1. Get out your "Three Bears" stories. Please switch stories with a partner. Read through their version of this story.
Answer the following questions: Write them down on paper.. you will turn these in at the end of the hour.
1. How are the bears portrayed.. positive? negative?
2. How many bears are there in the story (for example.. there were always four in my story)
3. How is Goldilocks portrayed?
4. How does the story end?
5. What is the moral of this story?
6. What differences do you see in your partner's story in relationship to your own?
7. Do you feel that there is significance in the differences?
8. What similarities to you see?
9. Is there a significance in the similarities? Why do you both include these elements?
10. Why is this story one that everyone knows?
2. Once you have answered all of these questions... go through them with your partner.
Now answer the following questions:
11. What do the two/three of you notice about this story beyond just the plot?
12. What purpose does this story serve to society? the family? the individual?
3. Now open the link:
3 Bears History
Answer the following questions together:
13. In what ways has the story changed from the version you have written down?
14. What do you feel is the significance in these changes?
15. What influenced these changes? Speculate. Guess.. Imagine.
16. What are some things you never thought of in consideration of "The Three Bears" that this information illuminated?
17. What are some conclusions that you can make about the study of literature? Society?
18. What questions do you have?
Staple your questions together.. make sure your name is on your paper. Please turn in to Ms. DeWitt before you leave.
4. Read and take notes on the following link:
Study of Literature
5. Homework.
Next, you will need to take a copy of the "schools of literary thought". Please read through these questions and TRY.. try... to write a short summary of what you think each school of theory addresses. Use the questions to see common threads... concerns. Have this for FRIDAY.
Wednesday, January 28, 2015
Tuesday, January 27, 2015
Class for Wednesday/Thursday.
1. You need to write down the story of the Three Bears. How you think of it... with the elements that you know.
2. You need to look over the following link. Jot some notes down and be ready to talk when you get to class on Thursday.
Three Bears History
2. You need to look over the following link. Jot some notes down and be ready to talk when you get to class on Thursday.
Three Bears History
Friday, January 23, 2015
Class today: January 23rd
As we are preparing for Monday's grammar test, we are going to get back into our groups from yesterday, and we are going to address the elements that you will see on the test.
1. Terms. You will have approximately 10 of the 34 terms on this test. There were quite a few of us who did not take the terms portion of the first test seriously. You must know the elementary jargon of a subject before you are able to master it. Take out your definitions and/or flash cards and as a group, you are going to review the 34 terms.
2. 10 major diagrams. On scratch paper, when your team is ready, see who can jot down all of the 10 diagrams first... in order and numbered accordingly. When you are done, see what ones you are missing. Did you just forget? Do you not understand this certain diagram? They have a logical progression; talk through this progression.
3. Sentence diagramming: Here is a link to 10 sentences that covers most of the skills addressed in the 10 diagrams. The are a combination of the skills, so the diagrams won't look EXACTLY like the templates.. it is a blending of the templates. Work through these together.
4. Writing and Reading application. There will be a couple of questions on this test that will ask you to apply what you are learning about grammar to the writing process and the reading process. These questions are critical thinking questions. They will assess your ability to think beyond the concrete and put your knowledge into application/analysis. As a group, look through the following diagrams from the opening lines of some of the most famous books of all time. Talk about what kind of impact recognizing the parts of sentence, clauses, phrases, etc., help your comprehension, as well as the art of the writing. I love this poster!
Here is a link to an article that shows each diagram a little closer:
Wednesday, January 21, 2015
Class today: January 21, 2015
1. We will be covering the last two major diagrams today- Phrases and Clauses; Compound Sentences. Review 6-8 diagrams after we are finished.
2. Practice:
Gerunds, Infinitives, Participles
3. Practice:
Gerunds and Participle practice
4. Practice:
Phrase/Clause Practice
5. Practice:
Phrase/Clause Practice
6. You will need to now review, record, and remember the information on COMMA USAGE found at the following link:
Comma Rules
and
Comma Rules- OWL
REMEMBER:
Friday: State of the Union assignment is DUE!
Monday: Grammar/Mechanics Test
2. Practice:
Gerunds, Infinitives, Participles
3. Practice:
Gerunds and Participle practice
4. Practice:
Phrase/Clause Practice
5. Practice:
Phrase/Clause Practice
6. You will need to now review, record, and remember the information on COMMA USAGE found at the following link:
Comma Rules
and
Comma Rules- OWL
REMEMBER:
Friday: State of the Union assignment is DUE!
Monday: Grammar/Mechanics Test
Tuesday, January 20, 2015
Today's class: January 20th
Remember the definitions of the following two terms:
CLAUSE
PHRASE
What is the difference between these two "groups of words"?
Take out your notes... review the following two links:
1. Diagramming Verbals- Gerunds, Participles, Infinitives
2. Subordinate Clauses- Diagramming
Video Refreshers:
Diagramming Relative Clauses
Diagramming Subordinate Clauses
Diagramming Verbals
HOMEWORK:
State of the Union Assignment-
Here are some links to the live feed of the SOTU-
1. PBS- State of the Union Site
2. White House State of the Union Site
The speech starts at 8:00 PM- January 20th
Pick a network.. they will cover it live.
SOTU Issues...
Here is a link that can help you prepare for the issues that the speech will address:
State of the Union 2015 Issues Guide
Interview with President Obama's speech writer:
Interview with Cody Keenan
THE ASSIGNMENT:
1. Watch the State of the Union with a pen and paper.
2. While the President is speaking, listen closely to his syntax. Are you able to distinguish the parts of a sentence? Can you hear independent clauses and subordinate clauses? What about modifiers? When are phrases used? How?
3. Once you get in the swing of listening in this manner, drift into analysis. How does his grammatical constructions help deliver his message? When does he choose simplicity? When does he utilize modifying phrases? Why? Advantage? Disadvantage?
4. How does the President and his speech writers have command over the use of syntax? Remember the purpose of communication is to "get stuff"... How does having control over syntax and diction aid him in presenting his message and agenda?
5. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.
6. After you are done, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?
ALL DUE ON FRIDAY, JANUARY 23rd.
CLAUSE
PHRASE
What is the difference between these two "groups of words"?
Take out your notes... review the following two links:
1. Diagramming Verbals- Gerunds, Participles, Infinitives
2. Subordinate Clauses- Diagramming
Video Refreshers:
Diagramming Relative Clauses
Diagramming Subordinate Clauses
Diagramming Verbals
HOMEWORK:
State of the Union Assignment-
Here are some links to the live feed of the SOTU-
1. PBS- State of the Union Site
2. White House State of the Union Site
The speech starts at 8:00 PM- January 20th
Pick a network.. they will cover it live.
SOTU Issues...
Here is a link that can help you prepare for the issues that the speech will address:
State of the Union 2015 Issues Guide
Interview with President Obama's speech writer:
Interview with Cody Keenan
THE ASSIGNMENT:
1. Watch the State of the Union with a pen and paper.
2. While the President is speaking, listen closely to his syntax. Are you able to distinguish the parts of a sentence? Can you hear independent clauses and subordinate clauses? What about modifiers? When are phrases used? How?
3. Once you get in the swing of listening in this manner, drift into analysis. How does his grammatical constructions help deliver his message? When does he choose simplicity? When does he utilize modifying phrases? Why? Advantage? Disadvantage?
4. How does the President and his speech writers have command over the use of syntax? Remember the purpose of communication is to "get stuff"... How does having control over syntax and diction aid him in presenting his message and agenda?
5. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.
6. After you are done, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?
ALL DUE ON FRIDAY, JANUARY 23rd.
Friday, January 16, 2015
Class today: January 16th
You will be working in teams today..
1. As a group, diagram the sentences from the following link. Label the part of the sentence, function of word, phrase, clause. Once you are done with each sentence, check your work by hitting "solution", found beside each sentence.
Practice #1
Practice #2
Practice #3
1. As a group, diagram the sentences from the following link. Label the part of the sentence, function of word, phrase, clause. Once you are done with each sentence, check your work by hitting "solution", found beside each sentence.
Practice #1
Practice #2
Practice #3
Thursday, January 15, 2015
Class today: January 15th (3rd Hour)
1. Today, you will be getting into groups of 3. You will be going through the Montserrat article together. As a group, I want you to go sentence by sentence and have a discussion about its structure and how it impacts its meaning and your comprehension. Refer to your notes to your ideas, and add to your notes through your discussion.
2. Review the following link on Relative Pronouns/Relative Clauses... Take good notes!
There are ten sentences after the introduction and examples.. try them. The answers are found underneath. See how you do!
Relative Pronouns/Clauses Diagramming
- remember a relative clause is going to be ADJECTIVAL!
Diagram 5: Indirect Objects... Subject| Pred| DO
\IO
Diagram 6: Conjunctions... Subject
Conj | Pred| DO
Subject
Conjunctions- and, but, or... create a COMPOUND subject... or can be COMPOUND direct object... predicate, object of prep, etc...
Diagram 7: Relative clauses.. Subject| Pred | DO
|
| Rel pronoun (who, whose, which, whom, that)
X| Pred | DO
3. Homework for Friday: Student writing samples to diagram
4. Please also review the "diagramming PREZI" found under "current links". This will address how to diagram questions.. and will address, again, the implied "you".
2. Review the following link on Relative Pronouns/Relative Clauses... Take good notes!
There are ten sentences after the introduction and examples.. try them. The answers are found underneath. See how you do!
Relative Pronouns/Clauses Diagramming
- remember a relative clause is going to be ADJECTIVAL!
Diagram 5: Indirect Objects... Subject| Pred| DO
\IO
Diagram 6: Conjunctions... Subject
Conj | Pred| DO
Subject
Conjunctions- and, but, or... create a COMPOUND subject... or can be COMPOUND direct object... predicate, object of prep, etc...
Diagram 7: Relative clauses.. Subject| Pred | DO
|
| Rel pronoun (who, whose, which, whom, that)
X| Pred | DO
3. Homework for Friday: Student writing samples to diagram
4. Please also review the "diagramming PREZI" found under "current links". This will address how to diagram questions.. and will address, again, the implied "you".
Wednesday, January 14, 2015
Class Today: January 14th
1. We will be talking about the experience you have had reading the Montserrat article. Here is the link, again:
"Afraid" article
2. Next, we will be covering the diagramming practices that involve: Indirect objects, conjunctions, and relative clauses.
3. Homework for Friday: Student writing samples to diagram
4. Please also review the "diagramming PREZI" found under "current links". This will address how to diagram questions.. and will address, again, the implied "you".
"Afraid" article
2. Next, we will be covering the diagramming practices that involve: Indirect objects, conjunctions, and relative clauses.
3. Homework for Friday: Student writing samples to diagram
4. Please also review the "diagramming PREZI" found under "current links". This will address how to diagram questions.. and will address, again, the implied "you".
Tuesday, January 13, 2015
Class today: January 13th
Application day!!
As requested (maybe not directly), today we are going to put your new-found grammatical knowledge to use.. Yes, you can define grammatical terms... Yes, you can diagram the earliest basic structures.. But as you all know, these skills are all on the lowest rung of Bloom's Taxonomy. Yes?
Whereas you must be able to do these skills first, we are now going to move into the WHY??? (This is what you are all starving for in grammar education).
Therefore, we are going to be examining two of the major purposes for wanting and possessing excellent grammatical skills. This is the WHY?!
1. Writing expression
2. Reading comprehension
You will be reading the following article by Montserrat Dominguez.
1. Read it once completely.
2. Now you will be doing, solely, a "sentence diagramming" read. In this read, I want you to be looking for the "main line" of meaning. This means, in each sentence, ask yourself: where is the subject? where is the predicate? is there an object? is this a transitive verb or an intransitive verb?
3. Once you have figured out the "main line" of meaning in the sentence (in compound sentences, this will be the independent clause). Is there a subordinate clause before or after the "main line"/independent clause? How is it working?? Is it giving more information about the subject or the predicate??? (Adverbial or Adjectival?)
4. After reading paragraph 1 in this manner, stop and reflect. Ask yourself the questions: How did her style of writing and placement of these components enhance/detract from her purpose? (Now, keep in mind, she is a professional writer.. she has command over grammatical structure.. therefore, she will be purposefully considering the "vehicle" that carries her ideas. Don't jump to it is more difficult because it is beyond just the basic sentence structure) Really think about the syntax structure.
5. Now, reread paragraph 1 AGAIN. This time you will be doing a "reading comprehension" reading. With this read you are going to need to balance your recognition of the grammatical purpose of the word with the meaning of the word/group of words. Pause slightly after each sentence and think about how this structure informs your understanding. How does finding the "main line" help you comprehend the meaning of the writing.
5. On a piece of paper, write "paragraph 1" and reflect upon your findings. I am not going to micromanage your writing by asking you specific guiding questions to respond to in your reflection. Just do a thorough reflection of both types of readings and your results.
On to paragraph 2... and so on... make sure you read the "postscripts" in your initial read, but you do not need to include them in your analysis.
"How Can We Not be Afraid" article
As requested (maybe not directly), today we are going to put your new-found grammatical knowledge to use.. Yes, you can define grammatical terms... Yes, you can diagram the earliest basic structures.. But as you all know, these skills are all on the lowest rung of Bloom's Taxonomy. Yes?
Whereas you must be able to do these skills first, we are now going to move into the WHY??? (This is what you are all starving for in grammar education).
Therefore, we are going to be examining two of the major purposes for wanting and possessing excellent grammatical skills. This is the WHY?!
1. Writing expression
2. Reading comprehension
You will be reading the following article by Montserrat Dominguez.
1. Read it once completely.
2. Now you will be doing, solely, a "sentence diagramming" read. In this read, I want you to be looking for the "main line" of meaning. This means, in each sentence, ask yourself: where is the subject? where is the predicate? is there an object? is this a transitive verb or an intransitive verb?
3. Once you have figured out the "main line" of meaning in the sentence (in compound sentences, this will be the independent clause). Is there a subordinate clause before or after the "main line"/independent clause? How is it working?? Is it giving more information about the subject or the predicate??? (Adverbial or Adjectival?)
4. After reading paragraph 1 in this manner, stop and reflect. Ask yourself the questions: How did her style of writing and placement of these components enhance/detract from her purpose? (Now, keep in mind, she is a professional writer.. she has command over grammatical structure.. therefore, she will be purposefully considering the "vehicle" that carries her ideas. Don't jump to it is more difficult because it is beyond just the basic sentence structure) Really think about the syntax structure.
5. Now, reread paragraph 1 AGAIN. This time you will be doing a "reading comprehension" reading. With this read you are going to need to balance your recognition of the grammatical purpose of the word with the meaning of the word/group of words. Pause slightly after each sentence and think about how this structure informs your understanding. How does finding the "main line" help you comprehend the meaning of the writing.
5. On a piece of paper, write "paragraph 1" and reflect upon your findings. I am not going to micromanage your writing by asking you specific guiding questions to respond to in your reflection. Just do a thorough reflection of both types of readings and your results.
On to paragraph 2... and so on... make sure you read the "postscripts" in your initial read, but you do not need to include them in your analysis.
"How Can We Not be Afraid" article
Monday, January 12, 2015
Class for today... and on into Tuesday.. (1/12-1/13)
1. Looking a little closer at adjectives and adverbs today... Qualifiers and Quantifiers
Both qualifiers and quantifiers PROCEED and MODIFY the noun and supply specific detail in a sentence... Qualifiers are hidden as adjectives and adverbs, while quantifiers disguise themselves as words that tell how much. Quantifiers usually appear in front of nouns (as in all the children), but they may also function as pronouns (as in all have returned).
Here are the most common qualifiers in English (though some of these words have other functions as well):Very, quite, rather, somewhat, more, most, less, least, too, so, just, enough, indeed, still, almost, fairly, really, pretty, even, a bit, a little, a (whole) lot, a god deal, a great deal, kind of, sort of.
Remember that one of the main reasons we are studying grammar and mechanics is because of the control it offers you in crafting your message when you write.. We will be carefully connecting the aspects of diagramming to the writing process... Here is the writing connection with QUALIFIERS.
Review the following link:
Overused words- qualifiers
2. On to INDIRECT OBJECTS: Indirect objects receive the action of the DIRECT OBJECT! Remember: The direct object answers "WHAT" of the action of the PREDICATE! Indirect objects answers "TO/For"...
Review the following slides 1-16. This will review and ADD indirect objects and conjunctions. Be very familiar with these additions on Tuesday. (take notes)
Sentence Diagramming review and additions (with British Lit!) (Thanks Dr. Wheeler)
Good things to note:
1. How to recognized and diagram the implied "You" (x)...
2. How to handle the negative "not" (as an adverb)
3. Object complement examples (after the direct object)
4. Indirect objects... how to spot them and make sure that they are IO.
5. How to diagram compound phrases... (slide 13)
6. How to diagram conjunctions (slide 13-16)
Both qualifiers and quantifiers PROCEED and MODIFY the noun and supply specific detail in a sentence... Qualifiers are hidden as adjectives and adverbs, while quantifiers disguise themselves as words that tell how much. Quantifiers usually appear in front of nouns (as in all the children), but they may also function as pronouns (as in all have returned).
Here are the most common qualifiers in English (though some of these words have other functions as well):Very, quite, rather, somewhat, more, most, less, least, too, so, just, enough, indeed, still, almost, fairly, really, pretty, even, a bit, a little, a (whole) lot, a god deal, a great deal, kind of, sort of.
Remember that one of the main reasons we are studying grammar and mechanics is because of the control it offers you in crafting your message when you write.. We will be carefully connecting the aspects of diagramming to the writing process... Here is the writing connection with QUALIFIERS.
Review the following link:
Overused words- qualifiers
2. On to INDIRECT OBJECTS: Indirect objects receive the action of the DIRECT OBJECT! Remember: The direct object answers "WHAT" of the action of the PREDICATE! Indirect objects answers "TO/For"...
Review the following slides 1-16. This will review and ADD indirect objects and conjunctions. Be very familiar with these additions on Tuesday. (take notes)
Sentence Diagramming review and additions (with British Lit!) (Thanks Dr. Wheeler)
Good things to note:
1. How to recognized and diagram the implied "You" (x)...
2. How to handle the negative "not" (as an adverb)
3. Object complement examples (after the direct object)
4. Indirect objects... how to spot them and make sure that they are IO.
5. How to diagram compound phrases... (slide 13)
6. How to diagram conjunctions (slide 13-16)
Sunday, January 11, 2015
Happy New Year! Semester 2!! For class on Monday, January 12th!
Remember... it is your LAST LSN Court Warming! Participate! Jammies! (Make them warm jammies)
1. You have a test today over grammar terms and basic sentence diagramming. It will cover all words. You will need to fill in definition. I will also ask you a few questions about diagrams 1-4. I may ask you to list all 4 types of diagrams (remember.. some have 2 per).. and I may have you diagram a few..
2. Review the link "Diagramming Sentences Basics"... we started on this in class on Friday. This will really help. If you have more questions, please ask! I will be more than happy to help you!
Here is the Sengram APP for your phones, if you would like!
SENGRAM APP- iTunes
1. You have a test today over grammar terms and basic sentence diagramming. It will cover all words. You will need to fill in definition. I will also ask you a few questions about diagrams 1-4. I may ask you to list all 4 types of diagrams (remember.. some have 2 per).. and I may have you diagram a few..
2. Review the link "Diagramming Sentences Basics"... we started on this in class on Friday. This will really help. If you have more questions, please ask! I will be more than happy to help you!
Here is the Sengram APP for your phones, if you would like!
SENGRAM APP- iTunes
Class Monday: January 12th
1. Remember, it is jammie day! It is your last Court Warming... join in the festivities!
2. Quiz on grammar terms and first 4 diagrams. This is your first grade of the semester.. be ready!!
Here is the Sengram APP for your phones, if you would like!
SENGRAM APP- iTunes
2. Quiz on grammar terms and first 4 diagrams. This is your first grade of the semester.. be ready!!
Here is the Sengram APP for your phones, if you would like!
SENGRAM APP- iTunes
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