Sorry that I forgot to mention over the weekend that I changed my mind. No readings due tomorrow (4/15); we will be doing an in-class activity. Work on your Senior Projects!
I really appreciate the fact that we've created a classroom environment that, at least to me, seems open to discussing anything. I don't think that there is ever anything wrong with asking hard questions, and I encourage each of you to do your own research and form your own opinions. The only unacceptable path is the one that does not seek answers. Thanks for giving me so many new perspectives. I hope you realize that your opinions are no lesser than mine and that only with all of us do we come to a point that scratches the surface of "truth". See you folks Thursday!
Welcome to the British Literature Wiki!
Below you fill find the rubric for this project as well as some other class resources for our unit on Milton, Blake and hopefully Golding.
“Class Wiki: A Meet and Happy Conversation”
Wiki.png
Description: Throughout our readings of various texts in this class, you must do at least 1 reader response journal a week, each consisting of about 250 words each. You must also respond to one of your assigned partner’s journal entries with at least 200 words. This will allow you to reflect personally on what you’ve read and relate what you’ve read to your partner’s reading. I will review these before each class in order to get a feel for where you are as class in your understanding of the text, and it will give us some discussion points to hit the following day in class. Parameters: These will be due by midnight the day before our class meets. You will write on the readings you are responsible for as [[#|preparation]] for class the following day. Your response to your partner will be due by Friday at midnight for each week. As you reflect on his/her journal entries ask yourselves these questions:
In what way was your partner’s reading different than your own?
Do you have any questions or clarifications about your partner’s response?
What do you agree with about your partner’s reading?
Do you have anything to suggest to your partner that will enhance his/her reading?
Be sure to answer all these questions and add any other questions or comments you find pertinent. THIS IS NOT A PLACE FOR RIDICULE. There are no wrong answers when analyzing a text, just [[#|additions]] to an ongoing conversation and debate about what it could mean. Grading Rubric: 100 possible points
_ At least one response journal per week (30 points)
_ At least one response on your partner’s entry per week (30 points) _ All entries and responses turned in by midnight of the appropriate day (20 points)
_ All responses are courteous and constructive in their criticisms and debates (20 points)
Unit Objectives Goals for Reading Standards for Literature
Students will be able to Analyze multiple texts (RSL 2, 4, 6)
Wiki responses to reading
Class discussions about reading
Reading Standards for Literature Addressed
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and [[#|build on]]one another to produce a complex account; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).
Reading Standards for Informational Texts
Students will be able to Evaluate non-fiction sources that relate to fiction readings (RSI 2, 4 ,6)
Read supplemental texts and relate them to the fiction
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text
6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Writing Standards
Students will be able to create poems about Innocence and Experience (WS 3, 5, 10)
Final enterprise with poems and plates (see PEG for Final Enterprise)
Students will be able to write reader responses (WS 6)
This will be shown on wiki responses (see PEG for Wiki)
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 11-12 on page 52.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments or information.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Speaking and Listening Standards
Students will be able to produce presentations (SLS 1, 5)
This will be shown in “read a book in an hour”
“code of ethics”,
and final enterprise (see all PEGS)
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Language Standards
Students will be able to create grammatically and linguistically correct poems (LS 1, 2, 3, 5)
Evidenced by their poems and revision of those poems
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Sorry that I forgot to mention over the weekend that I changed my mind. No readings due tomorrow (4/15); we will be doing an in-class activity. Work on your Senior Projects!
I really appreciate the fact that we've created a classroom environment that, at least to me, seems open to discussing anything. I don't think that there is ever anything wrong with asking hard questions, and I encourage each of you to do your own research and form your own opinions. The only unacceptable path is the one that does not seek answers. Thanks for giving me so many new perspectives. I hope you realize that your opinions are no lesser than mine and that only with all of us do we come to a point that scratches the surface of "truth". See you folks Thursday!
Welcome to the British Literature Wiki!
Below you fill find the rubric for this project as well as some other class resources for our unit on Milton, Blake and hopefully Golding.“Class Wiki: A Meet and Happy Conversation”
Description: Throughout our readings of various texts in this class, you must do at least 1 reader response journal a week, each consisting of about 250 words each. You must also respond to one of your assigned partner’s journal entries with at least 200 words. This will allow you to reflect personally on what you’ve read and relate what you’ve read to your partner’s reading. I will review these before each class in order to get a feel for where you are as class in your understanding of the text, and it will give us some discussion points to hit the following day in class.
Parameters: These will be due by midnight the day before our class meets. You will write on the readings you are responsible for as [[#|preparation]] for class the following day. Your response to your partner will be due by Friday at midnight for each week. As you reflect on his/her journal entries ask yourselves these questions:
- In what way was your partner’s reading different than your own?
- Do you have any questions or clarifications about your partner’s response?
- What do you agree with about your partner’s reading?
- Do you have anything to suggest to your partner that will enhance his/her reading?
Be sure to answer all these questions and add any other questions or comments you find pertinent. THIS IS NOT A PLACE FOR RIDICULE. There are no wrong answers when analyzing a text, just [[#|additions]] to an ongoing conversation and debate about what it could mean.Grading Rubric: 100 possible points
_ At least one response journal per week (30 points)
_ At least one response on your partner’s entry per week (30 points)
_ All entries and responses turned in by midnight of the appropriate day (20 points)
_ All responses are courteous and constructive in their criticisms and debates (20 points)
Unit Objectives
Goals for Reading Standards for Literature
- Students will be able to Analyze multiple texts (RSL 2, 4, 6)
- Wiki responses to reading
- Class discussions about reading
Reading Standards for Literature Addressed- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and [[#|build on]]one another to produce a complex account; provide an objective summary of the text.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement).
Reading Standards for Informational Texts- Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Writing Standards
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 11-12 on page 52.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments or information.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards
- Students will be able to produce presentations (SLS 1, 5)
- This will be shown in “read a book in an hour”
- “code of ethics”,
- and final enterprise (see all PEGS)
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence, ensure a hearing for a full range of positions on a topic of issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Language Standards
- Students will be able to create grammatically and linguistically correct poems (LS 1, 2, 3, 5)
- Evidenced by their poems and revision of those poems
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.