Week of September 29th to October 3rd

Oh, the love I have for our language! I am looking forward to our discussions that will spring from the start of your adventure into syntax!! With everything, we must start at the knowledge level. You cannot move forward until you have a firm grasp on these concepts! I'll advise you not to brush by them in a caviler manner.

September 30th: Syntax PPT quiz. Be ready!

October 1st/October 2nd: Phrase Quiz
                                          Joubert (319) syntax and diction seminar.

October 3rd: SENIOR PICTURES (Dress appropriately- my definition.. not Miley Cyrus' definition)
                     Clause Quiz

To prepare for this week... as I discussed in class today..

1. Read and annotate Joubert's notebook entries. This format is ideal for the study of syntax and diction. You will be annotating for solely these two techniques. Look first to identify phrases, clauses, etc... but then move into evaluation and synthesis of these syntactical techniques..  You will be asking yourself questions such as "what is the reason that he begins this sentiment with a subordinate clause?" "Why are the adverbial phrases so limited?" and such...  this will be a new experience for you..     Also be examining his DICTION (word choice) and the impact of these choices. Be ready to discuss thoroughly on your block day.

2. Phrase and Clause quizzes...  I gave you pages in the purple grammar book that can guide you through both the specifics in phrase and clause study. Phrases: 59-76; Clauses: 82-93. How you approach these pages is entirely up to you. Remember... the best studying is active studying.

We should be starting paper attempt #2 on Friday.

Let me know if you have questions through the week.

Class today: September 26th

1. I would like you to first go through your own draft of your paper with the following scoring rubric. Please do a read through of the scoring rubric first. Then read your paper (without a pen). Then read the scoring guide again. Open the Writing Progress link... Now PLEASE create a COPY of the document to your own DRIVE. DO NOT WRITE ON THIS TEMPLATE!!!  Jot down where you think you landed according to the scoring guide on this first attempt. Please be BRUTALLY HONEST with yourself!!!

Scoring guide link: Narrative Scoring Guide   (Make sure you scroll down to Narrative)

Writing Progress link: Writing Progress Reflection (COPY)
2. Now, you will hand your first attempt to a class scorer. Remember, this process is absolutely critical in your progression as a writer. You must be able to assess, synthesize and evaluate the execution of these techniques as well as apply them yourself to truly make them your skills. Remember, owning versus renting!

3. When you receive back your paper and scoring guide, record this into your "writing progress" doc. Staple the scoring guide on top of your paper and turn it in to me.

Homework for Monday: Review PASSIONATELY the SYNTAX POWERPOINT located under "current assignments"

Due: Friday, September 26th

1. You have a first draft of your first college application essay due in class on Friday. This is 700 words maximum. Remember to have the word count at the bottom of the paper. We have reviewed multiple examples of descriptive and narrative writing. We have examined the techniques of narrative and descriptive writing. We have practiced. Two days ago, you were asked to read and annotate the example of stellar college admission essays from Johns Hopkins.

In 2013, JH had over 20,000 applications and accepted close to 3,500. The admissions committed chose this essay as outstanding and memorable. WHY? What did it do that makes it so effective and productive?

 If you studied this sample, you saw at the bottom what college admission officers had to say about this successful essay. Use this information.


2. Finish your first narrative piece. The prompt is designed to really make you think. Go through the question thoroughly before you start writing. This prompt is designed to show the University of Pennsylvania who you are. How can you show them who you are and why you will fit at their university?

Though we have studied multiple narrative works, I have provided a narrative template to assist you in writing this paper. This is to be used a guiding structure, but place your focus on developing the narrative and descriptive techniques in telling your story.

I have also placed some handouts on transitions, dialogue, and effective verbs under "current assignments".   Remember proper MLA heading and formatting.

Remember your writing goals are: Believable. Effective. Interesting.

Due: Tuesday, September 23rd

1. In your notes, I want you to have a list of DESCRIPTIVE writing techniques. With each technique, I want you to have an EXAMPLE from one of the works we have studied or examined in class or as homework. (This should be easy with your annotations)

Please do the same list with the NARRATIVE writing techniques.

2. Read "Nobody Listens When I Talk"- page 489-92
Annotate for both techniques
Really study this work keep in mind our ultimate goals of writing BELIEVABLE... EFFECTIVE... INTERESTING...

Think of HOW Sanford accomplishes this...  what techniques does she employ and how?

Due: Tuesday, September 16th

1, Online Inquiry- Due before class starts.
2. Write a descriptive paragraph mirroring Jessie Sullivan's "If at First You Don Not See" (241-243) about YOUR neighborhood. Implement the techniques learned in the descriptive chapter. Type it up.. print it off.. bring to class.

ONLINE INQUIRY: DUE- Tuesday, September 16th

1. From your 7 subjects assigned on Friday, you will need to revise and clean up your BEST descriptive sentence from ONE of the subjects.  This is the one representative sentence, which will be for an ASSESSMENT grade! Yep, this ONE sentence. It must demonstrate your proficiency in handling the skills you have been learning the last week. SHOW DON'T TELL!

You will need to sign in to eblogger... Use your gmail address from the school. Then hit REPLY to this post.You will then write your name and class period.
Then write your sentence. Do NOT label what you are describing.
This will look like:

Lara Schulenberg Cole- 1st Hour Honors Teacher
Her voice, deep, wise, and involved infuses a compassionate controlled comfort and security into a complex existence.

Class TUESDAY

I am not here today.. obviously.. Sick babies..

1. Please take out your Cornell notes on the annotation article.. make sure your name is on it and turn it into the sub. Please also write your hour on the homework, please.
2. Quiz postponed until next class period.

3. Collaborative Annotating  of a Text

Definition

Annotating text goes beyond underlining, highlighting, or making symbolic notations or codes on a given text. Annotation includes adding purposeful notes, key words and phrases, definitions, and connections tied to specific sections of text.

Purpose:

Annotating text promotes student interest in reading and gives learners a focused purpose for writing. It supports readers’ ability to clarify and synthesize ideas, pose relevant questions, and capture analytical thinking about text. Annotation also gives students a clear purpose for actively engaging with text and is driven by goals or learning target(s) of the lesson.

Through the use of collaborative annotation (annotations made by multiple individuals on the same text), learners are given the opportunity to “eavesdrop on the insights of other readers” (Wolfe & Neuwirth, 2001). Both peers and instructors can provide feedback in order to call attention to additional key ideas and details. Annotating text causes readers to process information at a deeper level and increases their ability to recall information from the text. It helps learners comprehend difficult material and engage in what Probst (1988) describes as, “dialogue with the text.”

Procedure

1.      Define the purpose for annotation based on learning target(s) and goals.  Some examples include:

a.       Locating evidence in support of a claim

b.      Identifying main idea and supporting details,

c.       Analyzing the validity of an argument or counter-argument

d.      Determining author’s purpose

e.       Giving an opinion, reacting, or reflecting

f.        Identifying character traits/motivations

g.       Summarizing and synthesizing

h.      Defining key vocabulary

i.        Identifying patterns and repetitions

j.        Making connections

k.      Making predictions

2. Partner with a classmate in close proximity to your desk. Push your desks together. Both students need to click open the following article. 

College Article

3. Using the criteria above as your guide, you will collaboratively annotate this article each on your own notebook paper. (This means that you each will be taking notes on your own paper.. two students.. two recorded notes)

4. Once you are done, organize annotations together in Cornell notes. 

5. Hmwk: Be ready for quiz..  

On your own... read the following article NY Times College and annotate and organize notes to turn in on your block day. 

Monday's class!! Due: Tuesday, September 9th

1I have gone home with a sick baby this morning. 

In class today you will be taking your annotations from the article on Friday and putting them into Cornell notes. 

Remember that it is an informational text, so ask yourself what is the most pertinent    information. 

When putting into Cornell notes, remember organization is key. What makes this information accessible to perform and produce? Create headings and sub points that are easy to read. 

1, Full/Complete Cornell notes DONE from your annotations on the annotation article assigned to you during Friday (9/5) class.
2. Review annotation information and other pertinent information that you have been taught in the last 3 weeks...  Performance time!!

If you have questions during class, go ahead and email me.. I'll do my best to get back to you quickly! .  

For Monday, September 8th

Fully annotate the article on annotating that we started during Friday's class. Use the strategies introduced in class. The handouts are located below:

Annotating article

Informational text annotation

Annotation instructions

Due: Friday, September 5th

Happy Homecoming! Remember to dress in your finest BRONCO gear for Friday!!

1. Please complete and turn in the Socratic seminar reflection sheet.

Socratic Seminar- Wednesday/Thursday

1. You will need your five questions, annotated text, Socratic notes.

2. Text

Due: Your block day (9/3,9/4)

1. Make sure that you have read and taken Cornell notes on the Socratic handout. Remember, we are looking for OWNING knowledge versus RENTING. Go through the whole note process and you should be feeling confident about the workings of a Socratic seminar.

2. Make sure you have your 5 higher level Bloom's Prestige questions. You will need to show these for entry into the seminar.

3. Be very familiar with the Socratic seminar scoring guide. This will be for a grade.

4. Bring your text.

Totally flew by Monday... Happy Tuesday and Happy Homecoming Week!

1. After we have thoroughly reviewed the learning objectives of the first couple weeks, and we have been introduced to Cornell notes... 

Here comes the Socratic Seminar!!! 

Please open the "Socratic Seminar" link on the right hand side of the page. Using your new and improved note taking system, please take notes on the Socratic handout. 

With implementation of a new ACTIVE STUDY NOTE FORMAT...  here are some tips for WHAT to write down.. 

Each student should develop his or her own method of taking notes, but most students find the following suggestions helpful:

A. Make your notes brief.

1. Never use a sentence where you can use a phrase.  Never use a phrase where you can use a word.

2. Use abbreviations and symbols, but be consistent.

B. Put most notes in your own words.  However, the following should be noted exactly:

1. Formulas

2. Definitions

3. Specific facts

C. Use outline form and/or a numbering system.  Indention helps you distinguish major from minor points.

D. If you miss a statement, write key words, skip a few spaces, and get the information later.

E. Don't try to use every space on the page.  Leave room for coordinating your notes with the text after the lecture.   (You may want to list key terms in the margin or make a summary of the contents of the page.)

F. Date your notes.  Number the pages. Make a table of contents!! 

(Taken from http://www.dartmouth.edu/~acskills/handouts.html)