Personality Test

HW:  Using the scales you filled out in class, take the free personality test and record your results.

Click the link to take the test. Free Personality Test 

Third Paragraph sample

The filming techniques, acting, and editing all reveal to the viewer that Buck’s show has changed significantly—it’s become more commercialized. The voiceover states that “maybe this is where Buck belongs,” but by movies’ end, we discover that the opposite is true. This scene helps the viewer understand why Buck doesn’t belong. The cinematography helps the audience see the venue in all its glamour—the neon green laser lights, the classy table seating, the bright red curtains, the gold tinsel hanging off the stage, the decorative flames, and the blue velvet curtain that gives off a bright sheen; this is clearly a place of high-class showbiz. The montage that follows the introduction demonstrates that Buck can indeed entertain a crowd in this environment. The low angle shots suggest that Buck is in control, and the reaction shots of the audience show us that the crowd is wildly entertained.  Yet, the venue, in its flashiness is not the only thing that has changed. Buck’s show has changed as well. The montage includes traditional magic tricks with scarves and doves, and they sure are crowd-pleasers, but they aren’t part of Buck’s old routine.  His hypnosis act also relies on lewd humor, instead of cornier, but innocent work. The upbeat music in the montage and the crowd’s reaction both suggest Buck can blend in here, but the film soon raises the question: does Buck belong here? The last shot of the scene shows the Vegas bookers, slightly out of focus, praising the success of the show. This foreshadows his failure, but also reminds the viewer that never before was Buck’s success determined by how well he entertained, but how well he connected with his audience.

Scene Analysis

Take out a journal.

1. Watch the scene for my sample scene analysis
2. Watch again
3. Watch again without sound

What film mechanics (acting, editing, camera work, music) popped out to you?

Be specific as you reference them in your second paragraph. Don't just say: The camera then goes to an eye-level shot. Then it goes to a long shot.

Use strong action verbs
Describing the composition of the scene involves describing WHAT you see in the clearest way possible.

Compare your 1st paragraph to mine.

Final Exam

This is mostly for the parents, as students should already be well aware of this, but there is no time frame for an ELA exam. So what is the final exam, you may be pondering?

Our last unit, we've been studying Film and how it relies on several techniques and mechanics to tell its story, but also provide the audience with a deeper understanding. This is really a callback to our first unit on text and subtext where we deconstructed media images to decipher their underlying implications.

Throughout the year, we also studied many different types of narratives. This unit ties together both concepts: how does film tell a story, and what are the hidden meanings behind the images you see on the screen.

Students will be assessed two ways:

1. Scene analysis paper (2 pages)- 50 points (10 of the points will come from an informal presentation of the scene  with 3 other classmates.)
2. In class multiple choice test-- students will view clips and answer questions based on the narrative or film techniques being used in each clip.-50 points


We are working on the paper each day in class this week, as will be due on Thursday.

The in class assessment is on Tuesday, 6/16. I will be holding a review class on Monday, 6/15 from 2:45-3:45

Email me or simply ask your daughter or son if you have any questions!

-Mr. B.

Scene Analysis Clips

Please click here for the version of the movie that these time frames are based on.

1. Montage- Buck's Show (scene from 20:55- 25:44)
2. Buck Puts Nearly 900 Souls to Sleep (1:00:23-1:05:00)
3.  Hospital Scene  (1:11:08-1:14:45)
4. Buck Fails in Vegas (1:26:36-1:29:49)
5. Buck Finds His Money Again (1:41:44-1:47:41)

HW: Please draft the 1st paragraph of your scene analysis in your journal

Montages and Music

Here are the clips played in class to introduce the concept of montage and discuss the importance of music in film.

Montage

Music in Film #1
Music in Film #2
Music in Film #3
Music in Film #4

Cinematography

Read the following statement below from Cinematographer Conrad Hall:

The yin and yang of cinematography is about where to put the camera, should it stay still or move, what to light and what not to light, is it better to go in or pull back to get the emotion you want?...We are storytellers and we don't do it just with words.

The Actor's Performance

Screening Activity Video: "Not Guilty"


HW: For homework, play casting director. Choose 5 Hollywood actors (or independent film stars J) to play FIVE of the jurors in an updated film version of the play. Offer your reasons for choosing each actor, citing specific roles or character traits that they are able to pull off. Don’t exclude female actors from your list!

Cause and Effect--Rising Action

Below are clips that make up Act II of the movie . Please write a thoughtful sentence or two about each clip, describing how the scene adds to the tension of the film AND how the event sets up another event (cause and effect)

(Hint: You may want to consider what would happen if this scene did not occur)

Example: The Knife Argument

This scene creates tension among the jurors because some strongly believe that the unique knife belongs to the boy, while juror #8 proves that other possibilities can indeed exist. Shortly after, juror #9 switches to "not guilty."



Your turn



Clip #1: 26:17
Clip 2: Nose Marks

Intro to Film Studies

How does film tell a story?

Is the purpose of a movie only to entertain?

What other purposes might a movie have?

 “reasonable doubt,” “unanimous verdict,” and “burden of guilt”

Creating a Cover Page

Tomorrow your poetry collection is due. This should include the following:

1. The poem you started with (out of the ones I provided)

2. The poem you searched for

3. The poem you composed

*4. Any poems you collected from your classmates.

5. A cover page with the title of your collection, your name, and an illustration that reflects the theme of your work.

6. A table of contents

Today...

You will spend 15 minutes blogging by commenting on your classmate's blog. Read the poems and reflections, and leave a short comment.

You will spend the remaining time drafting your cover. This can be computer generated.

IMPORTANT: I would like you to have your collection assembled and collated (stapled) BEFORE  class tomorrow. This will help us save time and avoid chaos tomorrow.  We will be able to dive right into the final unit of our time together.

Sharing Poems and Preparing for Tomorrow

Rounding off your poetry collection: We will share poems in class. Do any poems fit your theme? It might not be an obvious fit, but that doesn't mean it wouldn't work.

HW: Be sure to study all poetic devices. Look below for a quick guide:

Poetic Devices/Terms:

Tone: A poem's tone, conveyed by the speaker, is the attitude toward its theme or subject matter. Tone can shift throughout a poem. Ex. A hopeful tone that becomes hopeless by poem’s end.

Mood:  The mood, conveyed by imagery, is the feeling or atmosphere of a piece. The mood can be many different things. Some examples included: a feeling of love, a feeling of doom, a feeling of fear, a feeling of pride, an atmosphere of chaos, an atmosphere of peace.

Metaphor: A metaphor takes two things and claims they are the same, without using “like” or “as.” (figurative language)

Simile: A simile takes two things and claims they are the same using “like” or “as.” (figurative language)

Imagery:  Details that appeal to our five senses:  hearing, sight, touch, smell, and taste.

Personification: Giving human characteristics to inanimate objects: The summer wind’s bitter hot breath gave no relief to the tired workers. (figurative language)

Stanza: A stanza is a group of lines within a poem; the blank line between stanzas is known as a stanza break. There is not set number of lines for a stanza.

Repetition: A word or phrase is repeated for emphasis, oftentimes to develop a theme, mood, or tone.

Symbolism- When one object or idea represents another object or idea.

                                                      

                                                              SOUND DEVICES

Alliteration: occurs when a series of words in a row (or close to a row) have the same first consonant sound.

1.     Hannah’s home has heat hopefully.

2.     Zachary zeroed in on zoo keeping.

• Alliteration does not need to be an entire sentence. Any two-word phrase can be alliterative (Dunkin’ Donuts)

Consonance: The repetition of consonants or of a consonant pattern, especially at the ends (and sometimes middle) of words, as in blank and think or strong and string.

1.      stroke of luck

2.      odds and ends

3.      came home

Assonance: is the repetition of vowel sounds in nearby words. It is used to reinforce the meanings of words or to set the mood. 

1. It beats . . . as it sweeps . . . as it cleans!" - slogan for Hoover vacuum cleaners

2. Hear the mellow wedding bells

3. The crumbling thunder of seas

Getting on the Same Page

Okay. I've missed a couple of days, and we all need to get on the same page.

1. Hand in theme analysis of two poems

2. Discuss each step for the  mini poetry collection assignment. I will clarify anything you're unsure of, but please hold questions for the end.

3. Begin working on unfinished business (drafting blogs, podcasts, poems, searching for poems..etc.)

HW: Please have your written poem, the poem you searched for, all your reflections, and your blog/podcast drafted.

Link to poets.org

Here's the link. Click on it. poets.org

WEDNESDAY HW

Choose 2 poems. On a separate piece of paper (you may type if you like) explain WHY the theme works for the poem by discussing the poem's  (select 1) imagery, metaphors/similes, symbols, word choices (connotations), or repetition. Reference two details from the poem to illustrate.

Example: The song "Both Sides Now" is a meditation on reality and fantasy. The author uses a repeating structure in each of her verses to demonstrate this. For example, verse one discusses her playful understanding of clouds as a child by saying she looked at clouds as "ice cream castles in the air," The next verse discusses a more practical and adult perspective of clouds by saying "now they [clouds] only block the sun. Every verse is paired together like this to show the competing views of fantasy and reality.

HW for Tuesday

Hi kids! By popular demand, I'm writing this blog post to review the homework assignment.

1. Choose 5 poems from the packet of poetry (what an alliterative direction!)
2. Free write a short reflection about each poem  you've selected. Please write directly on the packet. In this reflection you are attempting to connect with the bigger ideas or deeper meaning of the poem.  For each reflection, address at least two of the boxes from the chart below (you have a hard copy of this). They can be the same two boxes for each poem, but that might get a little boring.

This is due tomorrow.

·      Which words feel important? Highlight them. ·      Read the poem again and emphasize these.	·      What does the poem make you feel? ·     Why?
·      Does the poem remind you of anything in your own life? What? ·      How does that help you better understand?	·      What pictures do you see in your mind as you read the poem? ·      Tell about what you also might hear, taste, smell, or touch.
·       What can you generalize from this poem? ·       This poem makes me think that...	·       Why do you think the poet wrote this poem? ·       What is the author’s purpose? ·       What message is the author trying to convey or help you understand?
·       Do you feel that there is any symbolism or analogies in the poem? ·       Is there a deeper meaning than just what’s on the surface?	·      What figurative language do you see in the poem? ·      How does the figurative language add to the poem?

7-2 HW

Section 7-2: Be sure to have typed your two journal entries from last week. This should amount to AT LEAST 250 words. See the following blog posts for reference points: "A Blade of Grass"
                                                                                                                       "Casey at the Bat"

One Today

Discussion of "A Blade of Grass"


You've will be assigned a stanza for the poem "One Today"

In your journal discuss please do the following

1. What poetic devices are you noticing. Provide examples or explanations to prove this.

2. Choose one of the poetic devices you've found. What idea was the poet developing with this device.

3. What is the most prominent image or idea in your stanza and why do you think so?


Class Discussion What is Richard Blanco's subject matter here, and what insightful observations is his poem making about this?



HW: Think of a subject that is especially meaningful to you. Keeping the poetic devices in mind, write a poem (AT LEAST 3 stanzas long, 4 lines in each stanza). Remember your poem should aim to make a insightful point or observation about your subject matter. Please Type.

A Blade of Grass HW

Sorry for tardiness, kids!

Here's a link to the poem: "A Blade of Grass"

Here's the question to be answered in your journal: What does the metaphor, "a blade of grass is a poem" suggest?

Tuesday HW

In your journal, please answer the following two questions. This should amount to AT LEAST a page's worth of writing:

1. Describe the theme (the point) of the poem and how the ending helps the author convey this message.

2. The poem's main event is just a meaningless baseball game, yet the language makes it feel much larger than that. Choose 3 poetic devices and describe how they increase the dramatic feeling of the poem.

Poetic devices: end rhyme, simile, metaphor, hyperbole, repetition, imagery, poetic shift, alliteration, consonance, and assonance.

"Casey at the Bat"

In journal: Please discuss the message of the poem and how the ending helps convey that message.

denotative meaning versus connotative

denotative= dictionary definition--what a word or phrase means literally.

connotative-the feelings, attitudes or ideas we associate with words--beyond the literal meaning--an example of figurative language.

Casey at the Bat HW

HW: Look at the following poetic devices. Some should be familiar, while others may not.

Imagery
Metaphor
Hyperbole
Repetition
Alliteration
Consonance
Assonance
Simile
End Rhyme
Internal Rhyme
Mood Shift
Stanza

Try to identify as many of these terms as possible.

7-4 HW

The Plot Matters

 You’re on an NPR sponsored radio show where scholars take opposing sides on a work of fiction. Today’s episode features the Ted Kooser poem, “Abandoned Farmhouse” and raises the question: Must we figure out, or partly figure out the mystery in the poem to appreciate and understand it?

Main Task: Construct a general timeline of events in any way you chose. After each event, however, you must provide relevant evidence from the poem to support your argument.

*Hint: Avoid getting TOO specific. This is not a challenge to come up with the most creative, outlandish timeline of events. It is impossible to detail the specifics of the mystery, so don’t try to (sorry for my sass, but I think it’s warranted J)

"Abandoned Farmhouse" Day 2

What does it mean to write something that is universal?

It means that your message can be understood by anyone at any time.

What subject matter would be universal in all cultures at any time?

Abandoned Farmhouse- Poetry, Day 1.

Important Term: Personification (on handout)


Good literature can be interpreted in many different ways, as long as the interpreter takes careful note of the text while thinking of meaning.

Today, I challenge you with a poem that is rather mysterious, both literally and figurative.






Journal 1 : What does Ted Kooser's poem say to you? Ultimately, what's the point of this poem?



In your journal, jot down some inferences you can make about Ted Kooser. What subjects do you think he likes to write about? What settings? What style? Anything!

We'll compare this to a short bio of Ted Kooser.



Read about the farm crisis of 1980. Do you see a possible connection between this era and Ted Kooser? A connection to "Abandoned Farmhouse?"

P.S. Kooser has never confirmed that it was about the farm crisis...





Journal 2: Suppose Kooser wrote his poem based on the farm crisis? Do you think an interpretation of this poem hinges on the reader knowing  this? Or can we still get meaning from it without that knowledge?

RESEARCH ESSAYS DUE FRIDAY

Your revised essays are due tomorrow. Take note that all the work you put into each assignment should be represented in some way here.

Slam Poetry

Slam Poetry by definition, is poetry that is composed for competition.

Please sign up outside of my room if you want to audition your poem. You may either sign up as a solo poet or with a group.

Auditions for solo poets will be as early as Monday and Tuesday of next week.

Writing Conclusions (Assignment #5)

HW: Your final revised papers are due on Wednesday. Please double-space, use an MLA heading, and write in Times New Roman 12pt font. (Word Requirement 750-900)

Here's a good video to go along with the Tip Sheet handed out in class.

I like that the video and tip sheet provide a good explanation of the effect your conclusions should have with several concrete ways (there's more than one right way!) to go about achieving this effect.



Take 3 minutes to decide what technique will work best for you and why.

Introductions--a great video

Here's a great video that discusses introductions in an essay. This video recalls several of the tips I passed out yesterday. The illustrations, narration, and easy-to-follow pattern of this video really helps reinforce how to write an imaginative, attention-grabbing intro (and also how not to!!)

Please take out the sheet I passed out yesterday.

Can you spot the similarities?

OPTIONAL HW: If you want me to give feedback on your intros, come see me in FLEX. I'll let you know if you're on the right track.

Integrating sources Tips/Advice

After reviewing your first attempts at integrating sources into your persuasive essay, I noticed several patterns. Follow the tips below to help you perform to the best of your ability on this assignment.


1. You  need to introduce your sources instead of just "plopping" in quotes or paraphrased info randomly. Use the "Signal Phrases"  to help you form the bridge between your ideas and someone else's.


2. You need to touch base with the sources after including them. Don't just assume the reader will make the connection. Explain the subtext or implications that the source provides. This is, by far, the most widespread issue. On a related note, DO NOT END A PARAGRAPH WITH SOMEONE ELSE'S IDEAS. Always tie the sources back to your main idea.


3. Cite your sources after including them. Please use the author's last name. If there is no author, please use the title of the article, radio show, blog, or video.


HW: Assignment #3 is due Wednesday.  This should stretch your initial paper to around 750-900 words.

HW 7-1, 7-2, 7-3, and 7-4

The Assignment #3 (integrating sources into your body paragraphs) will be due on the Tuesday we return from break.

7-5 HW

Please Complete AT LEAST one revised body paragraph for the Monday we return.. The First draft will be due on the Tuesday we return from break.

Quoting, Paraphrasing, and Summarizing

Peer reviewing Works Cited:

1. Make sure punctuation and capitalization is accurate:
- Are all proper nouns capitalized?
-Are all the periods present (one after the author's name, title of article, title of webpage, after date, after medium, and after date of access)?
-Did you quote the title of the article?
-Is the title of the webpage in italics?
-Is the first letter after a period capitalized?

2. Is the author, title, and publication information accurate?





quoting- using the exact words of another with quotation marks

paraphrasing- restates the ideas of another in your own words--about the same number of words as the original

summarizing- restates the ideas of another in your own words--but in far fewer words than the original.

Here's a great PowerPoint that goes over the difference of summarizing, paraphrasing, and quoting.

More fun with paraphrasing.


HW: Please complete your works cited page for tomorrow.

Example of Work Cited

I apologize for not putting this up sooner.

Example of web-based non-periodical:

Jaffe, Alexandra. "Zombie Social Security numbers threaten agency." CNN.com. Cable

News Network, 16 March 2015. Web. 23 March 2015.

Choosing Sources

Step 1: Skim all 7 written sources

Step 2: Choose 3-4 sources that will support your points or allow you to "quibble" . Place a check next to the article name.

Step 3: Read these 3-4 sources carefully. You may make notes to yourself about them, but please do so in a journal.

AT HOME

Step 4: Print out the sources you have selected. Links are provided (see previous post)
Step 5: Choose 1-2 video/audio sources that you will be able to integrate into your essay.

On Monday: Please have the sources you printed out, along with your video/audio choices written down.

Video/Podcast and Written sources

Videos/ Audio

 Cell Phones in the classroom- YouTube

video (pro) https://www.youtube.com/watch?v=sfGgRe6YBo0

Banning Cell Phones from Class (con)- YouTube https://www.youtube.com/watch?v=dqHlOqKklus

https://www.youtube.com/watch?v=RvFc7bcaBMk: Cell Phone addiction (closer to con, but practically neutral)

 Texting and Social life: http://www.npr.org/templates/story/story.php?storyId=126117811 (NPR audio story) (neutral)

School Cell Phones: The Bane of One Principal’s existence: http://www.npr.org/templates/story/story.php?storyId=7431205 (con)

Written Articles

http://www.usnews.com/education/blogs/on-education/2009/06/23/one-third-of-teens-use-cellphones-to-cheat-in-school

http://www.schoolsecurity.org/trends/cell-phones-and-text-messaging-in-schools/ (pro/con)

http://www.usatoday.com/story/tech/personal/2013/08/07/views-shift-on-cell-phones-in-schools/2607381/ (pro)

https://www.kycss.org/pdfs-docs/hotpdfs/Cell%20phones.pdf (con)

http://theinnovativeeducator.blogspot.com/2013/02/finally-research-based-proof-that.html (con)

Cell Phones in Classroom (pro)

Smart Phone Dependency (con)

Parallel Structure-- Using the Same Pattern of Words

Sometimes when we write longer sentences, we lose track of our wording.  Making sure you use the same pattern of words is called parallel structure. Purdue OWL has some more info on these errors. Check it out.

At a cursory glance, I noticed a lack of parallel structure in your thesis statements.

HW: Please type a draft of your 350-500 word essay, 12pt font, Times New Roman, double-spaced.  I am NOT expecting perfection. This is just your first draft, which will undergo a great deal of revision in the next 2-3 weeks.

And, here's that resource that helps with thesis statements.

The Issue

Should students be allowed to use their electronic devices during the school day?

Free-write: 8 lines or more about your initial thoughts and feelings about this issue

Class Discussion: Pro or con



Thesis statement construction: Position and three reasons.


HW: Please write 3 distinct thesis statements to refine in class tomorrow.

Edmodo Voting

Hi everyone,

Don't forget to vote on edmodo for a research topic. I think the three finalists are strong and will allow for a varied amount of sources.

First Ever After School Open Mic, Presented by Buzz Club!!!

On Friday, March 20, Buzz Club will be sponsoring its first ever after school open mic! So, if you're looking to enjoy some hot beverages, baked goods, and some live entertainment by members of the Buzz Club, reserve your spot today! Sign up at Rm 120. Space is limited (only 20 students!), so don't wait until the last minute to sign up.



When: Friday, March 20
Time: 3:00-4:30
Where: Room 120
How to sign-up: A sign-up sheet will posted outside of  Rm.120 on Tuesday. Please know how you will be getting home before signing up to attend.

Free-style Friday: Research Topics

In your journals, create a list of research topics that you and your fellow classmates would not only be passionate about, but have some experience with.



Discuss.




Assignment #1 Persuasive Essay )
Assignment #2 Works Cited Page
Assignment #3 Integrating  Sources into Persuasive Essay
Assignment #4 Revising Intro (After break)
Assigment #5 Revising Conclusion (After Break)

Using a Thesaurus

HW: Final drafts are due tomorrow.

You use a dictionary when you don't know the meaning of a word, right?

Well, you use a thesaurus when you know the meaning, you just want a better word.


Go through your work and underline poor word choices or boring words.

Use a thesaurus to find a more vivid and accurate word.







Beware: overusing a thesaurus can take meaning out of your paper. If you're just blowing up your language with bigger words for the sake of sounding fancy, then you're not quite using a thesaurus the right way.

The goal is to find words that yes, make your work more entertaining, but also the most accurate that it can be.

MLA Heading and In text Citations/ Work Cited Page

HW: Please complete a TYPED draft of your work for tomorrow. This should include the intro, body, and conclusion. This will be worth 20 points. It's an easy grade if you have all  your work completed. Fair warning: anything less than ALL will earn you no more than a 10/20.



Name
Class
Teacher
Date

Ann I. Moll
English
Mr. Fancymanpeters
24 March 2014



In text citations: After you quote a text, you need to give a parenthetical reference. Usually, this would include the author's name and the page number where the text usually appears: (Collier 45).

Note: no commas, no mention of the word "page," and the punctuation mark comes after the closed parenthesis.



"Oh, I was scared. The war had finally come to Redding, and it was terrible" (Collier 51).

Work cited page: The page that lists the sources you used. In this case, you used one source.


Work Cited page: (for novels)

Author's name. Title of the Book. Publication information.

Author's name:  Reverse the author's name for alphabetizing purposes: Franke Damon= Damon, Franke.

Title of Book: State the full title of the book, capitalizing the first letter of "important" words (leave the first letter of words like "the", "a", "an", "of" and "and" in lower case, unless it is the first word of the title ). Place a period after the entire title.

Publication information: In general, give the city of publication, the publisher's name, the year of publication, and the form (if it's from a book, the form is "print"). All this information is usually found in the first couple of pages, most likely the copyright page--you know, that page with all the small print.

Use a colon between the city of publication and the publisher (this is usually a company or office).

Place a comma between the publisher and the date of publication, and a period after the date. Add the form, followed by a period.

Example:

Hinton, S.E. The Outsiders. New York: Penguin Group, 1967. Print.

Conclusions + More

Agenda for the day:
1.  Wrap-up run-on story
2. Conclusion (HW)
3. Body paragraph check/ constructing a rubric


Conclusion: (specific to general)
1. summarize the changes that Tim has undergone--be specific, (not, "Tim changed from immature to mature")
2. Express what his change represents in GENERAL about war. This is a pretty big idea. You may need a few sentences to fully express this thought.






In your groups discuss 4-5 major elements that this project should graded on.







Please write these out on  chart paper.



HW: Please complete the conclusion for HW. Begin typing your body paragraphs at home. Don't wait until tomorrow night. 

Just a Reminder

Your  body paragraphs (or journal entries) are due tomorrow, Tuesday March 10.

And here's a tip:

Each entry needs to contain context, quote, and analysis. Let's see this in action.

1. Context- reference to specific events that are occurring around the quote you've selected
2. Quote- a quote from Tim Meeker
3. Analysis- Your professional opinion on what the quote reveals about Tim as a person at this stage in his life.

Checkpoint #1

The "Body" section of this report (does NOT need to be typed...yet...) is due on Tuesday.

Mini-Lesson: Providing Context for Quotes

Essential question: How does discussing context open up our options for the quotes we select?

Sometimes it's hard to explain a quote and what it's suggesting when we ignore the context it comes from.

Context is...

the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood and assessed.
(Thanks, Google).

We also understand context also refers to actual parts of written text or spoken language that precede or follow a word, passage, or idea that can help clarify meaning.

In a few words, context= point of reference.

Let's practice providing context for a few quotes from the story.



"I wonder if Sam really shot anybody" (Collier 47)

Now--read a little before that quote and a little after that quote. This is the context.  In your own words, describe the context from where this quote comes from.


How about another:

"I knew he was right, that it wasn't worth taking the chance. I wanted to do it anyway. (Collier 72)



Final thought for reflection: How does including the context open up our options for the quotes we select?


HW: "notes and quotes" from pages 99-146 due Thursday. We will complete the book by Tuesday March 3rd. 

Connecting To Characters: it works

So, one of the questions on your reading check was: Why does Tim avoid Mr. Heron after the letter incident? Do you think it's because Tim feels:
A. Scared
B. Embarrassed
C. Angry
D. Confused
 Write down the letter.



Now, if you feel pretty confident about your response, good. But it doesn't mean you chose the best answer. Let's do a short "connecting to character" exercise to ensure we are basing our inferences on something more substantial than just "a feeling."  The best inferences are a combination of text info and your background knowledge/ experiences.

So let's bring in the text. Tim originally thinks delivering this letter is a pretty big deal. He thinks it'll bring him glory and give him something to boast about. He indeed wants this pretty bad. He even goes behind his father's back. Alas, The letter does not make it:  his encounter with Betsy makes sure of that. Furthermore, the letter contained nothing of real importance. It was just test to see if Tim was a trustworthy messenger. Whoops. Oh, and all of this happens right after Mr. Heron compliments Tim for his smarts and bravery.

Okay. Now put yourself in Tim's shoes. Rely on your personal experiences. Were you ever in a position where an adult trusted you? And you really wanted to pull it off? And it was a colossal failure? Even if this situation doesn't directly relate, you are familiar with the concept of letting people down, yes? Maybe even letting yourself down? Sports teams getting blown out in front of the home crowd. Forgetting a close friend's (or family member's) birthday. What feelings would you have? Why might you then avoid interaction with the person you let down?

I ask again. Why does Tim avoid Mr. Heron?

Interesting Moment to Ponder

Think about your own attitudes on the Revolutionary War and your education about that war. In Social Studies text books, we read about the injustices that sparked the war, and the battles that were key to the our victory. In our minds, we likely to think of the war as a competition: the patriots are portrayed as heroic underdogs who took down the big bad British.

Now think about the scene where the rebels are beating up father in his tavern. What does this reveal about the Revolutionary War that your text books don't address?

Podcasts

I will be adding the missing ones throughout the week. Keep an eye out for yours!

7-1

Nicole, Logan, Justin


7-2
Henry, Kameron, Josef

Gianna, Kari, Grace, Hannah


7-3

Mike L. , Mike M., John, Bryce 

Hannah, Caitlin, Lauren, Erin

Robbie, Joey, Anthony, Patrick


7-4

Travis, Ryan, Sandro

Wikipedia: Linking Details to Big Ideas

As we've been discussing throughout the year, texts speak in two ways: directly and indirectly. This activity will help us review some key moments from the first 100 pages, but also demonstrate how those moments work together to produce deeper meanings.

The Task:You will be creating several Wikipedia pages based on key events from the story. Your audience for this assignment are students just like you. Your purpose is to help those students better understand important details from the story and how they work together to create meaning.



Procedure: Choose one of terms as a starting point. You will need to provide appropriate background information for the term you've selected. As you provide background info, you will necessarily reference other key details or events from the story. Those key moments will become "links." Just like in a wiki page, you will highlight the phrase or term. You will then create a wiki page for the highlighted term.

The object? Take 2 "clicks" to arrive at a "big picture concept" from the story (which I will provide you). (Your 2nd link will be the "big picture concept").

1. Consider the origin--when does the term first appear and why?
2. Explain the significance of the term--go beyond simply explaining what it is. Explain why it's important.
3. You must write between 3-7 sentences (meaning, don't go under 3, don't go over 7)


HW: "notes and quotes" from pages 99-146 due Thursday. We will complete the book by Tuesday March 3rd. 

HW over break

Please read chapter 4-7 (pages 46-98)
Complete "notes and quotes" (4 quotes and explanations. refer to Wednesday's blog for details if you're still unsure)

Recalling a term...

Check out this old blog post on Characterization.

Because understanding the literal and deeper meanings of story requires us to understand the characters, characterization is an important skill to develop. Hot seating is an active, creative, yet highly critical way of developing this skill.

Family Counseling Hot Seat

So, "My Brother Sam..." begins and there are already some fireworks!

Sam comes home in a huff.
Father loses it.

These two need some serious counseling.

We need a group of Sams, a group of Fathers, and some counselors.

Sams: Research his point of view. Get to the bottom of his passion for this war.

Father: Research his point of view. Get to the bottom of his absolute disdain for war.

Counselors: Try to mediate the situation by helping both sides see the other's point of view. Help them relate to each other.


HW: Complete "quotes and notes" and reading for tomorrow. See the previous blog post for details.

HW for Friday

Name____________________________

1.  Please read Chapters 1-3 in My Brother Sam is Dead by Friday

2.  Take note of 4 moments when we get a sense of how Tim Meeker feels or thinks about war.

3.  Please write out the quote and the page number where you found the quote. After each quote, please explain the subtext (elaborate on the idea—what can the quote tell us about Tim?)

Synthesizing Information

Synthesis: A combination of ideas to form a conclusion or new thought.

Task: Considering all 5 texts we have read so far, create a visual (symbolic or literal) that represents how war transforms the individual.  On the back, please write 3-5 descriptive sentences that explain your visual.

You need not just focus on "The Sniper" or "The Rising of the Moon." Recall the articles regarding the psychological reasons why people go to war. This also can help us explain the transformations that war causes within people.

Why we go to war (CNN article that discusses the "we're smarter than the next person" theory)

Why do human beings keep fighting (Guardian article that discusses the "us versus them" appeal of war)

Why do nations go to war ( article that discusses two falsehoods of why we go to war)

"The Rising of the Moon"

'The Sniper" 

The Rising of the Moon

We are going to act out a short play in order to compare perspectives on war/conflict.

"The Rising of the Moon" (song)

Historical context for the song

My attempt at History:

"The Rising of the Moon" is a One Act play by Lady Gregory, first performed in 1907. The play deals with the ongoing tension between Irish nationalism and loyalty to the British government.

PLEASE NOTE: The POLICEMEN in the play (Sergeant included) are Irishmen working for the British government. Great Britain governed this part of Ireland at the time. Nationalists were known as rebels, and they organized demonstrations (some violent) to liberate Ireland from British rule. Anyone involved in the Nationalist party was thought as a threat. The fugitive in this play is thought to be a very dangerous leader of this party.










Why does the Sergeant let the man go?

Found Poems Due Friday

Agenda: Mini-lesson on arranging phrases into lines.

Think about the different combinations of lines you can create. While you shouldn't over think, the obvious arrangement might not always be the most moving. Both fragments and complete thoughts work here.

Your TYPED Found Poems are due tomorrow. You may write in any font you choose. Please be reasonable. The ideal word range is 50-100 words.

Tomorrow in class, we will have a "cafe poetry" sharing session.

Aside from sharing your found poem (voluntarily of course), you will be required to describe your thought process. Be able to explain how each part of your poem contributes to your purpose.

Mini lesson on imagery

imagery- the use of vivid descriptions that often appeal to the senses (touch, taste, hearing, smelling, seeing)

Found Poem

"The Sniper" is short story about the subject of war. What point is the author making about war in general?


A found poem recasts the story in a different genre: POETRY!

But there's a catch...you have to  leave the language pretty much as you "found it"

This activity not only has you think about purpose while writing, but it also requires you to pay attention to word-choice and language.

The nitty-gritty: Represent the story in a new way. The goal isn't to retell the story in fewer words. The goal is to bring the subtext (the feelings and the ideas) to light.

1.Choose powerful and descriptive phrases that convey the author's idea of WAR.When doing this, consider the descriptions of characters, action, and setting.

2. Then, go through the story selecting powerful, descriptive phrases and lines that relate to the idea of war.Highlight or write these words in your journals. Be sure to provide the page number as well. Your looking for about 50-100 words.

3. Once your list is completed, eliminate dull or unnecessary lines.

4. You can make minor changes to the words (capitalization, punctuation, tenses), but nothing else!

5. You may add up to two little words, but that's it. JUST 2.






 Copy the words and phrases into your journal or type them in a word processor. Space or arrange the words so that they’re poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
 • Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it’s probably right.
 • Arrange the words so that they make a rhythm you like. You can space words out so that they are all alone or allruntogether.
 • You can also put key words on lines by themselves.

Why We Go To War: Another Perspective

This unit is designed to help us thoughtfully answer these two questions
1. What are the effects of war (positive and negative)
2. Are there circumstances where war is the only answer, or should it be avoided at all costs?

Before we begin looking at war and its effects (positive and negative), we still need a more thorough exploration of what causes a country to go to war across varied circumstances.

ARTICLE: "Why do human beings go to war?"


Exit Ticket:

1. Consider the claim in the article "Why do human beings fight war?" Why does the author choose to use the phrase "human beings" instead of "nations"?

War, day 2

Agenda:

Deconstruct Lord Jemima's attack on Waffleland using the author's argument

Craft and Structure

 Look at the author's analogy on invading Syria. Discuss its meaning

Paraphrase the author's main idea in the last paragraph of "Why Do Nations Go To War"

Activity: In small groups, list objects, concepts, etc. that are: 

A. Lost in war

B. Gained in war

HW 7-5

 Based on the article, organize a chart: create two columns. Label one column, “author’s claims” (There are 2). Label the second column, “reasons/supporting details” (at least 2 reasons per claim)

War: What is it good for?

Free-write warm-up: Why do nations go to war?

A Point on Points :)

Please take out your ELA  NOTEBOOK.. 

When asked to discuss an author's "point," you are being asked about the ultimate subtext, the Big Shaboozie of subtexts, if you will.

The author's point is the main message or idea communicated to the audience. The official term is theme. 

When discussing the "point" or "theme" of a story, you MUST USE GENERAL LANGUAGE.

HOWEVER: To prove that the theme exists, you must refer to SPECIFIC details or text evidence. 

Consider the T.D.P strategy: Every text as a Topic (general)  with Details or events (specific text evidence) that lead to a general  Point  or message about the Topic.

Rule of Thumb: A properly expressed theme from a fictional story can be applied to real life scenarios.

Example

A theme of Stephen King's short story, "The Man in the Black Suit" is that evil or traumatizing events (a general topic) often ( a good general  term to use) occur randomly and can impact anyone, even innocent people.

What details from the story can I use to back this idea up?


Rule of Thumb test: Apply this general idea to real life. What traumatizing or evil events have happened, seemingly at random, to you or people you know? What about historical events?

BUT WAIT, couldn't a story have more than one theme?! Oh yes.

Stephen King's short story explores the tragedy of aging: growing old often brings back the same helplessness we had in our youth.

And we can keep going. Being able to identify theme is ultimately what makes reading meaningful, and YOU, the reader, ARE JUST AS IMPORTANT as the text. Yep! That's right. Without your critical mind, stories are simply words, just text. Without you, literature loses its power. Pretty mind blowing, right? It's almost as if I blinded you with science. I'll let you be the judge of that.

Now... YOUR final thoughts on Podcasting

This project required a great deal of work. Aside from the critical thinking in the ELA realm (considering theme, making judgments about character, taking on character's perspectives), you were required to collaborate with others, use new technology, and edit interviews, voiceovers, AND music into a professional sounding podcast. That's A LOT to ask of a 7th grader.





So I ask 3 questions:

1. What worked well about this assignment?

2. What could be improved?

3. Having completed this assignment, make a thoughtful remark on why Shirley Jackson wrote this story. Do you think it's relevant for today's audience? Explain.

Some final thoughts about Podcasting

This project has been very involved and I want to take some time to reflect on its value.

Podcasting helped us accomplish 2 of ELA's most essential goals:

1. Playing with text
2. Critically thinking about text

I hope today is productive for you as we launch into the final official session.

After School Podcast Sessions

Students,
Please note that I will be staying after school both Wednesday and Thursday for groups that need to finish assembling and polishing their podcasts. There will be a sign up for both days, and because computers are limited, admittance to these sessions is first come, first serve. Please note the time of each session below:

Wednesday: 2:45- 5:00
Thursday: 2:45-6:00

-Mr. B.

Exam Review Materials

Here's a copy of "Hansel and Gretel" to review for the exam. click here.

Podcast Checklist

Have you:

• Located the time frames to ALL the sound bites you will be using (from interviews)
• Drafted an intro
• Drafted host commentary to discuss sound bites
• Begun recording your commentary (intros, reactions/discussions to soundbites)

If you haven't done these things, then you must be headed in that direction.

Midterm review #2

Please complete in your journal if you did not receive a paper copy in class (copier is out of order)

Midterm review #2        Concepts reviewed: theme, subtext, figurative language

“Compassion” By Miller Williams

Have compassion for everyone you meet,
even if they don’t want it. What seems conceit, 

bad manners, or cynicism is always a sign 

of things no ears have heard, no eyes have seen.
You do not know what wars are going on
down there where the spirit meets the bone.

Consider the last two lines: “You do not know what wars are going on / down there where the spirit meets the bone.”

1.      This is an example of figurative language. What is the author suggesting in these two lines (what is the subtext)?

2.      Explain how the last two lines develop the theme of “Compassion.” (hint: the poem is saying much more than just “be nice to others”)

Midterm Review #1 HW

Your ELA midterm is Tuesday Jan. 20, 2015. Each day leading up to your exam, I will be giving you a HW assignment that reviews concepts studied in the first semester.

Tasks for Editors/Podcast Hosts

Mini lesson on using Audacity. Okay...it's not quite a mini lesson...

Sleeptalkers Commercial

Editor tasks:

1.      Spread the interviews throughout the timeline in Audacity (so that they are not playing on top of each other). You will use the time shift tool to complete this task.

2.      Begin searching for music that fit different moods: fun, happy, sad, horrific, spooky, eerie, etc. You may use songs with singing, but you’ll most likely want to select instrumental (non-singing) parts of the song,

Host:

1.      Draft an intro to your podcast—be engaging but introduce the purpose as well. Set the tone.

2.      Begin selecting sections of interview that you will comment on. Keep in mind the points you want to make and what parts of the interview will help you make those points

Please refer to your notes on a Podcast in 4 parts.