CPR Final Reflection
Big Picture: Think about what you most want to say about—YOUR GROWTH IN CLASS.
1. Re-read your CPR Comment sheet, starting with your first entry, and reading through the entry you wrote yesterday about “Everyday Use.”
2. Read my comments on that doc as well.
3. Review your binder, and consider all the following work you’ve done:
a. “How to Mark a Book”
b. Free Rice
d. Greek Mythology
e. Oedipus Rex
f. Professor Foster Chapters
g. “House on Mango Street”
h. Short Story Unit
i. College-Prep Podcasts
j. College-Prep Note-taking Research and Practice
Ø Paragraph #1: What is one skill you’ve learned or improved significantly on since October? Explain how and why, giving details from your work in class to SHOW you proving your point.
Ø Paragraph #2: What is a second skill…? Explain how and why.
Ø Paragraph #3: What was your favorite topic or reading? Explain how and why.
Ø Paragraph #4: What is one weakness you know you will need to be prepared to work on the rest of this school year, or next semester when you’re a freshman in college.
Ø Paragraph #5: Iowa Core--Select ONE of the CORE skills below, and write one to two paragraphs SHOWING HOW you have proven your mastery and learning of this task. Sound as though you’re trying to convince the college admissions office during an interview.
· The five skills below are pulled from Iowa CORE, and they guide teachers as to what twelth-graders across the United States should be able to do in order to be prepared for college and career.
· These are skills I’ve tried to teach you in CPR.
· These are skills that, in large part, rely on your thoughtful annotations.
· So, this is your last reading class in high school. Have you mastered the following?
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.
3. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
4. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
5. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Last Day of the Term