Monday, April 24, 2017

Month 9 Week 1


Critical Reading is important, especially when asked to evaluate a selection.
In an argument the author expresses position on an issue than attempts to support that position. 
How to evaluate an argument.

After reading the link above answer the two questions that follow, additionally, give your opinion as to whether you believe it to be creditable.


Month 9 Week 2

Ambiguity is when the meaning of a word, phrase, or sentence is uncertain. There could be more than one meaning. Typically, it is best to avoid ambiguity in your writing. When you make statements that are ambiguous, you confuse the reader and hinder the meaning of the text. However, sometimes ambiguity is used deliberately to add humor to a text.
Ambiguity in Literature  Complete the test your knowledge quiz at the end of the reading. Discuss or give examples of ambiguity in your reading selections.


Month 9 Week 3


Your final will be the same format as your mid term; combination of multiple choice, short answer, and revising/editing. The link below may be of some help for your final. 

Studying for a Multiple Choice Test

Terms and devices to know and understand: 
mood 
tone 
inferences
foreshadowing
author's purpose 
understanding a stories theme 
character symbolization
when does a stories climax occur
author's point of view
irony


Analyzing and evaluating a selection and responding to the questions. 
  • Never leave an answer blank on a short answer or essay test. Even if you have no idea what the correct response is, just writing something (anything!) could give you some partial credit, which is better than nothing.
  • If you aren’t sure what an answer to a question is, skip it and come back to it later. Other questions further in the test may give you clues/ hints to the questions you skipped.
  • If you are really confused about a question, ask for clarification. By doing this you are helping yourself and your classmates who might be just as confused as you are.
  • After you answer a question, reread the question. Often short answer/ essay questions have multiple parts to them.
  • Be aware of how much time you have to take the test, and how many questions you have to answer in that time. You don’t want to spend half your time answering one question (unless your test has two questions).
  • Keep in mind what the motivation of your instructor is in giving a short answer/ essay format test. He or she is not trying to see how well you have memorized the information, but how well you have grasped the concepts and their meaning/ implications. With this motivation in mind, if you can’t remember a specific term, don’t sweat it. Try to describe the term, and you will probably get points for that answer.
  • Pay attention to what the question is asking you to do. For example, are you being asked compare and contrast, describe, list, summarize, analyze, identify, or a combination of these?
Many of the short answers will ask for evidence from the short story, in scoring we will be looking for the evidence. 


Month 9 Week 4

REVIEW
Go back through the Blog, each week has presented some very useful information for your Language Arts final. I would like you to respond by citing the Month and week of the Blog you found most interesting and helpful and discuss why. 

Monday, March 27, 2017

Month 8 Week 1

Argumentative Writing


Take a look at the YouTube, "Using Citations Effectively".

Discuss the importance of using citations effectively. 

Month 8 Week 2


Please take the time to watch the Youtube on allusions, upon completion discuss the allusions found in the posted piece.

Allusions

 An allusion is when a person or author makes an indirect reference in speech, text, or song to an event or figure. Often the allusions made are to past events or figures, but sometimes allusions are made to current famous people or events.
The allusion does not give much detail about the reference-it does not describe things in detail. Rather, because these events are momentous-significant historically, culturally, or politically-the speaker or author expects that people in general would understand the allusion without explanation.
Allusions are often used within a metaphor or simile. The comparison alludes to an event or person of significance that everyone should understand.
Allusions often make reference to previous works of literature, especially references to the Bible and Greek or Roman mythology.

CANDLE IN THE WIND by Elton John 
Goodbye Norma Jean
Though I never knew you at all
You had the grace to hold yourself
While those around you crawled
They crawled out of the woodwork
And they whispered into your brain
They set you on the treadmill
And they made you change your name
And it seems to me you lived your life
Like a candle in the wind
Never knowing who to cling to
When the rain set in
And I would liked to have known you
But I was just a kid
Your candle burned out long before
Your legend ever did
Loneliness was tough
The toughest role you ever played
Hollywood created a superstar
And pain was the price you paid
Even when you died
Oh the press still hounded you
All the papers had to say
Was that Marilyn was found in the nude
And it seems to me you lived your life
Like a candle in the wind
Never knowing who to cling to
When the rain set in
And I would liked to have known you
But I was just a kid
Your candle burned out long before
Your legend ever did
Goodbye Norma Jean
Though I never knew you at all
You had the grace to hold yourself
While those around you crawled
Goodbye Norma Jean
From the young man in the twenty second row
Who sees you as something as more than sexual
More than just our Marilyn Monroe
And it seems to me you lived your life
Like a candle in the wind
Never knowing who to cling to
When the rain set in
And I would liked to have known you
But I was just a kid
Your candle burned out long before
Your legend ever did
The candle burned out long before
Your legend ever did

Month 8 Week 3


Month 8 Week 4


Word Relationships:  words often associated with the word or idea. Word choice often plays an important part of the author's intention. 
Discuss the word perfume--- what are the different words you and think of that are associated with the term perfume? Create a sentence using a word that denotes a positive or negative thought regarding perfume. 


Monday, February 27, 2017

Month 7 Week 1


ALLUSIONS
Allusion Examples in Shakespeare and Other Literature
Note: You can basically find allusion on every page of Shakespeare. I dare you. Open up a Shakespeare book, point to a random page, and see if you can find the allusion.

Gallop apace, you fiery-footed steeds,
Toward Phoebus’ lodging. Such a wagoner
As Phaeton would whip you to the west
And bring in cloudy night immediately. – Romeo and Juliet

Allusion Examples in Rap

I’m full strength like a Cyclops‘s eye drops,
I got support like high-tops.
– Ugly Duckling, Left Behind.
“The side lines is lined with casualties
Who sip the life casually, then gradually become worse
Don’t bite the apple, Eve” -Jay-Z
“Now who’s the boss? Not Tony Danza.” -Malik B of the Roots
“Coming from the deep black like the Loch Ness,
now bring apocalypse like the Heart of Darkness.” – Talib Kweli
“My rep grows like the nose of Pinocchio,
Just because I’ve mastered the art of braggadocio.” -Akrobatik
“This is the point of no return and nobody can stop it
Malcolm Little when he knelt before Elijah Muhammad
The comet that killed the dinosaurs, changing the earth” –Immortal Technique
“Tonedeff’s slays giants,
as if my legal name’s David.” -Tonedeff
“But now we’re facing more poverty,
It’s the most we’ve seen since 1993.
We need to turn this thing around: Michael Vick,
But a recession could be headed for a double dip.”

Allusions aren’t just in the realm of words; they can also exist in images. This mural by Diego Rivera makes numerous allusions to the conquistadors’ arrival in Latin America, and the pain that followed. How many allusions can you spot? 

Diego Rivera Mural

Month 7 Week 2


Image result for poem analysis

Poetic Elements

Read through the poem "Luck is not chance" by Emily Dickinson and the analysis of the poetic elements provided. When a writer uses personification, it is usually to make an abstract or difficult concept more relatable and more understandable. Discuss the poetic elements in Lnagston Hughes' poem "Mother to Son".

Mother to Son

Related Poem Content Details

Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor—
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now—
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.

Month 7 Week 3





I) Internet: MLA Citation 
 • AUTHOR if available (last name, first and middle)____________________________________(period)

. • TITLE (“quotation  marks”)______________________________________________________(period)

. • TITLE OF WEB SITE (underlined) _______________________________________________(period).

 • DATE last updated/publication/copyright date (Day-Month (abbreviated + period.) Year)_________________________(period)

. • DATE of access: (Day Month (abbreviated + period.) Year)________________________(no period). 
• URL (Web site address in )_________________________________________(period). Example: 

“Think College….Learn for a Lifetime.” U.S. Department of Education. 26 July 2000. 11 Nov. 2000.

Your turn, use the above template to cite an internet piece. 

Month 7 Week 4

Academic writing

Image result for academic writing style

After reading the advice on academic writing please discuss how you would complete the following.


Which of the two alternatives in bold do you think is more appropriate in academic writing?

1 The government has made considerable/great progress in solving the problem.
2 We got/obtained excellent results in the experiment.
3 The results of lots of/numerous tests have been pretty good/encouraging.
4 A loss of jobs is one of the consequences/things that will happen if the process is
automated.

5 The relationship between the management and workers is extremely/really important.
6 Some suggestions springing up from/arising from the study will be presented.

Use a more formal word or phrase to replace those in bold.

1 The reaction of the officials was sort of negative. _______________________
2 The economic outlook is nice.__________________________
3 Car manufacturers are planning a get together to discuss their strategy.
________________________
4 The resulting competition between countries is good._________________
5 The economy is affected by things that happen outside the country.
________________________________
6 She was given the sack because of her poor record. __________________
7 The examination results were super. _________________


Suggest alternatives to the following to avoid use of personal language.

1 In this essay I will discuss the main differences between the English and
Scottish legal systems.

2 I have divided my report into five sections.
3 I will conclude by proposing that all drugs should be legalized.
4 The opinion of the present author in this essay is that the importance of
the monarchy should be reduced.

5 In the third part of the essay, we will look at the reasons for public
hysteria over the SARS virus

6 Although I am not an expert in the field, I have tried very hard to
understand the main ideas.

Wednesday, February 1, 2017

Month 6 Week 4



I was looking for some information on Bias for this weeks lesson and ran across this great posting
I could not have said it better so I thank Brooke Perry for her help.

"Over the past few weeks, our Nation has experienced several events that will not soon be forgotten, and will arguably be known as landmark moments in the history of our country. With all news, monumental or less so, I am noticing a growing trend of adults, myself included, consuming news via social media outlets such as Facebook and Twitter.  As you’ve probably seen with various posts on your social media feeds, often these news story threads lead to high emotion, the sharing of opinions, and both productive and unproductive debates.
This is not the problem. This is not what has been concerning me as I scroll through my feed each day and peek in on what others are saying, and occasionally voice my own thoughts. What is troubling, is the amount of bias I see riddling the articles and blogs that are being posted and shared throughout my news feed. To be fair, it’s not even the fact that these articles are biased. There will always be text with bias, and that’s ok.  It’s more of a nagging wonder of whether or not the people using them to support their claims can identify this partiality. Personally, I love a good-natured, productive debate, but if the evidence I bring to the table is laced with obvious prejudice, my thoughts will most definitely not be taken seriously."
This means something to me as a teacher. Whether my students are reading something to inform themselves or referencing a text to back up their own thinking and opinions, I want them to be able to determine whether or not bias exists, and if it does, identify it within the text and decide how it impacts that text’s validity.
Step 1: “How does the author feel about this subject, and how do I know?”
  • Does the author’s word choice convey a specific feeling or emotion towards the text? For example, “Skittles are the absolute best They are the most delicious choice when looking for a sweet treat.”
  • Best? Most delicious? It’s very clear how this author feels regarding the subject of candy; skittles in particular.
Step 2: “Is there any information that has been left out? If so, was it done on purpose?”
  • When we come across what seems like factual information in a text, we are more likely to comprehend that text as true and reliable. However, all too often, the facts that are NOT being used are more telling than those that are. For example, “Did you know that skittles are healthy, too? You will not find any trans-fat or cholesterol in this tasty snack!”
  • Wow, sounds like a good deal to me. Until I think about the 42 grams of sugar per serving that are missing from this statement… Obviously, the author intentionally left that out, and instead chose to focus only on health facts that had a more positive tone.
Step 3: “Using step 1 and 2, what is the author’s bias?”
  • This one is pretty clear. This author loves Skittles candy and thinks you should to.
Yes, I used an easy example, but this could be a great place to start when first introducing this topic to your students. Another entry point would be using these same steps with commercials that are geared towards kids. This is engaging for the kids (“Mom, we watched commercials in class today!”) and it’s a seamless connection to your students’ day to day lives.
Now check out this Powerpoint BIAS and give us some o your thoughts. 

Month 6 Week 3


After viewing the PowerPoint author's purpose discuss the type of reading you enjoy most and why. For example I enjoy reading information to teach, and inform for the most part especially history. Here is a statement can you guess the purpose?
A story about a family trying to stick together and survive through the Great Depression in the Midwest in the 1930s.
Author’s Purpose: _______________________________________________________
Authors Purpose

Month 6 Week 2








It is almost Super Bowl and we all know we love to watch the commercials. Take a look at the Powerpoint  Propaganda and read over the 7 common types. For the discussion board list a commercial or two that you have seen and give it a name, which of the 7 types are most common in TV ads? 



There are 7 common types of propaganda




Thursday, January 26, 2017

Month 6 Week 1



Speech  Truth at all Costs



Read the Speech by Marie Colvin an American journalist who was killed in a Syrian attack while covering the siege of Homs for a British newspaper. As you read the speech pay attention to the reasons Calvin gives to support her position that the job of a war correspondent is worth the risk. How soon can you identify Colvin's point of view? 
After reading please cite text evidence to answer theses questions:

  •  explain whether or not you agree with Colvin's argument.
  • give reasons for your point of view.
  • cite specific evidence from the text to support your reasons.




Thursday, January 12, 2017

INVITATION

Open invitation to all 9th and 10th scholars to attend the 9/10 Language Arts class on Friday's beginning at 10:15-11:30. We will be starting John Steinbeck's Of Mice and Men. Please let me know if you plan on attending...RSVP.
Looking forward as always. 

Wednesday, January 4, 2017

Month 5 Week 4

USING AND CITING TEXTUAL EVIDENCE

https://learnzillion.com/lesson_plans/5723-cite-evidence-from-the-text-in-your-own-wordshttps://www.youtube.com/watch?v=hN5-3fX0cjE



Selecting Textual Evidence

  • Choose textual evidence to that supports / proves / illustrates your topic.  For a five paragraph essay, select as many quotations as you can find to support your topic; then, narrow down the textual evidence to what best support your thesis.
§  Determine the topic of each body paragraph before selecting textual evidence so that your textual evidence can support that specific topic.
§  Textual evidence should be no longer than one to two sentences.  Shorter text, such as phrases, is appropriate. 
Example-
Body paragraph 2 topic- Explaining Tom Robinson as a mockingbird
Quotation: “He likened Tom’s death to the senseless slaughter of songbirds by hunters and children” (241).
Shorter version: “senseless slaughter” (241).

Citing and Punctuating Textual Evidence

  • If you are introducing a piece of textual evidence, it must have a comma.
Example- When Atticus says, “’remember, it’s a sin to kill a mockingbird’” (Lee 90).
  • Quotation marks around the quotation only.
  • Single quotation marks around dialogue
Example- When Atticus says, “’remember, it’s a sin to kill a mockingbird” (Lee 90).
  • Cite the page number and author’s last name: (Raffel 62).
  • Correct punctuation: closing quotation marks, parentheses with author’s last name (NO COMMA) and page number, period.
Example- “It’s a sin to kill a mockingbird” (Lee 90).
  • When quoting lines of poetry up to three lines long separate one line of poetry from another with a backslash.  Capitalize the first letter of the word after the backslash.
Example-
“Cassio represents not only a political but also a personal threat to Iago: "He hath a daily beauty in his life / That makes me ugly . . ." (5.1.19-20).
  • Commas and periods go inside the closing quotation marks; the other punctuation marks
go outside.
Examples-
Lawrence insisted that books "are not life"; however, he wrote exultantly about the power of the novel.
Why does Lawrence need to point out that "Books are not life"?

Where and How to Insert Textual Evidence

  • The introduction will open with a piece of textual evidence that relates to the thesis statement.
  • After that, you’ll start every paragraph with your own words (topic sentence).
  • Then, in around the third sentence of each paragraph, you can use a well-integrated piece of textual evidence to illustrate or prove the topic sentence of that paragraph.
  • And finally, you can close off each paragraph with an explanation/reflection of your own showing how that quote worked to support your point.
Example-
            King brought the crowd to a cheering roar like the sound of a great cataract when he asserted that the promise of Abraham Lincoln’s Emancipation Proclamation had not yet been fulfilled. “One hundred years later, the Negro is still anguished in the corners of American Society and finds himself in exile in his own land,” he stated (303). King noted that the purpose of the giant gathering on the Mall was to illustrate the exact conditions across the South that make the Negro feel like exiles.

Patterns for Incorporating Textual Evidence into Sentences

  • An introducing phrase or orienter plus the quotation:
Examples-
1.      In this poem it is creation, not a hypothetical creator, that is supremely awesome. The speaker asks, "What immortal hand or eye / Dare frame thy fearful symmetry?"
2.      Gatsby is not to be regarded as a personal failure. "Gatsby turned out all right at the end" (176), according to Nick.
3.      As Grendel endures the brutality of Hrothgar’s men, he mutters, “They hacked at me, yipping like dogs” (Gardner 2).

  • An assertion of your own and a colon plus the quotation:
Examples-
1.      Vivian hates the knights for scorning her, and she dreams of achieving glory by destroying Merlin's: "I have made his glory mine" (390).
2.      Fitzgerald gives Nick a muted tribute to the hero: "Gatsby turned out all right at the end" (176).
3.      Cassio represents not only a political but also a personal threat to Iago: "He hath a daily beauty in his life / That makes me ugly . . ." (5.1.19-20).

  • An assertion of your own with quoted material worked in:
Examples-
1.      For Nick, who remarks that Gatsby "turned out all right" (176), the hero deserves respect but perhaps does not inspire great admiration.
2.      Satan's motion is many things; he "rides" through the air (63), "rattles" (65), and later
explodes, "wanders and hovers" like a fire (293).

  • Signal Phrases to set up quotations:
acknowledges, adds, admits, affirms, agrees, argues, asserts,  believes, claims, comments, compares, confirms, contends, declares,  demonstrates, denies, disputes, emphasizes, endorses, grants,  illustrates, implies, insists, notes, observes, points out, reasons,  refutes, rejects, reports, responds, states, suggests, thinks,  underlines, writes

Your turn, can you post something that will create a discussion based on the information in this post?

Month 5 Week 3

IRONY is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that may end up in quite a different way than what is generally anticipated. In simple words, it is a difference between the appearance and the reality. The three types of IRONY are described below. When you have reviewed the three types please find examples of each and post for your peers to comment on. It may be fun for you to put the statement from a piece of work and let your classmates decide what type you posted. If you are taking my LA class please find examples different than what I have presented in class. 
HAVE FUN....


Situational Irony 
     is a literary device that you can easily identify in literary works. Simply, it occurs when incongruity appears between expectations of something to happen, and what actually happens instead. Thus, entirely different happens from what audience may be expecting or the final outcome is opposite to what the audience is expecting. It is also known as irony of situations that generally include sharp contrasts and contradictions. The purpose of ironic situations is to allow the readers to make a distinction between appearances and realities, and eventually associate them to the theme of a story.

The function of situational irony is to lay emphasis on important scenes and make strange and unusual images vivid. It creates an unexpected turn at the end of a story and makes audience laugh or cry. Therefore, situational irony could be tragic or funny. Usually writers employ strong word connections with situational irony and add fresh thoughts, variations and embellishments to their works. It may range from the most comic to the most tragic situations. Its comical use usually creates unexpected turnaround in a plot for the betterment. Sometimes, these forms of ironies occur, because people identify certain events and situations as unfair or odd.

Dramatic irony occurs in a piece of literature when the audience knows something that some characters in the narrative do not. The spectator of a play, or reader of a novel or poem, thus has information that at least some of the characters are unaware of, which affects the way the audience member reacts to the plot. For example, the reader might be aware that a certain trap has been set and feels suspense when an unknowing character is about to walk right into this trap. The tension of the piece therefore depends on the contrast between what the audience and characters know.


Verbal irony occurs when a speaker speaks something contradictory to what he intends to. It is an intentional product of the speaker and is contradictory to his/her emotions and actions. To define it simply, it means when a character uses statement with underlying meanings contrasting with its literal meanings, it shows that the writer has used verbal irony. Writers rely on audience’s intelligence for discerning hidden meanings they intend to convey. Writers also use ironic similes to convey exactly the opposite of what they intend to say, such as “soft like concrete.”

■Functions of Verbal irony are very common in everyday speech, plays, novels, poetry and occurs usually in the form of sarcasm. It depends upon timing and suitable circumstances to achieve its effect. Verbal irony develops funny and dramatic situations. Through verbal irony, writers and poets can convey their bitter messages indirectly in a less bitter and more effective way. It makes a literary piece more effective by provoking readers into analyzing and thinking harder about a situation. By contrasting and comparing suppositions with reality, the readers can better understand the writer’s intent.

Month 5 Week 1

Similies and Metaphores  

Similes and Metaphors in Pop Culture

Similes and Metaphors are everywhere, especially in music. Find a song with some good examples and challenge your classmates to explain. Have fun!

P.S. Please remember to post within the week. Your comments are important.