Title: "Scarlet Ibis" Response to Literature
Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Purpose of the Assignment:
To analyze the symbolism in “The Scarlet Ibis” and identify the lesson the narrator learned in the story.
Friday, May 30, 2008
Narrative Essay Caption Info.
Title: Narrative Essay: Experience with Injustice
Standards Addressed:
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
Purpose of the Assignment: To use techniques we have been identifying and analyzing in reading short stories in the writing of a personal narrative about the student’s experience with injustice.
Standards Addressed:
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
Purpose of the Assignment: To use techniques we have been identifying and analyzing in reading short stories in the writing of a personal narrative about the student’s experience with injustice.
Romeo and Juliet Response to Literature Caption Info.
Title: Response to Literature: Romeo Makes a Move
Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Purpose of the Assignment: To examine the literary techniques that Romeo uses to convince Juliet to kiss him when they first meet, using textual support from the play.
Standards Addressed:
Writing 2.2 Write responses to literature:
a)Demonstrate a comprehensive grasp of the significant ideas of literary works.
b)Support important ideas and viewpoints through accurate and detailed references to the text or other works.
c)Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.
d)Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.
Purpose of the Assignment: To examine the literary techniques that Romeo uses to convince Juliet to kiss him when they first meet, using textual support from the play.
Racism in American High Schools Caption Sheet Information
Title: Persuasive Essay: Racism in American High Schools
Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Purpose of the Assignment: To take a stance on whether or not racism still exists in American high schools and support that argument with examples from research and/or personal experience.
Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Purpose of the Assignment: To take a stance on whether or not racism still exists in American high schools and support that argument with examples from research and/or personal experience.
Odysseus Persuasive Essay Caption Info.
Title: Persuasive Essay: Odysseus for President?
Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Purpose of the Assignment: To take a stance on whether or not Odysseus should be ruler in Ithaca and support argument with textual examples.
Standards Addressed:
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Purpose of the Assignment: To take a stance on whether or not Odysseus should be ruler in Ithaca and support argument with textual examples.
Wednesday, February 6, 2008
Wednesday, February 6th
1) CAHSEE Week 9: pp. 5-6
2) Number/ Subject-Verb Agreement Handout
3) Subject-Verb Agreement Notes
HW: Subject-Verb Agreement Handout and CAHSEE Reading Practice Packet
2) Number/ Subject-Verb Agreement Handout
3) Subject-Verb Agreement Notes
HW: Subject-Verb Agreement Handout and CAHSEE Reading Practice Packet
Wednesday, January 23, 2008
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