed, it's a very sensible way to set up a memory system. Given that you can't store everything away, how should you pick what to store and what to drop? Your brain lays its bets this way: If you don't think about something very much, then you probably won't want to think about it again, so it need not be stored. If you do think about something, then it's likely that you'll want to think about it in the same way in the future. If I think about what the student looks like when I see him, then his appearance is probably what I'll want to know about when I think about that student later.
There are a couple of subtleties to this obvious conclusion that we need to draw out. First, when we're talking about school, we usually want students to remember what things mean. Sometimes what things look like is important—for example, the beautiful facade of the Parthenon, or the shape of Benin—but much more often we want students to think about meaning. Ninety-five percent of what students learn in school concerns meaning, not what things look like or what they sound like.* Therefore, a teacher's goal should almost always be to get students to think about meaning.
The second subtlety (again, obvious once it's made explicit) is that there can be different aspects of meaning for the same material. For example, the word piano has lots of meaning-based characteristics (Figure 7). You could think about the fact that it makes music, or about the fact that it's expensive, or that it's really heavy, or that it's made from fine-quality wood, and so on. In one of my all-time favorite experiments, the researchers led subjects to think of one or another characteristic of words by placing them in sentences—for example, "The moving men lugged the PIANO up the flight of stairs" or "The professional played the PIANO with a lush, rich sound."5 The subjects knew that they needed to remember only the word in capitals. Later, experimenters administered a memory test for the words, with some hints. For piano, the hint was either "something heavy" or "something that makes music." The results showed that the subjects' memories were really good if the hint matched the way they had thought about piano, but poor if it didn't. That is, if the subjects read the moving men version of the sentence, hearing the cue "something that makes music" didn't help them remember piano. So it's not even enough to say, "You should think about meaning." You have to think about the right aspect of meaning.
Let me summarize what I've said about learning so far. For material to be learned (that is, to end up in long-term memory), it must reside for some period in working memory—that is, a student must pay attention to it. Further, how the student thinks of the experience completely determines what will end up in long-term memory.
The obvious implication for teachers is that they must design lessons that will ensurethat students are thinking about the meaning of the material. A striking example of an assignment that didn't work for this reason came from my nephew's sixth-grade teacher. He was to draw a plot diagram of a book he had recently finished. The point of the plot diagram was to get him to think about the story elements and how they related to one another. The teacher's goal, I believe, was to encourage her students to think of novels as having structure, but the teacher thought that it would be useful to integrate art into this project, so she asked her students to draw pictures to represent the plot elements. That meant that my nephew thought very little about the relation between different plot elements and a great deal about how to draw a good castle. My daughter had completed a similar assignment some years earlier, but her teacher had asked students to use words or phrases rather than pictures. I think that assignment more effectively fulfilled the intended goal because my daughter thought more about how ideas in the book were related.
Now you may be thinking, "OK, so cognitive psychologists can explain why students have to think about what material means—but I really already knew they should think about that. Can you tell me how to make sure that students think about meaning?" Glad you asked.
Related Books
Why Don't Students Like School?
Buy this book »
© Copyright 2006-2010 Education.com All Rights Reserved.
http://www.education.com/reference/article/students-remember-television-forget-importance/
Due:
Assignment
Attached is the discussion guide/questions for the article.
The article is copied/pasted on a separate assignment for 3/10.
It can also be found at: www.education.com/print/students-remember-television-forget-importance/
The article is copied/pasted on a separate assignment for 3/10.
It can also be found at: www.education.com/print/students-remember-television-forget-importance/
Due:
Assignment
Today in class we discussed the arc of the novel, how Orwell met/fell short of student expectations while reading, and the character development.
HW: read appendix, grade verification assignment
Looking Ahead...3/11 Topic Tracker due, 3/15 1984 Test (includes all vocabulary)
HW: read appendix, grade verification assignment
Looking Ahead...3/11 Topic Tracker due, 3/15 1984 Test (includes all vocabulary)
Due:
Assignment
Today in class...
1. Reading Quiz based on yesterday's study questions & last night's reading (part 3, chapters 3,4,5)
2. Discuss Part 3 (the arc of the novel, expectations, character development)
3. Work on Topic Tracker Handout
4. Assignment Verification Handout (see attached)
5. Pass back party
1. Reading Quiz based on yesterday's study questions & last night's reading (part 3, chapters 3,4,5)
2. Discuss Part 3 (the arc of the novel, expectations, character development)
3. Work on Topic Tracker Handout
4. Assignment Verification Handout (see attached)
5. Pass back party
Due:
Assignment
Today in class...
The attachment outlines today's assignment
The attachment outlines today's assignment
Due:
Assignment
Attached you will find Friday's in class essay. It is based on the in class discussions on Tuesday and Wednesday. If you would like to prepare notes at home, or find evidence to support your ideas, you may. Please DO NOT write the essay at home and then re-type it in class. I will monitor your notes during class on Friday. :) It is important that the writing you produce is timed. Thank you!
If you were absent Friday, please write the essay at home, and turn it in by FRIDAY 3/11.
If you were absent Friday, please write the essay at home, and turn it in by FRIDAY 3/11.
Due:
Assignment
Today in class:
1. Students worked on planning notes for tomorrow's essay
2. Students read various articles in groups about the "controversial" topics
3. Students discussed in groups the pros/cons in the articles and evaluated the bias/credibility of the source
FOR MAKE-UP: find & print an article online that relates to one of the topics, annotate the article- address the pros/cons & the bias/credibility of the source, comment on if you agree or disagree and why
1. Students worked on planning notes for tomorrow's essay
2. Students read various articles in groups about the "controversial" topics
3. Students discussed in groups the pros/cons in the articles and evaluated the bias/credibility of the source
FOR MAKE-UP: find & print an article online that relates to one of the topics, annotate the article- address the pros/cons & the bias/credibility of the source, comment on if you agree or disagree and why
Due:
Assignment
Today in class:
1. Peer edit of yesterday's thesis statements
2. Quick review of chapter 2 (part 3)
3. Chapter 2 reading quiz
4. Distributed essay prompt
5. Discussed last five "controversial" topics
HW: read chapter 3
1. Peer edit of yesterday's thesis statements
2. Quick review of chapter 2 (part 3)
3. Chapter 2 reading quiz
4. Distributed essay prompt
5. Discussed last five "controversial" topics
HW: read chapter 3
Due:
Assignment
The study questions are just for you to use as a guide- so you know what critical information to extract. This is not an assignment- just a learning tool. Attached are the Part 2 Study Questions.
Due:
Assignment
Today in class...
1. Music Monday
2. Semicolon quiz
3. Topic Tracker - fill out for part 2 of 1984
4. Socratic Discussion
* the words for part 3 are on quizlet! woo!
1. Music Monday
2. Semicolon quiz
3. Topic Tracker - fill out for part 2 of 1984
4. Socratic Discussion
* the words for part 3 are on quizlet! woo!
Due:
Assignment
Attached is the prompt & rubric for the essay on Friday. If you'd like to start thinking about it early, it is here for you :)
Due:
Assignment
Monday in class students took a comma quiz & answered some discussion questions in groups based on Bloom's & Marzano's questioning strategies.
Make up quizzes & instruction will be Wednesday at break & lunch, or by appointment.The discussion questions are attached for your convenience.
For homework on Tuesday, read chapter 5.
Reading Schedule (by chapter):
2/23- read chapters 6-7 for HW
2/24- read chapter 8 for HW
2/25- read chapters 9-10 for HW
2/28- be prepared to discuss Part 2 & expect a punctuation quiz!
Make up quizzes & instruction will be Wednesday at break & lunch, or by appointment.The discussion questions are attached for your convenience.
For homework on Tuesday, read chapter 5.
Reading Schedule (by chapter):
2/23- read chapters 6-7 for HW
2/24- read chapter 8 for HW
2/25- read chapters 9-10 for HW
2/28- be prepared to discuss Part 2 & expect a punctuation quiz!
Due:
Assignment
If you were in Yosemite, then your essay was passed back on 2/17. You have until 2/21 to turn in the revisions for a grade improvement. This is optional. Please see the assignment on 2/10 (or ask me) for details.
Due:
Assignment
For Friday's in class essay, you will need to do some homework on Thursday night. This handout was distributed in class on Wednesday.
Due:
Assignment
Attached is a great revision/editing handout for literary analysis. It is not an assignment (yet)- it's just a helpful tool for self-evaluation.
Due:
Assignment
2/17: listened to Part 2 chapters 1-2 in class, went over "Misc" section of punctuation handout
2/18: in class essay, punctuation handout due
2/18: in class essay, punctuation handout due
Due:
Assignment
Welcome Back!
Today in class we covered pages 127-128 (exercise 1) in the grammar book.
I distributed a grammar handout (due: 2/18)- it is attached.
I distributed a "Topic Tracking Sheet" for 1984 (due: 3/11)- it is attached.
We briefly discussed chapter 7.
Please finish all of the reading in PART ONE of 1984 by class on Wednesday.
Today in class we covered pages 127-128 (exercise 1) in the grammar book.
I distributed a grammar handout (due: 2/18)- it is attached.
I distributed a "Topic Tracking Sheet" for 1984 (due: 3/11)- it is attached.
We briefly discussed chapter 7.
Please finish all of the reading in PART ONE of 1984 by class on Wednesday.
Due:
Assignment
QUIZLET
www.quizlet.com
In the search box in the upper right hand corner, type in "aldh"
A little box will come up and ask you if you are looking for user "aldh"
Click on "aldh"
Then you will be directed to a page with my lists:
OdysseySMHS
1984SMHS
THIS IS NOT MANDATORY. THIS IS JUST A LEARNING TOOL YOU MAY CHOOSE TO USE.
Created:
Wednesday, February 9 4:55 PM
www.quizlet.com
In the search box in the upper right hand corner, type in "aldh"
A little box will come up and ask you if you are looking for user "aldh"
Click on "aldh"
Then you will be directed to a page with my lists:
OdysseySMHS
1984SMHS
THIS IS NOT MANDATORY. THIS IS JUST A LEARNING TOOL YOU MAY CHOOSE TO USE.
Due:
Assignment
Optional essay re-write is due!
You will need to turn in the original version of your essay with the corrected draft.
Please refer to the class writing notes for your revisions.
Thank you.
You will need to turn in the original version of your essay with the corrected draft.
Please refer to the class writing notes for your revisions.
Thank you.
Due:
Assignment
BOOKS ARE IN!
1984- $10
Twelfth Night- $6
1984- $10
Twelfth Night- $6
Due:
Assignment
Today in class students reviewed chapters 2 & 3 by answering study questions. They are attached.
We also took a group quiz. On the back of the study questions, write down 4 annotations (2 for chapter 2, 2 for chapter 3). Your annotations should be about the size/length of what you could fit on a post-it. Then write the most compelling quote from either chapter in MLA format. Then write 3 predictions. If you have read the novel, then write down 3 connections to our modern society instead.
Then students read chapter 4.
We also took a group quiz. On the back of the study questions, write down 4 annotations (2 for chapter 2, 2 for chapter 3). Your annotations should be about the size/length of what you could fit on a post-it. Then write the most compelling quote from either chapter in MLA format. Then write 3 predictions. If you have read the novel, then write down 3 connections to our modern society instead.
Then students read chapter 4.
Due:
Assignment
Today in class we reviewed chapter 1, took a short reading quiz, and read chapters 2 & 3 quietly in class.
If you did not finish the reading in class, please read it for homework. The link is below.
http://www.liferesearchuniversal.com/1984-2.html#two
http://www.liferesearchuniversal.com/1984-3.html#three
If you did not finish the reading in class, please read it for homework. The link is below.
http://www.liferesearchuniversal.com/1984-2.html#two
http://www.liferesearchuniversal.com/1984-3.html#three
http://www.liferesearchuniversal.com/1984-2.html#two
http://www.liferesearchuniversal.com/1984-3.html#three
Created:
Wednesday, February 2 5:34 PM
Due:
Assignment
1984 Vocabulary
1. Adulation
2. Affable
3. Droll
4. Elude
5. Gamut
6. Sanguine
7. Privation
8. Proletariat
9. Indoctrinate
10. Gesticulate
11. Convoluted
12. Saboteur
13. Saccharine
14. Implicate
15. Venerate
16. Edify
17. Nebulous
18. Deride
19. Urbane
20. Pedantic
Fold a piece of binder paper in half vertically. On the left side, write the word: on the right side, draw a symbol. You do not need to write a synonym, a definition, or a sentence- though, you may! ;) This is due at the end of class on 2/1, I will give you about 15 minutes in class.
1. Adulation
2. Affable
3. Droll
4. Elude
5. Gamut
6. Sanguine
7. Privation
8. Proletariat
9. Indoctrinate
10. Gesticulate
11. Convoluted
12. Saboteur
13. Saccharine
14. Implicate
15. Venerate
16. Edify
17. Nebulous
18. Deride
19. Urbane
20. Pedantic
Fold a piece of binder paper in half vertically. On the left side, write the word: on the right side, draw a symbol. You do not need to write a synonym, a definition, or a sentence- though, you may! ;) This is due at the end of class on 2/1, I will give you about 15 minutes in class.
Due:
Assignment
Here is a free online text:
http://www.liferesearchuniversal.com/orwell.html
We will be reading Part I together as a class (in class). I will have copies for everyone to read. There is a backlog at the publishing company, so we will not get the books until 2/10. We will begin Part II on 2/15, and I will distribute books then. I ordered enough for everyone, so for the sake of being easy~ you can just get the books from me :) 1984 is $10 and 12th Night is $6.
Created:
Monday, January 31 5:52 PM
http://www.liferesearchuniversal.com/orwell.html
We will be reading Part I together as a class (in class). I will have copies for everyone to read. There is a backlog at the publishing company, so we will not get the books until 2/10. We will begin Part II on 2/15, and I will distribute books then. I ordered enough for everyone, so for the sake of being easy~ you can just get the books from me :) 1984 is $10 and 12th Night is $6.
Due:
Assignment
Today in class we read the introduction and chapter one of 1984. If students do not complete the reading in class, please use the link provided and finish the reading. We will be reading one chapter per day in class.
Expect to have short reading quizzes following the reading.
For this quiz, all you need to know is that George Orwell's real name was Eric Blair.
Created:
Tuesday, February 1 2:47 PM
Expect to have short reading quizzes following the reading.
For this quiz, all you need to know is that George Orwell's real name was Eric Blair.
Due:
Assignment
In Class Grammar:
Students broke into groups and taught the class the chapter on modifiers. We did exercise 1 and corrected in class for the following pages: 107, 109, 111, 113, 115, 117, 119.
Students broke into groups and taught the class the chapter on modifiers. We did exercise 1 and corrected in class for the following pages: 107, 109, 111, 113, 115, 117, 119.
Due:
Assignment
Here is the link to the Foucault article:
http://www.moyak.com/papers/michel-foucault-power.html
Created:
Monday, January 31 5:55 PM
http://www.moyak.com/papers/michel-foucault-power.html
Due:
Assignment
Here is the link to the Orwellian article:
http://www.nytimes.com/2003/06/22/weekinreview/simpler-terms-if-it-s-orwellian-it-s-probably-not.html
Created:
Monday, January 31 5:56 PM
http://www.nytimes.com/2003/06/22/weekinreview/simpler-terms-if-it-s-orwellian-it-s-probably-not.html
Due:
Assignment
Here is the link to "Politics and the English Language" by Orwell:
http://www.mtholyoke.edu/acad/intrel/orwell46.htm
Created:
Monday, January 31 5:57 PM
http://www.mtholyoke.edu/acad/intrel/orwell46.htm
Due:
Assignment
This is what MLA looks like:
http://telecollege.dcccd.edu/library/module5/sample.htm
This is what MLA Works Cited looks like:
http://www.dianahacker.com/pdfs/Hacker-Daly-MLA-WC.pdf
* This one should be double spaced and in Times New Roman font.
You may also reference the following site for more specific MLA questions:
http://owl.english.purdue.edu/
Created:
Monday, January 31 6:08 PM
http://telecollege.dcccd.edu/library/module5/sample.htm
This is what MLA Works Cited looks like:
http://www.dianahacker.com/pdfs/Hacker-Daly-MLA-WC.pdf
* This one should be double spaced and in Times New Roman font.
You may also reference the following site for more specific MLA questions:
http://owl.english.purdue.edu/