801 Homework
peer_assessmrnt_sheet.docx | |
File Size: | 14 kb |
File Type: | docx |
[email protected]
NB: The o's after "samwin" should be zeros.
Send your class comments to this email ASAP.
May 4, 2017
Remember to continue working on your positive comments. Keep them saved on your computer because tomorrow I will give you my email and you will send it to me.
May 3, 2017
Below is a class roster for you to use when creating your positive comments for each of your classmates.
- Daniel Adebiyi
- Cynthia Agbemenu
- Nathaly Brogan
- Damion Bryan
- Mackenzie Chambers
- Ryanne Cortes
- Lei Andre Delos Reyes
- Nevaeh Edwards
- Latalia Gayle
- Isabella Gonzalez
- Jermaine Grant
- Kayla Haughton
- Dayna Hernandez
- Yahir Huerta
- Wyeon James
- Evelyn Juarez
- Moredecai Kodua
- Thinh Le
- David Matthews
- Sela McNeil
- Kuno Mendez
- Amaya Miller
- Jasmine Nichols
- Mohammed Oguntola
- Raquel Ortega
- Tianna Robinson
- Marissa Samaroo
- Varsha Samaroo
- Zacoy Simmons-James
- McKayla Spencer
- Jenia Taylor
- Brandon Valentin
- Ganole Walker
February 28, 2017
Complete pages 63-68 in your Ready Workbook.
Be sure to annotate the passage and the questions. Use your test taking strategies to help you answer the multiple choice questions.
HIGHLIGHT THE EVIDENCE NEEDED FOR EACH QUESTION AND LABEL EACH PIECE OF EVIDENCE FOR THE CORRESPONDING QUESTION.
February 16, 2017. I have uploaded the file with an example for you to follow.
Use the language from the argumentative essay rubric to assess all the criteria for your peer’s essay. Read the essay carefully several times. For structure and focus, read and highlight the key parts of the level 4, level 3, and the level 2. Whichever one that part of the essay satisfies most, use the key language in that level to explain that component. Do the same thing for the introduction, the body, conclusion, and style (language choice and convention). Observe the example below. NB. Use a pencil to write in neat, clean and free from errors. Be sure to check your spellings and grammar. Most importantly, make sure that whatever you write make sense. Reread and correct any error.
If you notice, I have used the some wording from the rubric most of the time. Remember, you can have a level standards for all the components or different level standards for different component. Just read the essay see which standard each component satisfies. Do one at a time. Have it ready along with your peer's essay tomorrow...
February 14, 2017 NB. Check the file for the completed essay model in the next few minutes.
Follow the steps and the example below to work on your conclusion. Give your essay an interesting title to depict your side and type the final draft for tomorrow.
Steps for writing conclusion
1. Restate your thesis
2. Explain thesis why is important,
3. Call for action or overview future research possibilities.
1. Restating the thesis
Making uniforms compulsory is not only an effective strategy for controlling and managing students' behavior, but it is also essential in reducing illicit activities and creating a productive learning environment.
2. Explaining why thesis is important.
If more schools do not enforce the uniform policy, then the classrooms will be little more than just glorified playgrounds where students go to make fashion statements and have fun.
3. Call to action
So which would you prefer? A safe and effective learning environment or a place for just fashion and fun? You make the choice!
NB. Do not include the numbering nor the labeling. Just follow each step closely to create a paragraph.
February 13, 2017
Follow the steps as well as the example below to create two counterclaim paragraphs. Farther below you will see the examples of introductions. Choose one and use it as an example to write yours.
Steps for Constructing a Counterclaim/argument
1. Use one of the sentence frames from the top or bottom box to state your counterclaim.
2. Choose one of the rebuttal sentence frames to explain why the counterclaim is wrong/flawed/weak/il logical/not supported by evidence/irrelevant etc.
3. Give evidence to prove why the counterclaim is weak.
4. Explain how or why the evidence makes the claim weaker.
5. Close by summing up.
NB. After you have written your two counterclaim paragraphs, remove the numbering so that they will flow as paragraphs.
Step1. Critics may argue that mandatory school uniforms violate students’ right to express themselves freely as is guaranteed under the US Constitution.
Step 2. This argument is illogical, however, as the law only applies to freedom of speech and not what one wears. Curtailing what students wear in schools is not suppressing their ability to speak up or out on an issue. Therefore, it does not violate free speech and thus, that right still remains intact even with mandatory school uniforms.
Step 3. As a matter of fact, in the case Canady v. Bossier Parish School Board (3-0, 2001), the US Fifth Circuit Court of Appeals upheld a school board's right to implement a mandatory uniform policy, stating that requiring uniforms for the purpose of increasing test scores and improving discipline "is in no way related to the suppression of student speech. [Students] remain free to wear what they want after school hours. Students may still express their views through other mediums during the school day." Furthermore, in 1995, Judge Michael D. Jones of Maricopa County Superior Court (AZ) ruled that mandatory uniform policies do not violate students' free speech rights even when there is no opt-out provision in the school's uniform policy.
Step 4. Clearly, mandatory school uniforms have in no way shape or form infringed on students’ freedom to express their thoughts, feelings or ideas through verbal or written form and therefore not a threat to their first amendment right under the Constitution.
Another example of Step 4. Not only have the cases disprove the opponents’ claim, but they have also strengthen the argument that mandatory school uniforms help to enable a more productive educational environment where students are able to focus more on learning and less on what they wear. Chris Hammons, Principal of Woodland Middle School in Coeur d'Alene, ID, stated that uniforms "provide for less distraction, less drama, and more of a focus on learning."
Step 5. While it’s easy to think that mandatory school uniforms stifle students free expression, it does not take away their voice nor their ability to effect change. Instead, it creates a less distractive, more focused, drama-free atmosphere for teaching and learning.
Parts of an Introduction
- to spark the interest of readers, ( First part)
- to move readers gracefully toward the thesis statement, (Sentence that connects ideas in the spark/attention grabber with ideas in the thesis)
- to present the thesis statement of the essay. (Last sentence- the thesis statement)
Types of Introduction and Examples
1. Begin with Background or Historical Information
Example
Identity theft is not a new crime. Throughout history, unscrupulous individuals have pretended to be people they are not, often with the goal of political, social, or financial gain. With the right appearance and demeanor, people have falsely presented themselves as kings and bishops. Today, in our information age, identity theft is a far more prevalent problem. With access to names, Social Security numbers, and other personal information, thieves are able to steal identities, leaving the victims struggling to clear their good names. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
2. Begin with a Quotation
Example
In Shakespeare's Othello, Iago claims that he "who steals my purse steals trash / . . . But he that filches from me my good name / Robs me of that which not enriches him, / And makes me poor indeed" (3.3.157-161). Today, identity theft is a new way that thieves steal both the "purses" and the good names of innocent victims, and these thieves are enriching themselves at the expense of their victims. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
3. Begin with an Interesting or Surprising Fact
Example
Identity fraud is the fastest growing crime in the United States. In 2004, over nine million Americans, or approximately one person in 24, became victims of identity fraud or identity theft, at a cost to the economy of 52.6 billion dollars ("2005 Identity Fraud Survey Report"). Because many cases of identity fraud and identity theft may go unreported, the numbers could be even higher. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
4. Begin with a Definition of an Important Term
Example
Our identity is what makes us unique. It is "the distinguishing character or personality of an individual," and when one is a victim of identity theft, it is this "distinguishing character" that is stolen: one's name, address, Social Security number, employment history, credit history, and more. It therefore is no wonder that victims of identity theft often feel a deep sense of violation as they struggle to reclaims their good names. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
5. Begin with a Short Narrative
Example
Joe Stevens was finally ready to purchase a home. He spent years putting money into a savings account, paid off his credit cards, and diligently paid every bill on time. Confident of his good credit rating, Joe visited the bank to inquire about a mortgage, but he discovered startling information: Joe defaulted on a home loan, had $40,000 in credit card debt, and had a car repossessed for lack of payment. Joe Stevens, like many Americans, is a victim of identity theft. Instead of preparing to move into a new home, Joe began the long journey to restore his good name and to reclaim his identity. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
6. Begin with a Question
Example
How would you feel if you knew, at this moment, that some criminal is writing your name, address, and Social Security number on credit card applications and plans to charge thousands of dollars worth of merchandise on those credit cards? More importantly, how do you know that this is not happening? Millions of people have become victims of identity theft, and they often find out only after thousands of dollars have been stolen using their names. Identity theft is a serious problem that claims millions of innocent victims, and the government must implement better regulations to help put an end to this crime.
February 8, 2017
Be sure to complete the annotation for pages 50-51 in Ready workbook.
Read at least one and a half hours on myon.
February 7, 2017
Remember to use the questioning stems to create 2 or more higher order questions along with 2 comments from the Dakota or Key Stone Pipeline articles given to you. Try to include relevant laws and key concepts dealt with in social studies.
Complete the Pros and Cons chart in the document by writing a claim in each box for each side. Use evidence (facts, statistics etc.) from the article to support each of the claims. You will need it for tomorrow's lesson. Be prepared, because you might also be observed. NB. The question stems are below.
Ex: The Federal Government promised the Native Americans, "Life long protection." How has the Key Stone or the Dakota Access Pipeline violated that promise?
Higher Order Questioning Stems
Evaluation: Use these question stems to help you construct insightful questions for your class discussions.
judge select choose decide justify debate verify argue recommend assess discuss
rate prioritize determine
Is there a better solution to................ Judge the value of...
Can you defend your position about...? Do you think ... is a good or a bad thing?
How would you have handled...? What changes to ... would you recommend?
Do you believe? How would you feel if...?
How effective are...? What do you think about...?
February 3, 2017
Go back to body paragraphs 1 and 2 and add another piece of evidence from another source. Complete the third body paragraph of your essay.
Log into your myon account and read at least 2 hours for Saturday and 2 for Sunday. Remember, some of you are behind and need to do some extra reading to catch up. For your lexile level to go up, you must complete the quizzes,
February 2, 2017
Follow the model for body paragraph 1 to work on body paragraph 1 and 2 of your essay.
Despite popular beliefs, school uniforms should be made mandatory because it can deter crime, keep students’ more focused on education, reduce peer pressure and bullying and enhances school pride and community spirit.
. (Thesis statement)
NB. The first sentence in the body paragraph represents the secondary claim which is created from the first reason in the thesis statement.
School uniforms should be made mandatory as they will significantly deter crime, thereby, producing a safe learning environment for students. As a matter of fact, proponents of mandatory school uniforms argue that “In Long Beach, CA, after two years of a district-wide K-8 mandatory uniform policy, reports of assault and battery in the district's schools decreased by 34%, assault with a deadly weapon dropped by 50%, fighting incidents went down by 51%, sex offenses were cut by 74%, robbery dropped by 65%, possession of weapons (or weapon "look-alikes") decreased by 52%, possession of drugs went down by 69%, and vandalism was lowered by 18%.” As you can see, mandatory school uniform plays a crucial role in the reduction of school related violence at all levels, thus, creating a safe and productive learning environment for students and staff alike. Advocates for mandatory school uniforms also contend that “A 2012 peer-reviewed study found that one year after Sparks Middle School in Nevada instituted a uniform policy, school police data showed a 63% drop in police log reports, and decreases were also noted in gang activity, student fights, graffiti, property damage, and battery.” It goes without saying that mandatory school uniform helps to create a positive atmosphere where students feel secured and that they can focus on their educational well-being. To further strengthen their claim, defenders of mandatory school uniform point out that Frank Quatrone, superintendent in the Lodi district of New Jersey, noted that "When you have students dressed alike, you make them safer. If someone were to come into a building, the intruder could easily be recognized." This not only justifies the logic of mandatory uniforms but also demonstrates other potential benefits it may have on the community as a whole. To further substantiate the significance of the argument, the Herald Net, a Washington news paper, posted an article in which it highlights the benefits of uniforms throughout several participating schools. According to the articles, " Schools in California and elsewhere that have adopted uniforms report less truancy, gang and drug activity. They report more order and better behavior in the classrooms, creating the atmosphere for improved learning." Clearly, mandatory school uniform play a vital role in deterring crime and fostering a safe and conducive school environment where students no longer focus on what they wear but on what they learn and how they learn.
Uniforms keep students focused on their education rather than on what wear, consequently, grades and school atmosphere improve significantly. To emphasize this point, Chen (2015) asserts that school-reported statistics and School Administrators have confirmed that the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals among students, coupled with increased school pride similar to athletic team uniforms. This, she contends not only sets a professional tone in the schools but also encouraged students to take their studies more seriously. A bulletin published by the National Association of Secondary School Principals reinforce the validity of mandatory uniforms by stating that "When all students are wearing the same outfit, they are less concerned about how they look and how they fit in with their peers; thus, they can concentrate on their schoolwork." In light of this data, it is hard to deny the overwhelming advantages uniforms have not only on the immediate school environment but also on the wider communities.
Another way in which uniforms keep students focused is that they divert their attention from the fashion and fad trends prevailing and thus helping them to concentrate on their education. Chen (2015) insist that uniforms create a better learning environment at school because students are not as distracted by how they look, and therefore, spend more time learning. The peer pressures of stylish dressing with the “best” brands are alleviated, especially when students may not wear uniform pieces from name brand companies. Given the these evidence, it is only fair to conclude that the benefits of mandatory school uniforms outweigh the drawbacks as they create uniformity and sameness among students which inevitably reduce their distractions on garments and therefore increase their attention to knowledge.
February 1, 2017
When you consider the creed, “All men are created equal,” do you think America has made any real progress over the last 100 years? How equal is equal? Discuss using textual from both articles given to you.
In your response be sure to:
a) Explain whether the creed is true or not.
b) Explain whether or not America has made any real progress over the last 100 years and how or in what areas.
c) Answer the question, how equal is equal, in relation to gender, wage, job, race etc.
d) Use evidence from the 2 articles you were given to support your response.
e) Avoid using “I, me, my” pronouns and check for spelling, grammar and fluency.
f) Type or neatly write.
Remember to read on myon.
January 31, 2017
1. Find the theme for the worksheet you were given in class today and complete the two short ones below.
2. Log into your myon account and read for at least an hour.
The Fox and the Cat
A Fox was boasting to a Cat of its clever devices for escaping its enemies. "I have a whole bag of tricks," he said, "which contains a hundred ways of escaping my enemies." "I have only one," said the Cat; "but I can generally manage with that." Just at that moment they heard the cry of a pack of hounds coming towards them, and the Cat immediately scampered up a tree and hid herself in the boughs. "This is my plan," said the Cat. "What are you going to do?" The Fox thought first of one way, then of another, and while he was debating the hounds came nearer and nearer, and at last the Fox in his confusion was caught up by the hounds and soon killed by the huntsmen.
What is the moral of the story?___________________________________________________________
____________________________________________________________________________________
Explain how your answer relates to the story: _______________________________________________
____________________________________________________________________________________
9. The Fox and the Crow
A Crow, having stolen a bit of meat, perched in a tree and held it in her beak. A Fox, seeing this, longed to possess the meat himself, and by a wily stratagem succeeded. "How handsome is the Crow," he exclaimed, in the beauty of her shape and in the fairness of her complexion! Oh, if her voice were only equal to her beauty, she would deservedly be considered the Queen of Birds!" This he said deceitfully; but the Crow, anxious to refute the reflection cast upon her voice, set up a loud caw and dropped the flesh. The Fox quickly picked it up, and thus addressed the Crow: "My good Crow, your voice is right enough, but your wit is wanting."
What is the moral of the story?___________________________________________________________
____________________________________________________________________________________
Explain how your answer relates to the story: _______________________________________________
____________________________________________________________________________________
January 27, 2017
1. Complete the argumentative essay outline down loaded in the file.
2. Log on to your myon account and read at least 2 hours on Saturday and 2 on Sunday.
January 26, 2017
Log into your myon account and read for 11/2 hours. Also, complete the theme homework on pages 54-63 ok the Coach workbook.
January 23, 2017
Homework:
Students will
1. Log in their myon account over the weekend and for Saturday and Sunday, read for at least 2 hours each day (801) and 90 minutes (802). Your hours will be automatically logged in and you will be graded based on the number of hours you read.
Myon.com
School name is MS 180 or Dr. Daniel Halse Williams middle School 180
Your user name is your school ID number.
Your password is 1 and the two first letters of your first name.
Name ____________________________ Class __________ Date ______________________
Determining the theme of a text.
1. Mr. Pig and Mr. Dog were hanging out at the food court of the animal shopping mall. Mr. Pig was eating a huge feast of pizza and drinking a large jug of fruit punch and Mr. Dog was watching him eat. “Hey, Mr. Pig. If you give me a slice of pizza, I’ll let you have the next bone I find.” Mr. Pig declined, even though it hurt his stomach to eat the last three slices of pizza. “I’m sorry, Mr. Dog,” Mr. Pig said, “but I paid for this pizza and it’s all mine.” Mr. Dog sighed and waited for Mr. Pig to finish, and then they left the animal mall together. On the way out, a hunter spotted them and gave chase. The pig normally could have escaped the hunter, but since he was weighed down by such a large meal, Mr. Pig collapsed and the hunter killed him. Mr. Dog easily escaped. Later that night while returning to the scene, Mr. Dog caught the scent of something delicious and began digging around a trash can. He found a large ham bone with lots of meat and marrow still on the bone. Mr. Dog happily ate.
1. What is the theme of the story? ______________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What in the story leads you to believe this? ____________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. In his sophomore year of high school, Michael Jordan tried out for the varsity basketball team at Laney High School in Wilmington, North Carolina. But, at five feet and eleven inches tall, the coach believed that Jordan was too short to play at that level, so Jordan was cut from the team. Jordan did not let this obstacle defeat him.. In fact, it pushed him to work even harder. He trained vigorously and grew another four inches the following summer. When he finally made the varsity squad, Jordan averaged 25 points per game and went on to become one of the greatest basketball players in history.
3. What is the theme of the story? ______________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. What in the story leads you to believe this? ____________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
January 17, 2017
Literacy
Complete the graphic organizer with the main claim, supporting evidence and types of evidence. Types of evidence include facts, statistics, research findings, expert opinion, biblical reference, experience etc.
Find statistics on job discrimination, wage discrimination, and women rights discrimination. Explain which ones apply to your article.
Ain’t I a Woman?
Sojourner Truth
1864
Well, children, where there is so much racket there must be something out of kilter.
I think that 'twixt the negroes of the South and the women at the North, all talking about rights, the white men will be in a fix pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ar'n't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ar'n't I a woman? I could work as much and eat as much as a man
when I could get it - and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [member of audience whispers, "intellect"] That's it, honey. What's that got to do with women's rights or negroes' rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half measure full?
Then that little man in black there, he says women can't have as much rights as men,
'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down
all alone, these women together ought to be able to turn it back and get it right side up again! And now they is asking to do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say.
Vocabulary:
racket – noise
out of kilter – unbalanced
bear the lash – handle pain, but literally, in the context of slavery, surviving a whipping
obliged to you – I appreciate and owe you
December 23, 2016
Literacy Midterm Short response Review
(social networking sites, animal testing, violent video games, death penalty, sugary drinks, euthanasia, uniforms)
1. Choose two topics above. For each topic chosen, create a well-developed thesis statement. Remember, a thesis has a) topic, b) opinion and c) 3 reasons. Reasons must be logical.
2. Distinguish between a claim and a counterclaim.
3. Define each of these literary terms: symbolism, irony, conflict, characterization, setting
3a. Provide a relevant example for each term from the novel Speak.
4. Interpret each quote below:
a) “The world is beautiful but has a disease called man.” Friedrich Nietzsche
b) “The greatest enemy of knowledge is not ignorance; it is the illusion of knowledge.” Stephen Hawking
c) “If you want to see the true measure of a man, watch how he treats his inferiors, not his equals.” J.K. Rowling
d) “The world suffers a lot. Not because of the violence of the bad people. But because of the silence of the good people.” Napoleon
e) “The man who does not read has no advantage over the man who cannot read.” Mark Twain
4a. After each interpretation, explain how the quote applies to life/the world.
5. In your Crosswalk Coach Plus workbook, research the topic on page 214 and complete pages 214-216.
December 22, 2016
Remeber to bring a small snack and drink for tomorrow afternoon
December 20, 2016
Remember City Harvest food drive.
"The internet can be a boon and a curse for teenagers." (JK. Rawlings) Do you agree or disagree? Discuss the statement above. Be sure to incorporate evidence from your social media articles to substantiate your response. As you discuss, consider your first amentment rights as well as censorship.
December 19, 2016
If you need to complete your social networking site graphic organizer and edit your thesis statements, please do so.
NB. Please remember to bring in cans for the City Harvest drive.
December 16, 2016
Complete the assignment in the file downloaded.
December 13, 2016
Despite popular beliefs, school uniforms should be made mandatory because it can deter crime, keep students’ more focused on education, and reduce peer pressure and bullying. (Thesis statement)
NB. The first sentence in the body paragraph represents the claim. It is based on the first reason in the thesis statement.
Mandatary school uniform will significantly deter crime and thereby provide a safe learning environment for students. As a matter of fact, proponents of mandatory school uniform argue that “In Long Beach, CA, after two years of a district-wide K-8 mandatory uniform policy, reports of assault and battery in the district's schools decreased by 34%, assault with a deadly weapon dropped by 50%, fighting incidents went down by 51%, sex offenses were cut by 74%, robbery dropped by 65%, possession of weapons (or weapon "look-alikes") decreased by 52%, possession of drugs went down by 69%, and vandalism was lowered by 18%.” As you can see, mandatory school uniform plays a crucial role in the reduction of school related violence at all levels, thus, creating a safe and productive learning environment for students and staff alike. Advocates for mandatory school uniform also contend that “A 2012 peer-reviewed study found that one year after Sparks Middle School in Nevada instituted a uniform policy, school police data showed a 63% drop in police log reports, and decreases were also noted in gang activity, student fights, graffiti, property damage, and battery.” It goes without saying that mandatory school uniform helps to create a positive atmosphere where students feel secured and that they can focus on their educational wellbeing. To further strengthen their claim, defenders of mandatory school uniform point out that Frank Quatrone, superintendent in the Lodi district of New Jersey, stated in Feb. 2011 that "When you have students dressed alike, you make them safer. If someone were to come into a building, the intruder could easily be recognized." Clearly, mandatory school uniform played a vital role in deterring crime and fostering a safe and condusive school environment.
December 12, 2o16
1. Based on todays' lesson create 2 more questions for thesis, aim and evidence. Be sure to use the how and the why as well as the justify, relevant/irrelevant, valid/invalid, logical/illogical, bias/unbias, debatable ect.
2. Define censorship. Research situations where censorship is acceptable and when is it not? Think about your 1st amendment rights and censorship. When should it be used to curtail your 1st amendment rights and when shouldn't it be used.
3. How can knowledge of argumentative writing help you in other subject areas and outside of the classroom?
December 9, 2016
1. Construct 2 questions for each of the following:
a) thesis statement, b) claim, c) evidence
2. Complete the final draft of your critical lens essay. Be sure to review your template to ensure that you have fully satisfied all the components of the task. Rememember, points are alloted to each part. Therefore, if any part is missing, points will be lost.
3. Please remember to log on to myon.com and complete the test. School : 11x180 and click on it. User name: Your school ID #. Password: 1 and the first 2 letters in your first name.
December 8, 2016
Choose your best written thesis statement and write a claim for each reason. That is, 3 reasons, 3 claims. One claim for each reason. Use the articles given to you and write 2 pieces of facts and two pieces of statistics to support each reason. Be sure to use the strongest pieces of evidence to support each claim.
Example:
Thesis statement: : Despite the fact that other people may argue otherwise (A), Nike shoes (B) are better than other brands (C) because they are more comfortable and stylish (D).
The reasons are more comfortable and stylish. Therefore my two claims below will be:
1. The comfort provided by Nike shoes is way more superior than many other brands. Or
1b. Nike shoes offer a more superior comfort than many other brands.
2. Nike shoes are not only very comfortable but they are also more fashionalby elegant than some other brands.
2b. Nike shoes have more elegance and sophistication to them than many other brands.
2c. Nike shoes have more style and elegance to them compared to many other brands at the same cost.
NB. I just wrote more than one examples of each claim to show you that claims can be written in different ways. I wrote two claims because the thesis statement above only has two reasons. Your thesis statements should have 3 reasons therefore, you should have 3 claims, one for each reason.
December 7, 2016
Read the article given to you and complete the task given in the document above.
December 5, 2016
Research and write four benefits and four drawbacks of social media
December 2, 2016
Copy the document above and complete with 4 important symbols From Speak. Write the name of the symbol and use a drawing or picture to illustrate it. Give 3 evidence to support each symbols. Write the meaning of each symbol or what it represents.
December 1, 2016
Research and find 5 more examples of themes in literature.
Interpret these quotes
"A leader is one who knows the way, goes the way, and shows the way." John C. Maxwell
“Success is not how high you have climbed, but how you make a positive difference to the world.”
― Roy T. Bennett, The Light in the Heart
“Be a voice, not an echo.”
“The best way to destroy an enemy is to make him a friend.” Abraham Lincoln.
November 30, 2016
Read the passage on pgs 27-29 and complete the multiple choice questions.
Write a theme from Speak for each of the following patterns
a) isolation b) rape c) guilt
November 29, 2016
Interpret the quotations below.
1. "I came, I saw, I conquered."
Julius Caesar
2. "The greater the difficulty, the more the glory in surmounting it."
Epicurus
3. "The art of living is more like wrestling than dancing."
Marcus Aurelius
NB. Continue to work on your critical lens essay.
November 26-28.
NB. The rest of your outline is added below. Do NOT change the format. Just fill in the necessary details.
Critical Lens Essay Template
A critical lens essay uses a quotation to explore and analyze works of literature. The essay writer provides an interpretation of the quotation and then uses literary elements from two works of literature to support the interpretation.
1. "In literature, evil often triumphs but never conquers."
2. "Good literature substitutes for an experience which we have not ourselves lived through."
3. "All conflict in literature is, in its simplest form, a struggle between good and evil."
4. "The bravest of individuals is the one who obeys his or her conscience." - J.F. Clarke (adapted)
5. "The right good book* is always a book* of travel; it is about a life's journey." - H.M. Towlinson
6. “A book is like a garden carried in a pocket.” - Anonymous
- – for each of the following quotations
- Restate meaning of quote in own words (interpret);
- Explain how the work of literature (the book) connects to your interpretation (including GTA; genre, title, author);
- Agree with the quote without using "I"
- Literary terms – at least two (2) literary terms associated with each work of literature that will assist you in supporting your answer
Use the template below to assist you in composing a critical lens essay using two literary works.
Introduction (Paragraph #1)
A) Copy the quotation. (1 sentence)
………………………………………………………………………………………(name the author/An anonymous author /critic) once said/stated /It has been said/According to X /,“……………………………………………… ” (write quotation using “quotation marks”)
B) Write your own interpretation
This quotation means/suggests/implies that/In other words………………………………………………………………...............................................
………………………………………………………………………………(Your interpretation)
C) Explain how the interpretation relates to the quote
This quotation is true/valid/justifiable/meaningful/credible/logical because in the………………………,(genre) …………………… (title on novel) …………………………
.( author) uses ………………………………....(First literary element) and …………………… (Second literary element) to prove /demonstrate/illustrate how/that ………………………………………………………………………………………………………
(Tie in the plot summary of the main character with the meaning of the quote).
Example 1: If you quote is about good and evil/positive and negative, plot summary must reflect the whole meaning of the quote as shown below.
This quotation................in the ………………………., …………………, because
…………………………… uses ………………………… and ………………………………… to illustrate the constant humiliation the protagonist X underwent during most of her high school life. However, in the end, she eventually regained her strength, fought back and became the ultimate victor. (Just a general summary) or
Example 2: If your quote is about life’s experience/journey, your plot summary should reflect the whole meaning of the quote as shown below. Choose one of the vocabulary at the slashes appear.
This quotation .......................in the ………………………..............., ……………… because
…………................ uses/employs/applies /utilizes ………………………… and ………………………………………………. to ……… us the readers on an excursion throughout X’s life where we experienced her pain and sorrows, her acceptance and her eventual recovery and growth at Merryweather High School. (Just a general summary)
Body (Paragraph #2) NB. If using characterization for this paragraph, look back at your characterization essay.
……………………………………(Author’s last name) employs/applies/utilizes/uses …………………….... (1st literary element) or …………………………………………………(meaning of literary element) to emphasize/demonstrate/illustrate/highlight/portray/ depict the constant antagonism the protagonist X experienced against ……………………. Her tortured/traumatized/tormented/troubled existence is evident/displayed/ depicted/ in her relationships with other characters such a ………………………… (For characterization paragraph, explain how the character/s demonstrate this element in the novel) or
(For symbolism paragraph, explain how the author uses symbols to demonstrate this element in the novel)
b) in her lightning hit tree which she painted to symbolize different aspects of her life. This includes the shame, guilt ............................. For instance,/In fact,/As a matter of fact,/First,/ page.............(Write the first method you have in your introduction above and the the page #) states that "...................(Write the first piece of evidence)." As you can see, (Explain what the evidence is proving about the character). Furthermore, page ......(Write the page # for second piece of evidence), states "...................(Write the second piece of evidence)." This proves that ............(Explain what the second piece of evidence is proving about the character). Page .......(Write the page #) also states "...................(Write the third piece of evidence.) Clearly, ...................(Explain what this evidence is proving about the character).
Additionally, on page ...... (Write the page # for second piece of evidence), it states "...................(Write the 4th piece of evidence)." It goes without saying that ............(Explain what the second piece of evidence is proving about the character). Finally, on page .......(Write the page #) it states "...................(Write the 5th piece of evidence.) Evidently, ...................(Explain what this evidence is proving about the character). All in all, .................
..........................................................................................................................................(Give details of what happens in the novel and how it ties in with the meaning of the quote.
Body (Paragraph #3) NB. If using symbolism or setting go to the notes you took on symbolism or the chart you completed on setting . Change and rotate the order in which you use the vocabulary and transitional words and phrases in this paragraph so that it will appear and sound different the first.
……………………………………(Author’s last name) employs/applies/utilizes/uses …………………….... (2nd literary element) or …………………………………………………(meaning of literary element) to emphasize/demonstrate/illustrate/highlight/portray/ depict the constant antagonism the protagonist X experienced against ……………………. Her tortured/traumatized/tormented/troubled existence is evident/displayed/ depicted/ in her relationships with other characters such a ………………………… (For characterization paragraph, explain how the character/s demonstrate this element in the novel) or
(For symbolism paragraph, explain how the author uses symbols to demonstrate this element in the novel)
b) in her lightning hit tree which she painted to symbolize different aspects of her life. This includes the shame, guilt ............................. For instance,/In fact,/As a matter of fact,/First,/ page.............(Write the first method you have in your introduction above and the the page #) states that "...................(Write the first piece of evidence)." As you can see, (Explain what the evidence is proving about the character). Furthermore, page ......(Write the page # for second piece of evidence), states "...................(Write the second piece of evidence)." This proves that ............(Explain what the second piece of evidence is proving about the character). Page .......(Write the page #) also states "...................(Write the third piece of evidence.) Clearly, ...................(Explain what this evidence is proving about the character).
Additionally, on page ...... (Write the page # for second piece of evidence), it states "...................(Write the 4th piece of evidence)." It goes without saying that ............(Explain what the second piece of evidence is proving about the character). Finally, on page .......(Write the page #) it states "...................(Write the 5th piece of evidence.) Evidently, ...................(Explain what this evidence is proving about the character). All in all, .................
..........................................................................................................................................(Give details of what happens in the novel and how it ties in with the meaning of the quote.
Conclusion:
Using the steps below write your critical lens conclusion.
1. Recopy the critical lens statement (the quote) word for word in quotation marks noting the source.
According to X,/ It was once stated,/Y once stated, “…………………”
2. State your agreement with the quote and restate which piece of literature you discussed.
This is ………………………….. in the …………………… Give reason by explaining how main points you discussed about the literary elements in the body paragraphs support the quote. (Use synonyms so that you won’t be repeating ideas.) About 3-4 sentences
3. Make one final observation to sum up your thoughts. (Do NOT use “I”)
EX: It can be said that literature provides a vehicle into indomitable character of the human soul, where although down- trodden, he/she possesses the grits to someday rise above and take control of his/her life as was the case with the protagonist Melinda.