Wednesday, September 30, 2015

Connotation/Denotation Continued

Agenda:

  • Class announcements
  • Review notes and worksheet
  • Worksheet #2
Homework:
  • Test tomorrow!
  • Final name vignettes due tomorrow!
  • Extra credit due tomorrow!
Discuss the following with your parent or guardian


English 10 Reading Notification

Dear English 10 Parents and Guardians,

To follow up our reading of The House on Mango Street, your student is scheduled to read American Born Chinese beginning next week (10/5).  American Born Chinese is an award-winning graphic novel that accounts cross-cultural experiences.  More information on the text and its contents are available on Amazon: http://www.amazon.com/American-Born-Chinese-Gene-Luen/dp/0312384483/ref=sr_1_1?ie=UTF8&qid=1443540132&sr=8-1&keywords=american+born+chinese.

American Born Chinese is a useful text to continue to build upon the themes discussed in The House on Mango Street.  It is a text that had been used for such in English 10 classes in the past.  However, it does contain a handful of instances of the use of mild language (PG if we are thinking in movie terms) and irreverent humor.  Its publisher labels it as appropriate for students 12-18, but I would like to make you all aware of these contents.  Overall, I would agree with the 12-18 year-old rating given that these instances are few and far between.  If you have any questions regarding the text, you may contact me via e-mail (Jennifer.hoffmann@rcsu.org) or phone (802-459-3353 ext. 2125). 

Should you not want your student reading the text after examining its description, please fill out the form below.  Be aware that if a student is opted out, it is expected that he or she will complete alternate assignments to show understanding of the same skills that the other students are covering through the American Born Chinese unit.  These assignments may include continuing to participate in class discussions based on the alternative text.

---------------------------------------------------------------------------------------------------------------------
American Born Chinese Opt-Out Form

I do NOT want my student ________________________________________________________
                                            (Student’s name)
to participate in a reading of American Born Chinese.  I agree to my student’s participation in class via alternative assignments.
_____________________________________________________________________________
(Parent/Guardian Signature)

Tuesday, September 29, 2015

Style: Looking Closer at Word Choice

Agenda:

  • Joey Thesaurus Clip: https://www.youtube.com/watch?v=B1tOqZUNebs
  • Notes: Tone, Denotation, Connotation
  • Worksheet: Choosing the right word
Homework:
  • Finish worksheet if you didn't in class

Friday, September 25, 2015

Writing Lab 1

Agenda:


  • Writing Prompt:  
    • In a one-page, MLA-formatted paper, explain to me whether Cisneros' or Albom's writing style is more effective.  Your answer is going to be your opinion backed up from evidence in both authors' work (with the help of the two style charts).  However, you should not be saying anything along the lines of "I believe" or "in my opinion."  This is an academic paper: leave the Is, mes, and mys out of it.  
      • Don't know what MLA formatting is? (It's part of the reason I demand Times New Roman.)  Take a look at the following resource:  https://owl.english.purdue.edu/owl/resource/747/01/  Better yet, bookmark this site.  It's incredibly useful, and many college recommend using it over citation generators.  
      • You may write more than a page, but I expect no less than one, full page.  Not almost one page.  Not a page with a heading in 25 pt font and triple spacing.
    • I am going to be grading you on your discussion of style as well as the basic format of your paper.  You should know from past English classes to include an intro, body, and conclusion to your piece.  You also should know that your thesis statement needs to come at the end of your introduction--yes, even for a one-page paper.
    • The rest of your paper is going to help me to determine what grammar, style, and usage rules we need to review in class.  Do your best.  Don't be lazy with punctuation and capitalization, or we will be spending classes reviewing those topics.
    • Please be aware that you DO need to include textual support for what you are arguing.  Even though you are talking about the style of writing rather than plot events, which you may be more used to doing, you need to be sure that you are backing up what you are saying.  Your opinions--even if not stated as "in my opinion"--need to be backed up with support.  
    • Link to Albom's full text: http://lib.sdkd.net.cn/2010disc/dianzitushu/105.pdf
Due: Monday at the beginning of class.

Homework:
  • Finished writing prompt (Monday)
  • Study for test on Cisernos (next Thursday)--your extra credit also is due then
  • Signed Infinite Campus Report (if your grade is under a 75%)

Thursday, September 24, 2015

Comparing Cisneros' Style

Agenda:

  • Discussion of poetic style homework
  • Reading of The Five People You Meet in Heaven excerpt
  • Analyzing Albom's style
Homework:
  • Be aware that a test is forthcoming!  (Likely next Thursday considering our current pace.)  Please review your notes in preparation.
  • The extra credit assignment will be due the day of the test.

Wednesday, September 23, 2015

Poetic Style

Agenda:

  • "The Prose Poem"
  • Poetic Style of Cisneros
    • Worksheet--What poetic devices do we see in "Darius and the Clouds"
    • Turn this or another poem into a poem (see directions on worksheet)

Homework:
  • Finish worksheet
  • Begin to review notes

Tuesday, September 22, 2015

Labeling Cisneros' Style

Agenda:

  • Complete Notes
  • Finish Style Chart on Meme selection
  • Begin looking at "The Prose Poem"
Homework:

Monday, September 21, 2015

Intro to Style

Agenda:

  • Review homework
  • Notes--https://docs.google.com/presentation/d/1ESAl6lzDS1jvLYPXaA2sUPNyoRrSDV5YYOQjWA1kUy4/edit#slide=id.gc945bcc1f_0_5
  • Sentence Type Worksheet
Homework:
  • None

Friday, September 18, 2015

Connections to Today

Agenda:

  • Finish Stations
  • Journal: How do Sally and Esperanza compare?  Why is there so much of a focus on Sally?
  • Connection to Texas Teen Clock Article
Homework:
  • None

Thursday, September 17, 2015

Stations: The Sally Chapters

Agenda:

  • Check-in questions
  • Station analysis of Sally vignettes
    • Round 1: Noticings, Sally's Characterization
    • Round 2: What themes do these illustrate?  Why do the Sally chapters matter to the text.
Homework:
  • Name draft vignettes due tomorrow
  • Finish the novella

Wednesday, September 16, 2015

Social Commentary Wrap

Agenda:

  • Additional social commentary definition
  • Reviewing political cartoons
  • E-book discussion
Homework:
  • Make sure you have finished the book.  Look back over the vignettes involving Sally.

Tuesday, September 15, 2015

Social Commentary Revisited

Agenda:

  • Review terms
  • Discuss examples
  • Analysis of "Geraldo No Last Name"
Homework:
  • Make sure you have finished the book
  • Name drafts due Friday
  • Journal: 

    • Option A: In a well-developed paragraph, discuss the following questions.  If WWYD filmed in Rutland or Proctor what would it focus on?  What isms would it likely expose?  Are there biases in our local communities to the extent that we see them in the film clip from class or in the novella?
    • Option B: Choose another vignette, one from tonight’s reading.  (You can include tonight’s reading if you wish.)  Explain how it is a social commentary.  What is it commenting on?  What opinion does it get across?

Friday, September 11, 2015

Social Commentary Cont.

Agenda:

  • Edit journals
  • Continue social commentary discussion with PPT
Homework:
  • Read to p. 102
  • Remember that honors slips are due Monday

Thursday, September 10, 2015

Considering Stereotypes in Literature

Agenda:

  • Handing back quizzes and papers
  • Journal: Stereotypes and Social Commentary
  • Notes
  • Consider: https://www.youtube.com/watch?v=YDanZpek5iM&feature=youtu.be
    • Was the video surprising?  Why/why not?
    • What do you think you would have done in that situation?
    • Would your friends have done the same as you?  Why/why not?
    • What do you think of those in the video that did not respond?
    • Is being silent positive or negative (or somewhere in between)?  Why?
Homework:
  • Nothing additional
  • Make sure that you are caught up

Tuesday, September 8, 2015

Bildungsroman and Esperanza

Agenda:

  • Check-in quiz
  • Jigsaw: Esperanza growing up?  How is bildungsroman exemplified in your section?  Is Esperanza a static or dynamic character?
    • Number group: all work on one together
    • Letter group: share with one another to complete the chart

Homework:
  • Read through p. 71
  • Journal paragraph: How is Esperanza growing up or not?  Pay special attention to "Edna" and "The Earl of Tennessee" in crafting your replies

Friday, September 4, 2015

Continued Discussion of Roles and Intro to Bildungsroman

Agenda:

  • Finish agree/disagree line questions
  • Introduction to bildungsroman
Homework:
  • Begin thinking about what you would include in a vignette on your name
  • If you want to get ahead for Wednesday, read through p. 71

Thursday, September 3, 2015

Roles in The House on Mango St

Agenda:

  • Journal: What defines you? Do you have any fixed or chosen roles?
  • Viewing: Leave it to Beaver https://www.youtube.com/watch?v=oay9VxFVFmE

  • Agree and disagree lines
    • Use your graphic organizer to help you answer

Homework:
  • Read from 33-58

Wednesday, September 2, 2015

Catch-all Day

Agenda:

  • Review homework
  • Honors Discussion
  • Vignette Review
  • Name Groups
Homework:
  • Finish GO handout
  • Red through "Alicia"
  • Vignettes now due Friday

Tuesday, September 1, 2015

Naming and Novels

Agenda:

  • Check-in Quiz
  • Review Characterization
  • A closer look at "My Name"
    • What do we learn about E?
    • What type of characterization?
    • Why do we learn about it in this way?
  • Looking at the importance of names to characters & cross-textual review.
Homework:
  • Read through and including "Alicia Who Sees Mice"
  • Complete the graphic organizer