Full day today. You took a quiz over parallel structure and did pretty well overall. You had to think fast and you demonstrated a decent understanding of the concept.
Next on the agenda is finding an example of parallel structure in your everyday world. As we discussed in class today I want you to locate an example of parallel structure in a book you are reading, the newspaper, a magazine, etc. Type it up, identify the source and then explain why it is parallel structure in a couple of sentences. Type it all up and turn it in to me anytime before next Wednesday, January 29. Ten points riding on this one.
We talked a bit more about "Gil's Used Furniture" (Cisneros 450) focusing on characters, summary and theme. We have discussed the story thoroughly and now for tonight's homework I need you to send me an email. My address is <pomalley@phm.k12.in.us>. In the email you should identify the theme of the story and offer an explanation--supported by the text--that explains why it is the theme. Send it to me by midnight tonight. Five points for completing this successfully.
We'll be looking at a poem tomorrow that shares a theme with "Gil's..." We will talk about Lemon Brown's treasure and see if it has a theme too. We'll also look at anaphora and parallel structure a bit more closely.
See you soon.
Wednesday, January 22, 2014
Tuesday, January 21, 2014
Honors and Standard 1-21-2014
Unexpected events at Purdue dramatically altered my evening plans so this will be quick.
Honors students should be working on TIPP. Strengthen what you brought in today and keep sharpening it for the rough draft due date on Friday. Bring in what you have completed tomorrow for some circle and share and discussion time. Final copy will be due the beginning of next week.
Also remember to be listening for an example of verbal irony. Type it up, write it down or just remember it but have an example of an original one in class tomorrow.
Can you:
define irony?
identify the three types of irony?
offer definitions and examples of the three types of irony?
Standard students should be completing their summaries from the short story we read in class today called "Gil's Furniture Bought and Sold" on page 450. We will be sharing those tomorrow and identifying the theme of the story.
Which reminds me...can you define theme? Look over your definition.
You also should be able to identify parallel structure in a sentence. Remind yourself of the definition and then be on the lookout for new examples.
See you all soon.
Honors students should be working on TIPP. Strengthen what you brought in today and keep sharpening it for the rough draft due date on Friday. Bring in what you have completed tomorrow for some circle and share and discussion time. Final copy will be due the beginning of next week.
Also remember to be listening for an example of verbal irony. Type it up, write it down or just remember it but have an example of an original one in class tomorrow.
Can you:
define irony?
identify the three types of irony?
offer definitions and examples of the three types of irony?
Standard students should be completing their summaries from the short story we read in class today called "Gil's Furniture Bought and Sold" on page 450. We will be sharing those tomorrow and identifying the theme of the story.
Which reminds me...can you define theme? Look over your definition.
You also should be able to identify parallel structure in a sentence. Remind yourself of the definition and then be on the lookout for new examples.
See you all soon.
Thursday, January 16, 2014
Honors 01-16-2014
The time today was spent with a little bit of information on counter-arguments (courtesy of the Harvard Writing Center). I summarized the ideas below.
1)
A good counter argument allows you to:
-test
your argument
-offer
a persuasive tactic
-disarm
your opponents
-anticipate
doubts
-pre-empt
objections
2)
A good counter-argument also:
-presents
you as a person who weighs alternatives before arguing
-presents
you as someone who confronts problems instead of sweeping them under
the rug
-presents
you as someone more interested in the truth than the victory
3)
Present
your counter-argument by:
-transitioning
to the opposite opinion
-arguing
against yourself as well as you argue for your claim
4)
By the way, a weak counter-argument is ineffective
5)
Now refute the counter-argument by either:
-showing
how it is mistaken
-acknowledging
its validity but then explaining why it is less important
-conceding
that it is a darn good point but then reaffirming your dedication to
your original claim
Tomorrow we will look at a sample counter-argument paragraph. There will be several things I want to point out so that you can be sure to include them in your paper to make it as effective as possible. Be sure to bring your devices again since all the labs have been previously reserved.
The dog draft will be coming in Tuesday with a final copy due date tentatively looming on the 27th.
See you soon.
Standard 01-16-2014
Here's the prompt for tomorrow's in-class timed writing.
In the packet you received, you read how Martin Luther King, Jr. had a dream that one day all men would be able to walk the streets of America as equals. You also read two poems and four quotations that all shared thoughts on hopes and dreams in a more general way. And don't forget the picture. Remember the message it revealed about hopes and dreams.
That brings us to your task. I want you to select one of the four quotations found on page seven of your packet and use that as a claim for your essay. You will then use the MLK speech, the two Hughes poems and the image to clarify, support and argue for the validity of the quotation.
A well written essay will include the following:
-a lead
-an introduction
-the claim (quotation)
-well-developed and supported arguments
-quotes from the sources
-information from the MLK speech, the two poems, and a reference to the picture
-transitions
-a conclusion
-proper conventions that meet the high end of the 8th grade standard
If I was you tonight, I would identify which quotation I was going to use and find information from the speech and the poems that would support it. You can not bring any actual writing into class tomorrow; however, the packet and notes are allowable.
See me early tomorrow morning should you have any questions.
See you soon.
In the packet you received, you read how Martin Luther King, Jr. had a dream that one day all men would be able to walk the streets of America as equals. You also read two poems and four quotations that all shared thoughts on hopes and dreams in a more general way. And don't forget the picture. Remember the message it revealed about hopes and dreams.
That brings us to your task. I want you to select one of the four quotations found on page seven of your packet and use that as a claim for your essay. You will then use the MLK speech, the two Hughes poems and the image to clarify, support and argue for the validity of the quotation.
A well written essay will include the following:
-a lead
-an introduction
-the claim (quotation)
-well-developed and supported arguments
-quotes from the sources
-information from the MLK speech, the two poems, and a reference to the picture
-transitions
-a conclusion
-proper conventions that meet the high end of the 8th grade standard
If I was you tonight, I would identify which quotation I was going to use and find information from the speech and the poems that would support it. You can not bring any actual writing into class tomorrow; however, the packet and notes are allowable.
See me early tomorrow morning should you have any questions.
See you soon.
Wednesday, January 15, 2014
Honors 01-15-2014
Everybody know what time it is?
TIPP time!
That's right. The Influential Person Paper now takes center stage in our classroom focus. We've touched on outlines, citations, works cited, and even dabbled with counter-arguments, but now we will be hitting it full-throttle.
With that in mind--and all the computer labs and mobile labs reserved--I'm requesting you bring your device (should you have one available) for some research time tomorrow. Spread the word. Tell your friends. I want you to research, ask questions and uncover difficulties which might creep up.
As of right now I'm looking at a dog draft coming in Monday. Check that. No school Monday. Thanks for the reminder, Period Two. Tuesday. The dog draft will come in Tuesday. As I've been saying, that means we have to be hitting that research hard.
I've got a few thoughts on counter-arguments I want to share with you. I also want to stress the importance of identifying the sources you share in your paper. The reader needs to know that the individuals are valid, reliable sources; thus, it is important to identify their credentials.
Like you, I have some work to do, so I will see you soon.
TIPP time!
That's right. The Influential Person Paper now takes center stage in our classroom focus. We've touched on outlines, citations, works cited, and even dabbled with counter-arguments, but now we will be hitting it full-throttle.
With that in mind--and all the computer labs and mobile labs reserved--I'm requesting you bring your device (should you have one available) for some research time tomorrow. Spread the word. Tell your friends. I want you to research, ask questions and uncover difficulties which might creep up.
As of right now I'm looking at a dog draft coming in Monday. Check that. No school Monday. Thanks for the reminder, Period Two. Tuesday. The dog draft will come in Tuesday. As I've been saying, that means we have to be hitting that research hard.
I've got a few thoughts on counter-arguments I want to share with you. I also want to stress the importance of identifying the sources you share in your paper. The reader needs to know that the individuals are valid, reliable sources; thus, it is important to identify their credentials.
Like you, I have some work to do, so I will see you soon.
Standard 01-15-2014
I hope you all enjoyed your introduction to parallel structure--or parallelism--today. I'm confident you have an understanding as of now, but I realize a full grasp of parallel structure is still in the future. We'll work with it a bit more tomorrow and see if we can't strengthen that comprehension. For now remember that parallel structure--or parallelism--consists of two or more words, phrase or clauses that are similar in length and grammatical form. Here are a few examples:
He laughed. He coughed. He choked. He died.
"Humanity has advanced not because it has been sober, responsible and cautious, but because it has been playful, rebellious and immature." -Tom Robbins
"Those who write clearly have readers; those who write obscurely have commentators" -Albert Camus
I love to dance in the field, run on the playground and sing in the shower.
You also have the packet in your hands. It deals with our current focus on the overarching ideas of Hopes and Dreams. As you read over it tonight, as you analyze it tonight, as you comprehend it tonight (notice the parallel structure?), be sure to be thinking about them. Your task for class tomorrow is to read and annotate the pieces in the packet and then respond to the following questions. (Be sure to write your responses directly on the packet. There should be plenty of room.)
5)
Select one of the quotes and then draw a picture that captures the
message the quote is sharing.
For question Number 6, you will need to click on this link to see a picture. Study the picture and then write a paragraph explaining how the picture relates to the overarching ideas of Hopes and Dreams.
Be sure the work is complete before you enter the class tomorrow. As we discussed in class, your ability to comprehend this material will go a long way to your writing a successful paper on Friday.
See you soon.
He laughed. He coughed. He choked. He died.
"Humanity has advanced not because it has been sober, responsible and cautious, but because it has been playful, rebellious and immature." -Tom Robbins
"Those who write clearly have readers; those who write obscurely have commentators" -Albert Camus
I love to dance in the field, run on the playground and sing in the shower.
You also have the packet in your hands. It deals with our current focus on the overarching ideas of Hopes and Dreams. As you read over it tonight, as you analyze it tonight, as you comprehend it tonight (notice the parallel structure?), be sure to be thinking about them. Your task for class tomorrow is to read and annotate the pieces in the packet and then respond to the following questions. (Be sure to write your responses directly on the packet. There should be plenty of room.)
1)
How does Martin Luther King, Jr. use repetition to strengthen his
speech? Offer examples.
2)
Explain the line of the speech on page four, paragraph 9, “With
this faith, we will be able to hew out of the mountain of despair a
stone of hope.”
3)
Offer different ways King says and/or refers to “hope” in the
speech.
4)
Using evidence from both poems, support and explain what Langston
Hughes is saying about dreams.
For question Number 6, you will need to click on this link to see a picture. Study the picture and then write a paragraph explaining how the picture relates to the overarching ideas of Hopes and Dreams.
Be sure the work is complete before you enter the class tomorrow. As we discussed in class, your ability to comprehend this material will go a long way to your writing a successful paper on Friday.
See you soon.
Tuesday, January 14, 2014
Honors 01-14-2014
With presentations set to be completed tomorrow, we will be turning our full attention to TIPP. But one thing I want to discuss before moving forward completely is your thoughts on our experience over the last month and a half. The presentations were individually driven and took a chunk of time, but what were your thoughts on the process as a whole? Is it something I should try again next year? Is it something that could do with a couple tweaks? a major overhaul? no changes at all? I'll want some of your feedback tomorrow, so please be thinking about it. I already received some good feedback from period two today and am looking forward to hearing what periods one and six are thinking.
You should be researching TIPP last night, tonight, tomorrow night regardless of the period you are in. Stake out a half an hour or so and find out a couple reasons why your person is so influential. Nail some quotes. Locate some great sources. Don't procrastinate. You aren't getting six weeks on this baby.
We discussed a general outline of the paper today in period two and it looked something like this.
I. Introduction
A. Grabber lead
B. Transition from lead to claim
C. Claim
II. Influential Supporting Argument #1
A. Topic sentence
B. Argument complete with evidence and support in the form of cited quotes
C. Close the paragraph
III. Influential Supporting Argument #2
A. Transitional topic sentence
B. Argument complete with evidence and support in the form of cited quotes
C. Close the paragraph
You repeat the above as often as necessary--each student must decide
IV. Counter-Argument
A. Transitional topic sentence
B. Counter-argument with evidence and support in the form of cited quotes
C. Close the paragraph
--OR--
You should be researching TIPP last night, tonight, tomorrow night regardless of the period you are in. Stake out a half an hour or so and find out a couple reasons why your person is so influential. Nail some quotes. Locate some great sources. Don't procrastinate. You aren't getting six weeks on this baby.
We discussed a general outline of the paper today in period two and it looked something like this.
I. Introduction
A. Grabber lead
B. Transition from lead to claim
C. Claim
II. Influential Supporting Argument #1
A. Topic sentence
B. Argument complete with evidence and support in the form of cited quotes
C. Close the paragraph
III. Influential Supporting Argument #2
A. Transitional topic sentence
B. Argument complete with evidence and support in the form of cited quotes
C. Close the paragraph
You repeat the above as often as necessary--each student must decide
IV. Counter-Argument
A. Transitional topic sentence
B. Counter-argument with evidence and support in the form of cited quotes
C. Close the paragraph
--OR--
IV. Counter-Argument
A. Transitional topic sentence
B. Counter-argument with evidence and support in the form of cited quotes
C. Refutation of counter-argument
D. Refute with evidence and support in the form of cited quotes
V. Conclusion
A. Restating the claim
B. Summing up the main arguments
C. Closing with a BANG!
As we discussed in class, the location of the counter-argument and its refutation is up to the individual author. While you don't want to drop it in the middle of your supporting arguments, it could just as easily be placed in the first body paragraph as it could the last.
Tomorrow we'll do a quick review of citations both internal and for the Works Cited page that you will need. I know you have done oodles of internal citations this year and written a few Works Cited pages as well, but a couple students asked for help and there's nothing wrong with a refresher.
RESEARCH!
See you soon.
Standard 01-14-2014
Whew! We are finished with all our presentations now. It feels good to me to be moving on to something else. I'm sure you feel the same way. The presentations were good. We read a lot of good nonfiction and heard about things we probably would have never been exposed to. We should also have a solid understanding now about the strengths and weaknesses of a nonfiction text and a film. In addition we have all gained a bit of confidence so that the next time we need to stand in front of an audience and make a presentation will be even stronger. Overall, great work.
Tool Time came back! Yippee! We took a look at differentiating between facts and opinions. You all seemed to handle that pretty well. Remember to look for key words (better, best, worst, greatest, always, never, etc.) to help you distinguish between facts and opinions.
We started moving on today, and as you saw, our attention will stay with nonfiction for a few more days with a focus on hopes and dreams. With those in mind I created a packet that period three received today. Due to one final presentation today, period four will get it tomorrow. The packet consists of Martin Luther King Jr.'s "I Have a Dream" speech, a couple of Langston Hughes poems, and four quotes: two by MLK, and one each by Emily Dickinson and Aristotle.
Tonight period three should be sure to have read and annotated the King speech. As you are reading the speech, be on the lookout for ideas that deal with our overarching idea of hopes and dreams. Be sure to write down questions you have about it and mark up sections you are intrigued by or want to discuss. We will have time tomorrow in class to read, analyze, annotate, discuss, and comprehend the poems and quotes. Period four will have to play catch-up tomorrow.
I also have one more surprise I'll introduce to you all tomorrow. The surprise also fits into our hopes and dreams focus.
Our initial goal will be to have a good understanding of the material. After that, you will be challenged to do a synthesis writing. This means you will be using elements from a variety of sources to make one point. In this case, that one point will have something to do with hopes and dreams.
Can't wait to get into this. The end of the grading period is Friday so we will be moving quickly on this one.
See you soon.
Tool Time came back! Yippee! We took a look at differentiating between facts and opinions. You all seemed to handle that pretty well. Remember to look for key words (better, best, worst, greatest, always, never, etc.) to help you distinguish between facts and opinions.
We started moving on today, and as you saw, our attention will stay with nonfiction for a few more days with a focus on hopes and dreams. With those in mind I created a packet that period three received today. Due to one final presentation today, period four will get it tomorrow. The packet consists of Martin Luther King Jr.'s "I Have a Dream" speech, a couple of Langston Hughes poems, and four quotes: two by MLK, and one each by Emily Dickinson and Aristotle.
Tonight period three should be sure to have read and annotated the King speech. As you are reading the speech, be on the lookout for ideas that deal with our overarching idea of hopes and dreams. Be sure to write down questions you have about it and mark up sections you are intrigued by or want to discuss. We will have time tomorrow in class to read, analyze, annotate, discuss, and comprehend the poems and quotes. Period four will have to play catch-up tomorrow.
I also have one more surprise I'll introduce to you all tomorrow. The surprise also fits into our hopes and dreams focus.
Our initial goal will be to have a good understanding of the material. After that, you will be challenged to do a synthesis writing. This means you will be using elements from a variety of sources to make one point. In this case, that one point will have something to do with hopes and dreams.
Can't wait to get into this. The end of the grading period is Friday so we will be moving quickly on this one.
See you soon.
Sunday, January 12, 2014
01-12-2014
TIPP has taken flight! I have heard from many of you already with your selections. Some fine choices--ones I never would have thought to consider. I like what most of you are coming up with. When you send me your selections and brief explanations, however, be sure that you have given your selection some thought. A couple of you apparently emailed me half asleep, spelling names incorrectly and offering weak and confusing explanations of influence. Needless to say, those cursory attempts were not accepted. You also want to be sure you don't pick someone just because you have a fondness for him or her. Make sure he/she has demonstrated influence.
Something I want to be sure to drive home about this paper is the need for you to focus on the individual's influence and not merely on his/her accomplishments. Without the accomplishments the influence would most likely vanish, but accomplishments alone do not equate to influence. Your task on this paper is to find hard, researched evidence to show that your selected individual deserves a seat at the Table of Influence, NOT a seat at the Table of Doing Really Cool Things.
I also will keep reminding you all of the need to have a counter-argument in your paper. After offering reasons and evidence to support your selection, you will share a counter-argument and then explain why that counter-argument is not a valid reason for keeping your individual off the Table of Influence. As you start researching, be on the lookout for any weaknesses in your selection or contradictory opinions which could be used as counter-arguments. Here is a link to more information on counter-arguments. It is for a college course but it is written in a very accessible, easy to understand way. If you have any questions on counter-arguments, give this link a look and then see me with any follow-up questions.
Period two students are just about finished with their presentations and will be spending a day or two doing some in house research for TIPP as well as researching on their own. Periods one and six should complete the presentations early this week, but should be spending some time outside of class getting the research rolling.
I have more selections to review. See you soon.
Something I want to be sure to drive home about this paper is the need for you to focus on the individual's influence and not merely on his/her accomplishments. Without the accomplishments the influence would most likely vanish, but accomplishments alone do not equate to influence. Your task on this paper is to find hard, researched evidence to show that your selected individual deserves a seat at the Table of Influence, NOT a seat at the Table of Doing Really Cool Things.
I also will keep reminding you all of the need to have a counter-argument in your paper. After offering reasons and evidence to support your selection, you will share a counter-argument and then explain why that counter-argument is not a valid reason for keeping your individual off the Table of Influence. As you start researching, be on the lookout for any weaknesses in your selection or contradictory opinions which could be used as counter-arguments. Here is a link to more information on counter-arguments. It is for a college course but it is written in a very accessible, easy to understand way. If you have any questions on counter-arguments, give this link a look and then see me with any follow-up questions.
Period two students are just about finished with their presentations and will be spending a day or two doing some in house research for TIPP as well as researching on their own. Periods one and six should complete the presentations early this week, but should be spending some time outside of class getting the research rolling.
I have more selections to review. See you soon.
Thursday, January 9, 2014
Standard 01-09-2014
We are back! Finally. It was great to see all of you again today. I trust you all enjoyed your holiday, your vacation, your new year, your extended vacation and your extended extended vacation. I didn't think we'd ever get back. But now that we are...
...We have a few more days of presentations. Saw some today but I want to emphasize that by now we should be knocking these out of the park. We should be organized, prepared, fired up and enthused to deliver the best presentations possible. Make that power pose (check out the link I shared with you on the January 6th blog) and then blow us away with your enthusiasm. We should be able to wrap up the presentations by early next week.
Then we'll have time for another article or two and a little more writing before quarter two officially comes to a close.
Any Duck Dynasty fans out there?
See you soon.
...We have a few more days of presentations. Saw some today but I want to emphasize that by now we should be knocking these out of the park. We should be organized, prepared, fired up and enthused to deliver the best presentations possible. Make that power pose (check out the link I shared with you on the January 6th blog) and then blow us away with your enthusiasm. We should be able to wrap up the presentations by early next week.
Then we'll have time for another article or two and a little more writing before quarter two officially comes to a close.
Any Duck Dynasty fans out there?
See you soon.
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