AP
English—Wednesday, October 30th, 2013
When
You Come In
1. Sign in.
2. Get your Professor Foster chapter back,
graded.
3. Put it in your binder—you’ll need a
section for pink.
Homework Comment:
- Enlightenment Notes were due shared with me by 1:40. Those of you who did so have grades typed at the top of your notes.
- If you failed to do this, you received a zero. This assignment cannot be made up.
View and discuss the information on the following websites:
Historical Background
Ø
What else do we
know from our reading an note-taking last night?
Writing Style
Title
More Background About
“A Modest Mouse”
Ø
By
considering this information, we are taking a HISTORICAL APPROACH to the
reading.
Conditions in Ireland
1.
not
an independent country
2.
far
poorer than England.
3.
Most
people born there were Roman Catholics and employed as agricultural laborers or
tenant farmers.
4.
The
landlords (landowners) were paid from the produce of the land, at rates workers
could rarely afford.
5.
This
ruling class were usually Protestants.
Many of them were not born in Ireland, nor did they live there
permanently.
6.
If
the laborers lost their work, there would always be other poor people to take
it up.
7.
There
was no social security system and starvation was as common as in the Third
World today.
8.
Swift
knows, in writing the Proposal, that in living memory, Irish people had been
driven to cannibalism.
Listen to the text here:
Audio
- Read and annotate from line 104 to line 132 (homework grade due when you come to class tomorrow), then check yourself on shmoop!
- Study quizlet for the fiction terms (quiz = Friday).
CPR
Welcome to CPR!
Wednesday, October 30th,
2013
When You Come In
1. Please initial
next to your name on the clipboard.
2. Please find your
seat—with your sticky note in
pink on it.
3. Homework: tell us about your note-taking info, pretty
please!
Review
Big Picture
Ø
Based
on the title of this class, what skills do you think we’re going to be working
on this term? J
1.
Reading
closely
2.
Annotating
3.
Vocabulary-Building
4.
Note-Taking
5.
Academic
Discussion
6.
Thinking—I
put this last, but really, let’s not forget to think—deal?
NOTE-TAKING
INFORMATION
1.
Contact THREE current college students.
2.
Ask them to talk about what NOTE-TAKING
looks like in their classes:
a.
Professor’s Expectations?
b.
How much are they reading a night? A week?
c.
Computers/devices allowed—yes or no?
d.
How do the students you’re contacting
take notes?
Vocabulary
1. We are all in the
class group for free rice—yee-haw!
2. Vocabulary is the
number one indicator or reading comprehension—so we are going to work on it all
term! J
3. We played free rice for fifteen minute before
lunch.
Reading
and Annotating: “How to Mark a Book”
Ø
Read
and annotate for fifteen minutes, and then we are going to SHARE our
annotations with a partner. :55
Annotation
Reminders:
1.
Look
up words you don’t know, and write their definition next to the word in the
text you’re reading.
2.
Wiki
any references you’re unfamiliar with, so you have SOME idea what the writer is
talking about.
3.
Check
your margins—they should be bursting with notes!
Pair-Share
Annotations
1.
What
is DIFFERENT about your marginalia?
a.
Summarizing
whole chunk, versus detailed notes
b.
Circled
words, but no defs
2.
What
is SIMILAR?
a.
Looked
up words when we didn’t know them
3.
What
have we used most from our pink helper sheet?
a.
Underlining,
then put explanations
b.
Parentheses—important
things
c.
Summarizing
each para.
d.
Commented
about agreement
4.
What
new, creative ways are we annotating?
a.
Bullet
points of main ideas--lists
Remaining Time for Class: Continue
reading and annotating on your own—please and thank you!
Homework
1. Finish reading and
annotating “How to Mark a Book”. (due Thursday)
2. Play free rice,
and expand your diction! J
(due Tuesday, 11/5)
Now
1. Look at free
rice. What is your most consistent level
so far, or what is the highest level you’ve gotten to? (DON’T SAY IT ALOUD!)
2. Go to your school
google, and in gmail, send me an e-mail with your level in the subject line.
CREATIVE WRITING
Writing
Experiment #2: Halloween Fiction Story
Directions:
1.
Select one
of the following writing prompts.
2.
Use it as
a springboard into your own FICTIONAL STORY.
3.
Include
details from the fives senses.
4.
Use
paragraphs to show shifting ideas.
Grading for
WE#2: Halloween Fiction Story
1.
YES/NO The piece is a minimum of 400 words. My word count is in parentheses beside my
name.
2.
YES/NO I used paragraphs to show my shifting ideas.
3.
YES/NO I used the correct MLA format for heading.
4.
YES/NO I doublespaced the whole piece, and printed
it two-sided. (Do NOT share it with me.)
5.
YES/NO Include details from the fives senses.
When You Finish Your Halloween Story and Can Answer "YES" to the Seven Questions Above:
Ø Come back and see me, and bring your computer!
Prompts Here:
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